Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

ELA.8.2.B Use context within or beyond a paragraph to When given a paragraph containing two unfamiliar
clarify the meaning of unfamiliar or ambiguous words. words, students will use contextual analysis to create
reasonable definitions appropriate for the context.

Specific __ Measureable __Attainable___ Relevant____Time ____

Grade: 8 Subject: ELA

Task Analysis: (C4) What lang. must be taught: Context,syntax Strategy to teach Language: (C4)

What skills must be taught: Ask if students know what they mean,
discuss, write on board. This would be when
Understanding topic, purpose, identifying part of speech from syntax. introducing idea of lesson.

Assessment: (C5) Circulate the room while students are working to observe their success or difficulty. Have them submit
one copy per group of the annotated passages, and a suggested definition. Feedback can be provided
the following day.

Strategies for Success: (C6) Element of Technology: (C6)

Slapdown game- Give word options to complete a Microsoft Onenote would make it easy to upload selected
sentence, and students identify which one would be the passages, then students could make notes directly to them,
worst choice, and explain why. and annotate to indicate their thinking process.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Overhead; use simple diagramming. A variety of appropriate quotes, which are understandable
in content, but with one or two more difficult words.
Auditory – Read every selection aloud.
ABCD cards for the slapdown game, and prepared
Kinesethic – multiple choice questions based on short sentences or
Students write and discuss. phrases.

Higher Order Questions to ask: (C6)

1. Can you summarize the overall meaning of this paragraph/quote?

2. What do you predict the meaning of this word will be, based on the rest of the sentence?
3.
How does the sentence with word A compare to the sentence with word B? Which one fits better?

Hook: (C7) What word is missing? Start with easy
examples. "____ through hoops." "Don't
_______ in the rain." Gradually get harder,
perhaps also putting nonsense words in the
place of blanks. Could also use the slap-down
game as a hook.
Closure: (C7) Sell it to us--in groups, students compose a
jingle to explain the main idea of the lesson,
and perform them for each other before
leaving.
 1. Teacher Input / Direct Instruction / Modeling: (C6)

Begin by providing easy examples of phrases or sentences with a missing word (see Hook). Then introduce
lesson by explaining its purpose and objective. Place a longer quote, perhaps a whole paragraph, on the
overhead. Identify the word to be deciphered, and model the process of thinking through the meaning of the
passage as a whole, then the sentence as a whole, and then what part of speech the word probably is. Annotate
the passage, using simple diagrams such as arrows and circles/lines to help identify which parts of the context are
most significant and how they relate to the word. Ask students questions and request their input throughout.

2. Student Activities / Guided Practice: (C6)

Go through at least two more examples, each time asking for more and more student input. Make sure
students follow on their own copies/pages. For each section they should orally answer the questions, "What
is the main idea of the passage?" "What is the main idea of the sentence?" "What part of speech does the
word seem to be?" And finally, "What do you think the word means?" Emphasize that it's not necessary to
get the definition exactly right, as long as you are able to accurately capture its general sentence within the
passage, and the sentence itself makes sense. Write a final, complete definition together.

3. Independent Practice: (C6)

Have students do one example on their own, then ask them to share their answers and review it.
After that, hand out more samples (or place them on Microsoft OneNote for group use) to each table
group and let them work together in groups to decipher the words that have been underlined. They
should answer each question orally together and each annotate their own copies, but submit one
written definition per group. If there's time at the end, go over some of the answers together as a
class.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Passages and words of varying difficulty. I will begin the
lesson by grouping students according to ability level,
and hand out different packets to each group. Advanced
students can receive more difficult passages, those who
are behind or struggle with reading can receive easier
ones. May also work with a small group while the other
groups are working independently.
Teach students to identify the structure of the text,
including causal words and words that indicate time,
order, sequences, comparisons, etc. Note prepositions,
tenses, etc. that give clues to what is happening in the
passage.

Notes:
Name: Lara Ormiston

DELIVERY PLAN (C8)

OBJECTIVE:
Rigor
When given a paragraph containing two unfamiliar words, students will use contextual
analysis to create reasonable definitions appropriate for the context.

OPENING:
Retrieval What word is missing? Start with easy examples. "____ through hoops." "Don't
_______ in the rain." Gradually get harder, perhaps also putting nonsense words in the
place of blanks. Follow with slap-down game.

TEACHER INPUT:
Relevance Introduce lesson: "Today we're going to be learning about how you can figure out the meaning of a strange
word by looking at its context and how it's used in the sentence. You may need to do this when..."

MODEL:
Routing Place a longer quote on the overhead. Identify the word to be deciphered, and model the process of
thinking through the meaning of the passage as a whole, then the sentence as a whole, and then what
part of speech the word probably is. Annotate the passage, using simple diagrams such as arrows and
circles/lines to help identify which parts of the context are most significant and how they relate to the word.

GUIDED PRACTICE:
Retaining / Rehearsing
Go through at least two more examples. Make sure students follow on their own copies. They should orally answer the questions, "What is the
main idea of the passage?" "What is the main idea of the sentence?" "What part of speech does the word seem to be?" And finally, "What do you
think the word means?" Emphasize that it's not necessary to get the definition exactly right, as long as you are able to accurately capture its
general sentence within the passage, and the sentence itself makes sense. Write a final, complete definition together.

INDEPENDENT PRACTICE:
Have students do one example on their own, then ask them to share their answers and review it. After that, hand out more
samples (or place them on Microsoft OneNote for group use) to each table group and let them work together in groups to
decipher the words that have been underlined. They should answer each question orally together and each annotate their
own copies, but submit one written definition per group.

CHECK FOR UNDERSTANDING :

Recognizing Pick one passage used by multiple groups and ask them to share their answers. Discuss
which one fits best, and look up the word in the dictionary to make a comparison.

ASSESSMENT:
Circulate the room while students are working to observe their success or difficulty. Have them
submit one copy per group of the annotated passages, and a suggested definition. Feedback
can be provided the following day.
RESOURCES / MATERIALS:
A variety of appropriate quotes, which are understandable in content, but with one or two more difficult words.

ABCD cards for the slapdown game, and prepared multiple choice questions based on short sentences or phrases.

CLOSURE:
Re-exposure
Sell it to us--in groups, students compose a jingle to explain the main idea of the lesson,
and perform them for each other before leaving.