Vocabulary Building Exercise

Author: Karen Schulte

Intended Grade Level: 5th

Intended Unit: Civil Rights Movement

(Resources: This lesson plan is designed on the principles developed by Robert Marzano in Building Academic Vocabulary. See: jc-schools.net/tutorials/vocab/strategies.html)

Step 1:  The teacher will give a description, explanation, or example of the new term in familiar language to the students.

Step 2:  The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.

Show the power point about the Civil Rights Movement as a powerful visual experience and also parts of Martin Luther King’s “I Have a Dream” speech to introduce the unit to students.

“Free at Last” power point from http://www.teachersfirst.com/20/getsource.cfm?id=8130

“I Had a Dream” footage from http://www.youtube.com/watch?v=Y4AItMg70kg (clip)

Key Vocabulary and Familiar Word Definition

Vocabulary Builder: Making it Visual

Step 3:  Ask the learner to connect an image with the new term—e.g. draw a picture, symbol, metaphor, or locate a graphic to represent the new term.

The Academic Worksheet to be used is found at this site:

http://jc-schools.net/tutorials/vocab/notebook-vocab.pdf

Directions:

Students will use the worksheet to write the vocabulary word and then describe it in their own words. They will also draw a quick picture of what the word means to them.

Provide examples from:

http://images.google.com

However, be careful not to show too many examples – you want the students to make pictures that are meaningful to them and don’t just use the ones provided.

These worksheets will become part of the student’s permanent 3 ring-binder “personal dictionary.”

Elaboration of New Vocabulary Words

Step 4:  The learner will participate in activities that provide more knowledge of the words.

Activity 1:

Read  “Life Under Segregation” p. 31 -49 from Oh, Freedom!, Kids Talk About the Civil Rights Movement with the People Who Made It Happen by Casey King and Linda Barrett Osborne. (Oh, Freedom!)

Activity 2:

Students will make a Word Map using the worksheet found at:

http://www.readwritethink.org/lesson_images/lesson307/wordmap.pdf

Word Map

Directions for students:

• Place the new vocabulary word in box 1.
• In box 2, write a sentence that uses the word from our lesson.
• In box 3, write the definition from your academic worksheet.
• In box 4, write a word that means the same thing as the vocabulary word.
• In box 5, write a word that means the opposite of the vocabulary word.
• In box 6, write other forms of the word (add or drop suffixes or prefixes).
• In box 7, sketch a picture meaning of the word.
• In box 8, write your own sentence using the word.
• Share the word map with the class.

Learning through Interpersonal Exchanges

Step 5:  The learner will interact with other learners using the word (a discussion/skit/play/debate).

Breaking News Skit

In a television news format, students will re-create some of the news breaking events of the civil rights movement. They will break out in groups that have the following roles:

• 5 news reporters – 1 will be the anchor in the studio and 4 roving reporters will be covering live events as they unfold in 4 different locations. Each reporter must use at least 1 vocabulary word in their report.
• Group A - 4 protesters who will carry signs and slogans campaigning for civil rights (they must use at least 1 vocabulary word on their posters). They will be lined up outside a diner that displays a sign “Whites Only.”
• Group B - 4 protesters who will carry signs and slogans campaigning for civil rights (they must use at least 1 vocabulary word on their posters). They will be sitting in desks at an all-white school.
• Group C - 4 citizens who will carry signs and slogans campaigning against civil rights (they must use at least 1 vocabulary word on their posters). They will be standing outside a government building.
• Group D - 1 influential civil rights leader who will be giving a speech at a rally to an audience of 3 that will have signs and slogans campaigning for civil rights (they must use at least 1 vocabulary word on their posters). They will periodically cheer for the speaker who must prepare 5 sentences speaking about civil rights and including at least 1 vocabulary word.
• Optional: If camera equipment is available, one student or the teacher may serve as “camera person” and tape the skit.

Each group has about 10 minutes to prepare their poster and/or speaking parts (note cards may be used for speaking parts). 

Ideas for reporters: Interview the people in your group. Ask questions that require more than a yes or no answer from the person. (i.e. Why are you here protesting today? What do you hope to accomplish?) Try to have more than one person talk in your group. Don’t forget to end your report by throwing the story back to the news anchor.

The news anchor will start the broadcast by interrupting regular programming for a “special report.” He/she will speak briefly about the demonstrations and events happening. Then he/she will refer to Group A’s reporter who will give his/her report. When Group A is finished, the news anchor will refer to Group B’s reporter, then Group C, and Group D.

Reminders: All students should be courteous to other groups as they report – listen carefully and respectfully. When each group is finished with their part, they should stay in place until the entire newscast is finished.  

Review the skit as a class – discuss what worked and what didn’t work. Point out the vocabulary words used – were they used correctly?

Learning by Playing

Step 6:  The learner will participate in games that provide more reinforcement of the new terms

Game #1:  The Fly Swatter Game source: http://jc-schools.net/tutorials/vocab/flyswatter.htm

Divide the class into 2 groups.

Display vocabulary words on the blackboard.

Choose one student from each team and ask them to turn their backs to the words.

Give both students a fly swatter.

Give a definition for one of the words.

The students will face the words and attempt to be the first to "fly swat" the word to earn points for their team.

            Note: Points will be subtracted for anyone who hits another person with the fly swatter, blocks another person from swatting with their arms or body, or throws the fly swatter.

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Oh, Freedom!

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NCSS Ten Themes