1. A LESSON PLAN THAT PROMOTES SKILLS-BASED INSTRUCTION
A presentation by Nansobya Catherine

2. LESSON PLAN SKILL : READING COMPREHENSION
SUB SKILL : Using context clues to unlock the meaning of unfamiliar words in passages or texts.
OBJECTIVE: To provide practice that will help further the student’s skill and mastery of this important reading technique.
EXPECTED OUTCOMES : By the end of the lesson, students should be able to;
Use context clues with sentences and paragraphs to determine the meaning of unknown words.
Demonstrate independence in gathering vocabulary knowledge through the use of context clues when considering a word or phrase important to comprehension.

3. TEACHING METHODS Lecture Question and answer Guided discovery
Presentation
Group discussions
TEACHING AIDS
Short texts,dictionary,charts,white board, laptop and internet(Google documents).

4. GUIDING QUESTIONS What are the guiding questions for this lesson?
Did you re-read the sentence(as well as sentences before and after the known word) to look for clues to tell you what the word means?
What clues can you look for to let you know what the word means?
Are there clues to let you know what the word is the same as?
Are there clues to let you know what the word is not or is the opposite of?
If we leave out the unknown word, what word would make sense to be put there instead?

5. I DO
PENCILS DOWN
WATCH CAREFULLY LISTEN CLOSELY QUESTIONS AT THE END

6. WE DO
RESPOND TO QUESTIONS. PRATICIPATE. WE DO MEANS WE ALL DO.

7. YOU DO
WORK QUIETLY
PRACTISE ON MY OWN
ACHIEVE SUCCESS

8. SKILLS-BASED INSTRUCTION
IT’S HOW WE LEARN BEST

9. WARM UP ACTIVITY CATEGORIES
In this game, one person thinks of a category, such as VEGETABLES. In a circle, every one must take a turn thinking of a vegetable. If someone takes too long to give an answer, the leader will count up to five then that person is out of the game and a new category begins.

10. LESSON DEVELOPMENT Introduction
Key words (context clues, antonym context clues, synonym context clues.)
What are the guiding questions for this lesson?
Did you re-read the sentence as well as sentences before and after the unknown word to look for clues to tell you what the word means?
What clues can you look for to let you know what the word means?
Are there clues to let you know what the word shares meaning with or opposite of?
If you leave out the unknown word, what word would make sense to be put there instead?

11. SYNONYM CONTEXT CLUES What does the word synonym mean?
These are words near a difficult word that mean the same or nearly the same as another word in the sentence.
Illustration
After seeing the picture of the starving children, we felt compassion or pity for their suffering.
Let us look at the word or in between the two words. This is a clue to let us know that the word after the “or” means something very close to the word we are trying to figure out the meaning of. So the word pity means…………………

12. ANTONYM CONTEXT CLUES
These are words around the unknown word that mean the opposite or nearly the opposite of the word. The words “on the other hand” denote what comes after that statement will be the opposite.

13. CONTEXTUAL CLUES
Is there any difference between the lexical (dictionary) meaning of a word and the contextual one? Must you have a dictionary to unlock the meaning of the word. Lets think aloud! Do we agree that a word can have multiple meanings?

14. ACTIVITY
As a class, we are going to read a passages and find the meaning of a set of unknown words using the above discussed clues to unlock the meaning.

15. CONCLUSION
If we help provide this kind of practice to our learners. It will help them master this important reading technique(skill). So my appeal to you teachers is lets help our learners learn how to get the fish and not simply giving them the fish.

16. THANK YOU!