Reflection: Lesson Planning Skill 2: Vocabulary Strategies - Section 3: Review and Practice of Skills: Vocabulary in Context


I tend to dislike days like these where it feels like each chunk of my lesson is totally disconnected from the other chunks. I know that generally speaking, each chunk is connected by the overlapping language analysis skills, but it feels very much like each section is completely isolated from the other sections. 

I worry that tomorrow will feel similar as we will have a very similar layout to the day with SSR time followed by a grammar drill and then a brief poetry analysis. They will synthesize everything together again on Thursday, so I know where we are headed, but I still don't like this organization. 

Test prep--is there an elegant way to do it? 

The good news is that my kids are rolling with the schedule just fine. I actually think that they appreciate that we are bouncing from one kind of learning/activity to another since none of these things is super fun to work with/do. I guess that I need to worry less about the fluidity of my lesson planning and focus more on how much my students are engaged. Ultimately, if they are hanging with me and doing well with the activities and skills that they are working on, then the day is successful enough, even if it isn't pretty.

  Disjointed Lesson Plans
  Lesson Planning: Disjointed Lesson Plans
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Skill 2: Vocabulary Strategies

Unit 11: Skill Review: Preparing for the State Test
Lesson 2 of 4

Objective: SWBAT to use context as a clue to the meaning of words or phrases by working collaboratively to define unknown words in "By Any Other Name."

Big Idea: How do you comprehend a text when unknown vocabulary gets in the way? Using context clues is a good place to start.

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