TOPIC: VOCABULARY (Language Arts, History):



TOPIC: VOCABULARY DisciplineLanguage Arts, History, Performing ArtsGrade Level6 – 12 Type of ActivitySmall Group, Entire Class, Individual, Ongoing, Performing Arts, Writing, Out of SeatObjectivesStudents will define new vocabulary words from Travels with Charley and place them on a “Word Wall.”Students will identify the etymology of many of the words.Students will be able to use these new words in sentences/short skits.OverviewStudents need to understand and define words from the book with which they are not familiar. In small, pre-assigned pairs, students will be responsible for choosing and defining, for the class as a whole, vocabulary words.Ultimately, it should be the students’ responsibility to make their own vocabulary lists and definitions, as well as the etymology of every fifth word (or another amount chosen by the teacher). This list should include slang terms as well. Below is a “starter” list of words and definitions:Moored (p. 11, verb): To secure a ship, boat, etc. by cables, anchors or lines. Shanks (p. 32, noun): Legs.Cur (p. 50, noun): A mongrel dog.Pullman (p. 74, noun): A luxurious railway coach or car.Amorous (p. 99, adjective): Displaying love or desire.Jaunty (p. 111, adjective): Lively, carefree.Incised (p. 128, verb): Cut into.Miocene (p. 147, noun): Geological period from approximately 23 million to 5 million years ago.Bracero (p. 175, noun): Mexican farm workers brought to the United States for “temporary” farm labor during World War II.Lynch (p. 193, verb): To unlawfully kill a person for a crime or a perceived crime, especially against social norms. Used as a method of enforcing the power of whites over African Americans.Materials Needed/PreparationCopies of Travels with CharleyClassroom dictionariesTravels with Charley notebooksButcher paper/markersCopies of vocabulary organizer (blank or partially completed version). Optional.Estimated Time Ongoing—teachers should take time as needed/available (perhaps 5-10 minutes at the end of each class devoted to Travels with Charley).ProceduresDisplay vocabulary organizer on projection screen. Optional: Hand out copies of the vocabulary organizer (blank or partially completed).For vocabulary terms, students should become “vocabulary partners” with someone at the beginning of the unit. At the end of each class devoted to Travels with Charley (5-10 minutes, time permitting), partners should meet and identify and define new vocabulary words.Students will use the vocabulary organizer (or create one on their own in their notebooks) to list the page number, to quote the passage where the word is used, to define the word and give its part of speech, and to use the word in a sentence of their own.Eventually, all words defined in class will be shared by all on a “Word Wall.”This activity can be done in a digital environment as well using wiki pages, a Google Form, or other resources.The Word Wall:All student-identified vocabulary words (or other key terms) and definitions should be written and posted on butcher paper in the classroom; this is essentially an ongoing “word wall,” which students have created and of which they can be proud.A word wall is a display area in the classroom devoted strictly to vocabulary/terms that will be used, or are being used, during the course of a particular unit of study. A word wall may be unfamiliar to secondary teachers (it is mostly associated with the elementary classroom).? Regardless, the word wall is wonderful for all ages and promotes vocabulary growth leading ultimately to improvement in literacy. It is a great device for all, but especially for those students who do not speak English as their first language. Use butcher paper to tape up (or place in “pockets,” etc.) words/definitions around the classroom. Then, as teachers or students introduce new vocabulary, add the words to the wall. Encourage students to add small drawings as well.All students will be expected to write in their notebooks (or vocabulary organizer) the words and definitions. For ongoing homework, students will be expected to use all new words in original sentences. Ongoing, students (in small groups) may perform a short skit using all the words defined so far.Post Activity/Takeaways/Follow-upTakeawaysThis is an ongoing activity, but student partners should be sure to maintain their list of words and definitions. After the unit, partners can switch and test each other on words/definitions for a final vocabulary examination for Travels with Charley.Follow-up Teachers will monitor and grade student-based tests. AssessmentTest students regularly on words and definitions. The frequency of such vocabulary quizzes (with the Word Wall covered, of course!) is up to the individual teachers. A final examination would also be recommended.Standards MetCalifornia State Content Standards MetPerforming Arts: Theatre Content Standards 6-12Artistic Perception: 1Creative Expression: 2Historical and Cultural Context: 3Connections, Relationships, Applications: 5Common Core State Standards MetReading Standards for Literature 6-12Key Ideas and Details: 1Craft and Structure: 4Range of Reading and Level of Text Complexity: 10Writing Standards 6-12Text Types and Purposes: 3Production and Distribution of Writing: 4,5Speaking and Listening Standards 6-12Comprehension and Collaboration: 1Language Standards 6-12Conventions of Standard English: 1,2Knowledge of Language: 3Vocabulary Acquisition and Use: 4,5,6Reading Standards for Literacy in History/Social Studies 6-12Key Ideas and Details: 1Craft and Structure: 4Range of Reading and Level of Text Complexity: 10Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12Production and Distribution of Writing: 4,5 ................
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