Submitted by:Brittany Harris CWID: 50161707

Grade Level: 3rd Mentor Teacher: Donna Gregg

Subject/Topic: ELAR- Reading

Context Clues: Synonyms & Antonyms

Rationale: The purpose of this lesson is to Materials/Equipment:

supply students with different context clue 1. Anchor Chart
strategies in order to determine the 2. Task cards placed around the room
meaning of unfamiliar words. 3. Answer Sheet
4. Pencil

TEKS Achieved: Accommodations:

1. for a child that has special needs, I will pair them
3.4b (B) use context to determine the in a group with higher students
relevant meaning of unfamiliar words
or distinguish among multiple meaning
words

For the four categories below, delete any criteria which do NOT apply to your lesson
Bloom’s Taxonomy: Differentiated Classroom Strategies: Curriculum
Knowledge/Remember Learning: Cooperative Groups Integration:
Comprehension/Understand Auditory Hands-On Music
Application Visual/Spatial Technology Math
Analysis Kinesthetic Centers PE
Create / Synthesis Logical/Math Independent Activities Social Studies
Evaluation Verbal/Linguistic Simulation Reading
Musical Charts/Graphs/Maps Health
Intrapersonal Lecture Science
Interpersonal Problem Solving Theatre
Whole-group Writing
Peer tutoring Art
Pairing
Student Presentations

Objectives:

● TSW use context clues to define unfamiliar words

1
Lesson Plan:

Elicit prior understanding:

To elicit prior understanding, I will begin the lesson by going over the anchor chart with the
sections already taught by me. (Synonyms).
-Ask, “How can we use these techniques to figure out words we don’t know?”

To activate students’ existing knowledge, ask questions like

- “How would you recognize what context clue to use in a particular sentence?”
- “How can the synonym clue help us determine the meaning of the unknown word in a
sentence?”

Engage:

- Introduce Antonym section of Tri-fold and work through it as whole class

-Trifold includes examples and will be a whole class activity.

-Let students know that we will be introducing the antonym context clue to figure out the meaning
of unknown words in a sentence.

-Ask students if they can define what an antonym is.

- Ask students how they think finding an antonym clue in the sentence will be helpful in
finding the meaning of an unknown word?

-Make sure students know that with synonym clues, you’re going to be looking for a word or words
that have similar meaning to the unknown word, but with antonym clues, words that mean the
opposite will be looked for.

Explore:

-There will be one set of 4 cards at each table. Two tables will have a set of synonym cards, and two
will have antonym cards. Each group will be broken into partners of 2-3 and they will work for 5

2
minutes at each table to complete the questions on the cards. They will rotate around tables until
all cards are completed, and record their answers on the answer sheet.

Explain:

-As a whole group, the students and teacher will discuss the answers and also what strategies they
used in order to solve the questions correctly and find the meanings of the unknown words.

Elaborate:

-Students are going to apply their new information by correctly using a new word they learned
today in a sentence as their exit ticket.

Evaluate/ Assessment:

-Students will be evaluated by observation and whole group evaluation when the answers
are gone over as a class.

-I will be evaluating students’ use and understanding of using the following context clues:
synonym, and antonym

-I will take up the answer sheet and observe the answers.

-Students will be creating an exit ticket that applies new word knowledge.

Extend/ Enrichment:

-Students can complete additional task cards for the same concepts, just different ways of
relaying the same information. This way, students can use their new concepts in different ways.

Closure / Culminating Activity:

-Students will tell me one new word they learned today and what strategy they used to
figure it out.

3
Reteach

-To reteach, I would pull students that are struggling to the teacher table in order to
work more one on one with the students. I would revisit the objectives, go back over the
strategies, and introduce the new antonym strategy.

Self-Assessment

-I will go back through my written how lesson plan and make sure I touched on everything I needed
to. If students master the concept via the ways of assessment and can apply their new knowledge
and skills, I know that I the lesson was received well to my students