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Common Lesson Plan

Teacher Candidate: Hannah Loefke


Cooperating Teacher:
Grade Level: 9th Grade
Subject: English
Date: 9/20
Common Core/State Standard(s):
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
Learning Objective(s):
Students will be able to use context clues to find definitions of words. Students will be
able to create sentences using vocabulary words learned during lesson. Students will be able to work in small
groups.

Rationale: Describe how this lesson is developmentally appropriate:


Students need to understand how specific words relate to the reading, and context of the novel. They will
also need to use the new vocabulary in a new sentence to master the concepts. I will use a question and
answer session throughout the whole group discussion. They will also be placed in small groups for the
you-do session. My lesson reflects Blooms taxonomy and higher order thinking because the students
analyze the text and create their own sentences.
Pre-Assessment:
I will measure students readiness and level of understanding by whole class question
and answer. Students would have prior knowledge of context clues and definitional clues.
Assessment:
Students will demonstrate that they have attained the goals of the lesson by creating
sentences vocabulary words.

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Post-Assessment:
During small group work sessions, students will be given three words found in the
chapter. They will use context clues to define the words. They will then create sentences using the words.
Each group will present their definitions and sentences in front of the class.

Key Vocabulary:
Assuaged
tyrannical
contentment

Technology needed:
Use of smart board to display powerpoint
Other required materials:
To Kill A Mockingbird
novel
Paper
Writing Utensil

Accommodations:
There are no identified special needs students in my classroom. I would want
visually/audibly impaired students in the front of the classroom. Small group work allows for integration
into the classroom.

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Lesson Opening:
I would use positive reinforcements. I will use humor to make a joke about volunteering
and raising hands. I would ensure student involvement; I would relate material we are learning to student
life.
I Use powerpoint: I would show each word in context, then explain context clues for each word. I would
D also show the definitions and replace the vocabulary word with definition in the original context. I
o would then have students create their own sentence using the vocabulary word.
W Students will participate in a question and answer session during powerpoint. They will create their
e own sentences using the vocabulary words from the powerpoint.
D
o
Y Small groups: Each group will be given three vocabulary words and their location from
To Kill a
o Mockingbird.
They will figure out the definition based on context clues. They will write down the
u definition and use the found definition to create a new sentence with the vocabulary words.
D
o
Lesson Closing
In groups have students share sentences they created in front of class.

Look at each groups definitions and sentences.

I liked the use of both big group work session and small group work sessions.
I would make a stronger- more clear, compact objective.