End of The Line Lesson Plan Day 1
Name: Amy Lomas
Date: June 18-22, 2012
Standards: * AZ L.4.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. * c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). * AZ L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based of grade 4 reading and content, choosing flexibly from a range of strategies. * 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. * AZ SL.4.1 - 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.Theme: The End of The Line by Alison L. RandallLesson Topic: Vocabulary/SynonymsObjectives: * Language: * SWBAT – effectively consult reference materials to find appropriate synonyms for key vocabulary words. * Content: * SWBAT – accurately identify synonyms with similar meanings to the key vocabulary words. * SWBAT – work cooperatively in a group setting, contributing meaningful ideas to the group’s discussion.Key Vocabulary: * Gawking * Scrawny * Murmured * Gleaming * Captor * Pang * VarietyMaterials: * Book: The End of The Line by Alison L. Randall * Word Wall Word Strips * Colored Pencils * Black Sharpies * Thesaurus/Dictionaries
| Motivation: “All of us have used a telephone. Some of you may even have your own phones. Think about the last time you used a telephone. Who did you speak to? Did you speak for a long time? What did you talk about? The short story we are going to read today takes place in the late 1700’s. Around this time, telephones were not common. People did not have telephones in their homes. There was no such thing as a cellular telephone. There was no such thing as a text message or a camera phone. At this time, there MIGHT be one telephone in the entire town. Today we are going to read the first half of this story and we will finish the second half tomorrow. Before we begin reading, let’s look at the key vocabulary.” Define key vocabulary. Presentation: Read pages 1-4 of End of the Line out loud. Provide each student with a copy of the story to follow along. Draw students’ attention to the word gawking on page 1. Review this word and define the word again using a dictionary. Ask for volunteers to provide synonyms for this work. Then look up gawk in a thesaurus and share some ideas of synonyms for gawk. Select on synonym and clearly write it on a word strip and decorate the border. Explain to students that they will being doing the same activity today in groups.Practice and Application: Explain to students that they will be working in 6 groups of 4. Each group will receive one of the remaining vocabulary words on a word strip and 4 blank word strips. Each group must identify 4 synonyms for their vocabulary word and create decorated word strips to go on the Synonym Word Wall. All members of the group should be actively participating in the group’s work. The students may use the dictionary and thesaurus as resources. The teacher should be walking around the class during this activity to answer questions and ensure that all students are actively participating in the assignment. Review and Assessment: Review: After each group has completed this task, each group may present their synonyms to the class before they are placed on the word wall. Their presentation should include their vocabulary word and its definition.Assessment: Extension: Further words may be selected from this text or from another text to add to the Synonym Word Wall. The class may add to the wall for the remainder of the year....
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