Lessons & Units :: Vocabulary in Context 3rd Grade Unit

Lesson 1: Contrasting Statements

Lesson Plan

Learning Goal
Use contrasting statements to determine the meaning of an unknown word.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Guided and Independent Practice Passage, ”The Crab” and Worksheet, Independent Practice Worksheet
Not Provided: N/A

  • Teacher Modeling

    will explain how contrasting statements can help you understand the meaning of a new vocabulary word, because they tell you the opposite meaning of the word. I will verbally give the example, “The kitchen was usually filled with delicious smells; but today the scent was repulsive.” I will explain how the first part of the sentence helps me understand the word “repulsive.” I know that the second part of the sentence is a contrasting statement because it uses the word “but.” Often, contrasting statements will start with words such as “but,” “however,” or “although.” I will repeat this strategy with the example, “When I brought home the note from my teacher I thought my mom would examine it, however, she barely glanced at it.”

  • Think Check

    Ask: How did I determine the meaning of the unknown words? Students should respond that you read the sentence and used the part of the sentence that was contrasting to infer the meaning of the unknown word.

  • Guided Practice

    will read the first paragraph of “The Crab” (passage is provided) and use the contrasting statements to determine the meaning of the first two words in bold. (See Guided Practice and Independent Practice Student Worksheet in Teacher and Student Materials below.) We will discuss how we determined the meaning of the words by citing specific evidence from the contrasting statement.

  • Independent Practice

    will read the rest of the passage and use contrasting statements to determine the meaning of the remaining words in bold. You will explain how you determined the meaning of the bold words by using contrasting statements. (Student Independent Practice is provided below.)

Build Student Vocabulary impatient

Tier 2 Word: impatient
Contextualize the word as it is used in the story When Miguel and the main character take the crab back down to the ocean, Miguel told the main character, “to stop being so impatient. The crab just needed some time to feel better before he swam away.”
Explain the meaning student-friendly definition) Impatient means not willing or able to wait calmly. An impatient person is not patient. When Miguel told the main character to stop being so impatient, he was trying to tell the main character to stop being so restless while they waited for the crab to swim to the ocean.
Students repeat the word Say the word impatient with me: impatient.
Teacher gives examples of the word in other contexts I was impatient when I had to wait at the doctor’s office. I was impatient when I was I line at the grocery store.
Students provide examples When have you been impatient? Start by saying, “I was impatient when ___________________.”
Students repeat the word again. What word are we talking about? impatient
Additional Vocabulary Words familiar, ecstatic

Build Student Background Knowledge

Tell your students that you are going to read a passage called "The Crab." Explain that crabs are crustaceans. Crustaceans are animals whose skeletons are on the outside of their body. They live in saltwater and breathe through gills, like fish. They have joints on their body, and they have feelers for touching feeling and smelling. Share some photographs of crustaceans like lobsters, crabs, and shrimp. Point out their hard exterior, joints, and antennae.

Texts & Materials

Standards Alignment

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User Comments

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Submitted by emily.drummond_1749077 on 1/8/16

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Submitted by vejohnson_1315100 on 4/19/15

This is such a great lesson, and I love the way this objective is broken down. It's perfectly paced to gradually release students in a way that makes sense, especially since this concept is tricky for a lot of my students. We ended up having to spend a a lesson and a half on the guided practice and the rest of the second day on the independent practice, but now they are so much better prepared to find the meaning of new vocabulary words.

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Submitted by Carole Pippin on 10/31/12

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Submitted by Al on 8/29/12