Vocabulary Lesson Plan:
Subject:English Grade level: 10th
Unit: Julius Caesar Day/periods: 3/22/12, 50 minutes
Topic: Vocabulary words in Julius Caesar
Content Standards:
Speaking and Listening Standard 1 a-e: Initiate and participate effectively in a range of collaboration discussion with diverse partners on grades 9-10 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.
Language Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language Standard 4 a-d: Determine or clarify the meaning or unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies.
Learning Experience Outcomes:
Students will:
Determine the meaning of four new vocabulary words: tragedy, dialogue, soothsayer and conspirators.
Discover new ways to define words using different context clues.
Work collaboratively in groups.
Apply new words in sentences.
Learning Experience Assessments
Completion of notes during group activity.
Observation of group participation and answering questions during discussion.
Completion and correctness of homework assignment (new sentences).
Differentiation
Approaching Basic understanding of new vocab.
On-level Application of words in future assignments.
Beyond Making deeper connections with words and doing more sentences in homework assignment
Curriculum Integration: Literacy, linguistics and history
Procedures/Strategies: Split students into four groups, students answer question written on board in their journals, explanation of each context clue used in group activity, group activity rotating until each group has done all four words, class discussion of each word and their relation to the given context clue and sentence, one students from each group will have to present to the class one word and how they related it to their prior experiences, explanation of homework assignment.
Materials/Resources
4 index cards
Whiteboard
Marker
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will sit in four, pre-assigned groups. At each group there will be a flashcard with a word and a clue written.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) Written on the board: Without using any clues or help, write down in your journals what you think the word on your group’s flashcard means.
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) The students will have to relate each new vocabulary word to an experience and/or situation they have already encountered in their lives.
Direct Instruction (input, modeling, check for understanding) Explanation of clues on each flashcard:
(These explanations will not use the specific word on the card because they will do that in their groups, but it will be more of an overall way of how to apply each clue to whenever the students are trying to learn new words.)
1. On group one’s flashcard the students will find the word tragedy. On the back the card will say, “Use compare/contrast clues in the sentence to determine the meaning of tragedy.” Then I will provide them with a sentence using the word. To the class I will explain specifically how to use compare/contrast clues.
2. Group two’s word on the flashcard will be “dialogue.” On the back the card will say, “Use this illustration to help determine the meaning of dialogue.” There will be an illustration of two stick figures with conversation bubbles above them. To the class I will explain how to use illustrations to help determine the meanings of words.
3. Group three’s word will be “soothsayer.” On the back the students will “use logic clues in the sentence to get the definition of the word, soothsayer.” I will explain to the class how to use logic clues in context to find a word’s definition.
4. Lastly, group four’s word is “conspirator.” They will “use cause/effect clues in the sentence to determine the definition of conspirator.” I will explain to the class how a cause in a sentence can help reveal the meaning of the result, or vice versa, in a sentence.
After guided practice in groups:
5. Go over as a class each card and context clue, but this time it will be specific to each word given, as opposed to the explanation prior to the guided practice. This will help reinforce the meaning to each new vocabulary word.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Students will be split up into four groups.
2. Each group will have their own word, clue and sentence to help them determine the meaning of the new word.
3. Each student will keep a sheet of paper with them to keep track of each word.
4. They will have to state what they believe to be the definition and how they determined it using the clue on the card.
5. Lastly, students will relate the word to a prior experience or situation.
6. After they are done with one flashcard, the students will rotate groups and repeat the steps until they have done all four words.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) One student from each group will present one word and how they related it to a prior experience or situation.
Independent Practice (what students will do to reinforce learning of the lesson) Students will need to use their four new words in sentences. Each word needs to be written in two different sentences, so in total 8 sentences.
Unit: Julius Caesar Day/periods: 3/22/12, 50 minutes
Topic: Vocabulary words in Julius Caesar
Content Standards:
Speaking and Listening Standard 1 a-e: Initiate and participate effectively in a range of collaboration discussion with diverse partners on grades 9-10 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.
Language Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Language Standard 4 a-d: Determine or clarify the meaning or unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibility from a range of strategies.
Learning Experience Outcomes:
Students will:
Determine the meaning of four new vocabulary words: tragedy, dialogue, soothsayer and conspirators.
Discover new ways to define words using different context clues.
Work collaboratively in groups.
Apply new words in sentences.
Learning Experience Assessments
Completion of notes during group activity.
Observation of group participation and answering questions during discussion.
Completion and correctness of homework assignment (new sentences).
Differentiation
Approaching Basic understanding of new vocab.
On-level Application of words in future assignments.
Beyond Making deeper connections with words and doing more sentences in homework assignment
Curriculum Integration: Literacy, linguistics and history
Procedures/Strategies: Split students into four groups, students answer question written on board in their journals, explanation of each context clue used in group activity, group activity rotating until each group has done all four words, class discussion of each word and their relation to the given context clue and sentence, one students from each group will have to present to the class one word and how they related it to their prior experiences, explanation of homework assignment.
Materials/Resources
4 index cards
Whiteboard
Marker
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will sit in four, pre-assigned groups. At each group there will be a flashcard with a word and a clue written.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) Written on the board: Without using any clues or help, write down in your journals what you think the word on your group’s flashcard means.
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) The students will have to relate each new vocabulary word to an experience and/or situation they have already encountered in their lives.
Direct Instruction (input, modeling, check for understanding) Explanation of clues on each flashcard:
(These explanations will not use the specific word on the card because they will do that in their groups, but it will be more of an overall way of how to apply each clue to whenever the students are trying to learn new words.)
1. On group one’s flashcard the students will find the word tragedy. On the back the card will say, “Use compare/contrast clues in the sentence to determine the meaning of tragedy.” Then I will provide them with a sentence using the word. To the class I will explain specifically how to use compare/contrast clues.
2. Group two’s word on the flashcard will be “dialogue.” On the back the card will say, “Use this illustration to help determine the meaning of dialogue.” There will be an illustration of two stick figures with conversation bubbles above them. To the class I will explain how to use illustrations to help determine the meanings of words.
3. Group three’s word will be “soothsayer.” On the back the students will “use logic clues in the sentence to get the definition of the word, soothsayer.” I will explain to the class how to use logic clues in context to find a word’s definition.
4. Lastly, group four’s word is “conspirator.” They will “use cause/effect clues in the sentence to determine the definition of conspirator.” I will explain to the class how a cause in a sentence can help reveal the meaning of the result, or vice versa, in a sentence.
After guided practice in groups:
5. Go over as a class each card and context clue, but this time it will be specific to each word given, as opposed to the explanation prior to the guided practice. This will help reinforce the meaning to each new vocabulary word.
Guided Practice (how students will demonstrate their grasp of new learning)
1. Students will be split up into four groups.
2. Each group will have their own word, clue and sentence to help them determine the meaning of the new word.
3. Each student will keep a sheet of paper with them to keep track of each word.
4. They will have to state what they believe to be the definition and how they determined it using the clue on the card.
5. Lastly, students will relate the word to a prior experience or situation.
6. After they are done with one flashcard, the students will rotate groups and repeat the steps until they have done all four words.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) One student from each group will present one word and how they related it to a prior experience or situation.
Independent Practice (what students will do to reinforce learning of the lesson) Students will need to use their four new words in sentences. Each word needs to be written in two different sentences, so in total 8 sentences.