UDL Lesson Plan Template

Teacher Candidate’s Name: Matelyn Yarbrough

Date Created: 3/4/21

Content Area: ELA

School: Adrian Lincoln Elementary

Grade Level: 5th

Lesson Title: Context Clue Jeopardy

Time: 20 minutes
Michigan Academic Standards: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)

MAS.ELA.RF.5.4. Read with sufficient accuracy and fluency to support comprehension. c.

Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.

MAS.ELA.RF.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.

Performance Based Learning Objectives:

 Learners will be able to …
 Performance based – conditions, target behavior, and criteria
 Aligned with Michigan Academic Standard(s)
 Objectives are assumed to be for the whole group unless otherwise specified.
 Objectives for small groups or individual students should be noted and labeled.
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)

Learners will be able to:

 Identify the five context clues strategies with 100% accuracy using materials and
resources.
 Use context clues strategies to solve 3/5 questions in four trials (each of the context
clue strategy).

Materials: (Low tech, including number needed)

Teacher: Context Clue notebook (1), Context Clue resource (1), Context Clue
Jeopardy board, SMART Board markers (2)

Students: Context Clue notebook (1), Context Clue resource (1), SMART Board
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 markers (1)

Technology: (High tech, mark all that apply; indicate if no technology is being used)
o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________

Bibliography/References: (in APA format)

 Teacher research/planning
 Source of learning materials

Context clues. (n.d.). Retrieved February 22, 2021, from

https://jeopardylabs.com/play/context-clues4

M. (n.d.). Michigan K-12 Standards: English Language Arts. Retrieved from

https://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

Prior Learning Connections: (Background knowledge support)

 Is this an introductory, reinforcement, or mastery lesson?
 What have you done to prepare students for this lesson?
 Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills

Students have been working on identifying context clues using a multiple-choice format.
Sometimes, the students are on and can identify the word meaning with ease and other times
there is difficulties identifying using context clues. Before this lesson, the students will have
gone back and identified the five main strategies for using context clues in their writer’s
notebook, where they will have cut and pasted a visual resource.

Differentiation/accommodations:
 How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
 Learning strategies that help students understand content or build skills to apply knowledge
 Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
 Include a variety of whole group, small group, and independent learning opportunities

Learners are able to:

 Use alternative seating.
 Move to closer locations in the room.

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  Choose to touch the board or stay seated.
 Use their notebook resource.
 Have guided and prompted discussions.
 Eat/drink throughout the lesson.

Special Concerns (including medical, behavioral, and/or environmental):

It is a half day. The end of the trimester is Friday. One student in this group was absent for the
entire month of January. We are working on rebuilding the skills that he regressed during his
time away from school. This student has a history of stealing small “ticket” items. He needs
reminders to ask for things such as snacks and mints. The other student has recently gotten
glasses. He gets headaches after wearing them for long times and still prefers to be extremely
close to the board and his work. Students come to group immediately following snack and
recess. Sometimes recess takes longer to come in and students are given an extra few minutes
to eat snack with their peers.

Assessment:
 Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
 Includes a variety of formats
 Identified in lesson where the assessment is being administered (FA) or (SA)

Formative:
Teacher will listen and observe student understanding of the five context clue
strategies.
Teacher will listen and observe student responses and thinking’s to the use of the five
context clue strategies through the Jeopardy activity.
Summative: N/A

During Lesson: (General guidelines for the lesson; your plan/“script” begins under Part 1)
 Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
 Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
 Demonstrates clear understanding of content knowledge for teaching across curricular content areas
 Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.

Part 1: Engagement/Warm-up: (3 minutes)

 Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
 Describe how the teacher will capture students’ interest.
 What kind of questions should the students ask themselves after the engagement?

The teacher will pull and welcome students to the classroom. The teacher will ask students
about the day. Students may ask for a snack during this time. While teacher is getting the
snack ready, the teacher will ask the students about the five context clue strategies. (FA) The
teacher will encourage the students to pull out their notebooks and look over the strategy page
they added the other day.

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Good morning, we are almost done with our day. How has the day been so far? Wonderful.
While I am grabbing a snack for you, what do you remember about our five context clue
strategies? Nice job, I love the way you are looking in your notebooks. Yes, the five strategies
are definition, example, antonym, synonym, and inference. How do you use each strategy?
Great, can you think of an example? Good work.

Transition: Now that we have refreshed our minds a little, we are going to practice using a
special game of mine.
Part 2: Instruction/Exploration: (15 minutes)
 Describe what hands-on/minds-on activities students will be doing.
 Include a variety of whole group, small group, and independent learning opportunities
 List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
 What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
 List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
 Describe how students will develop a more sophisticated understanding of the concept.
 How is this knowledge applied in our daily lives?
 Include specific plan for new instruction or review and guided and/or independent practice;
repeat the sequence as needed.
 Specify if plans are different for small groups or individuals.
 Indicate formative assessment with (FA).

The teacher will welcome the students to the front of them room. The students will bring their
stools, notebooks, and SMART markers. On the way to the front, the teacher will have the
students use hand sanitizer. While the students are moving forward, the teacher will turn on
the board showing the Jeopardy game. Each Jeopardy category is a context clue strategy. The
students will take turns choosing a category. Together, or independently, the students will use
the strategy listed in the category to identify the word meaning. The teacher will prompt the
student through their thinking and have the students reflect back to their notebooks as well.
The students will repeat this until the end of the class period. (FA)

Please join me in front of the board. On your way up, please stop and sanitize, bring your
stools and notebooks, and grab a marker. I am going to pull the special game up. Yes, it is
Jeopardy! I want you to look at the categories on the Jeopardy board, do they look familiar?
Nice connection, those are four of our five context clue strategies. The first category has you
using different strategy to finding meanings of silly words. While I make sure the board is
ready to go with the markers, play Rock, Paper, Scissors to pick the first player. Perfect, take
your choice of category. You are going to use the strategy listed in the category to help you
identify the word you are looking for. Do we all agree with his thinking and answer? Perfect,
next players turn! Wonderful job, this is our stopping point for today. Great investigating!

Transition: While you move things back to their places, think about what category you
gravitated to when you got to choose.

Part 3: After Lesson: (2 minutes)

Closure:

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  Refer and tie back to course objectives
 One last quick assessment

The teacher will ask the students to share their thinking’s. The teacher will have the students
share what category they gravitated to and why. After the students have shared, the teacher
will make sure the room is clean and have the students return to their classrooms.

What did you come up with, what category did you find yourself choosing the most? Why do
you think you chose that category? Those are good thoughts, and you are identifying your
strengths in the context clue strategies. Thank you for working hard, have a great rest of the
day, and I will see you tomorrow!

Notes/Reflections: (to be completed by the teacher candidate as reflection AFTER implementation of

the lesson)
 There is ample evidence on reflection of instructional effectiveness
 At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated

Strengths of the Lesson:

Areas for Growth:

Focus for next lesson: (should align with Areas for Growth)