Lesson Plan Vocab - ECook

EDLC 554 L ESSON P LAN V OCABULARY D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Emily Cook Grade Level: 6th Grade Candidate’s Endorsement: Secondary English Central Focus: Students will develop the ability to identify and define unfamiliar words using context clues, fostering their vocabulary acquisition and reading comprehension skills. Subject: Language Arts Learning Segment Theme: Learning to Decode Vocabulary Using Context Clues Where in the learning segment does this lesson occur? X Beginning ☐ Middle ☐ End Lesson Structure or Grouping: X Whole Class X Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards Virginia English SOL 6.4a: The student will expand vocabulary when reading. Description: The student will use context clues to determine the meaning of new words and concepts encountered during reading. National Standards Common Core ELA Standards: CCSS.ELA-LITERACY.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Description: This standard aligns with the lesson's focus on using context clues to understand unfamiliar vocabulary words encountered in reading passages. InTASC Standards Standard #3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Page 1 of 11

EDLC 554 Application: In this lesson, the teacher fosters a supportive learning environment by facilitating whole class discussions and small group activities, encouraging collaboration and active engagement in learning the strategy of using context clues to understand vocabulary. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. [1] Given a reading passage containing unfamiliar vocabulary, [2] the student will identify and define at least three unknown words using context clues within the passage, [3] with 80% accuracy as measured by teacher observation and student responses. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? I will present students with a mysterious box or bag containing several objects or pictures related to a particular theme or well known story. I will ask students to examine the items and make predictions about what they think the theme or story might be based on the clues they observe. This hands-on, interactive activity will engage students' curiosity and critical thinking skills while also introducing the concept of using clues to make informed guesses or predictions. Afterward, I will transition into a discussion about how clues can help us understand unfamiliar words in the same way they help us solve mysteries. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling Introduction to Context Clues: ● Engage students in a discussion about the importance of vocabulary and how understanding unfamiliar words can enhance their reading comprehension. ● Explain the concept of context clues using simple examples and definitions. Types of Context Clues: ● Present examples of different types of context clues (definition, synonym, antonym, inference, example) using sentences and passages. ● Model how to identify each type of context clue and use it to determine the meaning of an unfamiliar word. Guided Practice: ● Provide short passages containing unfamiliar words to small groups of students. Page 2 of 11

EDLC 554 ● Guide students through identifying context clues within the passages and using them to define the unknown words. ● Offer support and feedback as students work through the guided practice activities. Guided Practice Group Work: ● Divide students into small groups. ● Distribute short passages containing unfamiliar vocabulary. ● Instruct each group to work together to identify context clues and define the unknown words. Teacher Support: ● Circulate among groups, providing guidance and support as needed. ● Encourage students to discuss their reasoning and strategies for identifying context clues. Independent Practice Individual Practice: ● Provide each group of students with a different short passage or text excerpt containing unfamiliar vocabulary. ● Instruct students to read their passage independently and use context clues to define the unknown words. Sharing and Reflection: ● After completing the independent practice, allow students to share their findings with a partner or small group. ● Facilitate a brief discussion where students reflect on their experience using context clues and share any new words they learned. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? To conclude the lesson, I will review the key concepts covered: ● The importance of context clues in understanding unfamiliar vocabulary. ● The different types of context clues (definition, synonym, antonym, inference, example). ● How to use context clues to define unknown words. ● I will then invite students to share any insights or questions they have about using context clues, reinforcing the idea that this is a valuable skill they can apply in their reading to enhance their comprehension. Finally, I will preview the next lesson, where they will have the opportunity to practice using context clues further. E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Page 3 of 11