Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

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. beetle, ant, moth: these are all… (birds / insects / jobs / instruments) → insectsPrompt: What do all three have in common?
  2. Which word belongs in this group? pliers, spade, saw, ___ (hammer / milkshake / grasshopper / potato) → hammerPrompt: First name the group.
  3. milkshake, cocoa, water: these are all… (jobs / drinks / tools / insects) → drinksPrompt: 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 / tool / vehicle) → placePrompt: What kind of thing is it?
  2. Read the question. Which is the best definition of a frog? (it is wet / a small animal that hops and lives near water / an animal / a green thing) → a small animal that hops and lives near waterPrompt: 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 library is a ___ where you can borrow books. (place / tool / vehicle / person) → placePrompt: What kind of thing is it?
  2. Read the question. Which is the best definition of a frog? (it is wet / a small animal that hops and lives near water / a green thing / an animal) → a small animal that hops and lives near waterPrompt: 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

eurekami

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

Name

Date

Score/ 6

  1. Question 1

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

    • A. a loud thing
    • B. an instrument you hit to make a beat
    • C. an instrument
    • D. it is round

  2. Question 2

    Choose the group word that completes the definition. A duck is a ___ that swims and quacks.

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

  3. Question 3

    Choose the group word that completes the definition. A rose is a ___ with a lovely smell and thorns.

    • A. bird
    • B. flower
    • C. tree
    • D. vegetable

  4. Question 4

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

    • A. a green thing
    • B. it is wet
    • C. an animal
    • D. a small animal that hops and lives near water

  5. Question 5

    Choose the group word that completes the definition. A scarf is ___ you wear round your neck.

    • A. jewellery
    • B. clothing
    • C. food
    • D. furniture

  6. Question 6

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

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

Free from eurekami.com

for the adult only

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

  1. 1. B. an instrument you hit to make a beat

  2. 2. A. bird

  3. 3. B. flower

  4. 4. D. a small animal that hops and lives near water

  5. 5. B. clothing

  6. 6. B. furniture you sleep on