Sample Lesson Plan: Vocabulary/ Context Clues
Sarah M. Davis
I. Preparation
· Grade Level: Third Grade
· Prerequisites
o This vocabulary lesson follows the reading of chapters 1-3 of The Tale of Despereaux by Kate DiCamillo (pages 11-25).
o The students are familiar with and able to apply the Think, Pair, Share grouping strategy.
o The students have already received instruction and have basic knowledge of how to use a dictionary.
o The students are familiar with how to use the Word Map graphic organizer (see Appendix A).
· Standards (Benchmarks)
o LA.3.1.6.1: The student will use new vocabulary that is introduced and taught directly.
o LA.3.1.6.3: The student will use context clues to determine meanings of unfamiliar words.
o LA.3.1.6.7: The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words.
o LA.3.1.6.9: The student will determine the correct meaning of words with multiple meanings in context.
o LA.3.1.6.10: The student will determine meanings of words and alternate word choices by using a dictionary, thesaurus, and digital tools.
· Objective
- The students will be able to correctly identify examples and non-examples for each of the four (Tier II) vocabulary words: litter, speculation, scurrying, and conform.
· Materials
o Whiteboard or chalkboard
o The Tale of Despereaux by Kate DiCamillo (1 copy for each student)
o Overhead projector
o Transparency of a blank word map
o Word Maps for each term (see Appendix A)
o Dictionaries (enough to share among table groups)
o Example and Non-Example Worksheet (see Appendix B)
o Bright crayons
II. Lesson Content
· Introduction (20 min)
o The lesson begins by the teacher writing the four vocabulary words on the board, along with the page numbers each is found in the students’ novels: litter, p.11; speculation, p.16; scurrying, p. 20; conform, p. 25.
o The teacher reads each of the words aloud and tells the students the definitions. The teacher says, “This word is litter. You may have heard this word before used in different ways. We read this word yesterday while reading Despereaux. The way it was used in the book, the word litter means number of young brought forth by an animal at one birth.”
o The teacher explains that by analyzing the context for which a word is found, one can get an idea about the meaning of that word. The teacher then has the students turn to the page in the novel that features the word. The teacher says, “Turn to page 11 in your novel. Let’s read together the last sentence in the first paragraph on that page. (Choral reading: The last mouse born to his parents and the only one of his litter to be born alive.)”
o The teacher asks the students to think about what clues in that sentence would inform of the meaning of the word. The teacher says, “Looking at this sentence, I see that there are some clues given that let me know what the word litter means. If I don’t know this word, I can look to the sentence the word is in to find out more about the word. What clues are in this sentence that might let me know what litter means?” Giving enough think time, the teacher calls on a few students to volunteer responses.
o The teacher repeats this process for each of the words.
· Modeling (15 min)
o The teacher projects a word map on the board. The teacher then tells the students that today they will be completing these maps for each of their new words. The teacher then explains how each of the boxes should be completed. The teacher says, “On these maps, the center box shows you the word that we are exploring. So for our first word, the center box would show litter (writes litter in the center box on transparency).”
o “In this top left corner, there is a box that tells you to define the term in your own words. Would I use a dictionary to fill in this box? (The teacher calls on a couple of students. Each responds saying ‘no.’) I do not want to look in a dictionary because I want to use my own words to explain the meaning.”
o The teacher next passes out the word maps to the students and has them work in pairs to come up with responses for box #1 on all four maps. While the students are deciding on their definitions for each word, the teacher is walking around, giving corrective feedback as needed.
o Once the pairs have finished, the teacher asks several students to share definitions for each of the terms. The teacher fills in box #1 with a student-friendly definition.
· Guided practice ( 30 min)
o The teacher has a student read the directions for box #2. (Use the term in an original sentence.) The teacher writes a sentence on the board using the word litter. For example, he or she writes: The proud fox parents were so proud of their large litter of babies. The teacher then instructs the students to write their own original sentence for each word independently. The teacher walks around while the students are working on their sentences, assisting any students that need support.
o Once the students have a response down, the teacher takes a few student responses for each word, giving feedback and correcting any misuses of the words.
o Next, the students will receive exposure to the different meanings of the words. This is done to insure that the students do not think that the meanings of the words in the given context are the only possible meanings for those words. The teacher says, “The box on the bottom of your map is very important. This box is where you will write the other meanings that the word may have. Can a word have more than one meaning? (The teacher calls on a couple of students. Each responds saying ‘yes’.) A word can have more than one meaning. How could I find some of the different meanings for one word? (The teacher calls on a student who replies that the dictionary has the different meanings.)
o The teacher then tells the students to work with their table groups (groups of four students) to look up and jot down the different definitions for each word in box #3. The teacher works with the table group that has the most struggling readers to scaffold this activity. When all of the students have a few different definitions down, the teacher reads the different definitions for each of the words aloud while the students check their work.
· Independent practice (15 min)
o Allowing the students to use their word maps, the teacher gives each student the Example & Non-Example Worksheet. The teacher then tells the students to first write in whether each given scenario demonstrates or does not demonstrate the meaning of the word, writing either yes or no. The students are told to do this independently and silently, using a crayon (which can’t be erased).
o Once all of the students have responses for each scenario, the teacher tells the students to share responses with their table groups, discuss, and agree upon a correct answer. When the students all agree on the responses, they will write in the explanations for each scenario.
· Assessments
o The teacher collects the Example & Non-Example Worksheets. Mastery of the objective is defined as correctly identifying each scenario as an example or non-example. The explanations will not be considered in determining mastery.
o The teacher assesses the word maps for a broader understanding of the terms.
· Debriefing
o Once all the students have completed the worksheets, the teacher collects them and the word maps. The teacher then goes over each of the scenarios, explaining the correct responses for each item.
o The teacher then has the students turn in their Word Maps for him/her to check off. The teacher then tells the class that they will be using those four words the following day in their writing block. The teacher says, “I think the words we explored today will really liven up your writing! Tomorrow in our writing block, we will write stories that include these words, so I want you to keep these words in mind.”
III. Adaptations & Reflections
· Modifications
o Regarding any ELL students:
§ The teacher will give an additional word bank featuring Tier I words that appear in the first three chapters of the novel to students learning English as a second language. This bank would include a simple definition for each selected word. Words for this list are: mouse, baby, disappointment, mother, husband, sound, library, and time. The bank would be given to the ELL students in advance of reading of the novel; the teacher or ELL specialist would read the words and definitions with these students, asking comprehension questions.
§ The teacher will spend more time during guided and independent practice scaffolding to these students than the general native English-speaking students.
o Regarding any struggling readers:
§ Those students who are struggling with defining the words on their own will work directly with the teacher when using the words in an original sentence. The teacher will provide scaffolding to enable these students to complete the word maps.
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References
Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. New York: Guilford Press.
DiCamillo, K., & Ering, T. B. (2003). The tale of Despereaux: Being the story of a mouse, a princess, some soup, and a spool of thread. Cambridge, Mass: Candlewick Press.
Honig, B., Diamond, L., & Gutlohn, L. (2008). CORE literacy library: Teaching reading sourcebook (2nd ed.). Novato, CA: Arena Press.
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Appendix A: Word Maps
Name: __________________________ Date: ___________
1. Define in your own words: |
Litter |
3. Can this word have a different meaning(s)? If so, explain those meanings: |
____________
Name: __________________________ Date: ___________
1. Define in your own words: Speculation |
2. Use the term in an original sentence:
3. Can this word have a different meaning(s)? If so, explain those meanings: |
____________
Name: ______________________________ Date: __________________
1. Define in your own words: |
Scurrying |
2. Use the term in an original sentence:
|
____________ |
1. Define in your own words: |
Conform 2. Use the term in an original sentence: |
3. Can this word have a different meaning(s)? If so, explain those meanings: |
____________
Appendix B: Example or Non-Example Worksheet
Name: ______________________ Date: __________
Example or No?
Directions: For each vocabulary word, read each of the following scenarios. Discuss with your team and decide if the scenario is an example of the given vocabulary word or not. Explain your answer using complete sentences.
Litter
Scenario 1: A rabbit gives birth to three baby bunnies.
1. Is this an example of a litter? Explain:
Scenario 2: Six trees started growing in the ground near a larger tree.
2. Is this an example of a litter? Explain:
Speculation
Scenario 1: Mrs. Davis decided immediately that the class was ready to go inside.
1. Is this an example of speculation? Explain:
Scenario 2: Many of the team’s fans wondered whether the coach would do the right thing.
2. Is this an example of speculation? Explain:
Scurrying
Scenario 1: Jonah walked back to his bedroom slowly, still full from his dinner.
1. Is this an example of scurrying? Explain:
Scenario 2: As soon as the doors opened, the detectives hurried along, looking for the hidden clues all about the room.
2. Is this an example of scurrying? Explain:
Conform
Scenario 1: The smallest dog was different from the other pets in the family, who were very obedient. When told to sit, she ran. When told to fetch, she laid down.
1. Is this an example of what it means to conform? Explain:
Scenario 2: Mack cared a lot about fitting into his group of buddies. He would always agree with the group, whether or not he meant what he was saying.
2. Is this an example of what it means to conform? Explain: