Robust Vocabulary Lesson Planning Sheet



Robust Vocabulary Lesson Planning SheetName: ________Summer Thomson____________________________ Grade Level: ___3__6667527559000Story: _______Martin’s Big Words______________________Date____12/31/13________Martin’s Big Wordsby Doreen RappaportATOS book level: 3.4Grades K-12As always, make adaptations to the words selected to meet the needs of your diverse students. Tier 2 Words Selected:discover, rights, movement, segregation, protestOther Tier 2 Words Considered: freedom, separate, convinced, arrested, courageTier 3 Words:hymn, ministerPlanning for instruction/ Resources needed- Copy of book:Sentence strips, pictures of Tier Two wordsDay 1- Read aloud and discuss Martin’s Big Words briefly clarifying the following words as needed to aid in comprehension: freedom, separate, convinced, arrested, courage.Day 2- Introduce Tier 2 Vocabulary Words using the following steps:Say the word and show the written word on a card or listed on the board.Tell the students the word in the context of the story. “In the story…”Provide a student-friendly definitionTalk about the word in an additional context beyond the one used in the story.Give students opportunities to interact with the word.Note: The italicized sentences indicate words that a teacher might use to instruct the students.*discover— Show the word. Teacher says the word. Students say the word.In the story, Martin said people would “have to discover a way to live together.” Discover.If you discover something, that means you find something by accident, or something you hadn’t seen before.Here’s an example of how I might use the word discover.I was shocked to discover, or find, my daughter’s dog had six puppies during the night.I’m going to ask what you might discover in certain locations. With a partner, take turns sharing what you might discover there)What might you discover, or find in a classroom? I might discover__________ in a classroom.What might you discover on the playground? I might discover ____________ under your bed in the desert (Frame questions to allow students to respond with “I might discover_________.” Show the word. Teacher says the word. Students say the word.*rights— Show the word. Teacher says the word. Students say the word.In the story, Martin said he had “waited more than three hundred and forty years for (their) rights. “If someone has rights, that means they are legally allowed to do something.Here’s an example of how I might use the word rights.Women did not have the right to vote until 1920 with the 19th Amendment to the Constitution.I’m going to give you some examples. If the people have rights, say “It is their right.” If the people do not have rights, say “They do not have the right.”-In the 1950s, all people could sit in the front of a bus-to walk a pet in a “No Dog’s Allowed” area-In the 19509s, all people could share and drink out of the same water fountain -to vote at the age of 18-to practice any religionShow the word. Teacher says the word. Students say the word.*movement—Show the word. Say the word. Students say the word. In the story, Martin believed if he stopped the movement for equal rights, then freedom for all would never happen. Movement. If you are part of a movement, you are part of a group of people working together, or that believe in the same idea.Here’s how I might use the word movement. I supported the movement by students to keep recess instead of canceling it to make more time for learning in class. If I say something that might be part of a movement, say “movement.” If it’s not an example of a movement, do not say anything.-Reduce, Reuse, Recycle-Running for a healthy heart-eating chocolate-“freedom and justice for all”-Not riding a bus for 381 days for equal rights-Reading chapter booksShow the word. Teacher says the word. Students say the word.*segregation—Show the word. Teacher says the word. Students say the word.In the story, it took law makers ten years in Washington, D.C. to end segregation. Segregation.If there is segregation, you are kept apart and made to live, work, or study separately from people of a different color, gender and religion. Here’s an example of how I would use segregation. Because I do not have blonde hair and blue eyes, I was not allowed to play in the bounce house at Dairy Queen; this is an example of segregation. I’m going to give you some examples. If there is segregation, say “segregation.” If not, do not say anything.-A sign that says, “Whites ONLY” can drink out of a water fountain-Study Hall for not completing homework-Not being allowed to attend a school because you are a girl-“Service Dogs ONLY” allowed in the grocery store-Rosa Parks not being allowed to sit in the front of the busShow the word. Teacher says the word. Students say the word.*protest— Show the word. Teacher says the word. Students say the word.In the story, black Americans all over the South protested for equal rights. Protested.If someone protests, that means they say or show publicly they disagree or object to the idea.Here’s an example of how I might use the word protested.When I turned off the Xbox, the kids protested against my decision.I am going to give you some examples. If you think it is an example of protest, say “protest.” If you do not, do not say anything.-My son stomping his feet, because he doesn’t want to brush his teeth-Going to bed nicely, the first time you’re asked-Students complaining about too much homework-Lining up quickly when the bell rings-Marching as group for cause Show the word. Teacher says the word. Students say the word.Day 3- Practice with words:Students should have an opportunity to write and discuss the words with classmates. The most important thing is for students to discuss and use the words in context. Place Students in groups of 4-5 depending on student abilities (L-LA-M-MH-H). Provide each group with pictures and word cards. Have the students discuss and decide which vocabulary best fits each picture. * movement* segregation* protest* discover* rights 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.Three Squares (with synonym)Students will complete a three square graphic organizer. An example is below. Students will draw a picture that best describes the vocabulary word. This will ensure a deeper understanding of each word. Then, students will define the word (you could practice dictionary skills,). Example:Vocabulary Word:movementDefinition:Picture/ Illustration:*movement*segregation*protest*discover*rightsDay 5-Informal Assessment of Tier 2 WordsClosed SortDirections: Use the following words to complete the sentence.movementprotestsegregationdiscoveredrights1. Because Martin Luther King fought with peace and love, he helped put an end to ____(segregation)_________________.2. The ___(protest)____________ was peaceful, the people followed Martin’s big words, and the power of love.3. Due to a peaceful ______(movement)______________ by black Americans, Washington, D.C. ended segregation.4. In order for people to have equal _____(rights)__________, Martin peacefully marched with others, and won a Nobel Peace Prize.5. Since Martin walked with people, talked with people, sang with people, and prayed with people, the world _____(discovered)_______ a way to live with each other, and listened to the power of Martin’s words.Next steps/ Reflection: Use the Key Vocabulary in a “I Have a Dream…” writing. Students will write their own dream and include the Key Vocabulary words in their writings.Venn Diagram—Other civil rights/ Black History book Read-Aloud Comparisons023685500Possible books: This Is the DreamShore, Diane Z.AR Quiz No. 105027 EN Fiction?BL: 4.6 - AR Pts: 0.5028194000White Socks OnlyColeman, Evelyn AR Quiz No. 15247 EN FictionBL: 3.6 - AR Pts: 0.526289009842500 012255500RosaGiovanni, Nikki AR Quiz No. 102969 NonfictionBL: 4.9 - AR Pts: 0.5-22860023050500A Chair for My MotherWilliams, Vera B.AR Quiz No. 9761 EN Fiction HYPERLINK "" ?IL: LG - BL: 3.4 - AR Pts: 0.5I Have a Dream (Abridged)King Jr., Martin LutherAR Quiz No. 154830 EN FictionIL: LG - BL: 4.7 - AR Pts: 0.5Students will compare and contrast Martin’s Big Words with another civil rights book. This could be completed in groups, or as a whole class.Reflection:This book could be used as high as 12th grade because of the content, but it could also be used as low as Kindergarten. I love the content of this book. It uses Martin’s own words to explain how his words fought peacefully for civil rights. ................
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