LITERACY LESSON PLAN

Name: Miss.April Type of Lesson: Word Work

Phonemic Awareness
Phonics
Vocabulary
Fluency
Skill/Grade Level MEANING GOALS TARGETED IN THIS LESSON
Skill Name: Learning Target(s): I can statement(s) based on standard(s)
selected
Grade Level: 4th I can determine the meaning of a word based on the context of h
they are used in the text.
KEY ACADEMIC MATERIALS NEEDED FOR THIS LESSON
VOCABULARY
Context Context phones worksheets
https://drive.google.com/file/d/0B6W0uz8zqMNnQXlB
NoMFlJRkU/view
FORMATIVE Be sure to integrate formative assessment into Less
ASSESSMENT Plan
What formative The cell phones work sheet will serve as a formative
assessment will give you assessment for the students ability to find meaning using t
information on each of context.
your students learning
outcome(s)?
LESSON PLAN Script each of the three major sections of your Lesso
Plan
Into the Learning Does anybody know what the word context means? (if they don
In this section you Using the context of the sentence you may find out what a word
set the purpose phrase means. Now what do you think context means? Wow you
and activate prior just used context to define context! Context is the surroundings
knowledge a word that help decode its meaning. Using context when you
Introduce the approach a word your unfamiliar with is really effective because
Activity you can determine the meaning without asking me, or looking it
Model the Activity in the dictionary just by using the rest of the sentence. With the
idea of context in mind, I want to use this skill in a letter I receive
from the principle where there were some vocabulary that I did n
understand.
Through the Learning I DO: (Have someone bring in a letter, read out loud and there is
In this section you unfamiliar word in letter) Hmmm, there are a couple words I don
read the understand in this. Somebody flooded the boys lavatory.
selection, support Lavatorywhat does that mean? Well let me look at my context.
readers through see that it says boys before, and flooded and bathrooms hav

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565
 explicit water so that seems like a clue that it might mean the boys
instruction, bathroom.
modeling, guided WE DO: Lets read on together. The perpetrator will receive an
practice with school suspension as chastisement. Hmm there are two words I
active dont recognize from this sentence Perpetrator. Can someon
participation and think of which words may be a clue to the definition to perpetrat
independent Well one clue may be the sentence before, that someone flooded
practice. the lavatory, and this someone will receive an in school suspens
Acquire Do you have any ideas what the word may mean due to the cont
knowledge and clues you pointed out? Why? So we think perpetrator means
skills, make something like the person who did the crime. And finally
meaning, and chastisement. What are some clues that we can underline that
practice transfer would help us define chastisement? So it says the in school
Gradual Release suspension is a chastisement, so it seems like something bad,
of Responsibility: some sort of punishment. So can someone summarize what the
o I DO, WE DO, letter says? I wonder who flooded the bathroom and will receive
YOU DO punishment!
YOU DO: Now we are going to continue using context to help us
figure out words in con-TEXTS, text messages. Each of you will
receive a cell phones with con-TEXTS with an unfamiliar word tha
has been underlined. Highlight words that may be clues in the
context and then fill out the definition on the back. You may talk
with your neighbors and compare your answers.

Beyond the Learning There are additional con-TEXTS for additional practice at home.
Independent Included are two
Practice of skill Blank cell phone to make your own coversation and you can mak
during literacy up your own word that you will trade with a partner try and figur
workstations or out the meaning of their made up word using the context.
centers
Reinforce your
learning target
DIFFERENTIATION
FRAMEWORK
How will you differentiate LANGUAGE SUPPORT FOR ELLs
your lesson to meet Using the SIOP Model of Sheltered Immersion, list 1) the Gene
diverse students needs? Category of Key Components of Teaching Language and Conte
Effectively and 2) the Specific Instructional Strategies used in
this lesson. Be sure to add these labels in bold in your lesson
plan.
Students will work in a small group under my supervision a
assistance.
Students may get different worksheets with vocabulary wor
been
working on.

EXCEPTIONAL LEARNING NEEDS

Using the Tomlinson Framework of Differentiation, list 1) the General

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565
 Approach (Content, Process, Product. Affect/Environment, and 2) the
Specific Strategy related to that General Approach. Be sure to add thes
labels in bold in your lesson plan
Studnets will also be able to work in a small group under m
supervision and assistance. Studnets may orally give
answers.

CLASSROOM
MANAGEMENT
How will you foster a positive Seating/Classroom Arrangement (only if special arrangement
learning environment that needed for this lesson)
will enhance all students
learning and growth?
Special Rules/Procedures (only if special rules/procedures require
for this lesson)

Self-assessment:

Reflection:

Example of worksheet:

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565
ATTENTION MISS.APRIL,

The purpose of this letter is to inform you of the misconduct of

the boys lavatory. It appears that somebody has flooded the
boys lavatory and caused it to flood. The perpetrator of this
incident will receive an in school suspension as chastisement.
Please remind your class of the importance of the etiquette we
expect at our institution and that this behavior is intolerable.
Thank you.

Principle P

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565