1. Topic-
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| This lesson affords students the opportunity to select personalized
vocabulary words based on their interests and facets of their daily
lives. Through cooperative group discussion, students will generate
their own vocabulary word lists and research the words' meanings.
Each student will create a "My World of Words Journal" that will include
definitions and proper usage information. Students will then participate
in an interactive journal share to elicit feedback from their classmates. |
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2. Content-
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TN.CC.RI.5.
Reading Standards for Informational Text
Key Ideas and Details
RI.5.2.
Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.
Craft and Structure
RI.5.4.
Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area.
Integration of Knowledge and Ideas
RI.5.7.
Draw on information from multiple print or digital sources, demonstrating
the ability to locate an answer to a question quickly or to solve
a problem efficiently.
RI.5.8.
Explain how an author uses reasons and evidence to support particular
points in a text, identifying which reasons and evidence support which
point(s).
RI.5.10.
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high
end of the grades 4-5 text complexity band independently and proficiently.
TN.CC.RF.5.
Reading Standards: Foundational Skills
Fluency
RF.5.4.
Read with sufficient accuracy and fluency to support comprehension.
RF.5.4(a)
Read on-level text with purpose and understanding.
RF.5.4(c)
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
TN.CC.W.5.
Writing Standards
Text Types and Purposes
W.5.2.
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
W.5.2(b)
Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
W.5.2(d)
Use precise language and domain-specific vocabulary to inform about
or explain the topic.
W.5.2(e)
Provide a concluding statement or section related to the information
or explanation presented.
Research to Build and Present Knowledge
W.5.9.
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
W.5.9(b)
Apply grade 5 reading standards to informational texts (e.g., ''Explain
how an author uses reasons and evidence to support particular points
in a text, identifying which reasons and evidence support which point[s]'').
TN.CC.SL.5.
Speaking and Listening Standards
Comprehension and Collaboration
SL.5.1.
Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics
and texts, building on others' ideas and expressing their own clearly.
SL.5.1(a)
Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
SL.5.1(b)
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1(c)
Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
TN.CC.L.5.
Language Standards
Conventions of Standard English
L.5.1.
Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.5.1(d)
Recognize and correct inappropriate shifts in verb tense.
Vocabulary Acquisition and Use
L.5.4.
Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 5 reading and content, choosing flexibly
from a range of strategies.
L.5.4(c)
Consult reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation and determine or
clarify the precise meaning of key words and phrases.
L.5.6.
Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition). |
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3. Objectives-
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Students will...
Use print and non-print sources from their environment to generate
vocabulary lists based on their own interests
Create individual journals that will include a comprehensive definition
of each word
Work collaboratively to research and compile information pertaining
to vocabulary list |
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4. Materials and Aids-
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A selection of print resources (e.g., books, magazines, and pictures
with captions that students may find interesting)
Chart paper or blackboard
Computers with Internet access (preferred but optional)
Dictionary, thesaurus, encyclopedias
WEBSITES
Merriam-Webster Online
OneLook Dictionary
Online Thesaurus
Online Dictionary
National Geographic Explorer
ReadWriteThink's Web Resources Gallery
Little Explorers Picture Dictionary |
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6. Procedures/Methods-
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A. Introduction-
PREPARATION
1. Print copies of Words I Want to Learn More About and My World of
Words Journal handouts for each student.
2. Preview National Geographic Explorer to identify pertinent content
for students.
3. Gather print resources.
4. Schedule computer lab time, if necessary. |
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B. Development-
Day 1: Thinking About How Words Relate to Interests
1. Begin by showing students that there is a "world of words" around
them-online or in magazines, newspapers, books, letters, and conversations,
to name only a few places. Stress that the Internet is a rich source
for words and not just for recreation. Note that you can learn a lot
about words by following what you find interesting.
2. Ask students to go online to a website they might find interesting,
such as National Geographic Explorer, or one of the Web resources
at ReadWriteThink that includes content for students. Guide them to
the articles you preselected. You may also allow students to choose
a book or magazine that they like, perhaps from your collection of
resources. The important thing is for students to select something
they find interesting to read.
3. In small groups, guide students to talk about what they find interesting
about the website or print resource they selected. Ask students to
identify at least one word in the text that they find interesting
and want to know more about.
4. Ask one student to discuss one or two of his or her interests.
Then ask the rest of the class for vocabulary words that pertain to
the student's answers, and write the words on the board or chart paper.
For example, if a student says, "I like to run," ask students to suggest
vocabulary words that fit under that subject area (e.g., perspiration,
thirst, dehydration, fitness). Explain that it's okay if they don't
know exactly what the words mean.
5. Tell students that each day for the next five days they will have
to find a word that is unknown to them but interests them. Distribute
the Words I Want to Learn More About chart to each student. Explain
to students that each day, including that day, they should write the
word they choose on the chart and then fill in where they read or
heard the word, why they selected it for the chart, and what they
think it means. Suggest that they may use a word that they found in
class from the online or print materials. Explain that they don't
have to know the word's definition or spelling, but they must have
a reason for selecting it. For example, a student can bring in a word
they heard their karate instructor use. The student's reason may be
that he or she wants to teach karate to a friend.
6. You should also complete your own Words I Want to Learn More About
chart. Students will become even more motivated when they see the
teacher actively participating and not simply observing.
7. For each of the next four days, remind students to add a word and
fill in the appropriate row on the chart.
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C. Practice-
Day 2: Words We Want to Learn More About
1. After each student has recorded five days' worth of words on his
or her chart, have students meet in small groups.
2. Encourage group members to discuss their word choices and the words'
meanings or what they think the words mean. Circulate among the groups,
sharing one of your word choices and modeling the recording process
on your Words I Want to Learn More About chart.
3. Explain that the next class session will involve researching their
group's words to find definitions, pronunciations, and proper grammatical
uses. Encourage students to bring in the books, magazines, or other
materials in which they found the words. |
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D. Independent Practice-
Day 3: Researching Words
1. Have students meet with their groups and review their individual
word lists. Give each student the My World of Words Journal handout.
2. Using reference materials, such as a dictionary, thesaurus, and
encyclopedia (and possibly a classroom computer), have them assist
one another in researching each word on the list. A whole class trip
to the computer lab would be an ideal way to reinforce that words
are available electronically. Provide the students with these websites:
Merriam-Webster Online. An online dictionary that includes word of
the day and word games.
OneLook Dictionary. This website searches through multiple dictionary
websites. It offers each word in numerous sentences.
Online Thesaurus and Online Dictionary. Both websites offer word definitions
via dictionary or thesaurus. They also provide idioms and sentences.
Little Explorers Picture Dictionary. Illustrated dictionary entries
with meaningful example sentence (multilingual available)
Have students check each word for proper spelling and record the information
pertaining to its correct definition, pronunciation, and proper grammatical
usage. Circulate from group to group and demonstrate how to record
the information. Any incomplete research can be finished at home.
If applicable, encourage students to use a separate sheet of paper
to provide a small picture for each word. It can be an illustration,
a photo, or a newspaper or magazine clipping. |
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E. Accommodations (Differentiated Instruction)-
Day 4: Share the My World of Words Journals
1. Have students meet in their groups to share their journals. Encourage
students to discuss one another's words, give positive feedback, and
ask for clarification as needed. Circulate through the class and preview
the journals. Demonstrate the appropriate positive feedback and relevant
questions.
2. Collect the journals so that you can make copies of them for future
class use. Then return them to the students and encourage them to
share the journals with their families and friends.
3. Find class time over the next few days to discuss at least one
word from each student. Consider discussing several words each day
or even spending one whole class period discussing the words. |
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F. Checking for understanding-
Day 5:
Students may create future word lists to be added to their My World
of Words Journal by generating categories of interest that could be
specific to other curriculum areas (e.g., visual art, music, gym,
computers) or be specific to school and community events. |
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G. Closure-
Day 6:
Students may investigate word usage from other countries (e.g., Australia:
mates=friends; UK: lorry=truck, flat=apartment). Each student may
create a list of identified words and research the words' etymology.
They can then write one sentence for each foreign word, making sure
to use it in proper context. Students should listen to their classmates'
sentences and try to figure out the correct meaning of the word. |
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6. Evaluation-
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Completion of a My World of Words Journal that includes comprehensive
definitions, proper grammatical usage, and imaginative picture clues
on a separate sheet of paper
Collaborative efforts demonstrated by students in conducting thorough
research on words
Interactive, enthused journal share in which students verbalize pertinent
feedback and relevant questions
Rubric
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