Student Teaching edTPA Lesson Plan Template

Subject: ELA Central Focus: Comprehension: Infer meaning from evidence using
context clues
Essential Literacy Strategy: Infer meaning of unknown words
Related Skills: CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the
text, including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic;
summarize the text.

Essential Standard/Common Core Objective: Date submitted: October 5,2018 Date taught: October 10, 2018
CCSS.ELA.LITERACY.RL.5.4 Determine
the meaning of words and phrases as they
are used in a text, including language such
as metaphors and similes

Daily Lesson Objective:

Performance: After using context clues to infer the meaning of unknown words, students will summarize the
passage as a whole.
Conditions: After working in groups, students will work in groups again as they infer meaning of unknown words
in a passage and then summarize what the passage is about.
Criteria: To show mastery, students will need at least 30 out of 40 correct on their passage

Academic Language Demand (Language Targeted Language Supports for Students:

Function and Vocabulary):
Language Function: Infer
Vocabulary: Context clues, meaning,
definition, antonym, synonym, example,
summarize
Language Function: Infer
Vocabulary: context clues, definition, antonym, synonym, example,
meaning, summarize
Discourse: students will use a chart within the passage to help with
organizing ideas.

How does the lesson:

Link to Prior Academic Learning: CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from
details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem
reflects upon a topic; summarize the text
Link to Personal, Cultural, or Community Assets: Students at this school were all placed in “Houses” within the
schools to practice communication and acceptance of each other not only for the classrooms alone but the whole
school. Students every week, meet with the “houses” and practice activities that allow the students to grow as a
community and become better citizens. This relates to the passage in the guided practice because, the US D.o.I. is a
document stating our freedom from Great Britain and how we stood as one to fight for our freedom and our unity. It
describes the process it took to be created. Relating to this document helps us understand our country and be able to
become one and grow as a unity.
 Activity Description of Activities and Setting
Time

1. Focus and Review “Yesterday, we talked about the different types of context clues 2 minutes
and what they mean. We also discussed the steps we should take
in order to identify an unknown word. We briefly discussed and
refreshed our memories about what synonym, antonym, example
and definition were. We talked about why we use context clues to
infer the meaning of the word and how it relates to understanding
the passage and being able to summarize a paragraph or an article.
-What else did we work on yesterday. (Frayer Model, putting
ourselves in sentences to connect with the emotions and actions)

2. Statement of Students will infer what the unknown word means after using
Objective context clues from the sentence with the help of their graphic
for Student organizer, then they will summarize the passage as a whole.

3. Teacher Input I want to you think about this scenario, a new student just came to 5 minutes
out classroom and he didn’t know anything about context clues.
How would you explain to a new student who just started 5th grade
today about inferring the meaning of a word? (allow responses)
Let’s review the steps I should take when inferring the meaning of
the unknown word.
Review each step and how it relates and connects to the Frayer
Model.
1- Read the sentence/s
2- Identify the unknown word
3- Choose a context clue/ Examples in the sentence/create a
picture in your mind
4- Plug possible answers in our sentence. Does it make
sense?
This is a condensed version of our Frayer Model. We are not
always going to have our Frayer Model with us but we should
always keep that graphic organizer in our brains as we read
passages. It will help us understand the meaning of the sentence.

4. Guided Practice Today we will read a passage together and practice using our 12 minutes
context clues strategies to be able to determine what the unknown
word means. The passage is called US Declaration of
Independence and it is a summary of what happened during the
process of signing that document.
(Read the passage out loud once)
This passage has unknown words that I don’t know what they
mean and it’s really hard for me to understand the message behind
this passage. I’m going to show you how I can use my graphic
 organizer and this chart (chart on the worksheet) to help me
understand and infer what these unknown words mean in order for
me to understand the entire passage.
I see that the first sentence has an unknown word. I’m going to
look at the graphic organizer to see what I should do next. I need
to figure out what context clues in this sentence can help me.
Well, the word summer is a good context clue to look at. The
unknown word, sweltering is describing what summer feels like.
This means I have to use the definition strategy. (Fill the chart in
the worksheet.) Does it make sense? Let’s plug our possible
answers back in the text to see if it makes sense.
(Do the next one)

5. Independent Practice Now you will work with a partner and infer the meaning of the 10 minutes
rest of the words in this passage.
-come back and discuss the answers.
Let’s summarize the passage now, What are the most important
details in this passage? (allow responses)

6. Assessment Methods -Students will turn and talk at the beginning of the lesson to refresh their memory from
(Multiple forms of yesterday’s lesson. (Formal Assessment)
assessment to monitor -Teacher will assess students’ knowledge informally throughout guided practice
the essential literacy -Teacher will use the US Declaration of Independence as a formal assessment to
strategy AND the understand the students’ progress so far.
related skills)

7. Closure Students will come together to discuss what they have learned 2 minutes
from using their Frayer Model graphic organizer and the steps to
take when inferring the meaning of an unknown word and how it
helps them align the information they need to use in order to infer
the meaning of a word. We will relate this to our prior knowledge
as the summarize what the passage is about. We will also discuss
together to explain the reason we should search for context clues
when reading a passage.
Also discuss the relationship between the US sheet and the
community building activity in where we are placed in “Houses”
and the reason behind this is because everyone comes from all
different parts of the world and places and the houses allow us to
build relationships with students from every grade and classroom.
At the end of the day we all come together to become one.

8. Assessment Results

Targeted Supports for Individual Students Targeted Supports for Groups of Students:
 (MUST include students with IEP or 504) : ELL:
IEP: #10- Provide visuals
#7- shortened answers in assessment, read #13- Provide visuals
aloud #22- Provide visuals
#17- close proximity with teacher, read aloud
#23- shortened answers in assessment, read TD:
aloud #1- Provide a higher thinking problem
#13- shortened answers in assessment, read #18- Provide a higher thinking problem
aloud

Materials/Technology:
Long blank sheet of paper (T.I.)
US Declaration of Independence one sheet for 2 students

Reflection on lesson:

CT signature: _______________ Date: ______ US signature:________________________Date: ______