Student Teaching edTPA Lesson Plan Template

Subject: Central Focus:

English Language Arts Comprehension
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RL.4.4
Determine the meaning of words and phrases as
Date submitted: Date taught:
they are used in a text, including those that allude to
significant characters found in mythology (e.g.,
Herculean).
Daily Lesson Objective:
The students will work on determining the meaning of unknown words and phrases. The students will independently read
the passage “The Astronaut’s Diary” and answer the corresponding questions. The students will be expected to earn at
least 5/6 points on the assessment.
21st Century Skills:
Critical thinking because the students will be using
context clues and prior knowledge to determine the
Academic Language Demand (Language Function and
meaning of unknown words and phrases.
Vocabulary):
Collaboration because the students are working in
Determine
partners for turn and talks and discussions to help
them determine the meaning of unknown words and
phrases in the text.
Prior Knowledge:
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
The students have already been introduced to determine the meaning of unfamiliar words and phrases in 3rd grade based
on this standard. My CE has also taught lessons relating to using context clues to determine the meaning of unknown
words and phrases. The data on the students’ testing has shown that this is a topic they struggle with which is why my
teacher picked this standard for me to use for the lesson.

Activity Description of Activities and Setting Time

I know that all of you have learned about using context clues when 3-4
determining the meaning of unknown words or phrases. Can you turn and talk minutes
to your partner for about 30 seconds about what context clues are and how
they help you determine the meaning of unknown words and phrases.
1. Focus and Review
Remember to put your hands on your head when you and your partner are
done talking so that we can discuss what you all said. Awesome! What are
some of the things you and your partner talked about? Did anyone have
anything else?
2. Statement of Objective Today we are going to be working on using context clues to determine the 1 minute
for Student meanings of unknown words and phrases.
We are going to go over the PowerPoint called C.S.I Clues in Sentences 10-15
Investigation, Context Clues! minutes
Guess the meaning of an unfamiliar word slide- talk about how when we
come across a word, we don’t know in a text we can use the words around the
unfamiliar word to determine the meaning of the unfamiliar word. We are like
detectives!
3. Teacher Input
Who am I slides- read the riddle and then give the students time to think about
their answers before they share their answers. I will call on two to three
students to share what they think the answer is before I continue onto the next
slide that gives the answer.
Context Clues side- context clues are the information that authors give a
reader about unknown words. You have to use the clues to find the meaning!
 Some types of context clues slide- here are 4 different types of context clues,
synonym, antonym, explanation, and example. Can anyone tell me what a
synonym is? What about an antonym? Thank you! In explanation, the
unknown word or phrase is explained within the sentence or the surrounding
sentences. In example, there is a list of examples that help to define the word
or phrase.
Context clues slide- the extra two in this list are the cause and effect and
description types of clues.
Definition/description slide- can someone read to me the definition of the
definition context clue? Thank you! The key word in this type of context clue
is the word is. The author is telling the reader exactly what the word means.
Synonym slide- can someone read the definition of the synonym context clue?
Thank you! The key words in synonym are that is, those, or parentheses. In
the second sentence, the author gives a description of goslings to clue the
reader into what goslings are.
Comparison slide- can someone read the definition of the comparison context
clue? As ___ read, the key words in this context clue are too, like, as, similar
to, or in the same way.
Antonym slide- can someone read to me the definition of the antonym context
clue? Thank you! Can someone else read the key words in blue for the class?
If you see these words around an unfamiliar word, the author is giving you a
clue that tells you what the unfamiliar word or phrase means.
Example slide- can someone read the example meaning for the class? What
are the key words that signal example? Thank you, that’s right, they are for
instance, such as, and for example.
List- who wants to read the definition for list? One of the key words for the
list context clue is includes, and a series of words or examples follow. The
author is giving examples of things that fit into the group of the unfamiliar
word.
The next two slides are practice slides. You are now going to practice using
your knowledge of context clues to determine the meaning of unknown words.
There are three practice questions at the end of the PowerPoint on the slides 5-7
titled “context clues practice.” I will call on one of the students to read the minutes
sentence and the question and then have the students turn and talk to their
partner at their table to determine the meaning of the italicized word in the
sentence.
Can someone please read the question and the answer choices out loud for the
class? Thank you! Now you have about 1 minute to talk to your partners about
4. Guided Practice what you think the answer is. Make sure you use the context clues in the
sentence to determine your answer. Make sure to put your hands on your head
when you are done talking so that I know that you are done talking. Alright
now I want you to hold up your hand with the number that corresponds to
your answer choice on the slide. Awesome job! You all got the question right!
I will repeat this same routine for the second question and if I see that the
students are ready to move on after this question then we can skip the third
question and move onto the independent practice.
The independent practice part of the lesson with be the students reading and 20-25
answering the 5 questions connected to the reading. The passage is called minutes
“The Astronaut’s Diary” and is about President Lincoln. There are 4 multiple
choice questions that ask students to determine the meaning of bolded,
5. Independent Practice
unknown words in the passage. There is one short answer question that asks
the students to write the meaning of an unknown word in their own words. For
this question I will have the students describe where in the text they found the
evidence for their answer.
 Formative: the formative assessment will be the questions that I am asking throughout the
lesson to check for student understanding. I will also be listening to the discussions and turn
and talks from the students to see that they are using the context clues strategy correctly. I
will also be walking around the classroom during the lesson to check in with the students.
6. Assessment Methods of
Summative: the summative assessment will be the students reading the passage “The
all objectives/skills:
Astronaut’s Diary” and answering the four multiple choice questions and one short answer
question that ask the students to determine the meaning of five bolded, unknown words in
the passage. There will be a point awarded for each question and another point awarded for
the students describing where in the text they found the evidence to answer the short
answer question. The students will be expected to score at least 5/6 on the assessment.
On a piece of chart paper, the students and I will create a chart that describes 5 minutes
all the different types of context clues. There is definition, synonym, antonym,
7. Closure comparison, example, and list. I will take suggestions from the students as to
what to write on the chart. When I think there is enough on the chart, I will
conclude the lesson.
On the summative assessment, the students were expected to earn at least 5/6 points on the
assessment, “The Astronaut’s Diary.” One point was given to each question and an
additional point for the student saying where in the text they found the answer for the short
answer question.
3 students scored 6/6- 100%
8. Assessment Results of 10 students scored 5/6- 83%
all objectives/skills: 2 students scored 4/6- 67%
2 students scored 3/6- 50%
1 student scored 1/6- 17%
The most commonly missed question in the assessment was number 2 with 10 people
missing it. 7 people missed question number 4, and 6 people missed question number 1.
Everyone answered question 3 and 5 correctly.
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations
The EL students will have their table group partners to During the independent practice I can pull a small group of
talk to when working on the guided practice questions. students to the back of the classroom to help them read the
passage and make sure they understand the plot of the text so
that comprehension is not holding them back from
understanding the unknown words in the passage.
Materials/Technology:
“The Astronaut’s Diary” passage, C.S.I Clues in Sentences Investigation, Context Clues! PowerPoint,
Reflection on lesson:

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