Week+2+-+Vocabulary+Lesson

// Narrative // : Ms. Monique will have taught a lesson on characterization prior to this lesson. Student will have been able to step into the story and move through by examining the characters that is the second part of envisionment building process. This next lesson will focus on vocabulary. We will have activities that will invite students to examine new words to add to their existing repertoire. To connect the first lesson of characterization to this vocabulary lesson, we will start with a body biography. Students will choose a character and then find words used in the text, existing words in their repertoire, or a thesaurus to describe that character. This lesson will help the students to "step into" the story and move through with looking at a character and vocabulary closer (Langer).


 * Objective ** : The students will be able recognize unfamiliar vocabulary and also use words to describe characters present in text.


 * Process for students ** : Students will be given a large white piece of paper. They will choose a character in the text and describe them with new vocabulary. They are encouraged to use clues from the text to help them create meaning of the word and character. They will be asked to use a thesaurus to find new words in this project or new words in the text that they were previously unfamiliar with. After they’ve chosen a character, they will draw an outline of their body. They will place the heart with relationship. The hands will denote action. They will determine what would be the most important goals for character? What is this person’s drive? What are some admirable qualities? What are some unfavorable qualities? What colors symbolize character? Can any objects be associated with the character? How does the character appear to others?


 * Process for teacher ** : I will model a body biography by drawing a picture on the board of the wolf from the Three Little Pigs. I will work with the students asking them for words to describe the wolf. I will ask students to use the thesaurus to find new words to use with this body biography or new words or terms used in the story. We will compile a list of words on the board to use for my body biography of the wolf. I will explain that this is what I want students to do with their body biography. I will use formative assessment to make sure students understand the lesson on vocabulary. If I am noticing students using easy words, I will ask them to pick up a thesaurus to try and find a new word to use.


 * Introduction ** : I will explain that we will become more familiar with vocabulary used in the text and also expand our own repertoire in a fun way. I will draw an outline of the wolf from the story, The Three Little Pigs. Then I will ask for words that I could use to describe certain aspect of the wolf’s character. We will take the words suggested on the board and look for new ones.


 * Closing ** : We will have learned to incorporate new words into our lives in our classroom. We will not be afraid of coming across a new word. I will also remind students that they have to read the book during the week and write descriptions of scenes that stood out to them. They will hand this in every morning for a reading check. Also, these notes will help them with a bigger project that we will compile at the end of the unit.

We will also discuss chapters 6-10 at the end of the week. During the discussions I will ask the following questions, if the students still think The Black is still wild and why?, how can the scene with the chestnut stallion unfold, why do you think The Black did not want Alec to leave him alone in the stall? what did Alec tell his parents about his plans for keeping The Black, what were some things that scared The Black in the city, how could a powerful animal be so afraid of anything?, how did The Black feel about Napoleon?, what did Henry do when he was younger, what was Alec thinking during his search? These questions were borrowed for The Black Stallion Curriculum Unit and Lesson Plans. During the discussion students are asked to listen politely to each other. I also want every student to participate in the discussion. Students are also encouraged to take notes on other students ideas. (Amanda)
 * Activities: ** We will build a word wall following the body biography where students will add to when they discover a new word in the text. We will also have an activity with a poem that will be used to describe The Black.

// Self-assessment // : Students may not care about expanding their vocabulary with this lesson. Next time I might use the word wall activity first, so, the students may be more willing to look for new vocabulary they discover in the book.