Writing a Lesson Plan

Tania Davis
EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2011 Instructor: Karen Powell

Summary: In this lesson we will work as a whole group focusing the use of context clues to help students understand a word in the story The Puddle. Target population: First grade All skill levels Whole group Objective: We will use sentence level context as a clue to the meaning of a word or phrase. L.1.4a Procedure: Introduce the vocabulary words pg. 124s in the teacher guide Trophies book. Angry-feeling or showing anger Nearly-almost Okay-all right Sorry-feeling sad about something Next display the transparency pg. 92 Read the sentences from the transparency. Point to the words and read them to the children. Track the print as children read aloud the sentences. Call on pairs of volunteers to reread the sentences. Suggest that they read dramatically to show the meaning of the words angry, sorry and okay. Read word power with students on page 124 of the student Trophies book. Have students read the sentences aloud. Have them point to the words to remember in the sentences (they are highlighted in the passage).

Assessment: Have the students complete the worksheet pg. 37 according to their level. Reflection: I think the easiest part of the lesson to teach will be the transparency because the words and meanings will be fresh in their minds. The students should be able to fill in the blanks with the appropriate word with accuracy and ease. I think the most challenging will be teaching the kids about the actual context clues. This lesson does not really tell the students what context clues are. It was difficult finding a lesson that spoke about what a context clue was. It never specifies that the student should look at the other words in the sentence to help them figure out the meaning of the vocabulary word. I would extend this lesson with a review of the vocabulary words and playing a pocket chart game. I would write sentences on a sentence strip leaving a blank for the vocabulary word. I would have the vocabulary words written on an index cards for the students to fill in the word. For example I would write: She was feeling ___________ because the turtle made her mad. And then the student would have to place the angry card in the pocket chart in the appropriate place. For the students that do not get the grasp of it I would pull them back and reteach the lesson on a slower level. I would also send home the page 37 assignment for them to do it again. I would defiantly add how to teach what a context clue is and how to look for them. I am not sure if this is something that is taught in earlier lessons or not.

 The most difficult part about writing this lesson plan was finding what actually went with the standard. I am sure I am trying to make it harder than what it really is. I was hard for me to pinpoint what part of the lessons in the book went with what standard. References: Teacher addition Trophies book, student addition Trophies book, transparency page 92, worksheet page 37 for all levels.