Lesson Title: Say It Again, Understanding Text in Context

Stephen Whittaker
Ninth Grade
English Language Arts
Lesson Length: (2 Language Arts Blocks, 4 Hours Total)
Analyze Learners
General Information
1. 20 students
2. 8 male/12 female
3. All between 14-16 years old
4. Most in the class at grade level. 3 students have IEPs for learning disabilities in
processing.
5. Majority of students are Caucasian, 3 are African American and 1 Asian
6. Most of the students are at least somewhat motivated, but will lose interest if the
instruction is not engaging and tied into real life examples.
Current Knowledge/Competencies
7. All students have basic reading and writing skills and basic ability to type and use
computers. They can conduct internet searches, email, word process, and have
general skills with PowerPoint.
Learning Styles (Approximates)
8. 33 % are Visual Learners
9. 40 % are Kinesthetic
10. 27 % are Auditory
State Objectives
ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone.)
Given sections of significant pieces of literature in a PowerPoint presentation, ninth-grade
students will use the context of the words and phrases to accurately analyze and
understand the authors meaning and tone of certain words and phrases. Students will then
use their understanding to replace the word or phrase with a word or phrase that captures
the intended meaning another way. Students will achieve this with 80% accuracy out of 20
words/phrases.
Select Methods, Media, , and Materials
Methods:
1. With a partner, students will read sections of literature found on PowerPoint slides on
the class computers, each containing certain words or phrases in bold type.
2. Students are to use the context to analyze the text for meaning of the words and

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phrases, then replace the word or phrase with a synonymous word or phrase that
keeps the original meaning.
3. Students are to then save the edited PowerPoint with a title that is the last name of
both students to the class Google Drive.
4. In our follow up class, students will open the presentations saved by classmates to
compare answers and evaluate their understanding.
Media:
1. Class computers, PowerPoint, Google Drive, Smart Board for demonstration
Materials:
1. Provided sections of significant pieces of literature, such as excerpts from
Shakespeare, Dickens, Chaucer, etc.
Utilize Media, Materials, and Methods
1. I will preview the computers to make sure all are functioning and PowerPoint will open
correctly. I will also preview my PowerPoint slides to make sure the text segments are
accurate and free of typos.
2. I will prepare the PowerPoint slides and handouts with step by step instructions for how
to complete the assignment.
3. I will prepare the environment by turning on all the computers before students arrive and
putting a copy of the assignment instructions at each computer. I will make sure each
computer has two chairs for student pairs to be able to quickly come in and be seated
without confusion. I will check the class thermostat to make sure the temperature is
slightly lower than normal given the amount of computers turned on and close proximity
of students around the computer tables.
4. I will prepare the learners by demonstrating what they will be doing by having the class
help me complete the task with a segment of text I will have on the Smartboard. I will
keep the atmosphere light by dramatically reading the original, then dramatically reading
the new version the class helps to create.
5. Provide the learning experiences:
a) As students enter have them be seated with a partner at a computer.
b) I will lead a short discussion about the importance of context to understand what
words and phrases mean to the person who says or writes them. I will give the
example of the word love and use the word in various ways such as: I love pizza,
I love my dog, I love my wife, I love getting caught in traffic jams (sarcasm); and
discuss with the class how important it is for understanding to take place in
context.
c) I will turn to the Smartboard and dramatically read the example segment of text
with the class and point out the bold words that are hard to understand. The class
will give educated guesses as the meaning of words and phrases in the text.
d) I will have the class tell me substitute synonyms for the words/phrases we have
discussed and insert them in the place of the original words/phrases.
e) I will then dramatically read the new version and quickly discuss with the class if it
works the new way.
f) The students will then work with their partners to complete their own exercise of

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g)

analyzing and rewriting sections of text on their computers and saving the
PowerPoint to class Google Drive when complete.
In the follow-up class students will open the presentations saved by other students
and compare and contrast their responses before a follow-up class discussion
evaluating the activity.

Require Learner Participation

Students will be expected to stay on the assigned task while on their computers and may
not go online or be on their personal devices.
The lesson will take the 2 hour Language Arts block and the next class period students may
make final changes to their PowerPoints if they need more time before beginning to read
the work of other students to compare their answers.
During the project I will continue to walk around the room and help students and check on
their progress.
On the second day of this project I will begin the class by asking for 2 or 3 volunteers to
share in a dramatic reading of their edited text. This will be light-hearted, allowing students
to have fun with their speech before asking the class for any questions they may have
before returning to the project.
The total class time of this project will be two Language Arts blocks.
Evaluate & Revise
Evaluation methods for each of the following are included:
1. Student Performance: See Rubric Below.
2. Media Effectiveness
This project could have been completed using simple handouts and having students
either fill in blanks or rewrite on a sheet of paper. The PowerPoint was used to
engage students in a relevant way and to provide a way for them to save and open
the work of other students to compare their responses and stretch their learning. As I
walk around the room and check in with students I will be watching to see how
effective the PowerPoint component of the project works and will ask students for
feedback during the wrap-up discussion.
3. Instructor Performance
To evaluate my performance I will ask a colleague to step in and observe a portion of
this project as students complete it, then to give me their constructive feedback. This
will also be evaluated by student feedback during wrap-up as we also discuss the
use of PowerPoint and computers in the lesson. With student, colleague, and
personal reflection I will assess my performance and the effectiveness of the lesson
and make adjustments to hopefully better my future instructional practices.

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Project Rubric:
Accuracy

Needs
Improvement
1-5 Word choices
did not reflect
understanding of
vocabulary in the
text

Creativity

1-3 Project
completed but
word choices did
not show effort to
creatively match
original text tone
or style

Teamwork and
Following
Directions

1-3 PowerPoint
not completed and
saved in according
to assignment
directions and/or
student pair did
not work well and
on task for the
duration of the
project.

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Good Work

Excellent

Totals

6-8 Word choices

show
understanding of
authors meaning
and ability to
create
synonymous
relationships but
with a 3-4 errors

9-10 Word
1-10
choices show
mastery of using
context to
understand
authors meaning
and ability to
create
synonymous word
relationships
4 Word choices
5 Word choices
1-5
show effort to
creatively chosen
match original
to capture original
style and tone with meaning within
some success
the original texts
style and tone
4 PowerPoint done
well with slight
errors and student
pair spent majority
of time on task
completing the
project.

5 PowerPoint
done and saved
exactly according
to directions,
student pair
worked on task
and cooperatively
for the duration of
the project.

1-5

Last Revised: December 11, 2005