UNCG Lesson Plan for TESOL Candidates

Teacher Name : Minh Vu Grade: 4 Date: 04/07/2017 Start and End Time:
9:30 10:00

Subject: ESL Number of Students: Student Proficiency Levels: WIDA Level;

Focus/Topic: Context Clues 3 and 4
4

Standards and Objectives: Please consider both content standards and WIDA standards; List the number and text of each
standard; Include both content and language objectives; Make sure you number your objectives so that you can refer back to it
later in the lesson.

Content Standards and Objectives

NCSCOS-ELA L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

WIDA Standards and Language Objectives

ELD Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in
the content area of Language Arts

Essential Question/s or I Can Statement/s:

I can use context clues strategies given in the text to find out the meaning of unknown words.

Safety Issues: if applicable

N/A
Notes/Reminders to self if applicable

N/A
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Key Vocabulary/Academic Language Frame/Concept/s: How will they be introduced?

The strategies will be introduced on a handout and students will read aloud each strategy after they I CAN statement has been
given. This will be purposeful as the students will need to know this for their guess the made-up word game, which also makes it
part of the instruction.

Strategies Types of Context Clues

Inference context clue

Example context clue
Definition context clue
Synonym context clue
Antonym context clue

Students will also learn a number of keywords from the worksheet activity following the lesson activation activity.

Language keywords:
forlorn, gaunt, aloof, commercial vehicles, lax, comestibles, erractic, brawl

Differentiation: How will you support diverse students needs?

Students who are of lower proficiency will be paired with other students to try to find the meaning of unknown words by using one
of the strategies provided. The strategy used here will be Think-Pair-Share. Higher proficient students will have the opportunity
to demonstrate their thinking as they express their opinions and reasoning for their predictions.

Instructional Strategy Procedures Be specific. Write out entire lesson. What will happen in each portion of the lesson?

Lesson Activation: (__5-10___minutes) How will you get the students excited about learning? How will you connect to
students experiences and prior learning?

Guess the made-up word game: After students have read the description of each type of context clue, SW try to predict the
made-up word written on the white board by the teacher. The TW apply the word to the students to give more real-life context. Ss
must try to guess the meaning and tell the teacher which context clue they used to guess the meaning of the word. The TW give
students feedback.
 UNCG Lesson Plan for TESOL Candidates

Made-up words and clues:

Googleymoogley : _____ is what I call googleymoogley, or someone who is really smart. (definition context clue)
Yippidydoo: ______ was so yippidydoo, he ran in his room and did a back flip on his bed! (example context clue)
Skweenyweeny: _______ is so sweeneyweeny.She/he is like a toothpick. I think the wind could blow him/her away. (synonym
context clue and inference context clue)
Boomshakalaka: _____ is so boomshakalaka, unlike his/her brother who is really tall. (antonym context clue)

Note: The purpose of this activity is to focus more on the purpose of using clues in a way that students can understand and apply.
In later lessons, SW try to produce their own made up words and clues for partners in pairs.

Statement of Objective: (__0___ minutes) How will you share I CAN statement? Will you read it or have students read it?

TW introduce the I CAN statement right before the students play guess the made-up word, which will transition into the instruction
for the game for the lesson activation.

Instructional Presentation/ Sequence: (__20-25___ minutes) How will you achieve your content and language objectives?
Please refer back to your objectives.

Worksheet Activity:
The T will have students work on a worksheet to work further on the context clues. SW will guess the word and the type of context
clue given. Then, SW share their answers with their partners and try to justify their answer. SW will use this worksheet to help
them with the next activity. These words are 4th grade level, which helps them build vocabulary as well.

Keywords: forlorn, gaunt, aloof, commercial vehicles, lax, comestibles, erractic, brawl

Made-up word activity:

- SW will pair up into pairs. SW will be given three unknown words made up words. They will be given the meaning of the
unknown word and the type of context clue that they must use (type of context clue may be optional if students are struggling).
- After groups have created their sentences, each group will try to guess each others unknown words. The T will facilitate
discussion to probe what kinds of context clues were used.

Flewgy tasty (example clue)

Lacky skinny (synonym clue)
Beepo silly ( example clue)
 UNCG Lesson Plan for TESOL Candidates

Fluppy heavy (antonym clue)

Ayaiyai confused (inference clue)
Blooped - hopped (definition clue)

Note: The made-up words will be given in flash cards. If students are struggling, the T may intervene and guide the students to
use their worksheet as a reference.

Closure/Evaluation: (__0___ minutes) How will you summarize and review what your students learned?

The TW will have Ss read out all 5 types of context clues before dismissing the class or have students read it out.

Formal and Informal Assessment: (_0____ minutes) How will you know whether your students meet the content and language
objectives? Please include the types of assessments and what is being assessed. Please refer back to your objectives.

The sentences that are produced by students will demonstrate their understanding of types of context clues. Students responses
to the clues given will also demonstrate their understanding of types of context clues.

Instructional Resources and Materials: What resources and materials do you plan to use to engage students in learning?

Journals
Worksheet
Dry erase board
Handout