Students’ age range: 18+
Topic: Context Clues
Description: Introductory Activity: The lesson will be introduced by informing students that they will be learning a strategy for figuring out the meaning of words. Students will be asked if they know the strategy that is used for figuring out words. Expected response: context clues
Step 1: Students will imagine that they are in a restaurant and reading a menu. Under the dessert section of the menu, they see the item creamy, cold grape nut. Students will then be asked to figure out the clue that they saw in the dessert. Expected response: it is a dessert and it is described as cold and creamy.
Step 2: Students will be asked to think of three ways that the word “bill” is used in context. Example: 1. statement of amount owed 2. paper money 3. bird’s beak
Step 3: The following sentence will be written on the instructional board. “We have not received a bill for the stove we bought”. Students will then review the word “bill” as used in step 3 to figure out the correct usage of the “bill” as used in context. They will be required to give the correct response. Expected response: number 1
Step 4: Students will be informed that sometimes there is not enough information in one sentence to determine the meaning of the unknown word. They may need to read surrounding sentences to help.
Step 5: Students will be asked to state what “elepods” could be. Expected response: “elepods” is a nonsense word that could be any article of clothing that may be worn at the pool
Step 6: The following sentence will be written on the instructional board. “The girls wanted to show off their pretty painted toenails”. Students will be told that if they read this next, they could tell clearly what the meaning of “elepods” since it gives the clue about showing off their toenails.
Step 7: Students will be told that from this example, we can determine that “elepods” are sandals or flip-flops.