Direct Instruction Lesson Plan Grade Level/Subject: 3rd Central Focus: Words In Context

Essential Standard/Common Core Objective: RL.3.4 Determine the meaning of words and phrases as they are used in a text, Date submitted: 3/12/14 Date taught: distinguishing literal from nonliteral language. Daily Lesson Objective: Students will be able to use context clues to help determine the meanings of unfamiliar words and phrases. They will also be able to distinguish between the literal and abstract meanings of words and phrases. st 21 Century Skills: Academic Language Demand (Language Function and Vocabulary): context clues Prior Knowledge: Students will have understood that to be a good reader, we must be able to understand a text and we must use strategies to do so. Activity Description of Activities and Setting

Time

1. Focus and Review

Through a funny passage, we are going to learn that sometimes, one word can have different meanings. To figure out what the author wants us to know, 2 minutes we are going to have to use context clues to find these meanings of these unfamiliar words, or multiple-meaning words, when reading! Today we are going to learning that using context clues is a wonderful strategy that good readers use to figure out what words mean when we are reading. Many words can have more than one meaning. For example, the word chill means to make cold. But when one person tells another person to chill, it means, calm down or relax. The meaning of a word or a group of words often depends on the words around it. I am going to read the passage out loud so follow with your fingers! Arthur frowned as he read the directions for putting together his new Phantom Blaster Water Soaker. Then suddenly, a light bulb went off in his head. Author smiled brightly and said, Aha! Now I get it! He quickly snapped together all of the parts of his water soaker. Now boys and girls, I am going to underline words that help me figure out what light bulb means in this text. This is an example of a word with multiple meanings. I want to underline suddenly, because that is right before 1 minute

2. Statement of Objective for Student

3. Teacher Input

20 minutes

light bulb. I want to underline Author smiled brightly because I know that has to do with the action of light bulb going off in his head. I also want to underline, Aha! Now I get it! because Arthur is exclaiming that he finally put together his water soaker. The chart below shows the process and strategy of using clues to figure out the meanings of words while reading. Under definition it says, a light bulb is a glass bulb that contains a special wire that produces light when heated. Under clues in the passage, it states that a boy is frowning while reading directions, suddenly he smiles, and he says, Aha! Now I get it!. These are all clues within the passage. These are the things that we underlined. You can look for words that you do know to help you figure out the meaning of words you do NOT know. These other words or phrases in a sentence are related to words we may not know in the passage and can help us understand the things we dont understand! Tell students to flip the page in their booklets. Remind them that we are going to look for context clues in the text to find the meaning of the words that were unfamiliar to us or had more than one meaning. (Read out loud the first part of the story about the boys trip to the coast of Oregon.) What does the word snaked mean as it is used in the story?. Tell your students that you are going to perform a Think Aloud to demonstrate a way of answering the question. Well, the word snaked has more than one meaning. The writer uses the word to describe the trail. The writer gives me clues to help me figure out which meaning of this word is used. (Direct students to the chart). The writer says, The trail gently snaked its way up the steep mountainside to the top of a huge rocky cliff. The word gently is a clue in the meaning of snaked. It does on the first line in the second column of the box. The clues in the passage help me figure out which meaning of the word snaked is used in the story. The third column says the word snaked means to wind or move back and forth in a gradual way. I will fill in the blanks of the definition using the words from the third column of the chart. (back and forth, straight) Ask the students what they found interesting about todays mini lesson? Is there any particular part they found interesting? Instruct the students to then turn the page again to the poem, The Wind and the Leaves. Instruct the students to read the poem silently and to NOT read the Study Buddy or Close Reading text off to the left side of the page. As a class, discuss these questions and have the students answer them out loud by raising their hand. 4. Guided Practice What season is the author describing? (fall) What makes the leaves fall? (the wind) Where do the leaves go when Winter calls? (the ground) Then ask the students to look at the Study Buddy and think aloud. What does the Study Buddy help them think about? 10 minutes

Ask the students to read the rest of the poem and tell them to follow the directions in the Close Reading. (Explain to students that the wind and the leaves uses a special way of describing that gives human like qualities to things. In part one, the wind talks to the leaves and the leaves are compared to people wearing gold and red dresses.) Tell the students to turn to the next page and answer the questions as a class. Read them out loud and let the students raise their hand and analyze the correct answer as a class. Tell students they have learned about how to use context clues to determine the meaning of unfamiliar words to read the passage. Remind them that they 20 minutes are allowed to underline or circle important points. Tell them to answer the questions on the next page (common core practice: Yosemite Morning). They should get 100 percent correct from the answer analysis. They should be able to answer all of the questions because this is EOG practice. Once students have finished and put their book on my desk, I will grade accordingly. (1. B, 2. The air smells fresh and when the snow has fallen, we know the air is cold, and there are evergreen trees that may smell green. 3. A, 4. A, 5. C Explain that we have learned how to use context clues to figure out about the words in the context that we do not know the meaning of! Explain that good readers use this strategy EVERY time we read! (My corresponding teacher graded them after I had left the clinical classroom.)

5. Independent Practice

6. Assessment Methods of all objectives/skills:

7. Closure 8. Assessment Results of all objectives/skills:

2 minutes

Targeted Students Modifications/Accommodations: Students who are slow learners will be assisted one on one since this lesson is a carpet lesson. I am able to walk around and help them. Materials/Technology: Teachers reading book guide. References: Christy Parker

Student/Small Group Modifications/Accommodations: If students are struggling with remembering important and key facts, allow them to ask a partner or work cohesively.

Reflection on lesson: I absolutely loved teaching this lesson. My lesson plan was written for one entire class time lesson, but in reality it was split up over a weeks time because of the schedule in the classroom. These were all split up into min lessons but it still worked out very well. At first I was concerned with how I would split it up, but each section of the lesson plan fit perfectly into the time I was allotted for my lesson and the students really remembered the lesson from day to day. I never had any problems with the children not understanding and they told me that during free read, they started to use the strategy and it helped them figure out words they did not know!