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Teresa Cruz

Title: Fish is Fish


Subject/Grade Level/Date: Reading, 4th grade, January 19, 2016
Time Requirements: Approximately 15-20 min.
Materials List:
Fish is Fish book
Easel with big notepad
Markers
Type of Lesson: Whole group, inquiry, inferences, cooperative
Connection to Standards:
Common Core/Arizona College & Career Readiness Standards

4.RL.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.

Instructional Objective:
Students will be able to find the meaning of words and phrases using context clues in the story.
Active Instructional Plan:
Anticipatory Set:

Questions:

Teacher Behaviors
I will ask students if they
know what context clues are
and the importance of them
when reading a text.
I will write the agreed upon
class definition of context
clues on the notepad.
I will also remind students to
think about the figurative
language being used in the
book, as well as what point of
view the book is told in.
I will ask questions throughout
the lesson determining the
meaning of various words and
phrases in the book using
context clues.
What does
triumphantly mean?
What does grassy bank
mean?
What does full-fledged

Student Behaviors
Students will be seated facing
me on the carpet, listening
quietly for instruction. After
much collaboration, a class
definition of context clues
will be made.

Students will answer questions


throughout the lesson to gage
their involvement and
understanding of the concept
of context clues. Students will
also share figurative language
and point of view they have
discovered in the book.

Teresa Cruz

Modeling:

Guided Practice:

Independent Practice:

Closure:

mean?
What does feebly
mean?
What does luminous
mean?
What types of figurative
language have you noticed
thus far?
What point of view is the story
told in?
I will point out the first word
triumphantly because not
many students will know what
the word means. I will then
refer to the sentence it is used
in and tell the students my
thoughts on what the word
possibly means. After, I will
write a simple definition of the
word on the notepad. My
example will serve as a guide
for how students should use
context clues to find meanings
of words or phrases they dont
know.
I will observe students verbal
and nonverbal responses as I
read the text and as we discuss
context clues. If more
scaffolding of how to use
context clues to find meanings
of words or phrases is needed,
I will provide students with
more examples.
There will not be any
independent practice activities
during this read aloud;
however, the concept of
context clues will continue to
be taught in other lessons.
After the book is read, I will
take any comments they have
and ask students what they
think the moral of the story is.
We will also do a brief
overview of what we learned

Students will participate when


asked questions and listen to
instruction from teacher as the
story is being read. Students
will also find the meanings of
words we come across in the
book using context clues.

Students will assist me in


writing words or phrases with
the agreed upon definition of
each on the notepad.

N/A for this read aloud.

Students will share and discuss


with the class their thoughts
on the story, context clues,
figurative language, and any
other comments they may
have.

Teresa Cruz

about context clues.

Assessment/Evaluation:

Modifications/Differentiation:

My hope is that students will


also be thinking about what
the moral of the story may be.
They can come to two
conclusions: everyone has a
place in life, you just need to
experience different things in
order to find your place,
AND/OR your initial
perception of someone or
something may be completely
different than what it is in real
life.
Students will look for and describe examples of using context
clues in the book, Fish is Fish. I will be continually assessing
students throughout the lesson based on their questions,
responses to questions, and what they share with their
classmates.
Students with IEPs will sit closer to me so they may view the
book better. I will write on the notepad so that all will be able to
refer back to it when learning more about context clues and
examples of using them to find meanings. I will also do thinkpair-shares during the lesson as Im reading the book to them.