1. Topic-
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| Contextual Redefinition for Animal Farm |
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2. Content-
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| The strategy of Contextual Redefinition is intended to remove barriers
to understanding of the text by focusing on contextual clues to comprehend
unfamiliar vocabulary words. |
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3. Goals: Aims/Outcomes-
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| This strategy is designed to assist students with word recognition
by providing new and rich contexts for words to facilitate student's
memory of the word and to provide strong and meaningful associations. |
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4. Objectives-
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| SWBAT use context clues to define and verify definitions of new
words |
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5. Materials and Aids-
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| Powerpoint, Vocabulary.com, assigned reading (Animal Farm) |
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6. Procedures/Methods-
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Practice-
1) Present a selection of unfamiliar words to be introduced ahead
of students reading of the selected passage.
2) Present students with an example of how these words can be used
in authentic sentences.
For example:
- We lurched forward, and then up a steep grade, the tractor's tires
straining to grip the muddy terrain (Slate, 2014).
- Perhaps this helps explain the rising popularity of the butler's
pantry, sometimes called a scullery, or secondary kitchen such as
the one Klar has (Forbes, 2014).
- Many have small yellow flags fluttering out front, a sign that the
residents inside "� many of whom are elderly "� are doing okay (Washington
Post, 2014).
- Yet although he was now firmly ensconced in the technology establishment,
there was still something of a revolutionary in him (Forbes, 2014)
- He was growing very stout, and his voice was hoarse with the fat
that pressed on his throat (The Pearl, 1993).
The true sage-king was so benevolent that laws and jails would become
unnecessary "� the people would willingly follow his lead (Time, 2014).
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Independent Practice-
3) Show Words in Isolation: Provide these vocabulary words to students
and ask them to provide definitions for the words based on their exposure
to them in the previous context-rich sentences.
-Lurched
-Scullery
-Fluttering
-Ensconced
-Stout
-Benevolent
4) Students will explain out loud or in writing their thought processes
while coming up with a definition for each word.
5) In small groups, students will discuss and compare their definitions.
6) Ask students to predict what kind of passage has been selected
for them to read. What do they expect the passage to be about?
7) Student will then read the selected passage and takes notes about
their comprehension of the story with special note to the words discussed.
Most importantly, students write down any identifiable differences
between the definition they came up with for the vocabulary words
and the meaning of the word in the selected passage.
8) Students look up the definition of the words from an available
dictionary and discuss in groups, and then as a whole class, any differences
between their definition and the book definition. Students will discuss
other possible ways these words are used in different contexts.
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