1 Content and Standards: CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. C.C.1.2.3.J Acquire and use accurately grade- appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. C.C.1.3.3.I Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade- level reading and content, choosing flexibly from a range of strategies and tools. 2 Prerequisites: Students will need to know the definitions of the specified words. 3 Essential Questions: What would happen next in the picture of the boy with the bird on his head? How would you explain heaving to someone? Can you describe a time when you have been part of an activity that created a din? What do you think is wrong with the car? Why do people write songs? Why do people consider four leaf clovers to be lucky? What do you think the people in the car are thinking? How can this problem be fixed? What codes do you already know how to decipher? 4 Instructional Objective: Students will identify definitions and match them with vocabulary words. 5 Instructional Procedures: (Before) [3 minutes] Agenda will be written on the board. Students will be given scrap paper. I will read a definition and they will write the vocabulary word on the paper and hold up their answers. A word bank will be available on the board. (During) [20 minutes] Students will be paired in partners. Partners will have discussions and rotate through the ten stations of the Robust Vocabulary Reinforcement Walk. A chime will be used to indicate movement to the next post. Students will discuss the questions. (After) [2 minutes] Two sentences will be written on the board. Students will be given exit tickets to fill in the correct vocabulary word. They will underline clues from the sentence that helped them determine their choice. A word bank will be available on the board for word choices. 6 Materials and Equipment: Robust Vocabulary Reinforcement Walk Cards, scrap paper, chime, exit tickets 7 Assessment/Evaluation: Matching definitions and words with hold up cards will be used. Correct use of sentence context clues to properly place vocabulary words will be used. Participation will be monitored. 8 VII. Differentiation: Individualized Activities: Switch A: Students will complete activity with minimal examples. Switch B: Students will complete activity with several examples. Switch C: Students may need prompting and various examples. 9 Technology: There is no technology in this lesson. 10 Self-Assessment Teacher observation and student progress monitoring will be continual. As students are completing work and discussing, switch approaches may be adapted to meet the developing needs. Also, considering mass misunderstanding will result in clarification and possible reteaching.