SAMPLE LESSON - Center for the Collaborative Classroom · 2017-12-28 · SAMPLE LESSON. Making Meaning ... inhumane means not humane , or cruel . ... Display word cards 163 164 (

© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Sample Lessons, Grade 4 Explore the new digital resources at ccclearninghub.org.

THIRD EDITION

CCC Collaborative Literacy

4GRADE

Vocabulary Teaching Guide | Volume 2

S A M P L E L E S S O N

Making Meaning® Vocabulary Sample Lessons, Grade 4 © Center for the Collaborative Classroom collaborativeclassroom.org

590 Making Meaning® Vocabulary Teaching Guide, Grade 4

R E S O U R C E SRead-aloud • A Picture Book of Rosa Parks by David A. Adler, illustrated by Robert Casilla

More Strategy Practice • “Review the Prefix mis-”

More ELL Support • “Discuss the Word Courageous”

Assessment Resource Book • Week 28 vocabulary assessments

Week 28

Online ResourcesVisit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.

Whiteboard Activities • WA1–WA10

Assessment Forms • “Class Vocabulary Assessment Record” sheet (CA1)

• “Individual Vocabulary Assessment: Word Check 7” answer sheet (IA1)

• “Individual Vocabulary Assessment Student Record” sheet (SR1)

• “Individual Vocabulary Assessment Class Record” sheet (CR1)

• (Optional) “Student Self-assessment” response sheet (SA1)

Reproducibles • Week 28 family letter (BLM1)

• (Optional) “Week 28 Word Cards” (BLM2)

• (Optional) “Week 28 Crossword Puzzle” (BLM3)


Week 28 591

Words Taughtsegregate

integrate

safeguard

defy

misfortune

merit

Words Reviewedalternative

eerie

equitable

feat

precarious

Word-learning Strategies • Using context to determine word meanings (review)

• Recognizing antonyms (review)

• Recognizing synonyms (review)

• Using the prefix mis- to determine word meanings (review)

Vocabulary Focus • Students learn and use six words from or about the book.

• Students review using context to determine word meanings.

• Students review antonyms and synonyms.

• Students review using the prefix mis- to determine word meanings.

• Students review words learned earlier.

• Students build their speaking and listening skills.

Social Development Focus • Students work in a responsible way.

• Students discuss their opinions respectfully.

• Students give feedback in a caring way.

O V E R V I E W



DO AHEAD ✓ (Optional) Prior to Day 3, review the more strategy practice activity “Review the Prefix mis-” on page 604.

✓ Prior to Day 4, visit the CCC Learning Hub (ccclearninghub.org) to access and print this week’s family letter (BLM1). Make enough copies to send one letter home with each student.

✓ Prior to Day 5, make a copy of the “Class Vocabulary Assessment Record” sheet (CA1); see page 206 of the Assessment Resource Book.

✓ Prior to Day 5, make a class set of the “Individual Vocabulary Assessment: Word Check 7” answer sheet (IA1); see page 210 of the Assessment Resource Book. Make enough copies for each student to have one; set aside a reference copy for yourself.

✓ (Optional) Prior to Day 5, make a master copy of the “Student Self-assessment” response sheet (SA1); see page 213 of the Assessment Resource Book. Write the words you have chosen to be assessed on the master copy. Then make enough copies for each student to have one.

✓ (Optional) Visit the CCC Learning Hub (ccclearninghub.org) to access and print the following materials: “Week 28 Word Cards” (BLM2) and “Week 28 Crossword Puzzle” (BLM3). These materials can be used to provide your students with more opportunities to review the words.


Week 28 ODay 1 593

In this lesson, the students: • Learn and use the words segregate, integrate, and safeguard

• Review using context to determine word meanings

• Review antonyms and synonyms

• Work in a responsible way

• Discuss their opinions respectfully

• Give feedback in a caring way

Words Taught

segregate (p. 8)Segregate means “separate people or keep people apart, usually because of race.”

integrateIntegrate means “include everyone or allow everyone to join or participate.”

safeguardSafeguard means “protect or guard.”

I N T R O D U C E A N D U S E S E G R E G AT E A N D I N T E G R AT E

1 Introduce Segregate and Use Context to Determine Its MeaningBriefly review A Picture Book of Rosa Parks.

Show pages 8–9 and review that Rosa Parks grew up in Alabama in the early 1900s. Read the following paragraph from page 8 aloud, emphasizing the word segregated:

“ When Rosa was young, discrimination against African Americans was common. There were ‘Jim Crow’ laws that kept black people and white people segregated. They were kept apart on streetcars and trains, at parks and drinking fountains, in churches, hotels, theaters, and restaurants. Even the United States Army was segregated.”

Tell the students that segregate is the first word they will learn today. Display the “Sentences from A Picture Book of Rosa Parks” chart ( WA1), and explain that these are the sentences you just read.

Point to the word segregated and underline it in both of the sentences in which it appears. Tell the students that they can sometimes figure out

Materials

•A Picture Book of Rosa Parks

•“Sentences from A Picture Book of Rosa Parks” chart (WA1)

•Word cards 163–164 (WA2)

•Word card 165 (WA3)

Introduce Segregate, Integrate, and Safeguard Day 1



the meaning of an unfamiliar word—like segregate—by rereading the sentence that includes the word, or the sentences that come before or after it, to look for clues. Explain that as you read these sentences again, you want the students to think about what the word segregate might mean and which words in the sentences are clues to the meaning of segregate.

Read the paragraph aloud. Then discuss as a class:

Q Based on what you just heard, what do you think the word segregate might mean?

Point to the first prompt and read it aloud.

WA1

MM3e_VTG_G4_W28_WA1_10890_annoA

Sentences from A Picture Book of Rosa ParksWhen Rosa was young, discrimination against African Americans

was common. There were “Jim Crow” laws that kept black people

and white people segregated. They were kept apart on streetcars

and trains, at parks and drinking fountains, in churches, hotels,

theaters, and restaurants. Even the United States Army was

segregated.

PROMPT 1: I think segregate might mean . . .

PROMPT 2: The clues help me figure out the

meaning of the word segregate.

PROMPT 1: “I think segregate might mean . . .”

Have a few volunteers use the prompt to share their thinking with the class. If necessary, explain that segregate means “separate people or keep people apart, usually because of race.”

Then ask:

Q What clues help you figure out the meaning of the word segregate?

Point to the second prompt and have a few volunteers use the prompt to share their thinking with the class.

PROMPT 2: “The clues [‘discrimination against African Americans’ and ‘they were kept apart’] help me figure out the meaning of the word segregate.”

Circle the context clues on the chart as the students identify them. If necessary, point out that discrimination against African Americans and they were kept apart are clues that help us figure out that segregate means “separate people or keep people apart, usually because of race.” Explain that laws that inhumanely segregated black people and white people kept them separate, or apart, from each other.

Teacher NoteIf the students do not immediately determine the meaning of segregate from the context, give them the definition rather than having them guess.

E ELL NoteThe Spanish cognate of segregate is segregar.

Teacher NoteYou might remind the students that inhumane means “not humane, or cruel.”


Week 28 ODay 1 595

Display word cards 163–164 ( WA2) and click to reveal word card 163. Have the students say the word segregate.

2 Talk More About the Word SegregateReview that we usually use the word segregate to talk about separating one group of people from others based on their race. Review that when Rosa Parks was growing up, black people were segregated, or kept apart, from white people on streetcars, buses, and trains and in restaurants and other public places.

Discuss as a class:

Q Why is it unfair to segregate people based on race?

Click 1 on word card 163 (WA2) to reveal the first prompt. Have one or two volunteers use the prompt to share their thinking with the class.

WA2


PROMPT 1: It is unfair to segregate people based on race

because . . .

164163

1 2 3 4 5 6

segregate

PROMPT 1: “It is unfair to segregate people based on race because . . .”

Explain that in some schools students are segregated, or separated, by gender (male and female)—boys attend only classes with other boys and girls attend only classes with other girls. Some people believe that students in gender-segregated classes do better in subjects such as reading, writing, and mathematics.

Ask:

Q [Would/Do] you enjoy attending a school in which boys and girls are segregated in classes? Why? [Click 2 on WA2 to reveal the prompt.] Turn to your partner.

PROMPT 2: “I [would/would not] enjoy attending a school in which boys and girls are segregated because . . .”

After partners have talked, have one or two volunteers use the prompt to share their thinking with the class.



3 Introduce Integrate and Review AntonymsTell the students that the next word they will learn is integrate. Direct the students’ attention to word cards 163–164 (WA2) and click to reveal word card 164. Have the students say the word integrate.

Explain that the words integrate and segregate are antonyms.

Discuss as a class:

Q If segregate means “separate people or keep people apart, usually because of race,” and the words segregate and integrate are antonyms, what do you think integrate means?

Click 3 to reveal the prompt, and have a few volunteers use the prompt to share their thinking with the class.

PROMPT 3: “I think integrate means . . .”

Explain that integrate means “include everyone or allow everyone to join or participate.” Explain that if restaurants and other public places are integrated, they are open to everyone regardless of a person’s race, religion, nationality, or gender; they are not segregated.

4 Do the Activity “Segregated or Integrated?”Tell the students that they will do an activity called “Segregated or Integrated?” Explain that you will describe places or groups of people; then partners will discuss whether the places or people are segregated or integrated and explain why they think so.

Read the following scenario aloud twice:

• In a neighborhood, people of many different races, nationalities, and religions live and work together.

Ask:

Q Is the neighborhood segregated or integrated? Why do you say that? [Click 4 to reveal the prompt.] Turn to your partner.

PROMPT 4: “I think the neighborhood is [segregated/integrated], because . . .”


Using the same procedure, discuss the following scenarios:

• In a science experiment, people with green eyes are kept separate from people with brown eyes.

Q Is the science experiment segregated or integrated? Why do you say that? [Click 5 to reveal the prompt.] Turn to your partner.

PROMPT 5: “I think the science experiment is [segregated/integrated], because . . .”

E ELL NoteThe Spanish cognate of integrate is integrar.

Teacher NoteIf you started an antonym chart, add the words segregate and integrate to it.


Week 28 ODay 1 597

• On a kickball team, men and women of different ages, from different parts of the city, and with different ability levels all play together.

Q Is the kickball team segregated or integrated? Why do you say that? [Click 6 to reveal the prompt.] Turn to your partner.

PROMPT 6: “I think the kickball team is [segregated/integrated], because . . .”

Point to the words segregate and integrate and review the pronunciation and meanings of the words.

I N T R O D U C E A N D U S E S A F E G UA R D5 Introduce and Define Safeguard

and Review SynonymsShow pages 10–11 of A Picture Book of Rosa Parks. Review that an organization called the Ku Klux Klan threatened the lives of African Americans. Read the last sentence on page 10 aloud: “Rosa’s grandfather, Sylvester Edwards, carried a shotgun to protect his family from the Klan.”

Tell the students that the next word they will learn is safeguard. Explain that safeguard means “protect or guard,” and that the words safeguard, protect, and guard are synonyms. Explain that Rosa’s grandfather carried a shotgun to safeguard, or protect, his family.

Display word card 165 ( WA3) and have the students say the word safeguard.

6 Discuss Questions About SafeguardingRemind the students that safeguard means “protect or guard.”

Ask:

Q What might you do to safeguard your bike from getting stolen at night? [Click 1 on WA3 to reveal the first prompt.] Turn to your partner.

PROMPT 1: “To safeguard my bike, I might . . .”

After partners have talked, have a few volunteers use the prompt to share their thinking with the class.

Using the same procedure, discuss the following questions:

Q What might you do to safeguard a cut on your finger from infection? [Click 2 to reveal the prompt.] Turn to your partner.

PROMPT 2: “To safeguard the cut on my finger, I might . . .”

Teacher NoteIf you started a synonym chart, add the words safeguard, protect, and guard to it.

Teacher NoteYou might explain that safeguard is a compound word made up of the words safe and guard. If you safeguard something, you guard it to keep it safe.



Q What might you do to safeguard against slipping on icy steps? [Click 3 to reveal the prompt.] Turn to your partner.

PROMPT 3: “To safeguard against slipping, I might . . .”

Point to the word safeguard and review the pronunciation and meaning of the word.

In this lesson, the students: • Review and practice using the words segregate, integrate, and safeguard from Day 1




Words ReviewedsegregateSegregate means “separate people or keep people apart, usually because of race.”

integrateIntegrate means “include everyone or allow everyone to join or participate.”

safeguardSafeguard means “protect or guard.”

R E V I E W T H E W O R D S1 Briefly Review the Words

Display the daily review cards ( WA4). Review the pronunciation and meaning of each word.

Use “Think, Pair, Share” to discuss:

Q Which of yesterday’s words might you use when you talk with your family or friends? How might you use the word? [Pause; click 1 on WA4 to reveal the first prompt.] Turn to your partner.

Materials

•Daily review cards (WA4)

Review Segregate, Integrate, and SafeguardDay 2


Week 28 ODay 2 599

WA4


321

PROMPT 1: I might use the word when

I talk with . I might say . . .

1 2

safeguardintegratesegregate

PROMPT 1: “I might use the word [safeguard ] when I talk with [my friend Keith]. I might say . . .”


P R AC T I C E U S I N G T H E W O R D S2 Play the Game “Does That Make Sense?”

Tell the students that partners will play the game “Does That Make Sense?” Point to segregate on the daily review cards (WA4), and explain that you will read a sentence that includes the word segregate. Partners will then discuss whether or not segregate makes sense in the sentence and explain why they think so.

Read the following sentence aloud twice:

• To protect small dogs at the animal shelter, small dogs and big dogs are segregated.

Ask:

Q Does the word segregated make sense in the sentence? Why? [Click 2 to reveal the prompt.] Turn to your partner.

PROMPT 2: “The word [segregated] [does/does not] make sense because . . .”


Using the same procedure, discuss the following sentences:

[integrate]

• In 1948 President Harry Truman integrated the army, and African American and white soldiers began to train and serve together.

[safeguard]

• To safeguard her teeth, Jemma brushes after every meal.



In this lesson, the students: • Learn and use the words defy, misfortune, and merit

• Review using the prefix mis- to determine word meanings

• Review synonyms




Words Taught

defyDefy means “resist or refuse to obey.”

misfortuneMisfortune means “bad luck or an unlucky event.”

meritMerit means “deserve or be worthy.”

I N T R O D U C E A N D U S E D E F Y1 Introduce and Define Defy

Show pages 18–19 of A Picture Book of Rosa Parks. Remind the students that in 1955 Rosa got on a bus driven by a man named James Blake. What happened on the bus changed Rosa’s life and life in the United States.

Read page 18 aloud, beginning with the sentence “Rosa was coming home from her work as a tailor’s assistant at a Montgomery department store.”

Tell the students that the first word they will discuss today is defy. Explain that defy means “resist or refuse to obey.”

Review that James Blake told Rosa to give up her seat on the bus for the white passengers. Explain that Rosa defied the driver, or refused to obey him, because she knew that the law that segregated African Americans and whites on buses was unfair.

Display word card 166 ( WA5) and have the students say the word defy.

Materials

•A Picture Book of Rosa Parks




Introduce Defy, Misfortune, and MeritDay 3


Week 28 ODay 3 601

2 Play “Did Milton Defy Someone?”Tell the students that you will describe something that our friend Milton does; partners will then discuss whether Milton defies someone and explain why they think so.

Read the following scenario aloud twice:

• Milton’s dad is cooking soup. When Milton asks if he can have a taste, his dad says, “No. It’s too hot.” Milton frowns and walks out of the kitchen.

Ask:

Q Did Milton defy his dad? Why? [Click 1 on WA5 to reveal the first prompt.] Turn to your partner.

WA5


1

PROMPT 1: Milton [did/did not] defy his dad because . . .

1 2 3

defy

PROMPT 1: “Milton [did/did not] defy his dad because . . .”


Using the same procedure, discuss the following scenarios:

• It’s Milton’s turn at bat in the softball game. When he starts toward home plate, a teammate stops him. “You can’t bat because you’re not good enough,” the teammate says. “You’re wrong, and I’ll show you,” Milton replies, and he walks to the plate.

Q Did Milton defy his teammate? Why? [Click 2 to reveal the prompt.] Turn to your partner.

PROMPT 2: “Milton [did/did not] defy his teammate because . . .”



• The lifeguard at the beach tells Milton to stay out of the water because the waves are getting rough. Milton shouts, “You can’t tell me what to do,” and he runs into the water.

Q Did Milton defy the lifeguard? Why? [Click 3 to reveal the prompt.] Turn to your partner.

PROMPT 3: “Milton [did/did not] defy the lifeguard because . . .”

Point to the word defy and review the pronunciation and meaning of the word.

I N T R O D U C E A N D U S E M I S F O R T U N E

3 Introduce and Define Misfortune and Review the Prefix mis-Show pages 26–27 of A Picture Book of Rosa Parks and review that after Rosa defied the bus driver, she participated in many civil rights demonstrations and marches. In 1957 she left Alabama and went to work in Detroit, where she helped poor people find homes. Read the last paragraph on page 27 aloud.

Explain that the next word the students will learn today is misfortune, and explain that misfortune means “bad luck or an unlucky event.” Explain that in the late 1970s, Rosa had a series of misfortunes, or unlucky events. First her husband died, then her brother, and finally her mother.

Display word card 167 ( WA6) and have the students say the word misfortune.

Point to the prefix mis- in misfortune on the word card, and review that mis- is a prefix that means “wrong or wrongly, or bad or badly.” Explain that when the prefix mis- is added to the word fortune, which means “the things that happen to you in your life,” it makes the new word misfortune, which means “the bad things that happen to you, or bad luck or an unlucky event.”

4 Discuss MisfortunesExplain that misfortune, or bad luck or an unlucky event, happens to us all at some time in our lives. Describe one or two misfortunes you have experienced.

You might say:

“ Last year I had the misfortune of having a flood in my basement. It was a misfortune because there were eight inches of water, and almost everything in the basement was ruined. Recently I had the misfortune of being in an airport when a snowstorm hit. It was a misfortune because I was stuck in the airport for two days.”

Teacher NoteYou might remind the students that earlier they discussed these words that use the prefix mis-: mislead (“lead someone to believe something that is not true”), misjudge (“judge wrongly, or form a wrong or unfair opinion about a person or situation”), and mistreat (“treat badly, cruelly, or unfairly”).

If you started a chart of words that use the prefix mis-, add the word misfortune to it.


Week 28 ODay 3 603


Q What is a misfortune that you or someone you know has experienced? Why was it a misfortune? [Pause; click 1 on WA6 to reveal the prompt.] Turn to your partner.

PROMPT 1: “[My grandfather] had the misfortune of [tripping and falling when he was walking down the sidewalk]. It was a misfortune because . . .”


Point to the word misfortune and review the pronunciation and meaning of the word.

I N T R O D U C E A N D U S E M E R I T5 Introduce and Define Merit and Review Synonyms

Show pages 28–29 of the book and review that Rosa Parks was honored for her work in the civil rights movement. Read the last paragraph on page 28 aloud.

Tell the students that the last word they will discuss today is merit. Explain that merit means “deserve or be worthy” and that the words merit and deserve are synonyms. Point out that people felt that Rosa Parks merited, or deserved, to be honored because of her lifelong fight for equality for all Americans.

Display word card 168 ( WA7) and have the students say the word merit.

6 Discuss People Who Merit Respect or AdmirationExplain that people like Rosa Parks who try to help others merit, or deserve, our respect and admiration. People who accomplish difficult tasks also merit our respect and admiration. Give examples of people you know or know about who merit your respect or admiration.

You might say:

“ A person who merits my respect and admiration is my father. He has worked hard all his life and has been a wonderful father to me. I really look up to him. Another person who merits my respect is my niece, Kit. She just graduated from high school and won a college scholarship. I think that is a wonderful accomplishment. I think Martin Luther King Jr. merits both respect and admiration because of his important work in the civil rights movement.”

E ELL NoteThe Spanish cognate of merit is merecer.

Teacher NoteIf you started a synonym chart, add the words merit and deserve to it.




Q Who is someone you know or know about who merits your respect and admiration? Why? [Pause; click 1 on WA7 to reveal the prompt.] Turn to your partner.

PROMPT 1: “[My friend Claire] merits my respect and admiration because . . .”


Point to the word merit and review the pronunciation and meaning of the word.

M O R E S T R AT E G Y P R AC T I C EReview the Prefix mis-Remind the students that a prefix is “a letter or a group of letters that is added to the beginning of a word to make a new word.” Review that the prefix mis- means “wrong or wrongly, or bad or badly” and that when mis- is added to the word fortune, it makes the new word misfortune, which means “bad luck or an unlucky event.”

Remind the students that knowing the meaning of a prefix can help them figure out the meanings of words that use the prefix. Write the word mispronounce where everyone can see it. Point out that mispronounce is made up of the word pronounce and the prefix mis-.

Ask:

Q Based on what you know about the word pronounce and the prefix mis-, what do you think the word mispronounce means? Turn to your partner.

Have a few volunteers use the following prompt to share their thinking with the class.

PROMPT: “I think mispronounce means . . .”

If necessary, explain that mispronounce means “pronounce wrongly”; if you mispronounce a word, you say it incorrectly.

Using the same procedure, discuss the words mislabel and miscalculate. Then discuss as a class:

Q What is a word that begins with the prefix mis- and means “behave or act badly”? (misbehave)

Q What is a word that begins with the prefix mis- and means “handle something roughly or in the wrong way”? (mishandle)

Materials

• (Optional) Chart paper and a marker

Teacher NoteIf you started a chart of words that use the prefix mis-, add the words mispronounce, mislabel, miscalculate, misbehave, and mishandle to it.


Week 28 ODay 4 605

In this lesson, the students: • Review and practice using the words defy, misfortune, and merit from Day 3




Words RevieweddefyDefy means “resist or refuse to obey.”

misfortuneMisfortune means “bad luck or an unlucky event.”

meritMerit means “deserve or be worthy.”


Display the daily review cards ( WA8). Review the pronunciation and meaning of each word.

Ask:

Q Which of yesterday’s words might you use if you were writing a story about a terrible day? How might you use the word? [Click 1 on WA8 to reveal the first prompt.] Turn to your partner.

WA8


321

PROMPT 1: I might use the word . I might

write . . .

1

meritmisfortunedefy

PROMPT 1: “I might use the word [misfortune]. I might write . . .”

Materials

•Daily review cards (WA8)

•Copy of this week’s family letter (BLM1) for each student

• (Optional) Copy of the “Week 28 Crossword Puzzle” (BLM3) for each student

Review Defy, Misfortune, and Merit Day 4



P R AC T I C E U S I N G T H E W O R D S2 Do the Activity “Create a Sentence”

Tell the students that partners will do the activity “Create a Sentence.” Review that partners will work together to create sentences that use the vocabulary words.

Point to the word defy on the daily review cards (WA8) and review that defy means “resist or refuse to obey.”


Q How might you use the word defy in a sentence? [Pause.] Turn to your partner.

After partners have talked, have a few pairs share their sentences with the class.

Follow up on each response by asking the class to think about the students’ sentence.

M O R E E L L S U P P O R TDiscuss the Word CourageousWrite the word courageous where everyone can see it, and explain that courageous means “brave.” Tell the students that if you are courageous, you do something even if you are afraid. Give an example of something that someone might do that is courageous.

You might say:

“ When a firefighter rushes into a burning house to save someone, she is being courageous, or brave. Even though the firefighter might be afraid or knows she might get hurt, she is still willing to risk her life to help others.”

Briefly review A Picture Book of Rosa Parks. (You may want to read pages 18–23 to the students.) Then ask:

Q How does Rosa show that she is courageous?

Have the students use the following prompt to discuss the question with a partner:

PROMPT: “Rosa shows she is courageous by . . .”

After partners have talked, have a few volunteers use the prompt to share their ideas with the group.

Teacher NoteSupport struggling students by asking questions such as “When have you defied someone? Why did you defy that person?” or “When might you defy someone?” If they continue to struggle, provide a sentence starter such as “The little boy defied his mother when . . .” or “The dog defied its owner and . . .” Then repeat the question.

Teacher NoteIf a pair’s sentence does not convey the meaning of defy (for example, “I defied her” or “She defied me”), point out that the sentence does not make the meaning of defy clear. Then help the students develop the sentence further by asking follow-up questions such as “Why did you defy her and what happened?” or “Why did she defy you and what did you do?”

Teacher NoteSend home with each student a copy of this week’s family letter (BLM1). Encourage the students to talk about this week’s words with their families.

Teacher NoteTo provide students with additional review of words taught during Weeks 27 and 28, you might distribute a copy of the “Week 28 Crossword Puzzle” (BLM3) to each student.


Week 28 ODay 5 607

Ask the students to think about a time when they or someone they know or heard about was courageous. Then have the students use the following prompt to discuss their ideas with the group:

PROMPT: “I think [my aunt] was courageous when [she came to the United States alone and did not speak any English].”

In this lesson, the students: • Review words learned earlier




Words ReviewedalternativeAn alternative is an “option, or something you can have or do instead of something else.”

eerieEerie means “strange and frightening.”

equitableEquitable means “fair and equal for everyone.”

featA feat is an “act or achievement that shows great courage, strength, or skill.”

precariousPrecarious means “perilous, dangerous, or risky.”


Display the ongoing review cards ( WA9). Review the pronunciation and meaning of each word.

2 Play the Game “Finish the Story”Tell the students that partners will play the game “Finish the Story.” Review that you will tell a story, leaving off the last word; then partners will finish the story by deciding which of yesterday’s vocabulary words will make the best ending for it and explain why they think that.

Materials

•Ongoing review cards (WA9)

•Ongoing review activity (WA10)

•“Class Vocabulary Assessment Record” sheet (CA1)

•Class set of the “Individual Vocabulary Assessment: Word Check 7” answer sheet (IA1)

•Class set of the “Individual Vocabulary Assessment Student Record” sheet (SR1)

•“Individual Vocabulary Assessment Class Record” sheet (CR1)

• (Optional) Class set of the “Student Self-assessment” response sheet (SA1)

Ongoing Review Day 5



Display the ongoing review activity ( WA10) and begin the game:

1. Click 1 to reveal the first story (see WA10 below). Point to the story and read it aloud twice, slowly and clearly.

2. Give the students a few moments to think about the story. Then point to the five word choices and ask:

Q Which of these vocabulary words makes the best ending for the story? Why? [Click 1 again to reveal the prompt.] Turn to your partner.

PROMPT: “I think the word [equitable] makes the best ending because . . .”


3. Conclude the discussion by clicking 1 a third time to highlight the correct vocabulary word and reveal the story with the correct word in place.

WA10

STORY 1: Mark and Val are sharing a pizza. Mark cuts it into

two pieces, one larger than the other. “That’s not fair!” Val

complains loudly. “You need to be equitable.”

alternative eerie equitable feat precarious

1 2 3 4 5

4. Finally, click 1 to clear the screen.

Use the same procedure to discuss the remaining stories.

• Story 2: Mrs. Tolsen tells the students that during free time they can read their library books or work on their art projects. Neil responds, “I’ve finished my book and my project. Is there another ?” (alternative)

• Story 3: Martha and Jacob are exploring a cave. In the distance, they hear a low growling sound. “I’ve never heard a sound like that before,” Martha says with a trembling voice. “It’s very .” (eerie)

• Story 4: “Be careful,” Mitch warns Anna as she steps onto the ladder. “This ladder is old and rickety and very .” (precarious)

• Story 5: The crowd roared with delight when the magician made an elephant disappear. “My goodness!” exclaimed Miss Markham. “That was quite a !” (feat)

Teacher NoteEach story on the ongoing review activity (WA10) has a corresponding number: the first story is 1; the second story is 2; the third story is 3; and so on. To play the game, click the corresponding number four times:

• The first click reveals the story. • The second click reveals the prompt. • The third click highlights the correct answer and reveals the story with the answer in place. • The fourth click clears the screen.

Teacher NoteYou might review that rickety means “in bad condition and likely to break.”


Week 28 ODay 5 609

Assessment Notes

C L A S S V O C A B U L A R Y A S S E S S M E N T N OT E

Observe the students and ask yourself:

• Do the students’ responses show that they understand what the words mean?

• Do the students have difficulty using or explaining any of the words? (Note the words with which they have difficulty.)

• Are the students using the independent word-learning strategies they have learned as they read independently?

Record your observations on the “Class Vocabulary Assessment Record” sheet (CA1); see page 206 of the Assessment Resource Book.

Use the following suggestions to support struggling students:

• If only a few students understand a word’s meaning, reteach the word using the vocabulary lesson in which it was first taught as a model.

• If about half of the students understand a word’s meaning, provide further practice through an activity modeled on “Make a Choice” (see Week 1, Day 2, Step 2). For example, if the students are struggling with the word eerie, describe two scenarios and have partners discuss in which scenario something seems eerie. (You might say “Which setting seems eerie: a green field on a warm June afternoon, or a dark forest on a cold November evening?”)

I N D I V I D UA L V O C A B U L A R Y A S S E S S M E N T N OT E

Before continuing with the week 29 lesson, take this opportunity to assess individual students’ understanding of words taught in Weeks 25–28 using the “Individual Vocabulary Assessment: Word Check 7” answer sheet (IA1) on page 210 of the Assessment Resource Book. For instructions on administering this assessment, see “Completing the Individual Vocabulary Assessment” on page 207 of the Assessment Resource Book.

S T U D E N T S E L F - A S S E S S M E N T N OT E

In addition to or in place of the Individual Vocabulary Assessment, you might have each student evaluate his understanding of words taught in Weeks 25–28 using the “Student Self-assessment” response sheet (SA1). For instructions on administering this assessment, see “Completing the Student Self-assessment” on page 211 of the Assessment Resource Book.

Documents

SAMPLE LESSON - Center for the Collaborative Classroom · 2017-12-28 · SAMPLE LESSON. Making Meaning ... inhumane means not humane , or cruel . ... Display word cards 163 164 (