EDR 318 Before-During-After Lesson Plan Template

The Before-During-After framework highlights the importance of facilitating reading comprehension/

understanding of content by (a.) pre-reading preparing children to read/learn, (b.) reading guiding children
through a text selection/content information, and (c.) responding helping children to synthesize and extend
their reading/learning.

Title of the Lesson

Teacher-Candidate Name__Kaitlyn McNamara______ Date____5/1/17___________
Grade Level/Content Area _4th Language Arts_______________
# of Students__24______ Length of Lesson___30 minutes___

1.1 Integration of Learning Outcomes

Students will be able to identify a homograph and the different meanings by using context clues.
Students will be able to draw and depict the different meanings of a specific homograph and then
write their own two sentences, which use the homograph appropriately.

1.2 Standards

Standard CC.1.2.4.K. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade-level reading and content, choosing flexibly from a range of strategies
and tools.

1.3 Formative and Summative Assessment

Formative Students will complete the five questions from the textbook. The questions will be
checked with a marking pen and then collected.
Summative Students will be given homework in which students will chose a homograph, draw the
two different meanings and then write two different sentences which use the homograph
appropriately.
1.4 Materials

Notebooks

Textbooks

Pencils

Crayons

Homograph activity sheet

Interactive Whiteboard

Elmo

1.5 Anticipatory Set

Since you learned about homophones the other day, today you are going to be learning about
homographs and using context clues to know the meaning of the particular homograph.
The teacher will then introduce the power point slide, which briefly explains the definition of a
homograph. The power point will give examples of various homographs and point out the different
 types of homographs. It will explain how some homographs can be pronounced the same way while
others can be spelled the same way but pronounced differently.
The power point will suggest using context clues to find the meaning of a particular homograph.
Turn and talk with your partner about what it means to use context clues. After two minutes the
teacher will call students back together and ask for one volunteer to explain what they talked about
with their partner.
The teacher will then model under the Elmo how to successfully use context clues to find the
appropriate definition of the given homograph. The sentence reads, When school is over my sister
will progress to the next grade. The homograph in this sentence is progress because it has two
different meanings. I need to use context clues to find out the correct meaning. It seems like when
she is done with school she will go to the next grade. I am going to underline school and to the
next grade. I am going to say the meaning for progress in the sentence is move. I used context clues
in this sentence to help me determine the definition.
1.6 Procedures (Must be thoroughly and thoughtfully written in TEACHER TALK in italics.)

After students are reminded of what it means to use context clues they will read a short passage. They
will read a short passage found in their textbook, which tells a story and uses various homographs.

Students will read the passage with a partner, which will be chosen by a random partner generator. The
pair will switch readers at each paragraph. The students will be allowed to move their seats and sit all
over the classroom. The teacher will walk around the classroom and monitor the students progress and
keep them on task. Once the students are finished reading the passage they will complete, with their
same partner, the five questions found on the following page. It asks the students to use context clues to
solve the definition of the given homograph. Students need to first identify the homograph and then
write the definition of that word that is appropriate based on the context clues found in the sentence.

When all students are finished the teacher will go over the five questions with the class and ask students
to correct answers with a marking pen. The teacher will also collect the worksheet.

1.7 Differentiation

There are two ELL students in the class so for this lesson I will pair them with two stronger students. I
am going to use a random generator to choose the pairings but if I feel like they need a stronger partner
then I will make the adjustment.
If some students are struggling grasping the concept of homographs I will pull that group of students to
the side and I will demonstrate again my thought process when solving homograph definitions. I will
remind students to substitute the definition they think it is for the homograph and see if the sentence still
makes sense.
My lesson incorporates many different grouping styles so it will include the students who like group
work, whole class instruction and independent practice.
The students who finish early will be allowed to begin their homework and draw the different
homograph definitions.
1.8 Closure

Today we learned what homographs are. They are words that are spelled the same but have different
meanings. For homework tonight you will receive a homograph activity sheet. The activity sheet asks you to
pick your own homograph and you are going to draw the two different meanings. When you are finished
drawing you will write two sentences using the two different definitions. Tomorrow starts science PSSAs so
we will not pick this back up until Thursday.
1.9 Technology
 The teacher will use the power point displayed on the interactive whiteboard. The teacher will also use the
Elmo to check students work with the five questions.
2.0 Reflection on Planning
For this lesson I collaborated with my mentor teacher. I used the textbook, which supplied the passage
and five questions that follow. I wanted to do something different for this lesson so I brainstormed and came up
with my own idea of having them draw and depict their own homographs. I feel that after all the PSSAs I
wanted to have them be assessed in a more fun, creative way. Students previously learned homophones so they
should be making connections to that concept. Students will also just be finishing up with PSSA testing so the
strategy of using context clues should be fresh in their minds.
My objectives are met in this lesson. Students will be using context clues in order to find the correct
homograph definition. Students will also depict their own homographs and construct their own sentences.
Students are grouped in many different ways so that it incorporates various learners. I used mostly group work
because after months of working with the students I know that they love working with a partner but that was not
the only grouping seen in my lesson. I also used whole class instruction and independent work. I grouped
students based off a random grouping generator. My mentor teacher always groups students based off of it so I
decided to do the same.
2.1 Reflection on Instruction
After you have conferred with your professor and your cooperating teacher, write a detailed analysis about your
lesson. Please include:
What went well?
What evidence do you have that learning occurred and objectives were met?
Discuss the evidence on how the instructional goals met the reading and writing demands of the content
area you are teaching.
Discuss how your assessment of the students was adequate and informative.
Based on your formative and summative assessment (observations, student work samples, other) and
your post-teaching conferences, discuss what interventions might be necessary and appropriate.
Explain how you adjusted your teaching for different levels of thinking, readiness, skills, and/or ability
during the lesson.
Discuss what you might change to improve this lesson.
Discuss how this teaching experience suggests areas where you might pursue further professional
development and growth.

Provide specific details and incidences to support your answers. Also remember you must make
references to class readings, other articles/books where appropriate, and online resources. All sources
must be fully cited in a References list.