Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Context Clues Lesson Title: Context Clues Grade/Period: 7A&7B

CCSS or State Standards:

CCR 4
College and Career Readiness
anchor standard 4: define or
clarify the meaning of unknown
and multiple-meaning words and
phrases by using context clues,
analyzing meaningful word parts,
and consulting general and
specialized reference materials, as
appropriate.

Resources and Materials:

(can be attached)
Youtube video: Context Clues, Video and
Worksheet- Synonyms, Antonyms, Cognates, and
Examples

Objective: I can: understand new vocabulary words, use context clues to

What students will know and be able to do determine relevant meaning of unfamiliar words, use context
stated in student friendly language (use
Blooms and DOK levels for higher level clues to distinguish between multiple meaning words, and use
thinking objectives) context clues to distinguish meaning of homographs.

Essential Question(s):
Over-arching questions of the lesson that will
indicate student understanding of
concepts/skills What is it you want the
students to learn/know? Why?
Why would a reader need a plan when it comes to learning new
words?
How do context clues help discover meaning for unfamiliar words?
For multiple-meaning words? For homographs?

Inclusion Activity:
Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson.
Sequence of Activities:
Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing.
Do Now: What do you do when you are reading something and
dont know what a word means?
All students are expected to participate in the Daily Do Now. This
school has a no opt out policy, meaning students are not allowed to
refuse to participate in classroom activities.
0:00 Students are invited into the classroom, subject notebooks and
collect their folders out of the bin in the classroom.
0:01 Students will find their assigned seats.
0:02 Time allotted for Good News and student pledge.
0:10 Students will complete Daily Do Now.
- What do you do when you are reading something and dont
know what a word means?
0:15 Go over what the different reading strategies students have
used in the past to understand an unknown word when you are
reading. Introduction to context clues.
0:20 Whole group instruction. Watch Youtube video Context Clues
Video and Worksheet - Synonyms, Antonyms, Cognates, and
Examples .
- While watching the video students will complete the
 Baker College Teacher Prep Lesson Plan Form
Instructional Strategies:
Research-based strategies to help students
think critically about the concept/skill
Assessment:
List both formative and summative
assessments that you will use to assess student
understanding. Formative assessments are
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation,
demonstration, etc.).
Differentiation:
Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer
tutors, etc.
Summary, Integration and
worksheet that follows along with the video.
- While watching the video I will pause periodically to allow
students time to answer the interactive questions and
complete their worksheet.
0:35 Allow students to ask any clarifying questions at this time.
0:40 Students now use the knowledge they have gained from the
video and apply it. Working independently each student will pick
five words and write sentences in which the meaning of the word
can be derived from context clues.
- Students may not use any of the words used in the video.
0:45 As students are working I will walk around the classroom and
formatively assess how they are doing with the material. This will
allow students to ask questions as they are working on the
assignment.Determine groups (highs, mediums, lows) Assign highs
to now take each word and use all four different types of context
clues, assign mediums the assignment stated above (0:40), and I will
assist low students at this time.
0:65 Regroup the class. At this time students will share what they
have come up with for context clues.
- The student will read their sentence(s) allowed. Based on the
given information the class as a whole will work together to
try and determine the meaning of the unknown word.
0:75 At this time I will collect their papers. At this time students will
be allowed to ask any further clarifying questions.
0:75 Students will complete their exit slip.
- One thing I learned today...
- One thing I am still confused about...
0:78 Students will pack up, push their chairs in and begin lining up
at the door in line order.
0:80 Collect exit slips upon class dismissal.
Whole group instruction, formative assessment, targeted
interventions based on student learning levels, identified possible
at-risk population for further interventions.
Formative: See lesson plan 0:45.
During instruction check for understanding after the video.
Summative: See lesson plan 0:40.
After going over the examples in class and given students
feedback on their context clues I will collect all of their work. I
will grade each paper to check for understanding.
Students will be completing MSTEP practice for ELA. Students
will use context clues in order to determine the meaning of
unknown words.
High students will receive support through an advanced assignment.
They will now take each word and use all four different types of
context clues.
Medium students will receive some level of remediation based on
the formative assessment.
Low students will have the opportunity for remediation based on the
formative assessment.
Regrouping the class after independent work time allows for all
 Baker College Teacher Prep Lesson Plan Form

Reflection: students to ask questions and receive feedback before handing in

List the way that you will bring students their assignment.
together to integrate and reflect on their
learning from this lesson Exit slips.

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject? Students should have an adequate command of general academic and domain-specific
vocabulary, language, and reading proficiency expectations up to the 7th grade level. Students use
reading strategies to understand what they are reading all of the time. We will review all of the reading
strategies over time, today we will begin with context clues. Students may already use this reading
strategy without knowing it.

Anticipatory Set: What will you do to grab the students attention at the start of the lesson? In the
beginning of every class I set aside time for students to share good news. Once good news is complete,
students will move on to their Daily Do Now.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them? At the beginning of the lesson students may not understand that this is a strategy they
have used in the past. They may want to verify that the definition they derived from the context clues is
correct, they can do so using a dictionary.

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn? Allow plenty of time for
questions, both new and older material.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned. Students will be developing 5 examples of
defining an unknown word using context clues.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings. See lesson

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future? Provide students with a reading passages that
are above a 7th grade reading level. Have students use what they have learned today about context clues
to determine the meaning of unknown words.

For use in all Baker EDU courses: 4/13/16 per Dr. Schram