Robust Vocabulary Lesson Planning Sheet
Robust Vocabulary Lesson Planning Sheet
Name: Monica Frank, Jennifer Guerrrero, Traci Ledesma, and Linda Rasmussen
Grade Level: 2nd
Story: The King’s Taster by Kenneth Oppel Date: Feb. 1, 2015
As always, make adaptations to the words selected to meet the needs of your diverse students.
|Tier 2 Words Selected: |
|harnesses, clutched, proclaimed, hunched, appetite |
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|Other Tier 2 Words Considered: |
|Heaved, scuttling |
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|Tier 3 Words: |
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|coronation feast, concoction, marzipan, syllabub, gondola, catapult, filching |
|Planning for instruction/ Resources needed- Copy of book: |
|The King’s Taster (book) |
|Balloons |
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|Day 1- Read aloud The King’s Taster briefly clarifying the following words: coronation feast, concoction, marzipan, syllabub, gondola, catapult, |
|filching |
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|Discuss what Author’s Purpose elements are Persuade, Inform, and Entertain |
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|What book might this be? Why? How do we know? |
|Day 2- Introduce Tier 2 Vocabulary Words using the following steps: |
|Say the word and show the written word on a card or write it on the board. |
|Tell the students the word in the context of the story. “In the story…” |
|Provide a student-friendly definition. |
|Provide an additional context beyond the one used in the story. |
|Give students opportunities to interact with the word. (Partners discuss, hand gestures, act out, etc. as appropriate) |
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|clutched- In the story, the cook clutched at his hair. |
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|clutched means to grip or hold tightly or firmly. |
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|Some examples are: |
|Mrs. O’brien, our librarian, clutched the book after I gave it to her. |
|I clutched my backpack before I got on the bus. |
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|Gesture/motions for clutched- hold hand out with it open and then close it to make a fist as if they are holding something tightly. |
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|Partner chat: |
|What might you clutch at school, home, at a football game? Encourage students use the word clutch. At school I might clutch… At home I clutch… |
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|harnessed- In the story it says, we harnessed the horses and left for France at once. |
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|harnessed – A harness is a set of straps that are put on a horse or a leash for a dog. |
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|Some examples are: |
|My dad harnessed the horses to the wagon. |
|I harnessed my horse first and then put on my saddle. |
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|Gesture/motions for Harnessed- Students take hands and pretend to place a harness over a horse’s head and then take the pretend reins and say, |
|“Giddy-up!” |
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|Partner chat: |
|What might be harnessed at a rodeo, at a farm? Encourage students to use the word harness. At a rodeo I might see a _____ harnessed. |
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|proclaimed – In the story it says, “Chili tacos, Your Highness!” Proclaimed the cook. |
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|proclaim means to announce or declare in an official or formal manner. |
|Some examples are: |
|Mr. Purrell proclaimed it will be pajama day on Friday. |
|The president, Barack Obama, proclaimed that everyone would celebrate the 4th of July with fireworks. |
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|Gestures/motions for proclaimed- Students pretend their hands are drums and sing, da, da, daduh as they slap their hands on their laps with the song. |
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|Ask a volunteer to proclaim: today’s date. Today’s date is…. |
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|hunched – In the story it says, in the kitchen the cook sat hunched over his chair. |
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|Hunched - means to thrust out or up in a hump. |
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|Some examples are: |
|I saw Mrs. Swenson hunched over her desk while she was doing her work. |
|My mom was hunched over after hurting her back. |
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|Gesture/motions for hunched- Students will roll up their back and bring down their head. |
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|Appetite – In the story it says, you’ve been filching candy from my kitchen, and you have spoiled your appetite. |
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|Appetite means a desire for food or drink. |
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|Some examples are: |
|My son has a healthy appetite because he always wants more food. |
|I’m sick to my stomach and have no appetite. |
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|Gesture/motion for appetite- Students will rub their bellies and then pretend to eat. |
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|We will now play a “Bag It” game. You will find each of these words in a bag. Each student will take turns drawing a word from the bag. Have the |
|students go around twice. When a student comes to a word they must act out the word using the motions. |
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|When are other times you might feel this way or use these words--- |
|Clutched - school, home, football |
|Harnessed - rodeo, farm |
|Proclaimed – school, a play, television |
|Hunched – school, home, doctor’s office |
|Appetite – restaurant, cafeteria, home, school |
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|Day 2 (continued)- |
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|Partner chat: |
|What might be proclaimed at school, during a play, on television. |
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|hunch - means to not sit up straight. Instead you are sitting with your back and shoulders rounded. |
|Some examples are: |
|I saw Mrs. Swenson hunched over her desk while she was doing her work. |
|My mom was hunched over after hurting her back. |
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|Gesture/motions for hunched- Students will roll up their back and bring down their head. |
|Partner chat: |
|Why might someone be hunched over at a doctor’s office? |
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|appetite – In the story it says, you’ve been filching candy from my kitchen, and you have spoiled your appetite. |
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|appetite means a desire for food or drink. |
|Some examples are: |
|My son has a healthy appetite because he always wants more food. |
|I’m sick to my stomach and have no appetite. |
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|Gesture/motion for appetite- Students will rub their bellies and then pretend to eat. |
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|Partner chat: |
|Where might you go to satisfy your appetite? |
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|Additional option: “Bag It” game. You will find each of these words in a bag. Each student will take turns drawing a word from the bag. Have the |
|students go around twice. When a student comes to a word they must act out the word using motions. |
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|Day 3- Practice with words: |
|Students should have an opportunity to write and discuss the words with classmates. |
|clutched, harnessed, proclaimed, hunched, appetite |
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|Explain that you are about to play the “Act My Vocabulary Word Out.” During this game you will be divided into groups of five. It is your job to have |
|one person come up to the board with the |
|five balloons. A teacher will choose one of you to pop the balloon and only those near the teacher will be allowed to see the vocabulary word. It |
|will be your job to “Act Out” the vocabulary word to your four classmates. The group that guesses the vocabulary word first gets a point. When |
|everyone is done another balloon will be popped and a new player from each group will get to come “pop” and “act out” the vocabulary word. |
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|Students will gather together as a group at the end of the game. |
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|Additional Practice |
|Give the following clues- |
|When someone states something that is important |
|Something you might do when you achieve a task |
|When you win your game and call grandma you… |
|(PROCLAIM) |
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|When you put a leash on your dog |
|When you strap something down |
|When you saddle a horse you …. |
|(HARNESS) |
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|Someone is sick and they lump their back up |
|When you see someone sad on the playground their back might be like this… |
|A person that has just lost a game might be in this position |
|(HUNCH) |
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|When someone wants to eat all the time… |
|When you are not feeling well, you might loose your…. |
|This refers to how you like food… |
|Your pet has one of these…. |
|(APPETITE) |
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|If I gave a diamond ring to you would do this to it.. |
|You just won a trophy you might do this to it… |
|When riding a roller coaster you might do this to the chair… |
|(CLUTCH) |
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|Day 4- Vocabulary Log: |
|Depending on your classroom procedures or skill level of your students, provide an opportunity for students to record the Tier 2 words. |
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|Tell students you are going to play clue. Students will hear a clue to determine the word. |
|Holding tight on to something (clutch) |
|Strap down (harness) |
|3. Not to stand straight but to bend over (hunch) |
|To want or desire to eat (appetite) |
|To tell something of importance (proclaim) |
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|Day 5 See Attached |
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Robust Vocabulary Test
Name___________
The King’s Taster
Directions: Draw a line connecting the word to the definition.
appetite •to strap something
[pic]
harness •to not stand straight
[pic]
hunch •to want to eat
[pic]
proclaim •to hold tightly to
[pic]
Clutch •to tell something important
[pic]
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