Name: Chayce Goggin Date: March 27th, 2019 Time: 9:00-9:30

Big Idea/Topic: Context Clues Grade/ Subject: 4th grade/ ELA

Game
CPALMS Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/5711
Lesson Structure: Whole Group/ Cooperative Groups
Standards: (CCSS/NGSSS):

LAFS.4.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant
characters found in mythology (e.g., Herculean).

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

Students will use what they know about context clues to create their own definitions of unfamiliar words in the
text “Mystery at Hotel Ormond.”

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

Students will read the sentences or paragraphs containing the unfamiliar words.
Students will write their definitions to the unfamiliar words.
Students will participate in discussion among their groups.

Key Vocabulary (academic/content-defined in kid Instructional Materials/Resources/Technology

friendly terms) (include hyperlinks to videos & websites)

Synonym- the same as; a word that means the same as Mystery at Hotel Ormond (Books)
another word.
Worksheets (tables)
Antonym- opposite; a word that means the opposite of
another word. Pencils

Lingering- lasting for a long time or slow to end. Whiteboard/Markers

Darting- to move or run suddenly or rapidly; fast. Crayons/Markers

Spacious- to have a lot of space.

Concealed- kept secret; hidden.

Caressed- to touch or stroke gently.

Briskly- in a quick or energetic way.

Evolved- to change or develop slowly; usually from a

simple to complex form.

Despised- to hate.

Miniature- very small; tiny.

Arrangements- plans or preparations.

 H.O.T.S. Graphic Organizer/Thinking Map:
Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorganiz
http://www.edpsycinteractive.org/topics/cognition/bloom. ers/
html
Table Worksheet

Lesson Portions: Pacing ESOL Support

• How will you introduce For each level EL at each instructional step. (Add
the lesson, assess or additional rows with Tab)
activate prior knowledge,
motivate students to
learn?
• How will the lesson
develop or proceed? What
steps will you follow?
What are the students
expected to do?
• Highlight differentiated
strategies.
• Underline higher
order/high quality
questions in lesson.
Introduction/Building
Background: (Link to Prior
Knowledge)
I:
Students will review by discussing 2 mins. I will ask her to tell me what context clues are and
with their groups what context where to find them.
clues are and the different types of What is a synonym? Antonym?
clues that can be found.

Instructional Steps:

Students will be doing a challenge

with context clues and forming
definitions of words by using
context clues.
I:
They will be using “Mystery at A classmate will read the words and context
Hotel Ormond” to create around the words to her.
definitions of unfamiliar words by She will not be required to write in complete
using the context around the sentences.
words.

Students will work in groups of 4

to come up with definitions and
will receive a table listing all of the
words, the page number, and a spot
for their written definitions. Each
student will also receive a book.
I will explain the directions and 5 mins.
show an example of how the table
should be filled out before passing
out their papers.

They will get about 15 minutes to

create their definitions for each
word and will work together to
create their definitions.

Once the students have had a good

amount of time to create their
definitions, I will begin the
“challenge”. 15 mins.

While students are working

together, I will draw a chart on the
board with all ten words listed on
the left and five additional boxes to
the right.

I will begin by asking group 1 what

their definition for the first word
was and will write their definition
in the “group 1” box next to the
first word. Then I will have a
student from each other group go
to the board and place a check
mark in their box if they agree with
the definition or an X if they
disagree.

Once all groups have responded, I 10 mins.

will say whether the definition was
correct or not. If the group got the
definition correct, they receive 2
points and everybody who agreed
with them gets 1 point. If it is
incorrect, everybody who
disagreed with them gets 1 point.

The challenge will continue the

same way, alternating between
groups giving the definitions.

Students will write the correct

definition of each word on their
papers.
Closures Pacing ESOL Support
Content:
Context clues are useful because they help you figure out the
meaning of unfamiliar words or phrases. As a reader, you
should be able to understand what you are reading in order to
really comprehend what you are reading. Context clues help 2 mins. I:
you understand what you are reading. N/A

Procedural:
Students who moved will return to their seats and make a
pile of their papers in the corner of their tables. The
distributor will collect the papers while the rest of them get
ready to move into clipboard tasks.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process,
(identify access point, if needed) environment)

Independent: N/A N/A

Supported: N/A

Participatory: N/A

Assessment of Student Learning: (congruent with instructional

objectives)

Objective 1:
Tables of written definitions will be collected.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

I do not think I would need to reteach anything specific in this lesson because a lot of the groups did okay in
finding a good definition to the word but did not always find a definition to the word in context of the book. The
whole point of this lesson was to provide them with practice in pulling information out of the book and using
context clues to figure out the meaning of unfamiliar words, and they did that.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

I actually really enjoyed this lesson because I think it was meaningful to the students and wasn’t just busy work.
They were required to find unfamiliar words in chapter 4 of “Mystery at Hotel Ormond” and work with their
groups to determine a good definition of the word in context. Then we went over the definitions by doing a little
challenge game. I think they enjoyed the challenge because they got points for being right and we justified why
some definitions might not work. I had some problems with some of the groups not working well together and
arguing, but after talking to them, we were able to solve the issues and get the work done. My classroom
management definitely escalated because one group in particular just was not listening to me and doing what
they should, so I had to get more firm with them, but overall, the lesson went well. We did run out of time and
did not get to get all of the definitions done, but I can definitely see this activity being done again in the future.
 Addressing Pre-PGP: INTEGRATED BLOCK ONLY
(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward
improving your practice within those Domains. Include a statement on how your efforts impacted, or not,
students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)

LAFS.K.RL.2.4
With prompting and support, ask and answer questions about unknown words in a text.

LAFS.1.RL.2.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

LAFS.2.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem, or song.

LAFS.3.RL.2.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.

LAFS.4.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant
characters found in mythology (e.g., Herculean).

LAFS.5.RL.2.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.