Teacher:
Heather Entsminger
Instructional Date:
11/7/12
Title:
Context Clues with Jabberwocky
Time:
25-30 minutes
Class:
English 3
Content Area Standard(s):
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
RL.11-12.4. Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Literacy Standard(s):
L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grades 11–12 reading and content, choosing flexibly from a range
of strategies.
 Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
 Identify and correctly use patterns of word changes that indicate different
meanings or parts of speech (e.g., conceive, conception, conceivable).
 Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of speech, its etymology, or its
standard usage.
 Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Enduring Understanding(s):
One concept can have an infinite number of meanings.
The context of our lives is constantly changing.
Essential Question(s):
Who should decide what words make it into the dictionary?
What makes something a “Poem”?
Content:
Jabberwocky, by Lewis Carroll (1871)
Definition of a poem (dictionary and class made).
Definitions of “figurative,” “tone,” “context,” and “connotative”.
Discussion skills: raising hand, waiting to speak, contributing to the conversation,
backing up your opinion, citing the text, etc.
How to find and use context clues.
“I Can” Statements:
--state my point of view aloud.
--participate in an academic conversation.
--define “figurative,” “tone,” “context,” and “connotative”.
--identify context clues.
--use context clues to find or clarify the meaning of a word or phrase.
--see that not all poetry must be “proper,” “dry”, or, “formal”.
Instructional Strategies:
--Graphic Organizers
--Individual Involvement
--Cooperative learning
--Positive reinforcement of effort
--Setting clear objectives
--Inductive Teaching
Activities:
--Bellringer
“What is a poem?” Journaling Activity (3 mins)
--Discuss “I Can” statements (2 mins)
--Definition of “Poem” (dictionary, then journal definitions) (3 mins)
--Review of vocabulary definitions (figurative, connotative, tone, context) (3 mins)
--Reading of Jabberwocky (1min)
--Questions: Do you see figurative language in the poem?
What is the tone of the poem?
(5 mins)
Are all of these words in the dictionary?
--Underline words that you think are made up (2 mins)
--In groups, pick 3 words that you do not know, and, using context clues, define them and
use them in a new sentence.
Come up with one synonym for the 3 words, and replace them. (5 mins)
--Share aloud
How could you tell what the word meant?
Did you disagree on the meaning of a word in your group?
What happened to the poem when you replaced the unknown word with the
synonym that your group created? (4 mins)
--Reflection: (2 mins)
Poetry can mean many different things to different people. We use the context of
our lives and the context of the poem to determine its individual meaning to us.
Can you think of any other life examples in which you will need to use these
skills?
Materials:
Paper
Pen/Pencils
Powerpoint/Projector
Dictionaries
Whiteboard/markers
Jabberwocky Handout
“Context” Graphic Organizers
Differentiation/Modifications/Accommodations:
--Audio, Visual, and Kinesthetic representations of the material will be presented.
--Groups will be formed at random to include students of varying level.
--Students will volunteer information, and will be called on indiscriminately.
--Students may collaborate with each other to answer the questions.
--Students who do not finish the activity may take it home to complete.