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English lesson plan · 1st grade (Year 2 in England) · 30 minutes

Define a word: what group, and what makes it special?

Vocabulary

CCSS L.1.5.BEngland: Y1 VocabularyEngland: Y2 Vocabulary

Objective and success criteria

Students will: Define a word: what group, and what makes it special?.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Name the group: fruit, insects, tools…

Leads to: Work out a new word from the sentence around it

Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Name the group: fruit, insects, tools…). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. drum, recorder, trumpet: these are all… (birds / instruments / vegetables / insects) → instrumentsPrompt: What do all three have in common?
  2. Which word belongs in this group? vet, plumber, pilot, ___ (harp / robin / peach / nurse) → nursePrompt: First name the group.
  3. thumb, shoulder, wrist: these are all… (sports / body parts / vegetables / fruits) → body partsPrompt: What do all three have in common?

Hook · 3 min

  • Show an interesting word in a sentence and ask what it might mean from the clues around it.
  • Share the objective: Define a word: what group, and what makes it special?. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Choose the group word that completes the definition. A hammer is a ___ for banging in nails.
  • Step 1: A good definition says what group something belongs to and how it is different from others in that group.
  • Step 2: Put it back into the sentence and read it aloud: "A hammer is a tool for banging in nails."
  • Step 3: So the answer is: tool
  • Answer: tool
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Choose the group word that completes the definition. A library is a ___ where you can borrow books. (place / person / vehicle / tool) → placePrompt: What kind of thing is it?
  2. Read the question. Which is the best definition of a fork? (something in the kitchen / a tool with points for eating food / it is metal / a tool) → a tool with points for eating foodPrompt: A good definition says the group AND something special.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Choose the group word that completes the definition. A violin is an ___ you play with a bow. (animal / instrument / vehicle / tool) → instrumentPrompt: What kind of thing is it?
  2. Read the question. Which is the best definition of a fork? (it is metal / a tool / something in the kitchen / a tool with points for eating food) → a tool with points for eating foodPrompt: A good definition says the group AND something special.

Watch out for

  • Picking a "bigger" synonym that doesn't fit the meaning.
  • Ignoring the clues in the rest of the sentence.

Support and stretch

Support

  • Review first: Name the group: fruit, insects, tools….
  • Use concrete materials: word cards.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Work out a new word from the sentence around it.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-1.

Free lesson plan from eurekami.com/lesson-plan-builder

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Define a word: what group, and what makes it special?

Name

Date

Score/ 6

  1. Question 1

    Choose the group word that completes the definition. A shark is a ___ with sharp teeth.

    • A. insect
    • B. reptile
    • C. bird
    • D. fish

  2. Question 2

    Read the question. Which is the best definition of a fork?

    • A. it is metal
    • B. a tool with points for eating food
    • C. something in the kitchen
    • D. a tool

  3. Question 3

    Choose the group word that completes the definition. A carrot is a ___ that grows under the ground.

    • A. vegetable
    • B. fruit
    • C. insect
    • D. flower

  4. Question 4

    Read the question. Which is the best definition of a bed?

    • A. furniture
    • B. furniture you sleep on
    • C. something soft
    • D. it is in a house

  5. Question 5

    Choose the group word that completes the definition. A dentist is a ___ who looks after teeth.

    • A. animal
    • B. place
    • C. person
    • D. machine

  6. Question 6

    Choose the group word that completes the definition. A hammer is a ___ for banging in nails.

    • A. fruit
    • B. vehicle
    • C. tool
    • D. toy

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Answer key: Define a word: what group, and what makes it special?

  1. 1. D. fish

  2. 2. B. a tool with points for eating food

  3. 3. A. vegetable

  4. 4. B. furniture you sleep on

  5. 5. C. person

  6. 6. C. tool