Language Arts and Literature Resource Book

Language Arts and Literature Resource Book

Kristy Treven

Sunny McMurray

CI 475

5 May 2009

Vocabulary

Vocabulary Introduction Chart

Introduction:

A vocabulary introduction chart is a graph composed of eight different columns, and no

more than 11 rows. The column headings are as listed: Word, Never heard it before, I have seen

or heard it, but I don‟t know what it means, I know one meaning of this word and can use it in a

sentence, I know more than one meaning and know several ways to use it, I think it means,

Actual meaning, and Picture. Under the Word column, you will supply no more than ten

vocabulary words from a unit or book. The child will then fill in the appropriate boxes including

what they think it means.

After they have finished, begin reading the chosen book. At the conclusion, break

students into groups and assign each group one or two words from the chart. Have them work

together to come up with an accurate definition, use in a sentence, and a picture. They must use

one or more sources (book, dictionary, or online) to come up with an answer. Make sure the

definitions provided by each group are appropriate. When they are finished, have each group

present their poster (PowerPoint, overhead etc) to the entire class. The class will then fill in the

appropriate boxes on their vocabulary introduction chart (students may draw a different picture if

they so desire or write the definition in their own words).

Illinois State Learning Standards:

The above activity corresponds to three different state standards. The first is 1.B.4a

Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate

reading with information from other sources (www.isbe.state.il.us). The vocabulary chart would

be used as a way to preview a certain book. The words chosen by the teacher would be ones that

students might struggle with, and therefore provide clarification. The activity would relate each

word to students‟ personal experiences by allowing them to think about if they know the word,

where they‟ve heard it before etc. It also relates to 5.B.4a Choose and evaluate primary and

secondary sources (print and nonprint) for a variety of purposes, and 5.C.4b Produce oral

presentations and written documents using supportive research and incorporating contemporary

technology (www.isbe.state.il.us). The group presentation portion of the activity allows students

to work together to research the definition of the word using various resources (the book,

dictionary, or internet). It would also be used as their supportive research in their oral

presentation before the class. The poster, PowerPoint, or overhead, would require a written part

which also supports this standard.

Specific Application:

I would use this activity when beginning a unit on Shakespeare‟s Romeo and Juliet. I

would use it specifically with the book Romeo and Juliet for Kids, by Lois Burdett and William

Shakespeare (appropriate for ages 7-12). It is a children‟s book written in rhyming couplets.

Before reading the book with the class, I would present them with the words chosen from the

text. Some of these words might include feud, serene, taunted, fray, score, reap, brawl, adieu,

and mistempered. These words come from the first nine pages of text, and some, like „score‟,

are not the traditional definition that many know. After filling out the first six columns, I would

read the story up to the end of the words I had chosen. I would break up the reading simply

because the story is so long. For instance, with the words I have given, I would stop after page

nine. Then splitting the class into groups, I would have them work together to fill out the last

two columns, then join together to go over their answers as a class. I would repeat this activity

with each chunk of the book.

Lesson Plan: Modeling

Vocabulary: Vocabulary Introduction Chart

Subject Area: Language Arts and Literature

Grade Level: High School Level, Special Needs

Student Objectives:

Students will be able to clarify meanings and uses of words prior to reading a book.

Students will be able to use resources for a specific purpose.

Students will be able to orally present information using their supportive research.

Standards Addressed:

1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and

relate reading with information from other sources

5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of

purposes

5.C.4b Produce oral presentations and written documents using supportive research and

incorporating contemporary technology

Sources:

Romeo and Juliet for Kids, by Lois Burdett and William Shakespeare

Sunny McMurray, Curriculum and Instruction Professor, University of Illinois at

Champaign-Urbana

Materials/Resources:



Implementation

Set and Lesson Opening:

I. Introduce the lesson. Explain the expectations for student behavior. Share the learning

objectives with students.

a. How many of you have heard or seen words that you didn’t understand? What

did you do to find out the meaning? What are some other ways or resources that

we could use to find out the meaning of a word?

II. Build a background/context for the lesson.

a. Has anyone heard of William Shakespeare? Today we are going to read a book

about one of his plays. Do you think there might be some words we won’t

understand? Why do you think it might be important to learn the meaning of a

word before we read something?

Procedures:

III. This week we will read Romeo and Juliet. But since there might be some words we

don’t know, I have an activity that might help us to figure it out.

a. Hand out copies of vocabulary chart

i. Explain the first six (out of eight) columns and what they mean. I’m going

to say a word, and I want you to write it down underneath the word

column. Give “feud” as the first word. Now I want you to decide if you’ve

never heard it before […] or I know more than one meaning and know

several ways to use it. Please mark the appropriate box. If you know

what you think it means, please write that down as well. Continue with

the rest of the chosen words.

ii. Were there any words in that list that you didn’t know? More than two?

iii. As I read this book, I want you to listen very carefully for these words and

see if you can figure out what they mean.

IV. Read the book

a. Do not have students write down the definitions while you read, let them focus

on listening

V. Split the students into equal groups (or work individually) and given them one or two

of the words from the vocabulary chart.

a. As a group, I’d like you to do the following three things (write directions on the

board): Please write the definition, a sentence with the word, and draw a picture

of the word. You can use the following resources: the book, a dictionary, or the

internet.

i. Students can do this on a poster, overhead sheet, or make a PowerPoint

ii. Give adequate time to complete the task.

iii. Go around to each group and make sure that their chosen definition is

appropriate and understandable.

VI. Have groups present their words to the class

a. For each presentation, have a short discussion on the type of resources they used,

and explain that they can use any resource if they know what they are looking for.

Closing:

VII. Wrap up the lesson by reviewing what we did, and what skills we learned. Review

how using resources is helpful.

Extension (optional):

VIII. Give another set of words for the students to look up, and have them use a different

resource than they did for the previous presentation.

Assessment/Evaluation:

Informal assessment – Check for understanding throughout the lesson as students answer

questions.

Accommodations for individual needs:

Allow students to verbalize their answers, or draw pictures only if they can‟t write. An aide

could write their spoken words for them. A teacher could assign more or fewer words depending

on the ability of the individual. If students need more room, they can write/draw on a separate

sheet of paper.


Word Never

heard it

before

I have seen

or heard it,

but I don’t

know what

it means

I know one

meaning of

this word and

can use it in a

sentence

I know more

than one

meaning and

know several

ways to use it

I think it means: Actual

Meaning:

Picture

Don’t Say “Uh”

Introduction:

The goal of this game is to increase vocabulary and verbal communication skills. The

teacher will write vocabulary words (from that week‟s spelling test, or that unit‟s vocabulary

words) on note cards which will then be placed inside a box or hat of some sort. The teacher will

give each student a list of the words and their definitions to study and review for approximately

five to ten minutes. Each student will then have an opportunity to reach into the hat/box and pull

out two or three words. That student will then have thirty seconds to talk using these words

(using them correctly in sentences etc.). The rest of the students (or the teacher) will count the

number of times they use the word “uh” and keep score on a sheet of paper. After all the

students have gone, the student who used the least amount of “uh‟s” wins. This game can be

repeated many times to allow students the opportunity to listen for the number of “uh‟s” being

said, or the way the words are being used. As a class, they would discuss both of these topics

after each student‟s turn. It‟s a great way to disguise the fact that students are reviewing.


This activity applies to many different learning standards. One includes 1.C.4c Interpret,

evaluate and apply information from a variety of sources to other situations (e.g., academic,

vocational, technical, personal) (www.isbe.state.il.us). In this activity, the teacher is providing

information, in the form of vocabulary words (or specific topics), and asking the students to

apply them in a different setting than they would normally see them. Students are required to

somehow connect the two or three words together in a way that makes sense (for instance,

having the words quarrel and serene might lead to a thirty second talk about quarreling violins

playing serene music…). This activity also applies to 4.A.4a Apply listening skills as

individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversa-

tions, team projects, presentations, interviews) (www.isbe.state.il.us). During each student‟s

thirty second talk, students are required to listen to either the way the words are used, or to count

the number of “uh‟s” being said. Students could be split so half listen for the ways the words are

used, and half listen for “uh‟s.” Students would then reflect and discuss each of these things.

If this activity was modified, it would also apply to the Illinois State Learning Standard

3.B.4a: Produce documents that exhibit a range of writing techniques appropriate to purpose and

audience, with clarity of focus, logic of organization, appropriate elaboration and support and

overall coherence (www.isbe.state.il.us). Instead of having students talk for thirty seconds,

teachers could give students ten minutes to write out their answers/sentences. While this takes

away the “uh” portion of the game, it adds the focus of writing. Students would be required to

write about these two/three words while providing support and examples. It would have to be

written in a way that is clear and organized to all readers.

This game also follows Illinois State Standard 4.B.4c: Use strategies to manage or

overcome communication anxiety and apprehension (e.g., developed outlines, note cards,

practice). Many students may have some fears or apprehensions about speaking in public. This

game will allow them numerous opportunities to devise strategies (such as bringing up a cheat

sheet with a few key words, or acting as someone else) to help them calm down before

presenting. By repeating the activity multiple times, students gain excellent practice in a fun and

stress free environment, providing them with the support they might need to be comfortable

speaking in the future, regardless the topic. In general it also helps them to deliver their thoughts

in a concise and clear fashion.


While this game could be used in any unit or subject, one way to apply it is as a follow up

activity to a vocabulary introduction chart. In this case, using it in the Romeo and

Juliet/Shakespeare unit would be an excellent opportunity. It would be used with Romeo and

Juliet for Kids, by Lois Burdett and William Shakespeare. Since I would be using it as a follow

up activity to the vocabulary introduction chart, I would use the same words found there. These

words might include feud, serene, taunted, fray, score, reap, adieu, brawls, and mistempered. I

would not wait till the end of the book to do this activity, but rather would do it separately with

each chunk of the book we read (stopping every nine or ten pages). That would include too

many words and might overwhelm the students.


Vocabulary: Don’t say “Uh” Game



Student Objectives:

Students will be able to apply vocabulary words to different situations.

Students will be able to listen for specific things during a presentation.

Students will be able to write in an organized fashion giving clear supportive examples.

Students will be able to practice their verbal skills and become aware of their use of “uh.”


1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations

(e.g., academic, vocational, technical, personal)

4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g.,

lectures, discussions, conversations, team projects, presentations, interviews)

3.B.4a: Produce documents that exhibit a range of writing techniques appropriate to purpose and

audience, with clarity of focus, logic of organization, appropriate elaboration and support

and overall coherence

Sources:

Ms. Washington, Lesson Plans Page

(http://www.lessonplanspage.com/LADontSayUhGame69.htm)


Note Cards

A box or hat

Pencils/pens and paper (for extension exercise)

Implementation




a. Can any of you think of a word that you learned in one class, but then had to use

in another? What about the word” mystery.” What are some different things we

could talk about using the word “mystery?”


a. The past couple of weeks we’ve been reading Romeo and Juliet. Some of the

words we’ve been learning can be used in many different situations.

Procedures:

III. Today we’re going to practice using some of our vocabulary words while we talk

about different things.

a. Hand out copies of the vocabulary words with definitions

i. Review each word as a class

IV. Have each student draw two vocabulary words from the box or hat

a. Explain the rules of the game and give a demonstration.

i. Give an example. I’m going to demonstrate how the game works. Pick

out two vocabulary words from the hat (ex. feud and serene). I’m going to

talk for thirty seconds about these two words in a new way than we’ve

seen them before. Here’s what I want you to do.

ii. Divide the room in half. I want this half of the room to write down how

many times I say the word “uh.” I’d like this half of the room to focus on

how I use these two words.

iii. Proceed to talk for thirty seconds about feuding violins playing serene

music (or something along those lines).

iv. How many times did I say “uh?” Write the number on the board next to

your name. Discuss how you used the two words and why it makes sense.

V. Give students time to brainstorm about the words they chose from the hat.

a. Assist individual students with ways to use their words if they are struggling with

ideas.

VI. Let each student have an opportunity to present and discuss after each trail

a. At the end, determine who used the least amount of “uh‟s” and award a prize.

Closing:


why it is important to be able to use words in more than one setting. Also explain

why we don‟t want to use the word “uh.”


VIII. Repeat the activity and have students write out their answers. Give them ample time

to do so. Encourage clear ideas, organized sentences, and examples supporting why

they used the words in the way they did.


Informal assessment – Check for understanding throughout the activity by listening to the way

students use the chosen words.


Allow more time for students who need it, and give them a few minutes to think of what they‟ll

say before they are required to start speaking. A student could also type out their answers

instead of writing or verbalizing them. The activity could be made more or less difficult by

increasing or decreasing the number of vocabulary words that are required to be used. Students

could be allowed to bring a cheat sheet up with them that have their main ideas on it. The game

could also be used simply to work on decreasing their use of the word “uh.”

Fluency

Reader’s Theatre

Introduction:

Readers‟ theatre adds a dramatic twist to literature instruction. It entails a classroom

production of a script, where students assume the roles of the various characters. The trick is to

discourage physical action; the plot, mood, atmosphere etc. are described and expressed solely

through voices, small gestures, and facial expression (if using a more difficult script, actions may

be added, but the main focus should be on vocal expression). Students are not required to

memorize their lines.

The first step is choosing an appropriate script, or having the students write one of their

own (individually or as a group). After selecting a script, have the students pick characters to

portray. Make sure each child knows which lines are hers, and help them come up with ideas on

how to act out their lines. Give the class adequate time to rehearse and practice their lines before

the actual presentation (great for repeated reading activities). This is an excellent time to focus

on pronunciation (great time to add phonics mini-lessons if there is a certain type area everyone

was struggling with), projection, and diction. When the students are prepared, give a formal

presentation of some sort (in the classroom, on a stage etc). Props are not required, given that

there will be minimal movement, but costumes are a great way to help students get into their

character (it also increases excitement).


Readers‟ theatre is an excellent method for increasing reading fluency. It also supports

numerous learning standards from Illinois. One of the first is 1.B.4c Read age-appropriate

material with fluency and accuracy (www.isbe.state.il.us). Readers‟ theaters scripts come in

many formats and age ranges. You don‟t even have to use one from their program, you can find

use any script depending on the abilities of your students. Using these scripts, students get

multiple opportunities to listen to others speak, practice their symbol-sound correspondence, and

with repeated readings, increase their reading speed. With mini lessons covering areas struggle,

it is also a great way to work on comprehension of vocabulary and themes/ideas. It also supports

1.C.4b Explain and justify an interpretation of a text (www.isbe.state.il.us). When students are

practicing their lines, they might get confused on how to vocalize the moods of the characters.

This opportunity allows educators to work with the student one on one to look back and the text

and talk about why the author used those words, what they mean in that context, and whether or

not it was an effective way to express the authors point. Students may use this time to come up

with another way to interpret the text based on their thoughts and reasoning. Another standard

supported by readers theater is 2.A.4d Describe the influence of the author‟s language structure

and word choice to convey the author‟s viewpoint. This ties very closely with the previous as

well as the following standard: 2.B.4a Critique ideas and impressions generated by oral, visual,

written and electronic materials (www.isbe.state.il.us). In order for students to express the feel

of the script through their voice, they need an understanding of what the words are/mean, and

why they are used in that context. This is also an opportunity to try looking at it from another

viewpoint. A teacher could ask the student how it would change the feel if a different word/s

were used, or how the script might change if another character was telling the story. The last

standard supported through readers‟ theatre is 4.A.4a Apply listening skills as individuals and

members of a group in a variety of settings (e.g., lectures, discussions, conversations, team

projects, presentations, interviews) (www.isbe.state.il.us). During the formal presentation, as

well as during practices, students get numerous opportunities to listen to their peers as they read

their parts. This helps them get an idea of how others speak, hear different ways of interpreting

text, as well as working on their social skills (knowing when to be quiet etc).


Readers Theatre is a great way to incorporate some of Shakespeare‟s finest works. I

would use this method in particular with Shakespeare‟s Romeo and Juliet. For the classroom

production I would use Romeo and Juliet, by PhonOcord Playhouse because of their modern

language and concise word choices. However, before doing the class production, I would make

them read Romeo and Juliet for Kids, by Lois Burdett and William Shakespeare (this would be

done as a class to incorporate the two vocabulary activities described in the previous section).

This children‟s book is written in rhyming couplets, and is a great way to go into more detail

about the play (and include a phonics lesson!). The vocabulary is a little tough, but if read as a

class through coral reading, there would be numerous opportunities to discuss and explain the

meanings of the words. When everyone was comfortable with the words, I would put the

characters names in a hat and have each student draw. To avoid any conflict or upset, I would

allow a few minutes for students to trade roles if they so desired. Time would then be given for

them to practice their lines. The play would then be presented.


Reading Fluency: Readers Theatre



Student Objectives:

Students will be able to pull interpret text and transfer their interpretations through

vocalizations.

Students will be able to critique word choices and viewpoints.

Students will be able to apply listening skills to a classroom and formal setting.


1.C.4b Explain and justify an interpretation of a text

2.A.4d Describe the influence of the author‟s language structure and word choice to convey the

author‟s viewpoint

2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials

4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g.,

lectures, discussions, conversations, team projects, presentations, interviews)

Sources:

PhonOcord Playhouse (http://www.shellac.org/phonocord/pscript3.html)

Literacy for the 21st Century: A Balanced Approach, Gail E. Tompkins


Script

CD player (optional)

Implementation




a. How many of you have been to a play? What did you like about it? Did you

notice anything about their voices?


a. The past couple of weeks we’ve been reading Romeo and Juliet. Do you think it’s

possible to present it as a play? If we did so, what are some things we would

have to do with our voices? Why are these things important?

Procedures:

III. This week we will work on performing Romeo and Juliet as a play.

a. Hand out copies of the script

i. Read it once through as a class to familiarize the students with the

vocabulary

b. Give mini-lessons on any rough spots that the students encounter

c. If this was written from another person’s point of view, how would that affect the

play? Choose Romeo and Romeo‟s father as examples

i. Talk about point of view and word choices.

ii. What kinds of words/themes would be used if Romeo told the story? What

about if his father told the story?

d. Compare and contrast the script‟s ending with the book‟s ending.

i. A Venn diagram could be used to help illustrate the similarities and

differences

IV. Assign roles to each student

a. Have students highlight each of their lines (or mark in another fashion)

i. Why is it important to mark our lines? How will that help us when we are

performing?

ii. Let them know they will not have to memorize their lines.

iii. Explain that they need to use their voice to express their feelings.

iv. Talk about intonation, pitch, and facial expressions. Give some examples.

How would you look if you were sad, happy, upset? What kind of voice

would you use in those instances?

V. Give students time to practice their lines

a. Assist individual students with ways to express their lines with the least amount

of action as possible.

VI. Present the play

a. (can be done without musical accompaniment)

Closing:


why it is important to use our voice in different ways.


VIII. Encourage the students to work as a group to create their own script for Romeo and

Juliet and repeat the procedure.



questions.


Allow actions the first time they practice their lines so it is easier to decide what type of voice to

use. If a child cannot speak, have an aide say their lines, but let the student indicate through

writing, typing, or head movements (nods) how the lines should be spoken, or non-verbal roles

such as a maid or a minister could be added.

Romeo and Juliet

Recording Time: Approximately 4 Minutes - Disc Size: 10 Inches

Cast:

Narrator Nurse

Romeo Juliet

Pa Capulet Ma Capulet

Father Laurence

MUSIC: "I LOVE YOU TRULY" UP AND FADE FOR. . .

NARRATOR: The Packard-Bell PhonOcord Players present a modernized version of

that famous love story, "Romeo and Juliet" . . .

MUSIC: UP AND FADE FOR . . .

NARRATOR: The scene of our play tonight is the grand ballroom of the Capulet

mansion. The Capulet‟s are throwing a masked ball to introduce their daughter, Juliet,

to society, and as the curtain goes up we find Juliet tripping the light fantastic with a

very handsome young man.

SOUND: DANCE MUSIC, UP AND FADE FOR LOUD CRASH. .

ROMEO: Oh, fair maiden, are you hurt?

JULIET: Naw, that jerk said I was tripping the light fantastic, but instead the darn

thing tripped me. But say, kid, you're a pretty sharp dancer. Who are you anyhow?

ROMEO: I don't dare lift my mask because your parents wouldn't approve. I'm

Romeo, one of the Montagu boys, and your folks and mine have been feuding for

years.

JULIET: So what? I like you, and nobody's going to tell me what to do.

ROMEO: But I don't want to get you in trouble.

JULIET: Just leave it to me, junior. I'll tell you what--you come to my balcony tonight

and we'll pitch a little woo.

ROMEO: I'll be there promptly at midnight. My heart will be throbbing until the time

arrives.

JULIET: Jiggers: Here comes my old man. See you later.

ROMEO: Adieu, sweet one, adieu. (FADES OUT)

JULIET: Well, the least he could do is say good-bye,

PA: Well, daughter, who's the new boy friend2

JULIET: Search me, pop-I never saw him before in my life,

PA: A handsome young man if ever I saw one,

JULIET: It's hard telling with that mask draped over his face, He may be cross-eyed

for all I know.

PA: You may be right, daughter. And you're too young to become interested in men

anyhow,

JULIET: That's what you think. But my foot hurts and I'm going to ditch the party and

go to. bed. Will you say good-night to the guests for me?

PA: Very well, if you wish, daughter. Good-night.

NARRATOR: And so our little heroine trudges up the winding stairway to her suite of

rooms, but thoughts of going to bed are far from her busy little mind.

JULIET: (SINGING) Got a date with an angel, going to meet him at midnight.

SOUND: DOOR OPENING AND CLOSING…

NURSE: (OFF MIKE) Is that you, Juliet?

JULIET: It ain't my sister. Who were you expecting-the iceman

NURSE: No, his night off isn't until tomorrow, Can I help you with something?

JULIET: The best way you can help me is by letting me alone. I'm going to take a

quick bath and go to bed,

NURSE: Very well, I'll be in my room if you want me.

SOUND: DOOR CLOSING . . .

JULIET: (SINGING) Got a date with an angel . . .

SOUND: WATER SPLASHING . . .

JULIET: Burr! This water's like ice. Wish they'd get that water heater fixed. And now

for a little perfume . . .

SOUND: ATOMIZER SQUIRTING . . .

JULIET: There's nothing like that come-hither smell to attract the men.

SOUND: CLOCK STRIKING TWELVE . . .

JULIET: It's time for my love to arrive, I'd better hurry.

SOUND: DOOR OPENING . . .

JULIET: Romeo, Romeo, wherefor art thou, Romeo?

ROMEO: I'm down here, Juliet. Wait, I'll climb up this trellis.

SOUND: LOUD CRASH . . .

ROMEO: I guess maybe I' d better stay down here.

JULIET: I've got a terrific idea, Romeo. I' 11 pretend that I'm taking poison. The folks

will think I'm dead and will send me to Forest Lawn. Then you can meet me there and

we can be married.

ROMEO: A clever idea, Juliet.


MA: (OFF MIKE) To whom are you talking, Juliet?

JULIET: I'm just talking to the birds and the Flowers, mama.

MA: How sweet! I'll leave you with nature then, dear.

SOUND: DOOR OPENING AND CLOSING. .

JULIET: And now for those sleeping pills! Here they are-I' 11 just open the bottle and

put it on the floor beside me.

SOUND: BODY FALLING. DOOR OPENING . . .

MA: (SCREAMING) Juliet! My sweet! What have you done?

NARRATOR: Thinking that their daughter has died, the Capulet‟s have sent her to

Forest Lawn for interment, The scene now shifts to the chapel at Forest Lawn where

Father Laurence is talking with Juliet.

LAURENCE: My dear girl, this is a bold step you have taken.

JULIET: It. will be worth it. Wonder when that Romeo character will show?

SOUND: KNOCK ON DOOR . . .

JULIET: There he is now.


JULIET: Romeo, my Romeo!

ROMEO: My sweet Juliet!

LAURENCE: Such a lovely young couple.

ROMEO: We want to be married immediately, Father. I have the license and the ring

all ready.

JULIET: But where will we live, Romeo? We can't live with any of our in-laws.

ROMEO: And we'll never be 8ble to find an apartment.

JULIET: I know! We could stay right here in Forest Lawn-What could be nicer than a

tent beneath the pines?

ROMEO: How clever you are, my sweet. Could that be arranged, Father?

LAURENCE: I think it can. Love always finds a way, doesn't it? Now let's proceed

with the ceremony.

MUSIC: "WEDDING MARCH" UP AND FADE FOR

NARRATOR: And so, unlike the couple in Shakespeare's tragedy, Romeo and Juliet

were married and lived happily ever after.

MUSIC: UP TO CONCLUSION

Comprehension

Venn Diagram

Introduction:

A Venn diagram is a method used to compare and contrast two ideas, books, things etc.

The left section is used to describe specific and unique traits about the first item, and the same

with the right section for the second item. The things in these two sections must be different

from each other and not be similar in any way. The section in the middle is designated as the

similarities between the two items. Anything that the two items have in common is recorded in

this section. Each piece of information used can only be placed on one of the three sections.


The Venn diagram follows three specific learning standards. The first is 1.B.4b:

Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect

(www.isbe.state.il.us). Venn diagrams force students to analyze every detail (including content,

form, etc) about what they are reading and organize them in a way that show cases their

similarities and contrasts. The second standard is 1.C.4f: Interpret tables, graphs and maps in

conjunction with related text (www.isbe.state.il.us). In order to create and learn from a Venn

diagram, a student must be able to interpret it by understanding the various sections and what

they mean. A student will be able to take a piece of information from the graph, and be able to

explain why it was placed there and what its location means. The information on the graph

would be related to specific books or topics from class. The last standard this graph follows is

2.B.4b: Analyze form, content, purpose and major themes of American literature and literature

of other countries in their historical perspectives (www.isbe.state.il.us). In order to get the

information to place in a Venn diagram, a student must be able to talk about the texts themselves.

Some of the things they might place in a graph would relate to the themes, form, content, etc.


A Venn diagram would be a great wrap up activity for the Shakespeare unit. It could be

used to compare and contrast Romeo and Juliet for Kids, by Lois Burdett and William

Shakespeare, and Romeo and Juliet, by PhonOcord Playhouse. It could be used to talk about

their respective themes, plot endings, form, characters, and content.


Comprehension: Venn Diagram



Student Objectives:

Students will be able to pull information from texts and organize them on a Venn diagram

Students will be able to analyze texts for different purposes (themes, structure etc)


1.B.4b: Analyze, interpret and compare a variety of texts for purpose, structure, content, detail

and effect

1.C.4f: Interpret tables, graphs and maps in conjunction with related text

2.B.4b: Analyze form, content, purpose and major themes of American literature and literature

of other countries in their historical perspectives

Sources:

Linda Sims, Curriculum and Instruction Professor, University of Illinois at Champaign-

Urbana


Yarn

Venn Diagrams

Pencils


Romeo and Juliet, by PhonOcord Playhouse

Implementation




a. Everyone in this room is different right? We’re not exactly the same. Are there

certain things that we might have in common with someone else?


a. The past couple of weeks we’ve been reading and acting Romeo and Juliet. Are

there similarities between the two versions that we read? Are there differences?

How might we organize these things in a way that’s easy to read and understand?

Procedures:

III. Place two yarn circles on the middle of the floor not overlapping. Have students line

up around the display.

a. Give a few examples where there will be no overlap. If you took the bus to school

today, stand in this circle. If you were dropped off or walked to school, stand in

this circle.

i. Allow students time to organize themselves in their respective circles.

ii. Discuss why they are standing in each circle.

iii. Give a couple more examples like these (ex: if you brought lunch or

bought it).

IV. Give an example where there will be overlap. If you like M&Ms stand in this circle,

and if you like Skittles stand in this circle.

a. Give students time to decide where to go. Some may be confused (they may like

both of them).

i. What are some ways that you could be in both circles at the same time?

Give students time to answer. Talk about each idea they come up with

(one foot in each circle, stand between them…). Say that these are all

excellent ideas. Point out that if you stand between the circles, it could

mean that you don‟t like either.

ii. If no one comes up with the idea to overlap the circles… What would

happen if we moved the circles so they overlapped? Do this and discuss

why this works. If you stand in the middle section can you be a part of

both circles at the same time?

iii. Give a few more examples like these (ex: if you like movies or

videogames).

V. Show an example of a Venn Diagram on the board or overhead.

a. Give a few more examples and write the corresponding information in their

respective sections.

VI. Discuss and Expand

a. What are some different ways we could use Venn Diagrams? Could we use them

to compare books and their movies? (like Harry Potter novels/movies). Discuss

as a class various ways to compare and contrast books to movies (plot, themes,

characters etc).

b. As a class, fill out a graph comparing two different but related things (ex: Harry

Potter books/movies or different Disney movies like Sleeping Beauty and Snow

White).

Closing:

VII. Wrap up the lesson by reviewing what we did, and what skills we learned. Talk about

the different types of information that you can use on a Venn diagram. Review why

it is important to be able to organize information and interpret graphs.

Extension:

VIII. Use a Venn Diagram to compare and contrast the two versions of Romeo and Juliet

used in the Shakespeare unit. Discuss with students the various aspects they may use

on their graphs (theme, content, structure). Before handing out the graph, have a

grand discussion about these topics in relation to the two different versions.



questions.


This activity could be done as a class effort where students talk and brainstorm and the teacher

write their decisions on one big graph. It could also be done orally. If it is too much for the

child to handle, the teacher could have cut outs of all the pieces of information. The child would

then only have to worry about placing them in the correct spot.

Romeo and Juliet for Kids Both Romeo and Juliet (the play)

Quick Write

Introduction:

A quick write is an activity that can be done at the beginning or end of a unit. It allows

students the opportunity to explore what they‟ve learned, make connections, and reflect upon the

topic at hand, while putting little to no emphasis on mechanics. The first step involves choosing

a topic. Students are then instructed to write sentences, paragraphs, draw pictures, or verbalize

(depending on their abilities) in an organized fashion. This helps students learn to focus on key

aspects or ideas, while being able to support them appropriately with details. Once completed,

teachers have the opportunity to allow students to share their thoughts and ideas through small

groups or grand discussions. It is an excellent tool for educators to gain and idea on what their

students grasped from the lesson as well as being able to glance at their writing and

organizational skills.


Quick writes support State Learning Standards in two very important ways. The first is

through literature. In order to successfully complete a quick write, students must have been able

to absorb knowledge through reading, oral instruction, or media of some kind. This material

must have allowed them to think critically about it, and find some way to relate it to their

personal life. They also must have formed some sort of opinion or impression on the topic

through these materials. Because of this, quick writes support 2.B.4a of the Illinois State

Learning Standards: critique ideas and impressions generated by oral, visual, written and

electronic materials. Quick writes also abide by these standards in the writing category. Quick

writes force students to think critically about what they want to express in their writing, and

evaluate the most effective way to carry it out. This involves locating key facts and supporting

details, as well as being able to organize it in an appropriate way so as to be clear to all future

readers. These aspects follow standard 3.B.4a: produce documents that exhibit a range of

writing techniques appropriate to purpose and audience, with clarity of focus, logic of

organization, appropriate elaboration and support and overall coherence.


A quick write is an activity that can easily be modified or adjusted to use in almost any

circumstance. It can be used with literature, media, or oral instruction. With this particular

activity, I would incorporate in a unit on job applications. It is a topic that will be easily

relatable to any high school student in a transition program. While I probably wouldn‟t use a

specific book or textbook for this unit, I would base it primarily off of oral instruction and group

activities. For instance, we would have grand discussions about what the process is for getting a

job, and I might have the students interview their parents to get an idea of what behaviors are

appropriate during a job interview. I would also have examples of different types of job

applications, and walk them through what each part is/means, and how they might be able to

respond to certain questions. I would use quick writes both at the beginning as well as the end of

this unit so that the students themselves can physically see (through their writing) what they have

gained from the instruction. At the beginning of the unit, I would have their quick write prompt

be: “What do you know about the process of getting a job?” It is purposely general and broad so

I can get a general idea of what the students know. At the end of the unit, I would have them do

a series of quick writes. Prompts might include: what types of behaviors are appropriate for job

interviews and why?, what kinds of things might you find on an application?, as well as what

types of questions might you be asked during a job interview?

KWL Chart

Introduction:

A KWL Chart is a great tool for a specific content area unit. It stands for What we

Know, What we Wonder, and What we Learned. It is introduced at the beginning of the unit

before and formal instruction has begun. The students have the opportunity to (as a class or

individually) write down what they already know (or what they think they know) about the topic,

and what they don‟t know but would like to find out about. The W portion is a great way to get

students more involved in the lesson by giving them some control over what they‟d like to learn.

As the unit progresses, students have the option to add more questions to the W section if they

find something that they are really intrigued by. At the end of the unit, the class reflects on what

they‟ve learned and attempt to answer as many of their W questions as possible (in addition to

writing other facts that they learned). If there are questions that were not answered throughout

the course of the unit, teachers have the option to give students a final project where they are

able to investigate and research to find an answer.


KWL Charts are a great way to help students prepare for a research project. It helps them

realize that they can gather additional information based off of what they already know, and

learn to utilize their resources effectively in order to find the answers they‟re looking for.

Because of this, KWL Charts support goal 5.A.4a: demonstrate a knowledge of strategies needed

to prepare a credible research report (e.g., notes, planning sheets). The chart serves as a planning

sheet of sorts to help students organize their information, questions, and if a report or

presentation is required, a great outline of how to construct their report. These charts also help

students learn to evaluate their resources. In order to put a fact in the Learned column, a student

must be able to recognize that the source it came from is credible, and is being used for its

correct purpose (for instance, learning that Wikipedia is not a credible source for information).

This comes directly from goal 5.B.4a: Choose and evaluate primary and secondary sources

(print and nonprint) for a variety of purposes.


A KWL Chart is an excellent activity for research based studies or topics such as those

form a science unit. One of these topics is the Solar System. Students know a lot about the solar

system already, which helps them to connect and take ownership of the topic, but using a KWL

Chart can emphasize all the details that they had never considered before. An excellent resource

book for a unit like this would be Solar System, by Mike Goldsmith. It goes into great detail in a

language that is easily understood. I might also use this activity with an Ocean/Seas unit with

the book Oceans and Seas, by Nicola Davies. I would start off the lesson showing a nine minute

video called “Powers of Ten” produced in 1977 (Brian Demarco, Physics, University of Illinois

at Champaign). It starts out by showing a couple at a picnic in Chicago. It then shows an

overhead shot a meter up of the man lying down on the picnic blanket. It then proceeds to zoom

out by increasing the distance by a power of ten every ten seconds; 10 to the first meters, 10 to

the second meters, 10 to the third meters, and so on. Before long the viewer is above the earth,

then the solar system, then the galaxy, then much of the visible universe. The viewer is projected

back forward by decreasing the powers of ten every two seconds. This video is an excellent tool

to mind boggle students and get them thinking about what the universe really is. After a brief

discussion about the video, I would ask the students what they already know about the solar

system. These facts I would write down on a bulletin board that I had pre-arranged as a KWL

chart. When this step was complete, I would then ask what types of things would they like to

learn, or what did they have questions about? I would then continue with the unit, using various

books (such as Solar System), videos, and the class textbook. After each day, at the end of the

science period, I would ask if any of their questions were answered, or if they found something

that really interested them. These facts would be written on the KWL chart until the unit was

over. If, at the end of the unit there were some questions left unanswered, I would encourage the

students to try and find the answers during their free period using the resources available to

them. Extra credit would be an incentive to encourage students to continue their research.

KWL Chart

What I Know… What I Wonder… What I Learned…

Quilt

Introduction:

A quilt is a comprehension project made from squares of construction paper that students

compile. It is constructed after completing a unit or book. The first step is to come up with a

quilt design. These designs can either be from a quilter‟s book or one that the students create

themselves. The colors chosen should reflect important ideas or concepts from the novel. For

instance, if it is done for a Shakespearian tragedy, colors should be muted, cool, or dark. After

the squares are cut up, each one is filled in with an important piece of information from the book.

These could be character traits, favorite passages, themes, main events from the story line,

vocabulary words etc (and should include details of why they are important or how they

interact/influence with other parts of the novel). After all the designated squares are filled in, the

pieces are assembled according to the pattern chosen. It is then held up on display in a

prominent area of the classroom or hallway.


A quilt dives deeper down into each literary piece than it may originally appear. For

instance, in order have things to put on the quilt, a student must understand multiple things about

the novel. These things include themes, characters and how they interact with each other and

what they represent, as well as settings, conflicts, resolutions, and the influence that each plot

point has on the rest of the novel. It is these types of things that are represented on the quilt.

These aspects are the same as those identified in standard 2.A.4b: Explain relationships between

and among literary elements including character, plot, setting, theme, conflict and resolution and

their influence on the effectiveness of the literary piece. While not formal writing, a quilt

activity also helps students work on their writing skills. It helps them to work on creating

concise pieces of writing that display a main idea with supporting details. If each color on the

quilt represents a category, then each topic on that specific color must relate to that category in

some way, therefore encouraging organizational skills which is mentioned in standard 3.B.4a:

Produce documents that exhibit a range of writing techniques appropriate to purpose and

audience, with clarity of focus, logic of organization, appropriate elaboration and support and

overall coherence.


I believe this activity is a great one to use with any literary novel. One in particular is

The Great Gatsby, by F. Scott Fitzgerald rewritten at an intermediate level by Macmillan

Readers. This book offers a multitude of literary techniques such as theme, characters, plots,

symbolism, metaphors, and they all relate to each other which could very easily be displayed in a

quilt format.

As we read the book, I would have each student jot down notes about each of the given

topics in their notebook (with page numbers of where they found support for their ideas). At the

end of the book, I would assign each topic a color. For instance, theme would be blue,

characters-yellow, plots-green, symbolism-red and metaphors-purple. If students had any

information that didn‟t fit into these categories, I would assign them to the color orange. The

colors yellow and orange would be used as a border to the quilt pattern. Each note that the

student made in their notes would be written on the corresponding color, and then together as a

class, we would assemble them into a quilt pattern (like the one on the next page). The

completed quilt would then hang on a bulletin board to display their work.

Phonemic Awareness

Rhyme Hunt

Introduction:

A rhyme hunt is an activity that incorporates a phonemic awareness lesson into a read-

aloud. As the teacher reads a book, students are told to listen carefully for all the rhyming words

they heard in the story. The instructor and do this one of two ways. She can either stop at the

end of each page to ask students to say the words they heard, or she can have them write them

down as they hear them. In the latter, the teacher is able to read more of the story with fewer

interruptions. When discussing as a class what words were heard, have the students think of

other words that rhyme with the ones in the book. Afterwards, the teacher can reread the book

and have students fill in the missing rhyming words to incorporate and involve them in the

activity.


The first and most obvious, standard guiding this activity is 4.A.4a: Apply listening

skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions,

conversations, team projects, presentations, interviews). Students must be able to listen for

specific things and either be able to remember them for a later discussion, or be able to transfer

that word onto paper. They must be aware that there is more than one answer, so as to not stop

listening after finding one pair of rhyming words. Another standard guiding this activity (in a

higher level class such as high school), is standard 2.A.4d: Describe the influence of the

author‟s language structure and word choice to convey the author‟s viewpoint. After completing

the initial activity, teachers can instruct their students to think of words to replace those that the

author chose. By doing so, the class can have discussions about how certain words help portray

a certain feeling, mood, or emotion, and why the author chose those particular words.


I would use a Rhyme Hunt while reading Romeo and Juliet for Kids, by Lois Burdett and

William Shakespeare. Since the book is written in rhyming couplets, it is the perfect opportunity

to have a mini-lesson about rhyming words and incorporate this listening device. At the end of

each page, I would stop and ask the students what rhyming words they heard. If I had non-

speaking students in the class, I would either have them write down their answers, or come up

and point to the words in the book. For instance, on the first page, the rhyming words are: age,

rage, scene, routine, fight, unite, Montague and view. I would read no more than five pages a

day, because afterwards, I would want to go over the pages as a class to draw out the meaning

from the words to aide their comprehension.

Phonics

Making Words

Introduction:

Making Words is a fun hands-on activity that incorporates a content area topic into a

phonics lesson. The teacher will take a big word from a content-area unit. However, they do not

inform the students of the word they chose. The word chosen needs to have enough vowels in it

to allow students to easily make multiple other words. Before the activity starts, the teacher

needs to make a set of letter cards for each student, so they have the letters to make the large

word. Students can arrange them on their desk in any fashion, but would be easier if done in

alphabetical order (with the vowels separate, and on a different color paper). After students are

comfortable with the letters they have, the activity begins. It is done in rounds. The first round

consists of students creating as many two letter words as possible with the given letter cards.

Students should write down each word they come up with, and at the end of the round, the class

will discuss what words they were able to create. The next round then begins with students

creating as many three letter words as possible. This pattern continues until the last round where

the only possible word to create is the big word the teacher chose.

Example:

“Prominences”

Two Letters Three Letters Four Letters Five Letters…

No

On

In

One

See

Once

Mine

Nine

Coins

Sonic


Making Words supports two Illinois State Learning Standards. The first is 1.A.1a:

Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. In order for

students to be able to create words out of letters, they must be able to sound out the letters,

recognize any patterns that may occur (such as –ake words) and put these parts together to form

a word that they can recognize. By being able to recognize and analyze the words they

discovered, they would begin to understand these integral parts along with other complex factors

what would help enhance their understanding and comprehension (such as root words). This

activity also supports standard 4.B.2b: Use speaking skills and procedures to participate in

group discussions. After each round, the class discusses the various words that the students

discovered which incorporates proper listening skills, and respectful rules such as raising your

hand and not interrupting. It focuses on ways to agree or disagree (if a student gave a word with

the wrong number of letters) in a polite and respectful way as to not hurt anyone‟s feelings.


I would apply this activity to a unit on the Solar System. Using the book Solar System,

by Mike Goldsmith, I would take the word “prominences” as my big word and have my students

go through each round until they reached that final word. Other words that could be used as final

words are: astronomical, asteroid, extraterrestrial, and interplanetary. It‟s a great way to tie in

other content-area topics into a phonics lesson.

I would start off the activity with a few smaller words to get the students comfortable

with the game. One such introduction word might be „planet.‟ I would have students make a

chart on a sheet of paper (or possible have one premade for them) with a column for three, four,

five, and six letter words. I would ask students what types of three letter words they could form

using the letters p,l,a,n,e and t (I would make sure to hand out little copies of each letter to each

student so they would be able to manipulate them to their liking). I would give them a couple

minutes to work with their letters and to write down their words in the appropriate column. Each

individual would have an opportunity to share what words they were able to come up with

(words like lap, tap, pan etc.). Non-verbal students could write their answers on a personal

whiteboard so everyone could see (or bigger letters could be made for students with visual

problems). When each child had a chance to share, I would continue on and ask what types of

four letter words they could come up with. Some answers might include lane, tape, lent, plan,

and nape. Five letter words might include plane and plant. The only six letter word option

would be planet. I would then move on and pick one of the longer words to work with. I would

do this activity multiple times, but only once a day. For example, I gave five possible long

words, so I would repeat this activity once a day for five days. This way, the phonics lesson

would tie into their science lesson about the solar system.

Word Sort

Introduction:

A word sort is an activity that helps students either with their comprehension, vocabulary,

or phonics skills. It can be open or closed (closed is when the teacher picks the categories, and

open is when the students choose the categories). The first step in this activity is compiling a list

of words (up to twenty) that follow a particular pattern (depending on what the context for the

activity is). The next step is creating categories which the words would fall under. The students,

either individually or in groups, work to organize and sort the words they were given based off of

the categories. After the students are confident about their decisions, the class can get together

as a whole to review each word and discuss if it was placed in the proper spot. As a class, they

can decide if a certain word needs to be moved to a different category and why (or why not).

The words used in this activity can come from many different sources such as spelling words,

class reading books, or content-area topics/units.

Example:

Planet Sun Other

Neptune

Jupiter

Orbit

Gas

Star

Pluto

Gravity

Oxygen


Because this activity is so versatile, it can go along with multiple standards. However,

for the use of a phonics activity, it follows two standards in particular. The first is 1.A.1a:

Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. With the

words that are used for the activity, teachers can have students sort them based on

beginning/middle/ending sounds which would help them work on letter to sound

correspondence. Teachers could also sort them based on root words and suffixes. If students are

at a more advanced level, they can be sorted based on synonyms, antonyms, and origins (which

would follow the upper grade level standards that correspond to 1.A.1a). Since this activity

helps students understand the parts of words and their sounds, it inadvertently helps them

become more fluent readers. As they become more familiar with the words, they are more

readily able to decode them in readings as well as other words like them. This follows standard

1.B.5d Read age-appropriate material with fluency and accuracy.


Because this activity is so versatile, I would want to take advantage of that in my

classroom. However, I would do it in a way that focuses on a certain content-area unit such as

the ocean. I would use the movie Finding Nemo, as well as the book Oceans and Seas, by

Nicola Davies (and any other sources I might use during the unit). I would take words from

these sources and divide them into different categories (such as animals, plants etc). Before

sitting down with the students I would have each word cut out (or written on note cards) so

students would be able to move them as they pleased. I would first ask students (grouped by

three‟s or four‟s) to sort them based on meaning, to make sure they understood what each word

meant. I would do this because some of their vocabulary words for the week might come from

these words.

When they were finished with that, I would switch to the phonics aspect of this activity

by asking students to sort the words based on beginning, middle, or ending sounds (I would have

to switch the categories). For instance, one category would be similar beginning sounds, one

would be similar ending sounds, and the other would be an „other‟ category. I would do this

because some words might have both similar beginning and ending sounds. The students would

have to work together to decide where these words went. Some words that I might include could

be: crescent, light year, orbit, gaseous, astronomical, asteroid, revolution, rotation, ellipse,

eclipse, molten, nuclear, helium, galaxy, gravity, equinox, nitrogen, alignment, tectonic, fusion,

density, the planet names, and many others. I would only use ten words at a time in order to

keep individuals from being overwhelmed. With the words I just described, a pair that have

similar beginning and ending sounds are ellipse and eclipse. Students would have to work

together to decide that the other category would be the best fit sense they share two qualities.

In order to make it more challenging, I might then ask them to sort based on their parts of

speech (adjective, noun, verbs etc). For students with visual problems, larger letters could be

used, or the words could be played on a sound device of sorts (or verbally given by me). After

each word was listened to, the group would decide what category to place it in before the next

word was spoken.

Documents

Language Arts and Literature Resource Book