Intern Name: Mackenzie Colvin

Lesson Title (Subject/Topic): Language Arts/ Context Clues

Grade: 5
Length of Lesson: 30 minutes
Date Taught: 05/20/21
LESSON PLAN TEMPLATE
In this lesson…
Overview students will complete a variety of activities to review context clues

ELA.5.4.3 Use context to clarify meanings of unfamiliar words and phrases.

Standards of 5.4a Use context to clarify meaning of unfamiliar words and phrases
Learning 5.4b Use context and sentence structure to determine meanings and differentiate
among multiple meanings of words
How do you use the context of a sentence to identify the meaning of unknown
words?
Essential Questions

Students will be able to…

Objectives use the context of a sentence to identify the meaning of unknown words.

I can use context to clarify the meaning of unfamiliar words and phrases.
Learning Target I can use my knowledge on context clues to take the Reading Inventory
Assessment and the Reading SOL.
Necessary Prior Students must have a good foundation with the concept of synonyms and
antonyms as well as making inferences.
Knowledge
Whiteboards, markers, SmartBoard, computer, paper with magnifying glass
Materials printed on it

Ask students about detectives, have them name any detectives they know (i.e.
Sherlock Holmes or Nancy Drew), pass out magnifying glasses and explain that
Introduction/Hook we will act as detectives by using context clues to understand the meaning of
words

1. Magnifying glass activity- cut out picture, write out what you look for to
identify meaning (inference, definition, example, antonym, synonym)
(link:
Instructional https://docs.google.com/presentation/d/12Z_E5QOgCNPhKaO3EQznmf
0o0-H4kN7mrOXGr-U_9sE/edit?usp=sharing )
Activities & 2. BrainPOP video on context clues
Strategies 3. Google Slides practice (either four corners or white board practice)
(link:
https://docs.google.com/presentation/d/1X5NLrAdLrtIIAqBimaksgjP6B
38v6kM1run7ZyOcnXQ/edit?usp=sharing )

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
 4. Quizizz game (link:
https://quizizz.com/admin/quiz/609e790eb5454b001be8474e/context-clu
es )
Context Clue- the use of the surrounding words and phrases in a sentence to
find understanding in the meaning of an unknown word or phrase
Key Vocabulary or Synonym- a word or phrase that means exactly or nearly the same as another
Concepts word or phrase in the same language
Antonym- a word opposite in meaning to another
Assessments Quizizz game with results for understanding
Have students recite the 5 things to look for to identify the meaning of an
Closure Activity unknown word (synonym, antonym, inference, definition, and example)

Student has cast, so they have trouble writing--- magnifying glass will have a
pre-filled out option if student doesn’t feel like writing
Accommodations

Google Slides, Slides Mania, BrainPOP, Quizizz

Resources

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Intern Name: Mackenzie Colvin
Lesson Title (Subject/Topic): Language Arts-Context Clues
Date of Lesson Taught: 05/20/21
Cooperating Teacher & School: Hannah Phelps, Trantwood Elementary School
Grade: 5
Time of Day: 10:10 am-10:40 am

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your lesson?

To create this lesson, I met with my cooperating teacher to discuss what topics they would still need to review
for the SOL. When she told me that context clues could be something for me to make my lesson on, she
showed me the skeleton of a powerpoint that she had made for it. From there, I did outside research to learn
what tools students can use for context clues and I found 5 things that they need to look for to evaluate
unknown words (synonyms, antonyms, definition, example, and inference). I also created my own powerpoint
to introduce context clues as well as a powerpoint for practice (on whiteboards) using questions that the
teacher had given me as well as questions I made on my own. Finally, I constructed a Quizizz game so the
students could show mastery of the material. Throughout the process, I talked with my cooperating teacher to
see if my lesson lined up to her goals as well as practicing my lesson with my parents and friend, Michelle (who
is in VTfT II).
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
2. How did the SOLs and Objectives help focus your instruction?

The SOLs and Objectives helped me focus my instruction because it gave me something to anchor all of my
activities back to. Whenever I had an idea, I went back to the SOLs and Objectives to see if I could make it work
in my lesson. It allowed me to develop a focus for my lesson rather than overteaching unnecessary or unrelated
information.

3. What parts of the instructional plan worked as you anticipated?

The opening powerpoint with the students writing down the five context clues worked as anticipated. They
were engaged in writing down the clues, and answered prompted questions I had for them throughout. The
white board practice powerpoint worked as anticipated as well with the students actively engaged in the
activity as well as being eager to explain their reasoning on different questions I asked. My Quizizz activity also
worked as anticipated because they were all excited to play, and they ended the game with an 89% accuracy
rating for the class.

4. What, if any, adjustments needed to be made once you began?

One adjustment I needed to make as I began was taking the Brainpop video out of the instructional plan and
assigning it for them to view at home instead. The login was being tricky, so my cooperating teacher said that
she would put it on their agenda for them to watch instead. It all worked out ok though because it allowed me
to spend more time with the students on practicing the skills with context clues.

5. How well did you anticipate the materials needed?

I anticipated the materials I needed pretty well by providing the magnifying glass paper (pre-cut so the students
wouldn’t have to worry about it) and having all of my activities loaded into one document so that I could move
between them easily. I knew that each student had a whiteboard and marker in their desk (though some had to
borrow their teacher’s markers), so I planned my lesson with that in mind to allow for white board practice.

6. How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)

The assessment I chose was a Quizizz game as well as having the students call out the 5 context clues at the
end of the lesson. The Quizizz game was very effective with a few students getting perfect scores, and the class
accuracy rating of 89%. The students also had fun while playing the game which is always a plus. The class call
out of the 5 context clues from memory was also successful. The students remembered what to look for and
they all shouted out the last clue (example) as a class. This showed that they demonstrated mastery in both the
skills of using context clues as well as the context clues themselves.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success of
the lesson? (Hint: Student learning is the key to a lesson’s success!)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
I thought that this lesson was very successful because the students were engaged and showed progression
throughout the lesson. By the time we did the assessment activity, the students were well prepared and scored
an 89% as a class. They also memorized the context clues. Since the students demonstrated mastery, and had
fun while doing it, I would say that the lesson was a success.

8. How did the time spent preparing for your lesson contribute to its success?

The time spent preparing for my lesson contributed to its success because I had all of my powerpoints ready to
go as well as having my Quizizz game loaded to the right screen to do a live game. It allowed for less hiccups
throughout the lesson, and for me to seamlessly go from one activity to another. I also practiced presenting my
lesson at home which helped me to create questions to ask the students as we moved throughout the lesson.
Practicing my lesson made me feel more confident in teaching beyond the screen and actively engaging with
the students by asking them to explain their reasoning or answer questions.

9. If you could do this lesson again with the same students, would you do anything differently? If so, what?

If I could do this lesson again with the same students, the only difference I would make would be to have a
collaborative component of the lesson. My lesson was a whole class lesson, but it focussed on each individual,
so to add a collaborative component I would make the class break off into five groups, and each group would be
assigned a different context clue (synonym, antonym, definition, example, inference) which they would have to
make a sentence that would use their specific context clue. I would do this if the lesson had more time.

10. Any last comments/reflections about your lesson?

I was really pleased with how my lesson went, and I was excited to see the students get better throughout the
lesson. It made me feel as though I was making a difference which is a good feeling to have. Creating this lesson
plan was tedious, but it was fun and it was great to see the students enjoy something that I created.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)