Lesson Plan


Identifying Context Clues



Course, Subject

English Composition, Reading, Writing, Speaking, and Listening


Grade Levels

8th Grade


Big Ideas

Concepts

Competencies


Common Core Standards

Assessment Anchor, Anchor Descriptor, and/or Eligible Content

Anchor Descriptor - R8.A.2.1: Identify and apply the meaning of vocabulary in nonfiction.

Anchor Descriptor - R8.A.1.3: Make inferences, draw conclusions, and make generalizations based on text.

Eligible Content

R8.A.2.1.2: Identify and/or apply meaning of content-specific words used in text.

R8.A.1.3.2: Cite evidence from text to support generalizations.

R8.A.1.3.1: Make inferences and/or draw conclusions based on information from text.


Students need additional help in Identifying Context Clues. Identify the meaning of specific words from the text in a magazine article. Write a definition of the words from the text of the article.


Vocabulary

Perpendicular, Gauges, Claw Hammer, Jaws, First Class lever, Drop Forging, Slip Joint, Pivot Point, Channel Locks, Vice Grips.


Objectives

Students should be able to read and comprehend technical/informative article about hand tools.

Students Will be able to read and evaluate words and their meanings in context.

Students will form definitions of words taken from the context of the magazine article.

Students will communicate as a team and form definitions of words.

Students will listen as others read their definitions.  Analyze the definitions and make comments or suggestions based on their team’s work.

Big Idea(s) Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text

Concept(s) : Acquiring and applying a robust vocabulary assists in constructing meaning.

Essential content, literary elements and devices inform meaning.

 Essential content, literary elements and devices inform meaning.

Competencies:  Use and cite evidence from texts to make assertions, inferences, generalizations, and to draw conclusions.

Indentify and explain the literal and figurative meaning of vocabulary.


Lesson Essential Question(s)

How does interaction with text provoke thinking and response?


Duration

Two Class Periods


Materials

magazine article, highlighters, Context Clue examples, Context Clue Definitions, answer sheet


Suggested Instructional Strategies

Instructional Strategies:

Instructional Strategy: Student Engagement, students work as a group or team(socially), Read an article together(Academically) and form definitions(intellectually).

Instructional Strategy: Metacognition, In the opening segment of the lesson students are introduced to Context Clues and asked to think about why Context Clues are important to them.

Higher-Order Thinking, Students are given real life examples of context clues and asked to analyze and comment on those examples and give other examples.

21st Century Skills, students are asked to recognize and then try I internalize and implement strategies using context clues.  Test questions and forming definitions for example.

Instructional Strategy: Learning Styles, For the Auditory Learner explain the exercise give examples. For the Visual learner show examples of the tools that are written about in the article.  For the Tactual Learner the group discussion and holding the tools and examine them.  For the Kinesthetic Learner allowing them to hold and examine the tools discussed in the lesson.

Depth of Knowledge Levels (Webb’s/Bloom’s)

Participate with and monitor student teams as they form definitions.  Listen as student teams explain the information to each other and highlight information they use in forming their definitions.  Students will use the information from the article to write definitions of words. (Bloom’s Lower-Order Thinking)(Remembering, Understanding, Applying)

Student teams will break down information from the text of the article.  Analyze the information and organize the text into definitions. Teams will share their definitions with class.  Students listening to definitions given by the teams will analyze and critique the various definitions.  The teams will defend their definitions.  (Bloom’s Higher-Order Thinking)(Analyzing, Evaluating, Creating)

21st Century Skills:  Using problem solving skill, Showing productivity, Working collaboratively with others, Asking appropriate questions, Suggesting possibilities, Applying Ideas, Making Connections, Finding solutions, Evaluating Information Critically.

WHERETO

W Explain the reason for the lesson and what the objectives are.

H The hook is working in groups and using tools to aid in teaching about context Clues.

E The students will experience team work, tools, and analyze others position and defend their position.

R Students will reflect, revisit, and rethink their work as they defend their work to the class.

E Students will express their understanding and engage in meaningful self-evaluation as they form definitions of the words in the article.

T The lesson is tailored to different learning styles by varying the presentation, having examples of tools for them to see and touch, and by listening to group presentations.

O The lesson is organized from teacher guided presentation to student guided presentation.


Instructional Procedures

Instructional Procedures

1) Define CONTEXT CLUES. 

2) Give examples of CONTEXT CLUES.

3) Ask for comments and examples of context clues that students have experienced.

4) Students will form groups of 3 or 4.

5) Students will read article about hand tools.

6) Have students highlight 10 pre-selected words with in the article.

7)  Have students highlight CONTEXT CLUES about the highlighted words in the article.

8) Students will write down DEFINITIONS of the highlighted words in the article.  They must only use each other and the context clues in the article to define the words.

9) Review definitions as a class, each team will offer their definition and defend its accuracy.


Formative Assessment

Formative Assessment 1: Break students into groups of 3 or 4. Participate with and monitor student teams as they form definitions.  Listen as student teams explain the information to each other and highlight information they use in forming their definitions.  Students will use the information from the article to write definitions of words. (Bloom’s Lower-Order Thinking)(Remembering, Understanding, Applying)

Formative Assessment 2: Teams present their definitions to the class.   Student teams will break down information from the text of the article.  Analyze the information and organize the text into definitions. Teams will share their definitions with class.  Students listening to definitions given by the teams will analyze and critique the various definitions.  The teams will defend their definitions.  (Bloom’s Higher-Order Thinking)(Analyzing, Evaluating, Creating)


Related Materials & Resources

Materials & Resources

Data from PSSA Test results, Reading teachers in PLC group, magazine article, highlighters, Context Clue examples, Context Clue Definitions.


Author

Kelly C. Stone


Date Published

March 01, 2013


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