Intern: Alyssa Ginzburg

Grade Level: 8th Grade

School: Parkside Junior High School
Subject Matter: English Language Arts – Context Clues
rd(s)Standa eLanguagmicAcade ve(s)Objecti nalee/RatioPurpos TimeDate &

Date: Monday, October 4th, 2021

Time: 10:21 A.M. – 11:07 A.M.

Using context clues is something that you will do for the rest of your life, whether it be in the books
you read or the conversations you have with other people. It is important for students to know and
understand how to use context clues to understand words they are unfamiliar with, so they are better
able to understand the texts they are reading. They can in return use this skill in their daily lives from
the conversations they have with friends, to reading complicated texts in their different subjects.

- Students will use context clues to determine the meaning of words/phrases.

- Given a Flocabulary video, students will discover the different types of context clues.
- Given a graphic organizer, students will determine the meaning of words and phrases using
context clues in their independent reading books.

Content Related: context clues, synonyms, antonyms, word parts

General Academic: examples, definitions, chart,

Language objectives: Students will be able to summarize the different types of context clues.

CCSS.ELA-LITERACY.RL.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts.
*This is the objective we are working on throughout this unit. By the end of this lesson, they will be
able to do the first part of this standard (in bold letters).

Formative: I will assess students formatively throughout the mini-lesson. As I am going through the
mini lesson, I will have volunteers talk about their experiences with context clues and what they think
they are. I will also formatively assess students by walking around the classroom while they are
mentsAssess

working on their Context Clues Chart. During this time, I will answer any questions and talk about the
examples they pulled from their independent books.

Summative: The summative assessment will be the completed Context Clues Chart. I will grade these
after they are turned in. If a student got below a 3 (PJHS does standards-based grading), they will have
the opportunity to re-do the assignment. I will also provide feedback on their charts to help guide them
in the right direction.
 Technology & Materials:
Resources - Google Slides presentation - Tape
- Flocabulary video - Smartboard
- Context clues worksheet
- Pen/pencil
- Readers’ notebooks
Students will begin class with 10 minutes of silent reading. This is a norm in my CT’s classroom and
EngagementOpening -

from feedback from the students so far, they really seem to enjoy having in-class time to read their
independent books. During their independent reading time, I will also be calling students to my desk
to do short reading conferences. My CT and I are still getting through the first round of reading
conferences, so questions will focus more on the introductory side. Questions will include:
- What book are you reading right now?
- How do you pick out the books that you are going to read?
- What did you set for your 8th grade reading challenge goal?
- How many books did you read last year?
- Is there anything Mrs. Pabst and I can do to help ensure that you are meeting these goals and
are successful in our classroom?
1. I will begin class by having students turn in their bookmarks. Their bookmarks are ways for
them to keep track of how much they are reading and what page they left off on. Students turn
in their bookmarks every 2 weeks and will then receive a new one with a new goal. Their next
goal will be to read for 280 minutes in the next 2 weeks (it will be due 10/18).
2. I will then deliver the context clues mini-lesson.
(Procedures)Instructional Strategies

o I will start by having a volunteer read our learning target for the day.
o I will then ask students what they think context clues are and how they have used them
by reading their independent books. I will then share with them my definition and give
an example as to how I have used context clues.
o I will briefly go over the different types of context clues (chart to the left of slide 26).
We will then be watching the Flocabulary video that goes into more detail about the
different types of context clues.
3. Once the video is over, I will then be reading chapter 21 of our read aloud that we have been
reading since the beginning of the school year, Notes from the Midnight Driver by Jordan
Sonnenblik. Note: Jordan Sonnenblik is going to be coming to PJHS to have a workshop with
students, so every ELA teacher in every grade is reading one of his books as a read aloud.
4. After finishing up the chapter, I will then move to the next slide where I will model how I used
context clues throughout chapter 21 with our Context Clues Chart.
5. I will then have our distributor (classroom job) hand out the Context Clues Chart to the rest of
the students. Students will then tape the chart into their readers’ notebooks. They will then be
instructed to fill in the context clues chart with examples from their independent reading book.
6. Whatever isn’t finished in class will be homework.

When there is about 1-2 minutes left before the bell rings, I will remind students that whatever isn’t
done on their chart is homework. I will then allow them to clean up, pack up, and head to their next
Closure

classes.
DifferentiationModifications/ Whole Group: Students will be able to work together (quietly) to find examples if they need.

Groups of Students: Students with IEP’s will be allowed to only fill in 2 out of the 3 examples on
their Context Clues chart.

Individual: Any student who needs special accomodations will be given those.