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Lesson Name: Vocabulary Development Estimated timeframe: See Pacing Suggestions

3rd 9Wks/ Unit 6/Arc 1 4th Grade

This lesson is appropriate for both Monolingual and Dual Language teachers.

Recommended

Monolingual Pacing: Day 1 – Engage and SE Focus Lesson/Activity 1 Henry. P. Baloney (Teacher Model)

Day 2 – Review SE Focus Lesson and Brave Irene Activities

Recommended

Dual Language Pacing: Day 1 – Engage and Begin Activity 1: Read Aloud 1 time

Day 2 – Continue Activity 1: Read Aloud 2x and Complete Table

Day 3 – Begin Activity 2: Twitter Activity, Read Brave Irene

Day 4 – Walkabout & Activity 2

|Lesson Components |

|Lesson Objectives: The student will read a text and use context clues to determine the meaning of unfamiliar words or multiple meaning words. |

|Language Objectives: The students will read a text and write the context clues and the meaning of unfamiliar words or multiple meaning words. |

|Prior Learning: Students are able to use a variety of strategies to determine the meanings of unfamiliar words. |

|Standards (Texas Essential Knowledge and Skills): |

|4.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. |

|2(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning |

|words RC1 |

|College and Career Readiness: |

|Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing; identify new words and concepts acquired |

|through study of their relationships to other words and concepts. |

|Essential Questions: |

|What context clues did you use to figure out the meaning of ________? |

|What other words can you think of that would make sense in that sentence and in the story? |

|Which words in the paragraph helped you figure out the word’s meaning? |

|Vocabulary |Essential: context clues, syntax, multiple meaning words, explanation, synonyms, antonyms, definitions, idioms |

|Lesson Preparation |Mysteries of Harris Burdick by Chris Van Allsburg |

| |Henry P. Baloney by Jon Scieszka |

| |“Baloney Table” – one per partner |

| |Twitter Poster |

| |Brave Irene by William Steig |

| |Brave Irene Sentences |

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| |Suggested Spanish Texts: |

| |Que monton de tamales |

| |Irene, La Valiente |

| |Baloney, by Jon Sciesxka |

|Anchors of | |

|Support |Word List |

| |1st Prediction |

| |2nd Prediction |

| |Clues |

| |Actual Meaning |

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| |zimulis |

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| |Latvian |

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| |deski |

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| |Swahili |

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| |torakku |

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| |Japanese |

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| |szkola |

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| |Polish |

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| |razzo |

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| |Italian |

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| |pordo |

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| |Esperanto |

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| |buttuna |

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| |Maltese |

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| |astrosus |

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| |Latin |

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| |piksas |

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| |Melanesian Pidgin |

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| |giadrams |

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| |Transposition |

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| |cucalations |

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| |Transposition |

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| |kuningas |

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| |Estonian |

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| |blassa |

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| |Uqbaric |

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| |sighing flosser |

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| |Spoonerism |

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| |fracases |

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| |French |

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| |uyarak |

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| |Inuktitut |

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| |zerplatzen |

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| |German |

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| |speelplaats |

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| |Dutch |

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| |aamu |

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| |Finnish |

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|Differentiation |For the individual/ pair work, be sure to have plenty of books available for the range of independent reading levels of your|

|Strategies |students (addressing readers below, on, and above grade level). |

|Keep in mind that |Special Education: If needed, read the student-selected story to/with them and allow them to verbalize their responses |

|differentiation does |while you write them; Incorporate picture clues into the graphic organizer to help clarify each component; Allow for |

|not discriminate. : )|cooperative learning opportunities (pair them strategically). Students may need pre-teaching in small group with |

|These strategies |characterization and elements of plot. |

|often cross over to |English Language Learners: Pre-teach story content to build language and develop meaning. Use the interactive question |

|meet multiple student|response guide in the ELL Resource book pages 4-13. |

|needs- use your |Extension for Learning: Students write a letter to a friend from Irene’s point of view, explaining what happened to her- |

|knowledge and |using the 6 vocabulary words. |

|understanding of your| |

|students as a guide. | |

|21st Century Skills |CRITICAL THINKING AND PROBLEM SOLVING: Reason Effectively |

|[pic] |Use various types of reasoning (Inductive, deductive, etc.) as appropriate to the situation. |

| | |

| |COMMUNICATION AND COLLABORATION: Communicate Clearly |

| |Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. |

|English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency |

|Standards (ELPS) to support English Language Learners. |

|Lesson Cycle |

|Engage |Creative Learning Strategy – Art Talk |

| |Present a picture from “The Mysteries of Harris Burdick” Ask the following questions: What is happening in this |

| |picture? What in this picture tells you that? (Keep in mind that these pictures can be “read” in many ways… the |

| |story behind them very much up to the reader’s frame of thinking.) What context clues help you know? What more |

| |can you find? |

| |Discuss with students how they used context clues to make meaning of the picture. Teacher says, “Today we will |

| |use context clues to identify meaning for unknown words.” |

|Lesson stages |Day 1 (or Day 1/2 with DL): |

| |Introduce the idea that skilled readers build meaning by using context clues as they read. Tell them that as the|

| |class reads Henry P. Baloney, they will work together to identify clues that reveal the meanings of new and |

| |unfamiliar vocabulary.” |

| |Discuss different ways an author provides clues to the reader for unknown words. Examples: synonyms, antonyms, |

| |appositives, examples. Create an anchor using the different types of clues. |

| | |

| |Activity 1: |

| |Introduce the book, Henry P. Baloney. As you read the story, guide the students to make predictions on word |

| |meaning using the “Baloney Table”. |

| |Read the story a second time to allow students to fill in missed words from the first reading. |

| |During the third reading, discuss words and clues in the text that helped the students identify the meaning of |

| |the words. |

| |As you work with the class, record context clues on the vocabulary chart and, together with the students, |

| |determines the actual meaning or the meaning used in the text. |

| |Formative Assessment: |

| |How were you able to identify the meaning of unknown words? Where did you find clues to help you define the new |

| |words? |

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| |Day 2 (or Day 3/4 with DL): |

| |Tell the students, “It is often necessary to use context clues in everyday situations.” Show students the Twitter|

| |Poster, explaining that, “These are actual Tweets that use the word cautioned.” Discuss the use of the word and |

| |clues in the Tweets that help define the word. Share with students that they will use context clues to identify |

| |vocabulary words found in Brave Irene. |

| |Read Brave Irene to give students context on vocabulary words. |

| |Reading Walk-About: Place sentences from Brave Irene, with new vocabulary, around the room. Students will rotate|

| |around the room and use clues to define the words. |

| |Bring students together as a whole group and discuss student-provided definitions. Students justify their |

| |definitions using the clues from the text. As a class, students create definitions for the new vocabulary words.|

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| |Formative Assessment: |

| |How did the pictures and story plot aid you in defining the new words? |

|Closure Activity |Students act out the meaning of the words using role play (charades). |

|Check for Understanding |Formative: Walk-About, answers to questions, teacher monitors discussions and calls students who are struggling |

|(Evaluation) |to work in a small group. |

| |Summative - Activity 2: Students choose a word from the list of words they have been studying. They fold a paper|

| |into 4 small squares and write the vocabulary word in the middle. They label each square with ‘Context Clues’, |

| |‘Dictionary Definition’, ‘Synonyms’, and ‘Antonyms’. Students read ‘Mexico: My New Home’ (Treasures p.8) and |

| |search for the information to complete each small box for the vocabulary word. (Below) |

|Vocabulary |

|Irene coaxed her mother into bed. |

|Definition |Context Clues from Sentence |

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|Irene made sure she was tucked in snugly. |

|Definition |Context Clues from Sentence |

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|There was no one around to advise her. |

|Definition |Context Clues from Sentence |

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|Irene was welcomed by cheering servants and a delirious duchess. |

|Definition |Context Clues from Sentence |

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|“Don’t fret child,” said the duchess. |

|Definition |Context Clues from Sentence |

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|And the duchess has sent Irene’s mother a ginger cake with white icing, some oranges and a pineapple, and spice candy of many flavors, along |

|with a note saying how much she cherished her gown, and what a brave and loving person Irene was. |

|Definition |Context Clues from Sentence |

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