5th Grade Gap Lessons---3rd Grading Period
Grade Level
Indicator
404
201
201
201
507
Title of Lesson
Main Idea--Newspapers
Learn New Words Using Context
Clues
Context Clues
Follow the Clues
Lift Every Voice and Sing---will
take two sessions
Grading Period
Taught
3
3
3
3
3
Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date: 8/20/08
Kristen Lombardo
Submitted for
Approval Date:
Instructional Identifying the main idea and supporting details.
Unit
Title:
Main Idea-Newspapers
Subject:
Reading
5
Grade Range:
to
.
Description:
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
8/21/08
Custom Fields
Warm-Up
Discuss different reading strategies that good readers use. Discuss the concept of main idea.
Instructional Strategies
Explicit Instruction/Modeling: Read a news story to the class. First, ask students to listen for the main
idea and supporting details. Discuss the story with the students. What was the main idea? What were some
supporting details?
Divide students into small groups and give each one several newspapers. Tell students that they will choose
at least four stories that everyone in the group will read. If newspapers are unavailable have students choose
stories from the online news sources below or from your newspaper's Web site:
1. http://nytimes.com/
2. http://www.cnn.com
3. http://www.latimes.com/
Guided Instruction: Explain to students that they should identify the main idea and at least two
supporting details in each of the stories. Have students number and cut out the stories, and give
each group member a different story to read; tell students to write the number and the story
headline on their writing paper. Explain that students should write the main idea and at least two
supporting details directly under the number and headline. Once students finish with their own
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story, have them switch with a member of their group and repeat the process. They will to repeat
the process until all members of the group have read all four stories.
Independent Practice: Hold a group discussion about the stories. Ask students to share some main ideas
and supporting details. What kinds of information did they learn? If students identified different main ideas
for the same story, have them explain their choice and ask the group to reread that particular story. Make
sure all students have a firm understanding of a story's main idea.
Ask volunteers to share some information their group learned from reading the news stories. Talk about the
stories and the main ideas. For stories that may have been particularly difficult to read or understand, read
them aloud have the class try to identify the main ideas.
Materials/Resources
•
•
•
•
•
Writing paper
Pencils and erasers
Scissors
Newspapers
Computer with Internet access (optional)
Lesson Assessment
Use the following three-point rubric to evaluate students' work during this lesson.
•
Three points: Students were highly engaged in class and group discussions;
enthusiastically read all the news stories; had a good understanding of the main idea of
each story and found at least two supporting details for each example; and demonstrated a
solid understanding of the concept of main idea and supporting details.
•
Two points: Students generally engaged in class and group discussions; read most of the
news stories; had a general sense of the main idea of each story and found at least one
supporting detail within each example; and demonstrated a basic understanding of the
concept of main idea and supporting details.
•
One point: Students participated minimally in class and group discussions; read two or
fewer of the news stories; were unable to identify the main idea of each story and found
one or fewer supporting details in each example; and did not demonstrate a basic
understanding of the concept of main idea and supporting details.
Interdisciplinary Connections
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Essential Questions
Reteach:
Have students bring articles that were difficult to small group instruction time and go over them together
again as a small group.
Extension: Students can write their own article about a current event in the world or in their community or
school. They can trade articles to identify main ideas and supporting details.
Homework and Practice
District Adopted Textbook/Supplemental Materials
Standards: OHR050404
Linked Materials
Organizers
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Teaching Methods
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Advanced
organizers
Brainstorming
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Computer assisted
instruction
•
Computer
simulations
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•
•
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Contingency
management
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learning
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learning
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Dramatic play
drills
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learning
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Learning modules
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instruction
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learning
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techniques
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learning modules
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Simulations
and games
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guides
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teaching
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approach
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programs
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instruction
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language
approach
Grouping
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teaching
Heterogeneous
grouping
Homogeneous grouping
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instruction
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instructional
grouping
Small group ins
Assessment
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•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
III.
Application
IV.
Analysis
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
BodilyKinesthetic
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•
•
Interpersonal
Intrapersonal
•
Linguistic
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•
LogicalMathematical
•
•
Musical
Naturalist
•
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
1/13/2009
4:04 PM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
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Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date: 8/20/08
Kristen Lombardo
Submitted for
Approval Date:
8/21/08
Instructional Context Clues
Unit
Title:
Learn New Words Using Context
Subject:
Reading
5
Grade Range:
to
With guided practice students will use context clues to determine
Description:
meaning of unfamiliar words in short passages.
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Discuss with students that today we are going to learn more about using the words, sentences, and
other information around new and unfamiliar words to determine the meanings of these words. This
is known as using context clues. Often we do not have a dictionary on hand when we are reading,
and we want to know what a word means.
Instructional Strategies
1. Explicit Instruction/Modeling: Show transparency of dictionary entry for a
word with multiple meanings (See “Dictionary definitions” attached below). Say:
“Even when we do have a dictionary, a word may have many different meanings
depending on the context. For example, the word ‘fly’ has many different
meanings. That is when knowing how to look at the context around the word is
very helpful in figuring out the meaning of that word.”
2. Show students the first sentence in each of the sentence pairs below and ask them
what the meaning of the word “fly” is in each sentence.
• He caught the fly.
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Ask them to explain how they know what the meaning is. Then have them rate
their confidence in their answer by raising their thumb up (very sure), thumb
sideways (maybe), or thumb down (just a wild guess).
3. Then show them the second sentence and ask what they think the meaning of
“fly” is.
• The outfielder caught the fly.
Then have them rate their confidence in their answer by raising their thumb up
(very sure), thumb sideways (maybe), or thumb down (just a wild guess). Again,
ask them to explain how they know what the meaning is.
4. Repeat the procedure with the remaining sentence pairs below:
• He had a fly on his pants.
• He swatted the fly on his pants.
• Those are fly pants.
• Those are fly pants, but the shoes are ugly.
• She went fly fishing.
• She prefers to go fly fishing because she doesn’t like to use worms for
bait.
1.
2.
3.
4.
5.
Guided Instruction: Ask students to identify the steps they used to identify the
correct meanings of the word in context. They can use the same strategies to
identify the meanings of unfamiliar words. First look at the pictures, words,
phrases, or sentences in the passage that surround the unfamiliar word.
Next, using these clues ask yourself, “What word do I know that would make
sense in the place of the new word in this sentence?”
Then substitute the familiar word in the sentence and read the passage to see if the
word makes sense in the passage.
Show students an overhead transparency of a sentence with an unfamiliar word.
For example: “The jury could not leave the room until it had reached a consensus
on the defendant’s guilt or innocence.” Ask students what words in the sentence
give them clues about the meaning of the word “consensus”? What familiar word
can they substitute for “consensus.” Does the familiar word make sense?
Guide students through an example using a nonsense word. Example: John
traveled a long distance to get to his friend’s home in California. The TALXIA
took three days on the bus. He was exhausted when he arrived in California and
was very happy to end that bus ride. He was glad to find his friend waiting for
him at the bus station. Ask, “What word could you put in the place of the
nonsense word TALXIA in this sentence based on the clues in the passage?
Clues: traveled, bus, distance, California, etc. Answer: trip or journey “Now, read
the sentence using the familiar word and see if it makes sense.”
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6. Identify several paragraphs from this week’s Storytown lesson that use the new
vocabulary words. Instruct them to read the paragraphs, look closely at the words,
and use context clues to find the meaning of the new words.
7. Go over passages with the students and check for understanding
1. Independent Practice: In small groups, give students copies of a short newspaper
or magazine article of interest to the students and have them choose five
unfamiliar words to use context clues to figure out the meaning of the words.
Have students write on paper the five unfamiliar words and the words they
substituted for them. Then have students check their words with their groups
members and come to a consensus on the meaning of each word. Once the whole
group has reached a consensus on their five words, groups will look in the
dictionary to pick the definition that most closely fits the meaning of the word in
this particular context. Monitor students as they work.
2. Let students share the articles they read with the class and tell what unfamiliar
words they chose and what context clues they used to figure out what the the
words mean.
Materials/Resources
Overhead projector, transparencies, and markers
Copies of newspaper or magazine articles.
Pencils and paper for students
Dictionaries
Lesson Assessment Students’ sharing of articles, unfamiliar words, and the meaning of the
unfamiliar words.
Interdisciplinary Connections
Essential Questions
Reteach:
Extension:
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Homework and Practice
District Adopted Textbook/Supplemental Materials
Standards:
OHR050201
Linked Materials
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
the highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for
Teaching Methods
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
1/13/2009
4:04 PM
•
•
Computer
simulations
Contingency
management
•
•
Cooperative
learning
Demonstrati
ons
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
•
•
•
•
•
•
•
•
•
•
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
•
•
•
•
•
•
•
•
•
•
•
•
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
Self-paced
learning modules
Simulations and
games
•
•
•
•
•
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
•
Non-graded
instructional
grouping
Small group ins
Assessment
1/13/2009
4:04 PM
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Bloom's Taxonomy of Cognitive Objectives
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Lesson Plan Template for Summer 2008 CiMS Project
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
1/13/2009
4:04 PM
•
•
•
•
Guided
Practice
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
•
•
•
and
Listening
Skills
Interaction
Meaningful
Content and
Language
Activities
Modeling
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•
Pronunciati
on/Speech
1/13/2009
4:04 PM
•
Scaffolding
•
Techniques to make
concepts clear
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
I.
Dictionary Definition Worksheet
Discuss how the context of the sentence helps readers figure out the correct meaning of
the word “fly”
in each of the following sentences.
1. He caught the fly.
2. The outfielder caught the fly.
3. He had a fly on his pants.
4. He swatted the fly on his pants.
5. Those are fly pants.
6. Those are fly pants, but the shoes are ugly.
7. She went fly fishing.
8. She prefers to go fly fishing because she doesn’t like to use worms for bait.
II.
Match the meaning of the word “fly” in the each of sentences above to the dictionary
definition that is
closest to its meaning in the sentence.
A. Main Entry: 1fly
Pronunciation: 'flI
Function: verb
Inflected Form(s): flew /'flü/; flown /'flOn/; fly·ing
Etymology: Middle English flien, from Old English flEogan; akin to Old High German fliogan to
fly and
probably Old English flOwan to flow
Date: before 12th century
intransitive senses
1 a : to move in or pass through the air with wings b : to move through the air or before the
wind or through
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outer space c : to float, wave, or soar in the air <flags flying at half-mast>
2 a : to take flight : FLEE b : to fade and disappear : VANISH
3 a : to move, pass, or spread quickly <rumors were flying> b : to be moved with sudden extreme
emotion <flew into a rage> c : to seem to pass quickly <the time simply flew>
4 : to become expended or dissipated rapidly
5 : to operate or travel in an airplane or spacecraft
6 : to work successfully : win popular acceptance <knew... a pure human-rights approach would
not fly –
Charles Brydon>
transitive senses
1 a : to cause to fly, float, or hang in the air <flying a kite> b : to operate (as a balloon, aircraft,
rocket, or spacecraft) in flight c : to journey over or through by flying
2 a : to flee or escape from b : AVOID, SHUN
3 : to transport by aircraft or spacecraft
- fly at : to assail suddenly and violently
- fly blind : to fly an airplane solely by instruments
- fly high : to be elated
- fly in the face of or fly in the teeth of : to stand or act forthrightly or brazenly in
defiance or contradiction of
B. Main Entry: 2fly
Function: noun
Inflected Form(s): plural flies
Date: before 12th century
1 : the action or process of flying : FLIGHT
2 a : a device consisting of two or more radial vanes capable of rotating on a spindle to act
as a fan or to govern the speed of clockwork or very light machinery b : FLYWHEEL
3 plural : the space over a theater stage where scenery and equipment can be hung
4 : something attached by one edge: as a : a garment closing concealed by a fold of cloth
extending over the fastener b (1) : the length of an extended flag from its staff or
support (2) : the outer or loose end of a flag
5 : a baseball hit high into the air
6 : FLYLEAF
7 : a sheet of material (as canvas) that is attachable to a tent for use as a double top or as a
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rooflike extension
8 : a football pass pattern in which the receiver runs straight downfield
- on the fly 1 : in motion : BUSY 2 : while still in the air : without the ball bouncing <the
home run carried 450 feet on the fly>
C. Main Entry: 3fly
Function: intransitive verb
Inflected Form(s): flied; fly·ing
Date: 1893
: to hit a fly in baseball
D. Main Entry: 4fly
Function: noun
Inflected Form(s): plural flies
Etymology: Middle English flie, from Old English flEoge; akin to Old High German flioga fly, Old
English flEogan to fly
Date: before 12th century
1 : a winged insect -- used chiefly in combination <mayflies> <butterfly>
2 a : any of a large order (Diptera) of winged or rarely wingless insects (as the housefly,
mosquito, or gnat) that have segmented often headless, eyeless, and legless larvae, the anterior
wings functional, and the posterior wings reduced to halteres b : a large stout-bodied fly
3 : a fishhook dressed (as with feathers or tinsel) to suggest an insect
- fly in the ointment : a detracting factor or element
E. Main Entry: 5fly
Function: adjective
Etymology: probably from 1fly
Date: 1811
chiefly British : KEEN, ARTFUL
Source: Merriam-Webster Online Dictionary http://www.m-w.com/cgi-bin/dictionary
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Untitled Lesson Plan Screen
Your name for
Reference Purposes
Only:
Start Date: 8/20/08
Kristen Lombardo
Submitted for
Approval Date:
8/21/08
Instructional Context Clues
Unit
Title:
Subject:
Reading
5
Grade Range:
to
Students will match context clues with unknown words to aid in
Description:
comprehension.
Students will write sentences containing context clues to meanings of
nonsense words.
Students will write sentences containing context clues to meanings of real
words.
Students will locate and use context clues to aid comprehension and
vocabulary development.
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up
Instructional Strategies
Explicit Instruction/Modeling: Write the word FLEEGLE on the board. Ask volunteers to define it. When
no one is able to state the meaning, discuss strategies for discovering the definition.
Tell the students that one way to figure out the meaning of an unfamiliar word is to use context clues.
Sometimes, clues to the meanings of words are hidden in other near-by words or phrases.
Write the following sentence on the board: Our family wouldn’t all fit in the FLEEGLE because the tenpassenger van was already filled with presents. Point out the word FLEEGLE in the sentence.
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Ask the group to guess the meaning of FLEEGLE now that they’ve seen it used in a sentence. When a
student responds with 10-PASSENGER VAN, ask him or her to come forward and underline the clue from
the sentence.
Try another! Write TWIP on the board. Speculate about the meaning.
Write this sentence on the board: I don’t like to drink TWIP because of its bitter taste. Speculate again about
the meaning, based on the clues in the sentence. Sometimes sentences contain clues to unknown words even
if the meaning is not stated directly.
Guided Instruction: Write SMING on the board. Have each student make up a sentence that shows its
meaning. Remind them to avoid sentences like A sming is ___. That state the meaning directly.
Have students turn in their sentences containing context clues to the word SMING. Critique the sentences
anonymously. Which ones actually contain context clues?
Independent Practice: Use the context clue worksheets (attached). Students should be able to underline
context clues in each sentence and use that information to match words with definitions in the second part of
the activity.
Materials/Resources
White board, eraser, markers
Context Clues worksheet for each student (attached below)
Pencil for each student
Writing paper for each student
Lesson Assessment
assessment of worksheet
Interdisciplinary Connections
Essential Questions
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Lesson Plan Template for Summer 2008 CiMS Project
Reteach: Extra practice can be provided using the same technique with different words during small group
instruction.
Extension: Challenge students to come up with nonsense words and use them in a sentence tat will give the
word meaning based on the context clues used.
Homework and Practice
District Adopted Textbook/Supplemental Materials
Standards:
OHR050201
Linked Materials
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
1/13/2009
4:04 PM
Version 10
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Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Hands-on learning
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
•
•
•
•
•
•
•
•
Self
directed
groups
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
1/13/2009
4:04 PM
•
•
Individualized
instruction
Large Group
instruction
•
•
Non-graded
instructional
grouping
Small group ins
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Lesson Plan Template for Summer 2008 CiMS Project
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
1/13/2009
4:04 PM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
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Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
1/13/2009
4:04 PM
•
•
•
•
Feedback
Guided
Practice
Hands-on
Activities
Idioms
•
•
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
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•
Meaningful
Content and
Language
Activities
1/13/2009
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•
•
•
Modeling
Pronunciati
on/Speech
Scaffolding
•
Techniques to make
concepts clear
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Name:______________________________ Date:________________
Vocabulary and Context Clues 1
Directions:
Read each sentence. Look for clues about the meaning of the boldfaced
word. Underline another word or phrase that helps you understand it.
1. Hank was an opportunist, taking advantage of every possible
angle.
2. My mother was candid, honestly sharing her ideas on the subject.
3. The stupendous actor attracted everyone’s attention because he
was so good.
4. President Miller’s policies changed society, catalysts for improved
living around the country.
5. Peter was likely to be late, and apt to forget necessary supplies as
well.
6. Exchanging screen names is almost like trading phone numbers.
7. The preacher’s charm and charisma made him attractive to both
young and old.
8. The yellow cookie had a bite out of it, looking like nothing so
much as a crumbly crescent moon.
9. Elizabeth had the perfect trifecta of attributes: power, beauty and
money.
10. Precisely where were you last night, and exactly what were you
doing?
Put the letter of the matching definition on each line: ____ precisely
____ opportunist ____ charisma ____ catalysts ____ candid ____stupendous
____ apt ____ crescent ____ exchanging ____ trifecta
a. Very, very good
b. One who takes advantage
c. Group of three
d. Honest
e. Trading one for another
f. Agent of change
g. Likely
h. Shape like a portion of a circle
i. Exactly
j. Extremely attractive quality
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Name:______________________________ Date:________________
Vocabulary and Context Clues 2
Directions:
Read each sentence. Look for clues about the meaning of the boldfaced word. Underline another word
or phrase that helps you understand it.
1. He realized that his carriage was important, so he walked proudly with his back straight.
2. The surface was marred by deep scratched and gouges.
3. Many media were used in the artwork, including paint, colored pencils and crayons.
4. The soft, bouncy surface cushioned his landing.
5. The two of them are usually civil but today they were quite impolite to each other.
6. Sarah demonstrated how much she cared for others by showing compassion to the man in the
store.
7. The salesman obviously wanted to haggle, so we offered a lower price.
8. The local economy was based on a barter system, so the doctor often was paid with
fresh produce from the farms.
9. Tom was known to be a cad, treating others without respect or kindness.
10. Greta shared many traits with her sister, including attributes like honesty and humor.
Put the letter of the matching definition on each line:
____ haggle
____ cad
____ carriage
____ marred
____ barter
____ traits
____ cushioned
____ civil
____ compassion
____ media
a. Polite and kind
b. Bargain
c. A disreputable person
d. Posture and body language
e. Damaged
f. Trade
g. Characteristics or attributes
h. Softened
i. Kindness and caring
j. Artistic materials
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Untitled Lesson Plan Screen
Lesson Plan Template for Summer 2008 CiMS Project
Your name for
Reference Purposes
Only:
Start Date: 8/20/08
Kristen Lombardo
Submitted for
Approval Date:
8/21/08
Instructional Context Clues
Unit
Title:
Follow the Clues
Subject:
Reading
5
Grade Range:
to
The students read a story and predict words that make sense in replacing
Description:
the nonsense words based on context clues. They choose appropriate
words to match the meaning of nonsense words in sentences based on the
context clues of the sentences.
Duration:
Columbus Public Schools
Author:
Columbus Public Schools
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Custom Fields
Warm-Up
Explain to the students that this will be a lesson showing them how to determine the meaning of words
using the context of the stories in which they are written.
Instructional Strategies
Explicit Instruction/Modeling: Project the story about the manatee (attached) on the overhead projector.
Read the story with the students and discuss the nonsense words, asking the children what words they think
would make sense in the blanks. Discuss with the students how to determine what word/words would make
sense in the sentences.
Guided Instruction: Give the students a few minutes to confer with a partner to determine what three
words they would write in place of the nonsense words. Ask the children to share their responses and record
them on the board. Read the story using the different words that were suggested by the students,
commenting on whether the words make sense in the story. Ask the children why they chose the words they
did. Accept all answers while emphasizing the strategy of using context clues to determine which words
would fit the meaning of the sentence.
Independent Practice: Pass out the Context Clues worksheet (see Attached Files) with the practice
sentences. Model for the students how they are to read each sentence and determine what the underlined
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nonsense word means using the context clues from the sentence. The students complete the rest of the
sentences, recording the words that mean the same as the underlined nonsense word based on the context
clues of the sentences.
Materials/Resources
The story about manatees (see Attached).
-Overhead projector
-A chalk board or white board for the teacher to record student responses
-The Context Clues worksheet (see Attached) with sentences that contain nonsense words and three choices
of synonyms for those words . The children are to select the words that fit the meaning of the underlined
words by using context clues in the sentence.
-A pencil for the children to record their responses.
-Art supplies for the children to illustrate one of the sentences. (optional - see extensions
Lesson Assessment
Look at the sheet with the nonsense words that the children have to comprehend using context clues
Interdisciplinary Connections
Essential Questions
Reteach:
Extension: Have the students illustrate one of the sentences from the Context Clues worksheet at the bottom
of the paper.
Have the students turn their Context Clues worksheet over and write three nonsense words. Write three
sentences of their own using these words, making sure the meanings they have in mind for the words fits the
context of the sentence. Illustrate one of the sentences. Give their paper to a friend to see if they can
determine the meanings of the words from their sentences.
Homework and Practice See extension
District Adopted Textbook/Supplemental Materials
1/13/2009
4:04 PM
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Lesson Plan Template for Summer 2008 CiMS Project
Standards:
OHR050201
Linked Materials
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
1/13/2009
4:04 PM
•
•
•
•
•
•
•
•
Demonstrations
Dialog journals
Discovery learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
•
•
•
•
•
•
Integrated
instruction
Interdiscipli
nary
Lab
procedures
Learning
modules
Lecture
Montessori
Method
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Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
•
•
•
Multimedia
instruction
Multiple activities
Museum
education
Peer Tutoring
Programmed
instruction
Project-based
learning
•
•
•
•
•
•
•
Questioning
techniques
Role-playing
Self directed
groups
Self-paced
learning modules
Simulations and
games
Teaching guides
•
•
•
•
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
1/13/2009
4:04 PM
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
•
Self evaluation
Standardized
testing
Testing
Version 10
Page 4 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
•
•
•
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
III.
Application
IV.
Analysis
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
1/13/2009
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Lesson Plan Template for Summer 2008 CiMS Project
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
•
•
•
•
•
•
Building
Background
Collocation
s
Comprehen
sible Input
Etymology
Feedback
Guided
Practice
1/13/2009
4:04 PM
•
•
•
•
Hands-on
Activities
Idioms
Integration
of Reading,
Writing,
Speaking
and
Listening
Skills
Interaction
•
•
•
•
•
Meaningful
Content and
Language
Activities
Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Manatees are sharnned when boaters
carelessly run over them with their
propellers. Some say these gentle asneddes
need protection or they may become extinct.
Why save the manatees? Like all animals,
manatees have an important place in their
environment. It is vital that we make sure
boaters are careful around manatees and
give them the chance to mechneer.
Follow the Clues ©2001-2003www.beaconlearningcenter.com
Rev.7.23.03
1/13/2009
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Lesson Plan Template for Summer 2008 CiMS Project
Name _________________________
Date __________________________
Context Clues
If you see a word you don’t know, you can find clues to its meaning by studying
the rest of the sentence.
Decide on the meaning of the nonsense word in the sentences below by studying
The context clues. Circle the correct word from the choices that follow.
1. Mark was tired, and his muscles ached from the shemanss climb.
a. straight b. favorite c. difficult
2. The jufeate children hammered, jumped, ran, and played instruments.
a. noisy b. young c. crowded
3. The spies went behind the wall and bushes to their misssdwet meeting.
a. first b. secret c. noisy
4. The luscten mayor had taken bribes and stolen money.
a. happy b. dishonest c. huge
5. Sheila orthended each word clearly at the debate.
a. spoke b. helped c. swam
6. The engfet dragon breathed fire between large, sharp teeth.
a. easy b. sticky c. frightful
7. Lying in a hammock, the kadscet man avoided his chores.
a. cooking b. red c. lazy
8. Joe’s explanation was plietras because he told both sides of the story.
a. silly b. new c. believable
9. When Evelyn came to the thokadbe, she smiled before going in.
a. entrance b. dungeon c. bed
10. After Jason cut the ropes, the horse was upkeitle.
a. brown b. freed c. hot
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Lesson Plan Template for Summer 2008 CiMS Project
Follow the Clues ©2001-2003www.beaconlearningcenter.com
Rev.7.23.03
Answer Key
1. C
2. A
3. B
4. B
5. A
6. C
7. C
8. C
9. A
10. B
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Untitled Lesson Plan Screen
Your name for
Reference Purposes
Only:
Start Date: 8/20/08
Kristen Lombardo
8/21/08
Submitted for
Approval Date:
Instructional Interpret author’s choice of words to create mood and appeal to the senses.
Unit
Title:
Lift Every Voice and Sing…from www.ohiorc.org
Subject:
Reading
5
Grade Range:
to
This lesson was written to compliment and enhance the Scholastic Book,
Description:
Color Me Dark and subsequent production staged and produced by the
Kennedy Center. This lesson also stands individually and may be taught
without referencing the book or the play.
How does a poem or a song express feelings and meanings? This lesson
will explore the origins of "The Black National Anthem," which was
originally a poem by James Weldon Johnson entitled Lift Every Voice and
Sing. By analyzing the poem's figurative language, students will come to
understand how the poem conveys a sense of hope and unity despite
hardship. The poem was later set to music by the poet's brother, J.
Rosamund Johnson, and became known as "The Black National
Anthem." Students will also learn how the addition of music further
enhances the messages of imagery of the poem's words, helping the song
to become an anthem for African-Americans.
Duration:
Author:
Publisher:
Rights:
Keywords:
Cost Fee:
Restricted Use:
Columbus Public Schools
Columbus Public Schools
Custom Fields
Warm-Up
Locate and review the lyrics to "The Black National Anthem." There are various copies available
online, including:
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Poets.org
http://poets.org/viewmedia.php/prmMID/15588
Xavier University of Louisiana
http://xavier.xula.edu/naacp/anthem.html
Distribute copies of the poem to students. Read the poem aloud to class dramatically, using voice
intonation and facial expression.
Instructional Strategies
Explicit Instruction/Modeling: Distribute copies of the poem to students. Read the poem aloud
to class dramatically, using voice intonation and facial expression.
Ask students what they think the poem is about. Does it remind them of any other poem or song
that they know? (Answers will vary.) Distribute copies of the Vocabulary Handout (also attached
below)to the students in order to provide them with terminology definitions.
Now discuss with students background information regarding the poem's author, purpose, origin,
and circumstances. Tell students that the poem, Lift Every Voice and Sing, was set to music and
has become known as "The Black National Anthem." James Weldon Johnson, a lawyer,
educator, writer and activist for African-American rights, wrote the poem. He lived from 1871 to
1938. He was a man of many talents who served as a role model for his fellow AfricanAmericans.
In 1900, Johnson was serving as a school principal in his hometown of Jacksonville, Florida, and
was asked to speak at a celebration of Abraham Lincoln's birthday. He decided instead to write a
poem, and then soon decided that the poem should be set to music. He asked his brother, J.
Rosamond Johnson, who was a music teacher, to compose music for the poem. The song became
very popular among church choirs, and was included in hymn books used in religious services.
Since that time, "Lift Every Voice and Sing" has been widely regarded as an anthem for African
Americans and symbolic expression of the struggle of African-Americans for civil rights in
this country.
Guided Instruction: Tell students that they first will study the words of the poem to
understand how the poem's figurative language, imagery, and mood contribute to its meaning.
Write these lines (from two different parts of the poem) on the board:
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Lesson Plan Template for Summer 2008 CiMS Project
1.
Till earth and heaven ring, Ring with the harmonies of Liberty
2.
We have come over a way that with tears has been watered
Direct students to read the lines carefully. What does harmony mean? Ask whether "harmony"
can really "ring." State that these are examples of figurative language. Explain that figurative
language is essential in certain types of writing, such as a poem or song, to help convey meaning
and expression. It is a way of writing that conveys precise meanings in an artistic manner, by
describing one thing in terms of another. The poet has a story to tell, and the language he or she
uses must convey the emotional content of that story. If the writer does not create an image, he
may lose the reader's attention and may not give feeling to the meaning that he is trying to
communicate. How would the meaning be different if the figurative language was not there, such
as "Till earth and heaven ring with Liberty" or "we have come over a way with tears"? Ask
students to locate at least one other example of figurative language in the poem.
Write these lines (from different parts of the poem) on the board:
1.
Let our rejoicing rise
2.
Sing a song full of the faith
3.
Let our rejoicing rise
4.
Out from the gloomy past
5.
God of our weary years
6.
God of our silent tears
Direct students to read the lines carefully. Ask students to think carefully and describe what
types of feelings the lines create when they are read. (Answers will vary.) Explain that the use of
these words is the poet's way of conveying a mood.
Direct students to read the lines carefully. Ask students to think carefully and describe what
types of feelings the lines create when they are read. (Answers will vary.) Explain that the use of
these words is the poet's way of conveying a mood.
Write these lines from the poem on the board:
1.
Let our rejoicing rise,
2.
High as the listening skies,
3.
Let it resound loud as the rolling sea.
4.
Where the white gleam of our bright star is cast
5.
Shadowed beneath Thy hand
Direct students to read these lines carefully. Ask them what images come to mind as they are
reading. Do these words make them "see" anything? Have students substantiate their
explanations. Explain that phrases such as "listening skies," "rolling sea," "white gleam of our
bright start" and "shadowed beneath Thy hand" are all types of imagery. How would the meaning
be different if the imagery were not there? Offer students the first example without imagery: "Let
our rejoicing rise high and let it resound." How is this different? How does imagery create a
different level of meaning?
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Independent Practice: Listen to the Lift Every Voice audio clip at:
University of Virginia Library
http://www.lib.virginia.edu/speccol/exhibits/music/overview.html
As students listen, have them draw what this poem “looks like”. Discuss how the choice if
author’s words helped them to depict the poem in pictures.
Materials/Resources
drawing materials
writing paper
drawing paper
Lesson Assessment
observation/informal
Interdisciplinary Connections
Essential Questions
Reteach:
Extension:
Homework and Practice
District Adopted Textbook/Supplemental Materials
Standards:
OHR050507
Linked Materials
1/13/2009
4:04 PM
Version 10
Page 4 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Organizers
Please HIGHLIGHT all organizers that apply to this lesson. If you select all the organizers that are
associated with the lesson, the lesson can be found by searching by a particular organizer.
Directions on using the HIGHLIGHT feature:
1. On the Formatting toolbar, find and select the Highlight tool
highlighting.
2. Select the text or graphic you want to highlight.
3. Select the next item in the document that you want to highlight.
4. To turn off highlighting, click the button again, or press ESC.
and a color for the
Teaching Methods
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advanced
organizers
Brainstorming
Computer assisted
instruction
Computer
simulations
Contingency
management
Cooperative
learning
Demonstrations
Dialog journals
Discovery
learning
Discussions
Dramatic play
drills
Experiential
learning
Guided design
Hands-on learning
1/13/2009
4:04 PM
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Integrated
instruction
Interdisciplinary
Lab procedures
Learning modules
Lecture
Montessori
Method
Multimedia
instruction
Multiple activities
Museum education
Peer Tutoring
Programmed
instruction
Project-based
learning
Questioning
techniques
Role-playing
Self directed
groups
•
•
•
•
•
•
•
•
Self-paced
learning
modules
Simulations
and games
Teaching
guides
Team
teaching
Thematic
approach
Tutorial
programs
Visual
instruction
Whole
language
approach
Version 10
Page 5 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Grouping
•
•
•
Cross age
teaching
Heterogeneous
grouping
Homogeneous grouping
•
•
Individualized
instruction
Large Group
instruction
•
Non-graded
instructional
grouping
Small group ins
•
Assessment
•
•
•
Alternative
assessment
Authentic
assessment
Curriculum
based
assessment
•
•
•
•
Informal
assessment
Observation
Peer
evaluation
Portfolio
assessment
•
•
Homogeneo
us grouping
Individual
Individualiz
ed
instruction
Intergenerational
Large group
instruction
•
•
Self evaluation
Standardized
testing
Testing
Student Groupings
•
•
•
•
•
Class
Community
Cross age
teaching
Grade
Heterogene
ous
grouping
1/13/2009
4:04 PM
•
•
•
•
•
•
•
•
Multiple
class
Non-graded
instructional
grouping
Pair
School
Version 10
Page 6 of 9
Lesson Plan Template for Summer 2008 CiMS Project
Bloom's Taxonomy of Cognitive Objectives
•
•
I.
Knowledge
II.
Comprehen
sion
•
•
III.
Application
IV.
Analysis
•
•
V.
Synthesis
VI.
Evaluation
Gardner's Multiple Intelligences: Learning Styles
•
•
•
BodilyKinesthetic
Interpersonal
Intrapersonal
•
•
•
Linguistic
LogicalMathematical
Musical
•
•
Naturalist
Spatial
Instructional Strategies
•
•
•
•
Cooperative
Learning
Generating
and Testing
Hypotheses
Homework
and Practice
Identifying
Similarities
•
•
•
and Differences
Nonlinguistic
Representation
Questions, cues
and advanced
organizers
Reinforcing
Effort and
•
•
Providing
Recognition
Setting
objectives
and providing
feedback
Summarizing
and
Notetaking
SIOP - ESL
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Building
Background
Collocation
s
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Comprehen
sible Input
Etymology
Feedback
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Guided
Practice
Hands-on
Activities
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Idioms
Integration
of Reading,
Writing,
Speaking
and
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Listening
Skills
Interaction
Meaningful
Content and
Language
Activities
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Modeling
Pronunciati
on/Speech
Scaffolding
Techniques to make
concepts clear
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Vocabulary
Lift Every Voice and Sing
Lesson Connection: Lift Every Voice and Sing
Copyright The Kennedy Center. All rights reserved.
ARTSEDGE materials may be reproduced for educational purposes.
anthem: A song of praise or gladness
choir: An organized group of singers
compose: To write a piece of music
figurative language: Language or words that express one thing in terms of something
else, such as imagery
harmony: In music, the simultaneous combination of tones and notes blended together
hymn: A song of praise or joy, the same as an anthem
imagery: In writing, describing something in visual terms to communicate a meaning or feeling
lyric: The words of a song
mood: In art, the feeling or emotion that something generates
poem: A language composition in verse form
rhythm: In music, a measured pattern of strong and weak beats
solo: In music, to perform by oneself
tempo: In music, the speed of the rhythm or beat
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