The Secret of Sarah Revere--Building Vocabulary Lesson

Page history last edited by Lorna Hammer 17 years, 11 months ago

Vocabulary Building Exercise

Author: Lorna Hammer

Intended Grade Level: 5 (with a different list of vocabulary words, this lesson plan could easily be adapted to any age level)

Intended Unit: Revolutionary War

Length of lesson: 5 days

Materials:

--The Secret of Sarah Revere--Game--Word Pursuit Instructions

--A 36" x 48" purchased cardboard display board, cut into four (22 1/2 inch x 16 inch) "game boards" (utilizing the folding center).

--20 small binder clips (per game board) in assorted colors

--Two decks of "matching" cards previously created, either by the teacher or by the students. For instance, one can be vocabulary words and the other can be be definitions--or sentences with the word missing, or examples of the word, or synonyms, or any other description which can be matched to the vocabulary word. Optional: multiple decks, including many of the above options, could be placed in the center, allowing each player to choose a deck to pick from. Each game board requires up to 20 words and 20 matching definitions. (More decks of usages and sentences with missing words may be used.)

--Optional: Using the card pattern, blank cards with words-1.doc have students use Microsoft Word to create their own cards. Print and cut out at least two decks--up to 20 cards per deck--one deck with vocabulary words and one deck of matching definitions. More decks of usages and sentences with missing words may be used.

--To have students hand write cards, which are completely blank, without formatting, use: blank cards.doc

--A mode of transportation for each person--to be used as a token to move around the board. I've painted small plastic, rectangular, baby food containors. Use Velcro to attach distinguishing embellishments--i.e., pictures of significant people copied from the internet.

This lesson plan was developed using Dr. Marzano's six-step approach. For more details, watch this flash presentation http://www.ascd.org/ASCD/pdf/six_step_flash.html or read this information: http://jc-schools.net/tutorials/vocab/strategies/html.

The teacher will choose 3-5 Tier I words for the special education students; 7-12 Tier II words which most students will be able to use in other content areas; and 3-5 Tier III words, which are content specific, for the gifted students.

Day 1, Step 1: Key Vocabulary and Familiar Word Definition. Using familiar language to the students, the teacher will give a description, explanation, or example of each word.

Words	Familiar Word Description/Examples
Tier I (3-5)
Soldier	Someone who has agreed to fight for a country or a cause. Soldiers make up armies.
Taxes	Income "tax" is a dollar amount, a percentage taken out of a worker's paycheck. A sales tax is a percentage of money added on to the price of purchasing products. This money is given to federal, state, and local government offices to help pay for different services that people need. Tax money helps to pay for our schools—for things like the teachers' paychecks, computers, books, and electricity. Taxes also help to pay for many other public services, like police, firefighters, and road maintenance. Without taxes, who would pay for these things?
King	A king is a ruler of a country. In the past kings had lots of power and people were expected to just obey, without having very much choice.
Tier II (7-12)
Independence	When people or countries have freedom to choose, and to act on their own, without having to answer to someone who is in control of them, then they have independence.
Blockade	When people, animals, trucks or ships cannot pass through an area it could be that there is a blockade of some sort—the pathway is “blocked” and something is in the way, usually not just a few things, but a whole group of people, animals, trucks or ships that make it impossible for others to pass through.
Revolutionary	Refers to a change--as in new leadership—usually not in a peaceful way, but by force, for instance, one group might decide to "revolt," have an uprising, and overthrow the government of another.
Congress	A group of people who meet regularly to make laws, plans, and/or rules so that life will be easier for everyone. Congress men and women today are elected officials who represent the general population.
Delegate	When all of the people cannot attend a meeting, they might send a delegate to represent them--that delegate will speak for them and vote for their wishes.
Representative	When someone or something stands for someone or something else, it represents the other. A symbol represents a meaning if it stands for that meaning, i.e. the number "5" represents five of something; a flag represents a country, and, as in government--a person represents a group of people, if they are voicing the wishes of that group to others, standing up for them.
Colonies	Groups of people (or ants) that live together, work together, and look out for each other, within a community-like setting. Especially refers to the original 13 "colonies" that became the first states.
Declaration	A statement which announces something to others, sort of a formal way of letting people know something, to make it official.
Rebellion	When a person or group of people feels like they are being controlled by someone or something that they don’t agree with, they might “rebel." Maybe they will have a revolutionary war, or maybe they will just break the rules, by staying out later than they are supposed to.
Resistance	When people do not agree with what is being done; they might choose not to “go with the flow” they might “resist” or form a “resistance” by refusing to accept the current practices, either individually or as a group or alliance. Sometimes an idea is met with “resistance” because others don’t see it as a good thing. Slavery was an idea that was met with "resistance," by those who believed it was wrong.
Neutral	If someone is neither for nor against a certain idea, he/she is said to be “neutral.” Sometimes it may be because they haven't researched the topic enough to choose a side, but often it is because they understand that both sides make valid points. It is often helpful to have a "neutral" party to negotiate peace between two opposing sides. If you had a see-saw, some people would be on one side, others would be on the other side, and the neutral people would be towards the middle.
Philosopher	Philosophers love wisdom. They like to think about the meaning of life. Why are we here, what is our purpose? How do our beliefs affect our choices, and the world? They usually read the books of other philosophers and write their own views of the world. They are considered intellectuals and scholars. John Locke was a "philosopher" who inspired Thomas Paine to write "Common Sense," which encouraged the colonists to believe in self-government.
Tier III: Thomas Paine	An English immigrant to America who wrote a pamphlet called, "Common Sense" which was read by many Americans during the mid-1700's--it encouraged Americans to dream about becoming independent, breaking away from England. Inspired by Enlightenment philosopher, John Locke.
John Locke	John Locke was a philosopher of the Enlightenment period, who believed that all people were free and equal with certain rights. This was radical thinking compared to the dictatorial rule with which the people were accustomed.
Enlightenment:	A period called the "Enlightenment," during the seventeenth and eighteenth centuries in Europe, focused on the rights and freedoms of individuals in relation to their rulers. John Locke was an Enlightenment philosopher.

Step 2. Students' Turn: Key Vocabulary and Familiar Word Definition. Using his/her own words, each student should fill in the meanings and uses of the words, according to his/her own background knowledge.

Words

Familiar Word Description/Examples

Tier I Words

Soldier

Taxes

King

Tier II Word

Independence

Blockade

Revolutionary

Congress

Delegate

Representative

Colonies

Declaration

Rebellion

Resistance

Neutral

Philosopher

Tier III:
Thomas Paine
John Locke
Enlightenment

Step 3: Visual Representation. In the square for each word, draw a picture, symbol, or metaphor to represent the term. (Another option would be to locate a graphic image to represent this term.)

Name: _________________________________________ Date: _________________

Soldier

Congress

Taxes

Delegate

King

Representative

Independence

Colonies

Blockade

Declaration

Revolutionary

Rebellion

Resistance

Thomas Paine

Neutral

John Locke

Philosopher

Enlightenment

Step 4: Individual student engaged in activities with the words.

LET’S PLAY FOUR-SQUARE VOCABULARY! NAME: _____________________

1. Write the word:

2. Describe the word and give examples.

4. What is the definition?

3. What are some nonexamples?

1. Write the word:

2. Describe the word and give examples.

4. What is the definition?

3. What are some nonexamples?

1. Write the word:

2. Describe the word and give examples.

4. What is the definition?

3. What are some nonexamples?

5. Students engaged with each other in activities using the words.

--The class is divided into groups of four. Looking over the four sheets the students filled out for step 2 --definitions, sentences, and examples--students determine which words were most useful in describing any one given vocabulary word.

--Students write down three of these words per vocabulary word, using blank cards.doc.

--Students create one deck of vocabulary words per group, using the above blank cards.

--All of these words are passed out equally to members of the gorup.

--The group is then to make up a story using these words, with each person taking a turn, adding a sentence, going around the circle.

--One person acts as a secretary, writing down the story.

--The group shares the story with the class.

As a class,

Another group activity:

Students take turns reading paragraphs of the first five pages of "Welcome to Felicity's World--1774," an AmericanGirl book. Vocabulary cards are passed out before beginning, and as the word appears in the text, the person with the word holds it up, and places it on the table in front of them.

Step 6. Students play vocabulary games with classmates. Students play the game that I created called, "Word Pursuit." The Secret of Sarah Revere--Game--Word Pursuit Instructions. Cards for this game are created in the following manner:

(1) Students create one deck of vocabulary words per group, using Microsoft Word and the following card pattern: blank cards with words-1.doc or handwritten with this pattern: blank cards.doc.

(2) Students also create a second deck of matching definitions for their board game, using the same above pattern.

(3) If desired, students may create a third or fourth deck of matching usage cards or matching cards with sentences and blank lines.

The Secret of Sarah Revere--Game--Word Pursuit Instructions

The Secret of Sarah Revere--Lesson Plan