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Lesson Plan #2
Lesson Plan Example #2
Amy Noel Lee
7th grade English
Approximate time: 50 minutes
Materials: vocabulary words with sentences, overhead, whiteboard, students, teacher, pencils, and paper.
Benchmark: 1) The student will use word recognition and vocabulary (word meaning) skills to communicate. D) The student will use word recognition and vocabulary (word meaning) skills to communicate.
Objective: The student will use context clues to define vocabulary words from “The Most Dangerous Game.”
Set: Last class time, you completed a pre-test. Today we are going to continue to build on your vocabulary skills. Our objective for today is, “The student will use context clues to define vocabulary words from ‘The Most Dangerous Game.’ Tomorrow we will begin reading the story and work on story elements and we when we come across those vocabulary words we will already know what they mean!” First let’s talk about context clues. I would like you all to take out a sheet of scratch paper. Read the short sentence description, “He went to set down his cup and saucer, but he upset the table and splange spilled everywhere.” Ask students to write down their guesses on a sheet of paper. Ask for student responses (a liquid of some kind). Ask students how they arrived at their answers. Elicit—looked at surrounding words. Tell students that that is exactly what context clues are—surrounding words. Admit that splange is not a real word! “Guessing is a powerful tool! You know more than you think! Every time you run into an unfamiliar word—you can use context clues.” (7 min)
Procedures:
A. Bell work (5 min)
B. Set (7 min)
C. Have students take out binder to take notes. Ask students to write down guesses and meaning.
D. Display each sentence and ask for guesses. Use dictionary to check answers. (25 min)
E. After the third examples, ask students to make their own guesses and discuss their answers.
F. Closure. (4 min)
G. Assign homework: Vocabulary worksheet
Closure: Repeat objective, today we learned context clues to define vocabulary words. Quiz students on vocabulary words (charades). Tomorrow we will begin reading “The Most Dangerous Game” and review story elements.
Assessment: The teacher will correct worksheet (M) to determine if students have learned the definitions of vocabulary words (C) and record results in grade book. (D)
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Amy Noel Lee
7th grade English
Approximate time: 50 minutes
Materials: vocabulary words with sentences, overhead, whiteboard, students, teacher, pencils, and paper.
Benchmark: 1) The student will use word recognition and vocabulary (word meaning) skills to communicate. D) The student will use word recognition and vocabulary (word meaning) skills to communicate.
Objective: The student will use context clues to define vocabulary words from “The Most Dangerous Game.”
Set: Last class time, you completed a pre-test. Today we are going to continue to build on your vocabulary skills. Our objective for today is, “The student will use context clues to define vocabulary words from ‘The Most Dangerous Game.’ Tomorrow we will begin reading the story and work on story elements and we when we come across those vocabulary words we will already know what they mean!” First let’s talk about context clues. I would like you all to take out a sheet of scratch paper. Read the short sentence description, “He went to set down his cup and saucer, but he upset the table and splange spilled everywhere.” Ask students to write down their guesses on a sheet of paper. Ask for student responses (a liquid of some kind). Ask students how they arrived at their answers. Elicit—looked at surrounding words. Tell students that that is exactly what context clues are—surrounding words. Admit that splange is not a real word! “Guessing is a powerful tool! You know more than you think! Every time you run into an unfamiliar word—you can use context clues.” (7 min)
Procedures:
A. Bell work (5 min)
B. Set (7 min)
C. Have students take out binder to take notes. Ask students to write down guesses and meaning.
D. Display each sentence and ask for guesses. Use dictionary to check answers. (25 min)
E. After the third examples, ask students to make their own guesses and discuss their answers.
F. Closure. (4 min)
G. Assign homework: Vocabulary worksheet
Closure: Repeat objective, today we learned context clues to define vocabulary words. Quiz students on vocabulary words (charades). Tomorrow we will begin reading “The Most Dangerous Game” and review story elements.
Assessment: The teacher will correct worksheet (M) to determine if students have learned the definitions of vocabulary words (C) and record results in grade book. (D)
Home/Table of Contents
Previous>Lesson Plan Examples
Next>Successful Teaching Strategies
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