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A Change of Heart About AnimalsNoticing Language Lesson and Vocabulary Picture BoardTeacher: Ms. Allysen KikumotoDate: February 13, 2015Class: Expository Writing 1Level: 11th GradePurpose: Students will use thinking maps and a vocabulary picture board to determine and demonstrate the meaning of various words found in the text.Goals and Objectives:- Students will understand and be able to identify unfamiliar words- Students will clarify meanings of unknown words- Students will collectively demonstrate command of Standard English grammar- Students will create a visual representation of the six vocabulary wordsCommon Core Standards:11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).11-12.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Apply the understanding that usage is a matter of convention, can change over time. And is sometimes contested.b. Resolve issues of complex or contested usage. Consulting references (e.g., Merriam-Webster’s Dictionary of English Usage. Garner’s Modern American English) as needed.1-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence. paragraph. or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive. conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning. its part of speech. its etymology, or its standard usage.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).GLO’s: Self-directed Learners, Effective Communicator, Complex Thinker, Quality ProducerAssessments: Students will complete and turn in a note-taker and picture board, which will be graded and used to check for understanding. Mini verbal quiz will be used to assess progress students are making throughout the class time.Materials/Set-Up: Laminated Thinking Maps Boards, Notecards, Dictionaries, Computer/Printer Paper, Markers, Color Crayons, Color PencilsProcedures: IntroductionReview what the author discussed in “A Change of Heart About Animals”Explain the purpose of the lesson and goals of the lesson and that we are working on vocabulary development. Ask, “Why do we need to work on vocabulary development when reading?”DevelopmentalPass out the vocabulary note-takerDemonstrate what the students will be doing by completing an example as a class on the board. Using one word, have the students think of how to define the word. Fill in the circle map, defining the word using at least three synonyms, one antonym, their own definition and an original sentence using the vocabulary word.Students will fill in their note-taker while the teacher presents their circle map.Next, students will be put into partners using the “matching” method. Each student will be given a notecard with a noun on it and the students will be required to stand up and find their matching noun. This will be their partner for this lesson.Pass out the Laminated Thinking Maps Boards, one to each group.Students will go to the board to pick a random notecard that is taped on the board. This notecard will have a number on one side (2-6) and the vocabulary word on the other side.Using this vocabulary word, each group will fill in the circle map, defining the word using at least three synonyms, one antonym, their own definition and an original sentence using the vocabulary word, just like we did in the classroom example.To check for understanding and support the students, ask questions like, “How could you describe this word to someone else?” “What are some other words you could use to explain this vocabulary word?”Students will have dictionaries available to complete their circle maps.Let the students know that they have 10 -15 minutes to complete their circle map.Have each group come to the front of the class to present their circle map. As, they are presenting, the rest of the class should be taking notes on their note-taker. After the presentations, pass out computer/printer paper.Instruct the students to fold it into six boxes.Explain that in each box they will draw their own visual representation of each vocabulary word. Ask, “What picture could you draw that represents this word?” Demonstrate this process on the boardAfter the students have completed their drawings, have them color it in.Collect the completed note-taker and completed picture boards.ConcludingConduct a quick verbal quiz to the students, asking them to share synonyms and their sentences to demonstrate their understanding.Adaptions and Extensions: This lesson incorporates the use of small group work and collaboration, as well as individual work. When working in groups and as a class some students may take on various roles as some students excel at certain skills while others do not. Some students in this class have IEP’s that identify the use of graphic organizers, which will be used throughout the lesson for all students. Higher leveled students will be able to complete the assignment with limited use of thinking maps, whereas lower leveled students will be able to use thinking maps throughout the lesson, as needed. For smaller classes that move at a faster pace, students can do another round of vocabulary words because they do not require as much time. Management Considerations: Providing students with the daily agenda and clear expectations and instructions to prevent inappropriate behaviors. Arranging student grouping for small group work. Using constant checks for understanding through observations and questioning. ................
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