Rodriguez Task1 LP

General Lesson Plan Template
Grade Level: 1st Number of Students: 16 Instructional Location: Classroom Date: February 2020 (Day 1-2)
Lesson Goals
Central Focus of Lesson:
Students will be able to define context clues and apply these strategies to identify unknown words using context clues.
Standard(s) Addressed:
CCSS.ELA-LITERACY.L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content,
choosing flexibly from an array of strategies.
CCSS.ELA-LITERACY.L.1.4.A
Use sentence-level context as a clue to the meaning of a word or phrase.
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
Lesson Objectives and Demands

Content Objectives:
Students will be able to use context clues to determine and/or clarify the meaning of unknown words.
Key Vocabulary in Lesson:

Context clues
Language Objectives:
Develop inferential comprehension skills by "solving" unknown words using context clues.
Lesson Considerations
Materials:
Paint
Glitter
Green tempera paint
Chart paper
Markers
“A Bad Case of Stripes” by David Shannon
Vocabulary/Context Clues PowerPoint (Slides below)
Prior Academic Learning and Prerequisite Skills:

Basic phonics skills to decode and decipher unknown words that may help them then define the unknown vocabulary.
Misconceptions: Students believe that if they do not know a word they must always ask for help or should search it.
Pre-Assessment: Through the school’s STAR data testing, I was able to see that the class scored low in the area of context
clues. A teacher-made pencil and paper pre-assessment was then given as well and this was further confirmed. See below for
pretest example.
Lesson Plan Details: Write a detailed outline via steps (NOT in a paragraph form) of your class session including instructional
strategies, learning tasks, key questions, key transitions, management techniques and strategies, student supports, assessment
strategies, and conclusion.
Your outline should be detailed enough that another teacher could understand them well enough to use them. Include what you
will do as a teacher and what your students will be doing during each lesson phase. Include a few key time guidelines.
Note: The italicized statements and scaffolding questions are meant to guide your thinking and planning.
You do not need to answer them explicitly or address each one in your plan. Delete them before typing your lesson outline.
Lesson Introduction - “Before”:

 Day 1- At the very beginning of the day, teacher will set up a “crime scene” to intrigue students into becoming “detectives” (Figure
1).
 Being a few weeks away from St. Patrick’s Day, I have decided to go with a leprechaun themed scene.
 Thus, leaving glittered shamrocks, green footprints, and even a hat behind as clues. I then used yellow bulletin paper cut into
strips to make ‘Caution’ tape to put around the area.
 During the reading lesson time, students should be called to carpet to begin.
 Ask the students how can we figure out who came into the classroom while we were gone. (Referencing the crime scene.)
 Allow for students to think about it and then turn and talk to partner about their ideas. If need be, guide students to coming to the
conclusion that they need to be detectives in order to figure it out.
 Allow for students to explore the ‘crime scene’ and begin to form a list of suspects (Figure 2).
 Once you have a list of a few suspects, begin leading conversation to be able to rule out each suspect until getting to one
(Leprechaun)
Learning Activities - “During”:

 Day 2- The Leprechaun will write a letter to students that will be read to students (Figure 3) to explain and apologize for the
mess- introducing them to being detectives.
 Explain to students that just as we became detectives to find out who came into the classroom, we should be word detectives
during reading when we encounter a word we don’t know.
 Address standard and I can statement to allow students to know what we will be learning.
 Begin anchor chart. (Figure 4) with definition for context clues- Clues that good readers use to find the meaning of unknown
words.
 Introduce “A Bad Case of Stripes” by David Shannon and the idea of unknown words in it. Begin PowerPoint.
 With each word read the word and the sentence.
 “fret”.. “The boy fretted his mom would be mad when she found the broken dish.”
 Ask the students to think about the clues in the sentence that could help us find the meaning.
 Allow wait/thinking time.
 After a few seconds instruct students to turn and talk with their partners to discuss what they believe it means and what clues
there are in the sentence.
 Use the call and response “1.2.3. Eyes on me!” “1.2. I’m looking at you!” to regain the students’ attention.
 Only go over the 1st 6 slides. Up to the word ‘fungus’. Constantly referencing to ‘context clues’ in sentences and allowing for
students to think and discuss with their partner and as a class.
 Tell students that we will begin reading the story. Mention that because as good readers, since we used context clues, we will
know what those words mean in the story.
 Only read pages 1 through 13.
 While reading the story, point out the words from the PowerPoint and ask students if their definition and clues used work for the
story context.
Closure - “After”:
 Tell students that we will continue working with context clues the following day and reading “A Bad Case of Stripes”.
 Ask them if and how the clues helped us while reading.
 Review the definition of context clues, “clues that good readers use to find the meaning of unknown words”.
 Restate learning objective, “I can determine the meaning of unknown words.”
 Tell students that as ‘good readers’ they should be doing this during their own reading.
Assessment: Turn and talk to partner, class discussion.
Evaluation Criteria: Teacher will listen and guide conversation and class discussion in order.
Next Step: Continue reading story and discussing unknown words. Allow for more group and independent practice.
Extension: Finish the story and allow for students to find other words in their books that they do not know.
NOTE: Attach any and ALL Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this
lesson.

Grade Level: 1st Number of Students: 16 Instructional Location: Classroom Date: February 2020 (Day 3)
Lesson Goals
Students will be able to define context clues and apply strategies to identify unknown words using context clues.

Content Objectives:
Context clues
Materials:
Chart paper
Markers
A Bad Case of Stripes by David Shannon
PowerPoint

pretest example.
 “Yesterday we began talking about what?” Teacher will ask the students what was talked/learned about the day before.
 Review standard and objective.
 Teacher and students will go over the definition of context clues.

 Start A Bad Case of Stripes PowerPoint with the word remedy.
 Read the sentence and ask students to think about what they think it means.
 Students will turn and talk with their partners about the clues.
 Use a call and response to return students’ attention to teacher.
 Ask students to quietly raise their hands to be called on to share their clues. After a few clues have been given, ask students
what they think remedy means. Call on a few students (answers will vary; medicine, cure). Then show them that it means cure.
 Repeat these steps with the remaining words (appearance, recognize, vanish, and heap).
 Finish reading A Bad Case of Stripes. Mention that because as good readers, since we used context clues, we will know what
those words mean in the story. .
 While reading the story, point out the words from the PowerPoint and ask students if their definition and clues used work for the
story context.
 Ask them if and how the clues helped us while reading.
 Finish anchor chart. (Figure 4)
 Have a class discussion as to what steps we took as a class to find out the meaning of the unknown word. Steps may vary some
but students will know that 1. Read the sentence and underline the unknown word. 2. Think about what is happening in the
sentence. 3. Find other words to help find the meaning of unknown words. 4. Try different words in place of unknown word to see
if it makes sense.
 Tell students that we will continue working with context clues the following day.
 Review the definition of context clues, “clues that good readers use to find the meaning of unknown words”.
 Restate learning objective, “I can determine the meaning of unknown words.”
 Tell students that as ‘good readers’ they should be doing this during their own reading.
Assessment: Turn and talk to partner, class discussion.
Evaluation Criteria: Teacher will listen and guide conversation and class discussion in order.
Next Step: Continue reading story and discussing unknown words. Allow for more group and independent practice.
Extension: Allow for students to read other books and stories to practice using their clues and steps from anchor chart.
lesson.

Lesson Goals

Content Objectives:

Context clues
Materials:
Chart paper
Markers

pretest example.

 Teacher will review the definition of context clues and how they help while reading
 Review the 5 steps of how to use context clues while reading
 Introduce students to the context clues question cards and recording sheets

 Each student will be paired with another student and will have to read the 4 statements on the cards on their given sheet. Using
their recording sheet, they will record the question number they are doing, the clues they used in order to help them find the
meaning of the underlined word, and also their answer.
 Teacher will walk around and spark conversation with students to guide their thinking and help with any confusion. After a few
minutes and when the students seem to be done, the pairs will rotate to a different table with a new set of questions to do.
 While walking around, teacher will take mental note of how many studets are almost done and when most students are close to
finishing, she will announce that there are only 2 minutes left and to begin moving to the carpet if students are done. This will
allow for students to have ample time to wrap up but not feel rushed.
 Once students are all on the carpet, read a few of the statements to allow students to share their clues and responses.
 Review the definition of context clues and the steps that they use when trying to define the unknown word.
Assessment: Teacher will collect recording sheet.
Evaluation Criteria: Analyzing both the context clues and the answer itself will show if the student is understanding how to use the
clues for the answer.
Next Step: Students should continue to practice individually and with a small group for mastery of the skill.
Extension: Teacher could allow for students to each do all 24 statement cards.
lesson.
Lesson Goals

Content Objectives:

Context clues
Materials:
Chart paper
Markers
pretest example.

 Teacher will review the definition of context clues and how they help while reading
 Review the 5 steps of how to use context clues while reading
 Explain to students what they will be doing today.

 Students will receive a foldable (white copy paper folded hotdog style precut with 5 slips). The foldable has 5 slips that 1 word will
go on each slip. Students will also receive a reading passage that includes 5 bold words.
 Students are to read the passage then write each of the words on 1 of the slits. Then they open the foldable and on one side,
write the clues they use to find the meaning of the word and on the other side of it write the meaning of it.
 While walking around, teacher will take mental note of how many students are almost done and when most students are close to
finishing, she will announce that there are only 2 minutes left and to begin moving to the carpet if students are done. This will
allow for students to have ample time to wrap up but not feel rushed.
 Once students are all on the carpet, read a few of the statements to allow students to share their clues and responses.
 Review the definition of context clues and the steps that they use when trying to define the unknown word.
Assessment: The foldable will be collected.
Evaluation Criteria: Analyzing both the context clues and the answer itself will show if the student is understanding how to use the
clues for the answer.
Next Step: Students should continue to practice individually and with a small group for mastery of the skill.
Extension: Students could be given more than 1 passage to read.
lesson.

Rodriguez Task1 LP

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General Lesson Plan Template

Lesson Objectives and Demands

Key Vocabulary in Lesson:

Prior Academic Learning and Prerequisite Skills:

Lesson Introduction - “Before”:

Learning Activities - “During”:

General Lesson Plan Template

Lesson Objectives and Demands

Prior Academic Learning and Prerequisite Skills:

Learning Activities - “During”:

Assessment: Turn and talk to partner, class discussion.

General Lesson Plan Template

Lesson Objectives and Demands

Key Vocabulary in Lesson:

Prior Academic Learning and Prerequisite Skills:

Lesson Introduction - “Before”:

Learning Activities - “During”:

Assessment: Teacher will collect recording sheet.

Lesson Objectives and Demands

Key Vocabulary in Lesson:

Lesson Introduction - “Before”:

Learning Activities - “During”:

Assessment: The foldable will be collected.

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