Design for Learning

Instructor: Tabitha Whitacre Grade Level/Cooperating Teacher: 5

th
Grade
- Mrs. Fields
Lesson Title: Context Clues Date: April 10, 201
Curriculum Area: !an"ua"e Arts Estimated Time: 5 #inutes
Standards Connection: 5
th
Grade !an"ua"e Arts $1% &eter#ine or clari'( the #eanin" o'
un)no*n and #ultiple-#eanin" *ords and phrases based on Grade 5 readin" and
content, choosin" 'lexibl( 'ro# a ran"e o' strate"ies.
a. +se context $e."., cause,e''ect relationships and co#parisons in text% as a clue
to the #eanin" o' a *ord or phrase.
Learning Obective!s": When "i-en a stor( *ith un'a#iliar *ords, students *ill use
context clues to de'ine *ords *ith at least .,11 correct.
Learning Obective!s" stated in #$id%&riendl'( language: Toda( class, *e are "oin" to learn
ho* to use clues and context around a *ord to 'ind its #eanin" and de'inition.
Evaluation o& Learning Obective!s": The students *ill be "i-en a stor( entitled /0e*
1chool.2 There *ill be 11 *ords underlined in *hich the( #i"ht not )no* the #eanin"
o'. The( *ill be "i-en a "raphic or"ani3er $see attached% *here the( *ill ha-e to ri"ht the
*ord, *hat the( thin) it #eans, and *hat the( used to help the# decide that. 4n order to
be pro'icient, students #ust "et at least . out o' 11 correct.
Engagement: The teacher *ill start b( as)in" the students i' the( li)e to text5 1he *ill
then hand out the ConT67T Clues Wor)sheet and ha-e the# *or) *ith their table
"roups to tr( to 'ill in the #issin" the *ords. 1he *ill tal) about ho* the( )ne* *hat
*ord *as #issin", and it *ill be"in to introduce Context Clues. Good morning, class!
Alright, I want a show of hands, who in here texts? Texts a friend, a mom, dad, or
teacher ;)? Ok, a lot of you! o I am going to gi!e you this little sheet with four text
messages on it" #owe!er, there is one word missing from each text" $our %o& is to find
out the word that is missing" $ou can work with a 'artner or ta&le grou'" The teacher
*ill pass out the *or)sheet and *al) around *hile the students are 'illin" in the texts.
Then she *ill "o o-er all 'our to see i' e-er(bod( "ot the sa#e thin". Is e!eryone
finished? Ok, what did e!eryone get? Oh! #ow did you know that? (hat in that text let
you know that that was the missing word? (ould you ha!e known if it had not said that?
)o, 'ro&a&ly not" Alright, great %o& e!ery&ody! *oes anyone know what those are called
that we used to figure out the missing word? $es! +ontext +lues" That is what we are
going to &e talking a&out today" o &efore we &egin, I am going to 'lay a 'oem for you" I
want you to listen !ery closely and carefully to the 'oem and try to en!ision the scene in
your head" ,isten carefully to each word, so that you can understand what is going on"
The teacher *ill ha-e the students listen to /8abber*oc)(2 b( !e*is Carroll. When it is
o-er, the( *ill discuss that there *ere a lot o' *ords that the( did not )no*. *id
e!ery&ody follow along? (ho knew e!ery single word in the 'oem? (ho was confused
&y -uite a few of the words? $es, there were se!eral words that didn.t really make sense
weren.t there? (ell, that is what we are going to &e talking a&out today" (e are going to
find out how to use +ontext +lues %ust like we did with our text messages!
Learning Design:
4. Teachin"9 The teacher *ill transition into 'illin" out a Foldable to help the# or"ani3e
thou"hts about Context Clues. 1he *ill 'irst instruct the# on ho* to #a)e the 'oldable.
1he *ill sho* her exa#ple that she #ade as *ell as #odel it *ith the# as the( are
#a)in" it. Then she *ill ha-e the# *rite C ! + 6 on the 'ront 'our tabs. Alright class,
now that we know there will always &e words that we do not know or that we ha!e ne!er
heard of &efore, I am going to gi!e you all a few ti's and tricks in order to find the
meaning of the words! (e are going to make a gra'hic organi/er to hel' us learn these
little ti's! I am going to gi!e e!eryone a 'iece of construction 'a'er" And you can take
our your scissors" Once e!eryone has their construction 'a'er, you are going to fold the
front two 'ieces like this to make a shutter" The edges are going to meet in the middle"
The teacher *ill de#onstrate as the students do it as *ell. $es! That.s 'erfect" )ow, you
are going to fold it in half %ust like this" 0erfect" 1nfold the half, and use your scissors to
cut the 21T the front two ta&s right along the folded lines" (hen you are finished, it
should look like this" The teacher *ill sho* her co#pleted 'oldable. Ok great %o&! )ow
you can o'en u' each window and you ha!e all that s'ace to write" (e are going to &e
writing the word +,13 on the front of our folda&le" +an anyone tell me why we might &e
writing +lue? $es! 4or +ontext +lues! (ay to go" Ok, so in the first s'ace you can write
+, then ,, then 1, and then 3" It should look %ust like mine" $ou can e!en decorate it later
if we ha!e time! Alright under each ta&, you can take notes on what we talk a&out! (e
can first &rainstorm some ways you all think would hel' find the meaning of a word we
do not know" The teacher *ill *rite their ideas on the chart paper. $es, those are great
ideas! o I.m going to share with you some of my ideas and may&e they will o!erla'!
$ou can write some of these under the + in the first ta&" 5y first ti' would &e to Consider
the words function in the sentence" (hat 'art of s'eech is it? Is it a noun, !er&, ad!er&,
ad%ecti!e? $ou ha!e all the 'arts of s'eech &ack there on the wall, so that would
definitely hel' when you are thinking a&out the word" #ere.s an exam'le for you to write
down" The cat ____ from the dog and hid so he would not be pestered. If the missing
word was the word you didn.t know, what would you &e a&le to tell a&out which 'art of
s'eech it was? $eah, exactly" $ou would know it was a !er& so it would &e showing
action" Another one is you can Compare the word to a different word in the sentence"
#a!e you all talked a&out ynonyms and Antonyms? $es! This would definitely hel'
when thinking a&out a word &ecause you could think a&out whether it was the same or
different" An exam'le for ynonym would &e The fox raced swiftly through the trees and
flew out of sight. An exam'le for Antonym would &e She knew the cup wasnt fragile
when she felt its sturdy handle and thick sides. (hat could you com'are those words to
in order to hel' you figure them out? $eah, raced, flew" Good %o&" And what a&out
fragile? $eah, it says the cu' was )OT fragile, &ut sturdy with thick sides" o you would
know that it is the o''osite" Good thinking" *o you ha!e any -uestions on those?
Ok let.s go onto ," 5y first ti' is Look right after the word for clues. ometimes the
author will 'ut an exam'le or definition right after the word using a comma" This would
greatly hel' you in figuring out the meaning and definition! An exam'le would &e, A
writing utensil such as a pencil or marker can be used for this acti!ity. o if utensil
was the word you were trying to find the definition for, what would hel' you disco!er
that? $es! uch as a 'encil or marker" Good %o&" Another ti' would &e to Look in the
pre!ious or following sentences for clues. (hy do you think this may hel' you? $es,
&ecause a lot of the time the author will lea!e us context clues right around that word" o
if I said, She was out of breath. She _____ for a whole hour during ".#. (hat could
you infer from the sentence &efore that? $eah, you could say she ran &ecause she was out
of &reath" Great %o&! *o you think those may &e hel'ful when thinking a&out different
words?
Alright, now for 1" 5y ti' for 1 is to $se word parts to gi!e clues % roots suffixes
prefixes" (ho can tell me what a suffix is? $es, something that comes at the end of a
word" An exam'le of a suffix would &e 6ful7 in hel'ful, meaning full of hel'" $eah, how
a&out a 'refix? An exam'le would &e 6re7 in rewrite, meaning to do again or to re'eat"
o an exam'le of how this could hel' you in figuring out a word is autobiography" If you
didn.t know that word is there any word 'arts that might could hel' you? (hat does
6auto7 mean? Any guesses? Auto actually means Self" That would &e the 'refix" And
what a&out &io? &io means life. That would &e the root" And graph means to write
which would &e the suffix" o if you had those three clues, what would you guess that the
word auto&iogra'hy would mean? $eah, you, yourself, write a&out your life" #a!e you
all e!er read an auto&iogra'hy? o this could hel' you with words that you aren.t sure
the definition" Think a&out the different 'arts of the word"
And the last ta& 3" 5y first ti' for 3 is to #!aluate to see if your definition makes sense.
o when you make a guess, or an inference, a&out the definition of a word, you can
re'lace the real word with your guess and see if it makes sense" This will incor'orate all
the ti's and tricks we.!e gone o!er so far to hel' you to decide if your definition could
make sense in the context of the sentence" o going &ack to our first exam'le of The cat
8888 from the dog and hid so he would not &e 'estered" If you 'ut in 6smiled,7 would
that makes sense from the context of the sentence? )o" 9ut what if you said, 6ran?7
$eah" That would make more sense, the cat ran from the dog and hid so he would not &e
'estered" $ou see how that can hel' you in deciding the meaning of a word too?
Alright great! o let.s re!iew our ti's" 1nder +, what do we ha!e? The students *ill read
and re-ie* *hat the( ha-e on their "raphic or"ani3er. Great" $es! +onsider and
+om'are" (hat a&out under ,? $es, look all around the word! (hat a&out 1? 1h huh,
to use the word 'arts to hel' you! And how a&out 3? 3!aluate to see if your definition
makes sense" Great %o&!! )ow, remem&er our 'oem that we listed to at the &eginning of
class? There were a lot of words in there that we didn.t know weren.t there? (ell, we
are going to look at %ust a few and see if we can use our ti's to figure out what the
meaning of the words are"
Foldable9
C : Consider the *ord;s 'unction in the sentence.
6x9 The cat <<<< 'ro# the do" and hid so he *ould not be pestered.
Co#pare the *ord to a di''erent *ord in the sentence.
6x9 The 'ox raced s*i'tl( throu"h the trees and 'le* out o' si"ht. and 1he )ne*
the cup *asn;t 'ra"ile *hen she 'elt its sturd( handle and thic) sides.
! : !oo) ri"ht a'ter the *ord 'or clues.
6x9 A *ritin" utensil, such as a pencil or #ar)er, can be used 'or this acti-it(.
!oo) in the pre-ious or 'ollo*in" sentences 'or clues.
6x9 1he *as out o' breath. 1he <<<<< 'or a *hole hour durin" =.6.
+ : +se *ord parts to "i-e clues - roots, su''ixes, pre'ixes.
6x9 Autobio"raph( - Auto #eans 1el'. >io #eans li'e. And "raph #eans to *rite.
6 : 6-aluate to see i' (our de'inition #a)es sense.
6x9 The cat /s#iled2 'ro# the do" and hid so he *ould not be pestered. $0on-
exa#ple%
The cat /ran2 'ro# the do" and hid so he *ould not be pestered.
44. ?pportunit( 'or =ractice9 The students *ill be "i-en t*o stan3as o' /8abber*oc)(2 b(
!e*is Carroll. There *ill be ei"ht underlined *ords that are /"ibberish.2 The students
*ill ha-e to use the tips and tric)s that the( @ust learned to help the# decipher *hat the
*ords #ean. The( can *or) in partners or *ith their table "roups to tr( to 'i"ure it out.
Alright, now that we ha!e our 4olda&les with our ti's and tricks for using +ontext +lues,
we are going to go &ack to our 'oem that we listened to at the &eginning of class" *oes
anyone remem&er what the name of it was? $es! 2a&&erwocky" o I had you guys
en!ision the scenes in your head, &ut there were still a lot of words we didn.t know, so
sometimes it was hard to en!ision e!erything wasn.t it? (ell, I 'icked out two stan/as for
you guys to read and there are eight words underlined" $ou can work with your 'artners
and ta&le grou's to try to figure out what the words mean that are underlined" There is a
chart where you write the word, what you think it means, and then the clues that you
used to find the definition" 5ake sure you use your 4olda&le and use all the ti's that we
learned today" If you ha!e any -uestions, I will &e walking around! (hen we are
finished, I will go o!er what the author says are the definitions to his words in the 'oem"
*o you ha!e any -uestions? Great" The teacher *ill pass out the 8abber*oc)( stan3as
alon" *ith the chart 'or the# to 'ill in. 1he *ill *al) around to ans*er an( Auestions and
see ho* the students are doin" usin" context clues. When e-er(one has 'inished, she *ill
read the real de'initions o' the *ords, so the( can ha-e a better understandin" o' the
poe#.

444. Assess#ent9 For the Assess#ent, the students *ill be "i-en the passa"e entitled,
/0e* 1chool,2 as *ell as a Graphic ?r"ani3er $see attached.% There *ill be 11 *ords
underlined, and the students #ust *rite the *ord, *hat the( thin) it #eans, and *hat
helped the# decide the #eanin". The( #ust use their tips and tric)s 'ro# their 'oldable
to appl( it to these sentences. 1tudents #ust "et at least . out o' the 11 correct in order to
be considered pro'icient. Alright class, now that we.!e had fun ex'loring 2a&&erwocky, I
am going to gi!e you a 'assage that has some real words in it" ome of the words you
may know, some you may ha!e seen &efore, and others you may ha!e ne!er seen or
heard" (hat you are going to do is, %ust like you did for 2a&&erwocky, find the words and
fill in the chart with what you think the definition would &e" $ou are going to ha!e to go
o!er the ti's and tricks we learned today in order for you to find the right definition" In
the chart, you are going to write the word that is underlined, what you think the word
means, and then what hel'ed you decide that:which +,13 did you use? Are there any
-uestions? Ok great" 4or this one, I want you guys to work on your own and see how
many you can figure out using context clues around the word" I ha!e all the real
definitions, so when you are finished, &ring it to me to look o!er, and then we will go
o!er the real definitions when e!eryone is finished" $ou may &egin when you get your
story and chart" The teacher *ill *al) around *hile the students are 'i"urin" out the
*ords. 1he *ill ans*er an( Auestions and "rade it *hen the( are 'inished. When
e-er(one has co#pleted the chart, she *ill "o o-er the *ords so that e-er(one *ill ha-e
the correct de'initions.
4B. Closure9 (ow, great %o& today class! $ou see how we started out with sim'le words
missing in texts, then went to words that were made u', and then actually learned some
new words that we might not ha!e known &efore! $ou can use these ti's and tricks with
+ontext +lues e!ery day in real life and in reading! 3s'ecially if on a test or in a &ook
when you come to a word you do not know, %ust fli' through your folda&le that we made
and see if you can find +,13 that will hel' you deci'her what that word means! I ha!e
faith that you guys are going to &e great detecti!es next time you read! I.m !ery 'roud of
you guys" Great %o& today"
)aterials and *esources:
ConT67T Clues Wor)sheet
/8abber*oc)(2 b( !e*is Carroll
4nternet,Audio to pla( the poe#
Construction paper 'or the 'oldable
Mar)ers, pencils
1cissors
6xa#ple Foldable
Chart =aper
/8abber*oc)(2 - t*o stan3as
Graphic ?r"ani3er 'or =ractice
/0e* 1chool2 stor(
Graphic ?r"ani3er 'or Assess#ent
Di&&erentiation Strategies !including plans &or individual learners":
C9 1tudents *ill #a)e up an ori"inal stor( usin" nonsense *ords. The( #ust include context
clues around the *ord, so the reader can 'i"ure out the #eanin" o' their *ords.
!9 1tudents *ill co#plete Context Clues M(ster( 1entences. There are three options "i-en 'or
the# to decide the correct #eanin" instead o' the# ha-in" to *rite the #eanin" on their o*n.
Data Anal'sis: The students *or)ed on the 8abber*oc)( poe#, and lo-ed 'i"urin" out
*hat the *ords #eant. Most o' the# 'ound a de'inition that #ade sense, e-en i' it *asn;t
the one the author had *ritten. For the assess#ent, 4 chan"ed it so the students had to
#a)e up their o*n stor( *ith nonsense *ords, instead o' readin" /0e* 1chool.2 The
students lo-ed this and reall( "rasped the concept o' Context Clues. The( each presented
their stories to the class, and lo-ed bein" able to share their creations and ha-e the other
students tr( to 'i"ure out the #eanin" o' each o' their nonsense *ords. All the students
)ept their "raphic or"ani3ers and re'er bac) to the# *hen the( need to.
*e&lection: The start o' the da( *as so cra3(. Mrs. Fields *as "one, so the students had a
substitute. 4t *as a hard #ornin" 'or the#, and the( *ere loo)in" 'or*ard to /Ms.
Whitacre teachin".2 4 started out not )no*in" *hat all the( had learned about Context
Clues, and Mrs. Fields told #e not to *orr( about that and @ust to teach *hat 4 thou"ht 4
should teach the# *ith the standard. 4t turns out the( )ne* a lot about #( tips, and so#e
o' the ones the( didn;t )no* con'used the#. 4 had to rethin) about the *a( 4 explained
so#e thin"s, and *ould chan"e ho* 4 *ould teach the# i' 4 tau"ht this lesson a"ain.
The( *ere a little con'used on *ord parts. 0ext ti#e, 4 *ould choose a di''erent *ord
other than autobio"raph(, so the( *ould )no* the #eanin"s o' the *ord parts. Co*e-er,
o-erall, 4 'elt it *ent -er( *ellD The )ids lo-ed 'illin" in their 'oldables and ha-in" 'un
bein" creati-e. 4 chan"ed the assess#ent because o' ho* the da( *as "oin", and the ti#e
*e had, and 4 had the students create their o*n stor( *ith nonsense *ords. The( had to
create context clues around each *ord, so the reader could 'i"ure out *hat the *ord
#eant. The( lo-ed this and had so #uch 'un *ith itD 4 had 'un teachin" this lesson and
*ould de'initel( teach it a"ainD
Samford University
Design for Learning
Jabberwocky (two stanzas)
By Lewis Carroll
He took his vorpal sword in hand:
Long time the manxome oe he so!ght ""
#o rested he by the $!mt!m tree%
&nd stood awhile in tho!ght'
&nd% as in !ish tho!ght he stood%
$he Jabberwock% with eyes o lame%
Came whiling thro!gh the t!lgey wood%
&nd b!rbled as it came(
Name<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
Date<<<<<<<<<<<<<<<<<<<<<<<<<<
Word What you think it
means
What CLUES
helped you
decide
+abber,oc$' De&initions:
Suggested De&initions &or the -nusual .ords in Le,is Carroll/s Classic 0oem
brillig - noun - that time between twilight and pitch black, when it is just
starting to get scary dark
slithy - adjective - slimy and slithering
tove - noun - a short, greasy reptile
gyre - verb - turn around
gimble - verb - move in a quivery yet nimble fashion
wabe - noun - edge of the tree line right where the forest begins
mimsy - adjective - flimsy, yet menacing
borogove - noun - small animal that looks like an armadillo, with a
pointy nose and soft skin
mome rath - noun - animal similar to a sloth, which hangs in a tree
and is usually completely silent, but when provoked cries out very
loudly
outgrabe - verb - past tense of verb outgribe, to call out outrageously
loudly
Jabberwock - noun - large animal best understood in the larger
context of the poem, whose main features--as far as concern other
animals and humans are concerned--are "the jaws that bite" and "the
claws that catch"
Jubjub bird - noun - a huge flightless bird that looks identical to Big
Bird, but which is much more agressive and dangerous
frumious - adjective - voluminously furry
Bandersnatch - noun - four-legged black and white striped animal that
snatches up unsuspecting prey
vorpal - adjective - lithe and sharp
manxome - adjective - skilled at hiding
Tumtum tree - noun (compound) - short, deciduous tree with broad,
bright green leaves
uffish - adjective - deep, profound
whiffle - verb - to breathe heavily and loudly
tulgey - adjective - dense and wet, often used to refer to foliage
burble - verb - to make vocalized bubbles with the mouth
snicker-snack - interjection - onomatopoeia used to describe the
sound of a sword cutting into something
galumph - verb - to gallop triumphantly
beamish - adjective - beaming
frabjous - adjective - fabulous to the point of causing great happiness
callooh - interjection - expression of happiness
callay - interjection - expression of happiness
chortle - verb - to chuckle happily while making joyous exclamations
New School
Joe walked into his new school. He felt timorous
because he had never been there before. What would he
say? Would he have any friends? The hallway seemed
brobdingnagian because he was so small. He relished his
classroom, though, because everything was neat and very
colorful. Joe liked his teacher. She seemed so convival.
He knew this because she smiled all the time.
The first student he engaged was eorge. eorge!s
crimson hair resembled the color of the clay in a baseball
diamond. eorge peregrinated from Washington over the
summer, and his family had bought a neoteric house close
to Joe!s new house. The two became palsy-walsy.
"verywhere one went the other one was somewhere close.
Joe decided that this neoteric school was a laudable
#lace. He couldn!t wait for the ne$t day%%%%
timorous
adjective
1. showing or suffering from nervousness, fear, or a lack of confidence.
Brobdingnagian
adjective
1. gigantic.
relish
verb
1. enjoy greatly.
convivial
adjective
1. friendly, lively, and enjoyable.
engage
verb
establish a meaningful contact or connection with.
crimson
adjective
1. of a rich deep red color
peregrinate
verb
1. travel or wander around from place to place.
neoteric
adjective
1. recent; new; modern.
palsy-walsy
adjective
1.very friendly or intimate.
laudable
adjective
1. 1. of an action, idea, or goal! deserving praise and commendation.