McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Sonya Swartzentruber Date: February 23, 2017

Title of Lesson: Context Clues Nearpod Cooperating Teacher: Michael Brown

Activity

Core Components
Subject, Content Area, or Topic
Context Clues
Student Population
18 students Whole Group
Learning Objectives
Students will be able to use context to clarify meaning of unfamiliar words
Students will be able to use prior knowledge as context for new learning
Students will be able to use technology to complete specific tasks
Virginia Essential Knowledge and Skills (SOL)
3.4 d) Use context to clarify meaning of unfamiliar words
3.6 b) Use prior and background knowledge as context for new learning

VDOE Technology Standards

C/T 3-5.1 Demonstrate an operational knowledge of various technologies
C/T 3-5.2 Identify and use available technologies to complete specific tasks
Materials/Resources
Context Clues Nearpod Activity (created by Tracy Coffin)
Context Clues Flipchart (created by Tracy Coffin)
Promethean Board

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
1 *Anticipatory Set
The teacher will hook students by asking, What are context clues? How do context clues
help us with reading?

1 *State the Objectives (grade-level terms)

I can use context clues to find the meaning of words
I can use my background knowledge to help me learn new information
I can use technology to complete a task
4 *Instructional Input or Procedure
The teacher will tell students they are going to be working with Nearpod for a
lesson about context clues. The teacher will call on students or tables to get an
iPad from the bin. Once all students have their iPad, they will search for the
Nearpod app and open it. The teacher will display the class code on the
Promethean board, as well as on the dry erase board, in case any students get
logged out at any point in the lesson. The teacher will tell students they will be
working with the program to answer questions about context clues and that they
will be going over each slide.
The teacher will also open the flipchart on the Promethean board for the class to
follow along with, so they can work on some of the more difficult problems
together.

5 *Modeling
The teacher will have students answer the first slide and submit it, so that she can
see and show the class what each student wrote. The teacher will discuss the
answers with students and redirect them, if they are not quite understanding how
context clues work. The teacher will also read each slide to students and
potentially go over the answer to the second slide, which asks students to use
context clues to decipher the meaning of a word.
1 *Check for Understanding
The teacher will have students give a thumbs up, thumbs in the middle, or thumbs
down, depending on whether or not they understand what context clues are. If
students are still fuzzy on the concept, the teacher will explain it in a different way.
5 *Guided Practice
The teacher will go through the Nearpod activity with students, giving them time to
answer each question. The teacher will also discuss the answers with students
and ask students why an answer is correct or incorrect.

15 *Independent Practice
The teacher will be leading the lesson and going over the answers to the questions
and what students wrote for each after they have submitted them; however,
students will be working independently on the lesson. Students will have to use
their own knowledge to answer the problems.
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 1 *Closure
The teacher may call on a few students, asking them again what context clues are and
how context clues help us understand words.
0 *Assessment
After the activity, the teacher will look over the submitted slides on Nearpod to see
which students answered the context clue questions correctly. The teacher will use
this data to place students in small groups and decide how much more practice the
class will need with context clues.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
The teacher will walk around the room during the activity and help those students who are having
trouble. The teacher will already be reading the questions aloud, which will benefit the students
with IEPs, but she may go over to their desks or have them sit at a table together and read over the
questions. She may also give them a little more guidance and direction on how to find the correct
answer.

Classroom Management Issues (optional)

The teacher will be walking around the room to keep students on task and see what answers they
are writing down. If certain students constantly misbehave with the iPads, the teacher may take it
away and have them write their answers on a sheet of paper.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015