This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Jessika Stover Grade-Level: 5 Lesson Date: 10/4/22-

10/6/22

Title of Lesson: Using context clues Cooperating Teacher: Mrs. Norton

Core Components
Subject, Content Area, or Topic
Language arts
Student Population
21
Learning Objectives
- Use context clues, synonyms, and antonyms to help determine meaning

Virginia Standard(s) of Learning (SOL)

5.4 The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate among multiple
meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones to determine the
meaning of new words.
d) Identify an author’s use of figurative language.
e) Use word-reference materials.

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
“Henry P. Baloney” book

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
x Identifying Similarities & Differences 45%
x Summarizing & Note Taking 34%
x Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
x Cooperative Learning 23%
x Setting Goals & Providing Feedback 23%

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Generating & Testing Hypothesis 23%

Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
x Teach Others/Immediate Use of Learning 95%
x Practice by Doing 75%
x Discussion 50%
x Demonstration 30%
Audio Visual 20%
x Reading 10%
x Lecture 05%
Safety Considerations

Time
(min.) Process Components
*Anticipatory Set
Day one: What are context clues? Show brainpop:
https://www.brainpop.com/english/studyandreadingskills/contextclues/ (Audio)
Day two: Can anyone tell me what an antonym is?
Day three: silly sentences review

*State the Objectives (grade-level terms)

I can use context clues and synonyms to help determine meaning
I can use context clues and antonyms to help determine meaning
*Instructional Input, Modeling, or Procedures (visual and audio)
Day one: Slides 1-8: Today, we will using synonyms and antonyms to help us
understand the meaning of new and unfamiliar words.
Read the two sentences below.
My muscles felt stiff rather than limber when I woke up. antonym
The gymnast is so flexible and limber when she moves. Synonym
Both sentences have clues to help you understand the word, “limber.”
Antonyms are words that have opposite meanings.
Synonyms are words that have similar meanings.

Day two: Slides 9-12

Review how to find context clues and how synonyms and antonyms help with this

Day three:
Context clues review slides 1-4
 walked down the narrow path through the wooded lot adjacent to the school. I don’t know
why I decided to take the shortcut. I’d heard all the rumors of strange animals on the
loose. As the sky darkened, I heard a low, eerie moan. It was so strange I could hardly
believe it was real. I began to run, looking over my shoulder, wishing desperately the
unnerving sound would stop.

Think about what the word eerie means in the above text. Which of the following
words would help you understand the meaning?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

                                                    Complete the sentence below using the word  

                                                    eerie. 
                                                    The eerie shadows gave me a huge fright so 

I couldn’t believe my eyes. For the first time ever, I felt pure elation. I had made the
soccer team. My emotions had been swinging from over-the-top excitement to unending
dread. I knew the tryouts had gone really well. I had outrun everyone else and had been
able to successfully dribble the ball away from all of the other players. I couldn’t wait to
share my joy with my parents. 

Think about what the word elation means in the above text. Which of the following
words would help you understand the meaning?
                                                       
                                                     Complete the sentence below using the word elation.
                                                       I felt such elation when...

- Read aloud of “Henry P. Baloney”

As we read, use context clues to figure out the meaning of unknown words

*Check for Understanding

Checking independent practices and participation in whole group lessons

*Guided Practice
Day one: Let’s practice using synonyms and antonyms to help understand unknown
words.
Let’s read this paragraph. Try to find words that have a similar meaning to the
words in bold.
If you took a trip down the Amazon River, you might see a colossal snake-the anaconda. 
In fact, the anaconda is the largest snake in the world.  It can measure over 30 feet, weigh
more than 500 pounds, and have a girth of more than 12 inches.  That means its body is
more than one foot around.
What context clues can we use to find the meaning of these words?
Practice 2:
Anacondas eat one large meal at a time.  They lay camouflaged in shallow water.  They
blend in with their prey.  When they catch a victim, they constrict it, squeezing it tighter
and tighter until the animal can’t breathe.  Anacondas can eat large animals, and they
digest food slowly, so they can fast for a long time between meals.  One anaconda in a
zoo didn’t eat for two years.
Have students underline context clues that help them find the meaning
(Positive reinforcement)
Day two:
Read aloud
Practice 1: At the end of the day, I like to sit outside in my grandfather’s garden while he is
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

inside preparing dinner for us.  After the tumult of classes, soccer practice, and piano
lessons, I enjoy the calm surroundings of this place.  Although the garden was alive at
daybreak, with the birds chattering and squirrels scampering to and fro, it is quiet as the
sun sinks and dusk settles.

Try to find words that have an opposite meaning to the words in bold

Practice 2: I like to take this time to think about what happened during the day.  I try to
remember the important things and let the trivial things slip by.  
Flowers and vegetables grow in an open space at the front of the garden, but I like to sit in
a secluded spot, where water falls from a small fountain.  
(Positive reinforcement)
Day three:
- Filling out context clues chart as we read “Baloney” (audio)

- Think, pair, share after filling out context clues chart to share ideas on
what the words mean

- See what students got and write those ideas before showing answer
chart (positive reinforcement)

*Independent Practice
Day one: synonym context clues independent practice
Day two: antonym context clues independent practice
Day three: context clues independent practice
(reading and analyzing)
Assessment
Test on finding context clues

*Closure
Small groups matching synonyms and antonyms

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Audio, visual, reading and analyzing
Classroom Management Strategies (To ensure a positive learning environment).
- Graphic organizer
- Think, pair, share
- Positive reinforcement and managing behavior
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Synonym Context Clues Independent Practice

Directions: Read each sentence. Use the clues in the sentence to figure out what the bold word
means. Highlight the word or words in the sentence that have a similar meaning to the bold word.
Then type the meaning of the bold word in the box.

1. The arid desert climate consists of heat and little moisture.

Dry air

2. The people on the jungle safari faced many perils, including wild animals and unsafe
roads.

3. My mom told me many anecdotes about my grandparents, including the story of how they
came to America from Russia.

4.  There are many ways to conserve natural resources, such as recycling paper and using
less water.

5. Mark’s mom took him to see the doctor. The physician seemed worried about Mark’s high
fever. 

6. My brother is a cautious driver. His dad trusts him to drive the family car. 

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

7. Everyone sat and conversed at the dinner table. However, once the food came, the talking
stopped.

8. The flowers were stunning. They looked beautiful in a glass vase. 

Antonym Context Clues Independent Practice

Directions: Read each sentence. Use the clues in the sentence to figure out what the bold word
means. Highlight the word or words in the sentence that mean the opposite of the bold word.  Then
type the meaning of the bold word in the box.

1. My kite was lodged in a tree and I was unable to get it unstuck. 

2. The descent of the balloon was more rapid than its rise had been.

3. She dodged our question and instead of answering, welcomed a change in subject.

4. Kerry is a kind and sympathetic friend, unlike her sister who is always unkind. 

Baloney (Henry P.) Context Clues Chart

Unknown Word Context Clue From the Story What does the Word Mean? Right or Wrong? 

aamu 
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

astrosus 

blassa 

buttuna 

cucalations 

deski 

fracasse 

giadrams 

kuningas 

piksas 

pordo 

razzo 

sighing 

flosser 

speelplaats 

szkola

torakku 

twrf 

uyarak 

zimulis

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Lesson Reflection

This lesson spanned out over 3 days with the fourth being assessment day. The students

quickly learned how to use context clues in sentences to figure out the meaning of a word.

Demonstrating and practicing with paragraphs was how I used instructional input to teach them this

concept. Using antonyms and synonyms came next which all students knew as review. Reading

sentences and paragraphs as a class and letting the students show me what they know helped me

determine how to differentiate small groups and independent work.

One thing students struggled with in independent work was differentiating on what context

clue hints at the words meaning. Most of them could figure out if it was a synonym or antonym but

they got confused when it came to explanation and example. Next time before they do this on their

own I would focus more attention on how the context clues explain or give an example in the

paragraphs we read as a class. Another part I would change is how I present the read aloud

“Baloney” because the students had a hard time keeping up with the made up words in the story.

Reading slow and showing pictures for context clues clearly would help with this. I also added

think, pair, share as an instructional strategy after this activity to get students sharing ideas and

coming up with ideas on their own. Using this strategy helps students: “think individually about a

topic or answer to a question, share ideas with classmates and build oral communication skills, and

focus attention and engage students in comprehending the reading material.” (readingrockets.org)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

This lesson plan included audio, visual, and hands on learning as well as positive

reinforcement in guided practice and small groups. Expanding vocabulary in small groups for those

more advanced with harder words and context clues helped challenge those students who

understand this concept well. Working with those who struggled more with this concept and

explaining exactly where to look for context clues in sorts was how I helped those students.

Students used technology in independent work on chromebooks as well as the smartboard in

whole group lesson. My students make it easy to remember my teaching philosophy in every

lesson I teach by showing me how smart and capable they are. Encouraging and helping them

understand their potential is what I try to portray in my lesson plans.

Sources:

https://www.readingrockets.org/strategies/think-pair-share#:~:text=Why%20use%20think%2Dpair

%2Dshare,in%20comprehending%20the%20reading%20material.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021