Lesson Plan Template

ELA Standards 8
Name:

Context:
Date and time for which lesson will be taught: September 12, 2017 @ 2:14 PM
Course name: ELA Standards 8
Grade level: 8
Length of lesson: 50 minutes
Description of setting, students, and curriculum and any other important contextual characteristics:
The classroom is set up in three sections, each with about nine desks in three rows. The class happens during 4 th
period. The students have come back from lunch and had a 20 minute classroom meeting during which we do
community building activities and play a game. The 4th period standards class has 18 students. The class is culturally
diverse, with several ELLs and students of varying ethnicities and races. Readiness levels vary, too.

This is the second lesson in a unit on context clues and word analysis. Students have already had a lesson on using
context clues at the sentence level. Students will start this class doing their daily Do Now and this lesson will take
place about 20 minutes into class.

Objectives:
Number each objective to reference in the Assessment section
SWBAT:
Cognitive (know/understand):
that the meaning of words can be found by its relationships to other words

Affective (feel/value) and/or Non-Cognitive:

respectfully explore and evaluate the work of others in a group discussion setting.

Performance (do):
derive meaning of specific words utilizing context clues.

SOLs: [List with numbers portrayed in the SOL document]

8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend
vocabulary development within authentic texts.
b) Use context, structure, and connotations to determine meaning and differentiate among multiple
meanings of words and phrases.

CCSSs: [List with numbers portrayed in the CCS document]

CCSS.ELA.CS.8.4: Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.

Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment note the number of the
objective(s) from above being assessed
Diagnostic: Students will demonstrate what they already know about
Sentence Level Work: Students ability to apply the context clue skills was assessed in the prior days lesson when
we worked on sentence level context clues. (Obj. 1 and 3)
 Prior Discussion: Students were observed applying the discussion norms and protocols three class periods before
this lesson. In it, we observed that they definitely need a task or guiding questions to keep them on track and on
topic during discussion (Obj. 2).

Formative: Students will show their progress towards.

Graphic Organizer and Group Discussion: Students will show their understanding of context clues as well as
classroom discussion by completing their graphic organizer independently to find the meanings of words in
paragraphs. They will then demonstrate their understanding through sharing their definitions with their peers in
group discussion (Obj. 1, 2, and 3)

Summative: Students will ultimately be assessed (today or in a future lesson).

End of Unit Assessment: Students will take a pre-assessment the day before this lesson. They will be tested on the
same skills in the end of unit post-assessment to measure their growth towards mastering the skills (Obj. 1 and 3)

Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below, you will include the
actual materials or links to what you will be using.
Appendix A: Google Slides Presentation:
Printed Google Slides (Slides number 8 through 12) posted around the room
Appendix B: Graphic organizer for each student
Appendix C: Group List
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
Students will begin at their assigned seats. Name tents will be put on desks at the start of the bell. Seats
will be arranged in the three sections, three rows configuration. Students have just finished their Daily
Oral Language Do-Now which they complete independently and then we review as a class. We are 20
minutes into the class period.
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students are speaking, indicate
your target response as well as any possible student misconceptions and/or off-the-target responses and how you will
respond to them.]

1. [5 mins.] Review:
(Have slide 2 up from Appendix A) Great guys, lets bring it together. (give students a few seconds to
refocus) Yesterday, we talked about context clues and how we can use them to find the meaning of words.
We talked about looking inside the word. Can anyone elaborate on that for me? (take a volunteer) Great,
youre right. We can see if any part of the word is familiar. Maybe it has a prefix or suffix we know or it
shares a part of another word that we recognize. How about looking around the word? What do you do
when we look around it? (take a few volunteers. If none just continue on to refresh their memory) Okay,
so we look at the words around it and use them to define the word. Great. Yesterday, we learned how to do
this within a single sentence. Today, (click to slide 5) we are going to look at how we can use context
clues on the paragraph level. So, when we are using a paragraph to define a word, it is very similar to
doing so at the sentence level. We are going to look inside the word to see if we see any familiar parts and
we are going to look around the word to see which words can help us define the word we do not know. I
am going to show you
2. [5 mins.] Modeling:
(Still on Slide 5. Read paragraph). So my bolded word here is the word reiterate. The first
thing that I notice is the re at the beginning of the word. Does anyone have any thoughts on the
re? Can you think of any other words that have it? (take a volunteer) Awesome, yeah it means
to do again. So like the word reorganize means to organize again. I do not know what iterate
 means though, so I am going to look around the word. The beauty of doing this at the paragraph
level is that I have a lot more material to work with. I have more words I can weigh my unknown
word against. So the word reiterate it its sentence refers back to the list of things getting
broken, damaged.but I know it does not mean broken or damaged because I know that the word
references is the word that is referring back to the list. So what I am going to guess reiterate
means is to say again. Does anyone have any questions about this? (field any questions)
3. [5 mins.] Guided Practice
(Slide 6) Awesome, lets try one together. Who would like to read our paragraph? (take one
volunteer) Wonderful, thank you. Okay so what word am I looking for the meaning of?
Thats
Right, perseverance. (underline on board). When looking at this word, is there anything that you
all recognize? (take any suggestions and write on board. Make sure students explain what
they think word parts mean and get a clear justification). Okay so we have a couple thoughts,
maybe the word per but we are not quite sure what it means. Lets now look around the word.
Take a few seconds and look back at the paragraph and see if you can identify any words that
could clue us into what perseverance means. (give the students about 15 seconds) Alright,
what do you all think? (take three or four volunteers. Prod with questioning to head them in the
right direction for example asking them what they remember about the word grit and what
types of characteristics grit has that would relate it to perseverance). Awesome guys, so I am
going to say that we came up with perseverance meaning to keep doing something even
when it is hard. Awesome work, now I want you to try this on your own.
4. [30 mins.] Gallery Walk Activity:
I. Instructions (2):
During instructions, hand out graphic organizers (Appendix B)
We have put up five paragraphs around the room. You are to take your graphic organizer to
each paragraph and use context clues to figure out what the word in bold means. In the middle
column, I want you to identify what clues you found around the word that allowed you to identify
what the word means. Please feel free to ask myself or Mrs. Poindexter questions if you get stuck.
This activity is SILENT. You are to work independently and without talking. Does anyone have
any questions about the task or the graphic organizer?
II. Independent Walk Through (10):
(Project timer on the board. Remind students of the timer at the two minutes and thirty seconds
marks. After two minutes have gone by, let them know they should be moving onto the next
word. Do this every two minutes to keep them on track.
If students are talking during the walk, remind them either gently as a group that they should not
be talking or pull them aside to remind them of the norms and expectations for the classroom and
for this specific activity. Field questions as they come. Rotate the room to make sure you are
available for the student)
III. Small Group Assignment (2):
Time is up. I would like everyone to stay where they are but direct your attention towards me.
(give them a few seconds to reset and refocus) Great, thank you. Okay, we are going to give you
some time to discuss your answers with your peers. I am going to assign you to five groups. Do
not move yet. (Assign groups and group numbers based on Appendix C). When I tell you to, you
are going to sit in the designated area with your group. I want you to go through each of the
words and talk about what you got for the definition and your reasoning behind it. At the end, we
are going to come together as a class and each group will be sharing out. Be prepared for this by
taking this time to actually explore your rationale behind your definitions and confirming your
definitions with your peers. Okay, go ahead!
IV: Small Group Discussion (8):
(Give students 8 minutes to discuss with their group each word and how they got it. During this
time, check in with each group, correct any misconceptions through questioning and guidance,
 and field any questions students may have. Redirect students who are off task or causing
disturbances in their group by reminding them of the group discussion norms we talked about last
week. Give them a two minutes and thirty second warning)
V: Class Share Out (8):
Okay everyone, lets bring it back together. Eyes on me. (Give students a few seconds to
refocus) Alright, I am going to ask each group about one of the words. I want you to tell me
what you all agreed it means and how you came to that conclusion. I am going to ask this group
here, Bellas group, about the word _____. (Give the group a little less than a minute to explain
the word and how they got its meaning). Great, you guys. Thank you for sharing. Okay, our next
group here. (Go through each group allowing them to explain one word each).

5. [5 mins] Closure:
Awesome work everyone. I would like to get some feedback about this activity. What did you think went
well about the discussion? What do you think we can do better? I am going to draw a line on the board. I
want you to tell me what good things happened, which will go above the line, and what things we should
work on. (Spend about five minutes discussing the kinks in group discussion and group work. Use this
information to inform teaching and future group work.) Great everyone, thank you for sharing. Enjoy the
rest of your day! (Dismiss at bell)

Attention to Individual Student Needs: (Differentiation):

Detail specific actions/materials you will use to differentiate instruction in this lesson. Use specific student names when
appropriate
Jamshid: Jamil has a hard time understanding instructions. He listens intently while being told what to
do, but he seems to get confused and needs clarification afterwards. In order to accommodate this, I will
provide written instructions on the graphic organizer for him so that he can remind himself the task at
hand.
Katie: Zoey is reluctant about sharing out. I believe providing pointed questions during discussion when
visiting her group that address her specifically (ex: How did you figure that word out, Zoey?) will allow
her to open up and bit and give some input.
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.

We will use a Google Slides Presentation and the projector for the review, modeling, and guided
practice.

Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a PowerPoint, or giving a quiz,
etc., these documents (or links to them) must be included. (see the list above)

Appendix A: Google Slides

Appendix B: Graphic Organizer

Name:_____________________________________Date:_____________________Bl:_____

ContextCluesGraphicOrganizer

Word Clue(s) Meaning

Checkallthatapply
o Definition
o Synonym
o Antonyms
o Examples
o Clues and tone around the word

Word Clue(s) Meaning

Checkallthatapply
o Definition
o Synonym
o Antonyms
o Examples
o Clues and tone around the word

Word Clue(s) Meaning

Checkallthatapply
o Definition
 o Synonym
o Antonyms
o Examples
o Clues and tone around the word

Word Clue(s) Meaning

Checkallthatapply
o Definition
o Synonym
o Antonyms
o Examples
o Clues and tone around the word

AppendixC:GroupList

GroupList:

Group1:Jalil,Bella,JacobA.,Emmanuel
Group2:Michelle,Alexis,Carmen
Group3:Kayli,Joey,Yairely
Group4:Brayan,Shyla,Sameer,Julz
Group5:JacobT,Zoey,Clarissa,David
In Retrospect (to be completed after the lesson has been taught):
Reflect on the lesson after you taught it. Was there anything that surprised you? Discuss your students reactions and
behaviors to the activities you planned. Is there anything that you would do differently if you were to teach this again? What
would you do?

This lesson plan was alright but a few things did not work out how I had anticipated. First, we did not get through all of the
material in the prior lesson so I had to start in a weird place. This was a bit problematic because it meant the kids were getting
almost double the direct instruction so I felt like they were a bit antsy. We also had a student have to leave class about thirty
minutes in because he was having an issue and needed to leave. That was a bit distracting and brought a sense of chaos. My
behavior management is still questionable. I tell the kids what they should and should not be doing, but I do not offer any
type of consequence. I asked them to stop talking, but they kept on talking and getting off task during the lesson.

If I had to do the lesson again, I would change a few things. First, I would cut some of the practice. We had too many
sentences to practice and too many paragraphs. It was like beating a dead horse. Second, I would use stronger examples.
Some of the examples I felt like were difficult for me to explain even though I had looked at them a few times beforehand.
They were not clear. Third, I really need to step up the behavior management. They need to not talk while I am teaching and I
need to take it more seriously.