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© Center for the Collaborative ClassroomMaking Meaning® Vocabulary Sample Lessons, Grade 5 Explore the new digital resources at ccclearninghub.org.

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CCC Collaborative Literacy

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Vocabulary Teaching Guide | Volume 1

S A M P L E L E S S O N

Making Meaning® Vocabulary Sample Lessons, Grade 5 © Center for the Collaborative Classroom collaborativeclassroom.org

180 Making Meaning® Vocabulary Teaching Guide, Grade 5

R E S O U R C E SRead-aloud • Tuck Everlasting by Natalie Babbitt

Extensions • “Discuss Vivid Language”

• “Explore Similes in Tuck Everlasting”

More ELL Support • “Draw and Discuss a Tranquil Place”

Assessment Resource Book • Week 8 vocabulary assessments

Week 8

Online ResourcesVisit the CCC Learning Hub (ccclearninghub.org) to find your online resources for this week.

Whiteboard Activities • WA1–WA9

Assessment Forms • “Class Vocabulary Assessment Record” sheet (CA1)

• “Individual Vocabulary Assessment: Word Check 2” answer sheet (IA1)

• “Individual Vocabulary Assessment Student Record” sheet (SR1)

• “Individual Vocabulary Assessment Class Record” sheet (CR1)

• (Optional) “Student Self-assessment” response sheet (SA1)

Reproducibles • Week 8 family letter (BLM1)

• (Optional) “Week 8 Word Cards” (BLM2)

• (Optional) “Week 8 Crossword Puzzle” (BLM3)

Professional Development Media • “Using Web-based Whiteboard Activities” tutorial (AV42)


Week 8 181

Words Taughttranquil

contemplate

meager

grimace

stroll

battered

Words Reviewedblunt

devour

dignified

grimace

meager

Word-learning Strategies • Recognizing synonyms (review)

• Recognizing shades of meaning (review)

Vocabulary Focus • Students learn and use six words from the story.

• Students review synonyms.

• Students review shades of meaning.

• Students review words learned earlier.

• Students build their speaking and listening skills.

Social Development Focus • Students analyze why it is important to be respectful.

• Students build on one another’s thinking during class and partner discussions.

DO AHEAD ✓ Prior to Day 4, visit the CCC Learning Hub (ccclearninghub.org) to access and print this week’s family letter (BLM1). Make enough copies to send one letter home with each student.

✓ Prior to Day 5, make a copy of the “Class Vocabulary Assessment Record” sheet (CA1); see page 173 of the Assessment Resource Book.

O V E R V I E W

(continues)


DO AHEAD (continued)


✓ Prior to Day 5, make a class set of the “Individual Vocabulary Assessment: Word Check 2” answer sheet (IA1); see page 177 of the Assessment Resource Book. Make enough copies for each student to have one; set aside a reference copy for yourself.

✓ (Optional) Prior to Day 5, make a master copy of the “Student Self-assessment” response sheet (SA1); see page 180 of the Assessment Resource Book. Write the words you have chosen to be assessed on the master copy. Then make enough copies for each student to have one.

✓ (Optional) Visit the CCC Learning Hub (ccclearninghub.org) to access and print the following materials: “Week 8 Word Cards” (BLM2) and “Week 8 Crossword Puzzle” (BLM3). These materials can be used to provide your students with more opportunities to review the words.


Week 8 ODay 1 183

In this lesson, the students: • Learn and use the words tranquil, contemplate, and meager

• Review synonyms

• Build their speaking and listening skills

• Use discussion prompts to build on one another’s thinking

Words Taught

tranquil (p. 5)Tranquil means “calm or peaceful.”

contemplate (p. 5)Contemplate means “think about something seriously or look at something carefully.”

meager (p. 6)Meager means “very small in amount or hardly enough.”

I N T R O D U C E A N D U S E T R A N Q U I L1 Introduce and Define Tranquil and Review

SynonymsBriefly review pages 3–45 of Tuck Everlasting.

Remind the students that at the beginning of chapter 1 the author, Natalie Babbitt, describes the road that leads to Treegap. Read the following sentence from page 5 aloud, emphasizing the word tranquil: “It widened and seemed to pause, suggesting tranquil bovine picnics: slow chewing and thoughtful contemplation of the infinite.”

Tell the students that the first word they will learn today is tranquil, and explain that tranquil means “calm or peaceful.” Point out that tranquil, calm, and peaceful are synonyms. Explain that the author tells us that the road to Treegap winds through tranquil, or calm and peaceful, countryside—countryside that would be a good place for a quiet picnic.

Display word card 43 ( WA1) and have the students say the word tranquil.

2 Imagine a Tranquil PlaceExplain that spending time in a tranquil, or calm and peaceful, place can be restful and relaxing, especially if you are feeling anxious or stressed. Give one or two examples of places that you think are tranquil.

Materials

•Tuck Everlasting

•Word card 43 (WA1)



E ELL NoteThe Spanish cognate of tranquil is tranquilo/a.

Teacher NoteIf you started a synonym chart, add the words tranquil, calm, and peaceful to it.

Introduce Tranquil, Contemplate, and Meager Day 1



You might say:

“ I like to visit the pond near my house because it is tranquil. Walking by the tranquil pond after a stressful day always makes me feel better. In the winter, I like to spend weekends in the mountains. I think that being surrounded by snow and the peace and quiet of the mountains is tranquil.”

Ask the students to close their eyes and visualize a tranquil place. It might be a familiar place, such as a room at home, a place they have visited, or an imaginary place. Ask them to picture what the place looks like and what they are doing there. After a few moments, have them open their eyes.

Use “Think, Pair, Share” to discuss the following questions.

Q What tranquil place did you picture? Why do you think it is tranquil? [Pause; click 1 on WA1 to reveal the prompt.] Turn to your partner.

WA1

MM3e_VTG_G5_W8_WA1_8488_annoA

1

1

PROMPT 1: The tranquil place I pictured is

. I think is tranquil

because . . .

tranquil

PROMPT 1: “The tranquil place I pictured is [my bedroom]. I think [my bedroom] is tranquil because . . .”

Point to the word tranquil and review the pronunciation and meaning of the word.

I N T R O D U C E A N D U S E CO N T E M P L AT E

3 Introduce and Define ContemplateReread the following sentence on page 5 aloud, this time emphasizing the word contemplation: “It widened and seemed to pause, suggesting tranquil bovine picnics: slow chewing and thoughtful contemplation of the infinite.”

Tell the students that contemplation is a form of the word contemplate, and that contemplate is the next word they will learn today. Explain


Week 8 ODay 1 185

that contemplate means “think about something seriously or look at something carefully.” Point out that tranquil places, like the calm and peaceful countryside around the road to Treegap, are good places to contemplate, or think seriously about something.

Display word card 44 ( WA2) and have the students say the word contemplate.

4 Discuss Contemplating, or Thinking Seriously About, ThingsReview that one meaning of contemplate is “think about something seriously.” Give examples of times when you have contemplated something, or thought seriously about what to do or say.

You might say:

“ Before I bought a present for my best friend, I contemplated what to get for her—I thought seriously about it. My sister was upset with me for forgetting to water her plants. I contemplated what to say to her to let her know I was sorry.”

Ask:

Q When have you contemplated something? When have you thought seriously about what to do or say? [Click 1 on WA2 to reveal the first prompt.] Turn to your partner.

PROMPT 1: “I contemplated . . .”

After partners have talked, have one or two volunteers use the prompt to share their thinking with the class.

5 Discuss Contemplating, or Looking At, ThingsRemind the students that contemplate can also mean “look at something carefully.” Explain that people sometimes contemplate, or look carefully at, something they think is especially beautiful, such as a painting, photograph, or view of the ocean. People also contemplate something they need to understand or remember, such as a map or a set of directions or instructions.

Show the cover of Tuck Everlasting. Tell the students that they will spend a few moments quietly contemplating the cover. Explain that as they contemplate the cover, you want them to pay attention not only to what they see on the cover but also to what they are thinking about as they look at the cover.

Show the front cover to the students for a few moments. Then ask:

Q What did you see as you contemplated the cover, or what did you think about? [Click 2 to reveal the prompt.] Turn to your partner.

PROMPT 2: “As I contemplated the book cover, I [saw/thought about] . . .”

E ELL NoteThe Spanish cognate of contemplate is contemplar.



After partners have finished talking, have a few volunteers use the prompt to share their thinking with the class.

Point to the word contemplate and review the pronunciation and meaning of the word.

I N T R O D U C E A N D U S E M E AG E R6 Introduce and Define Meager

Tell the students that you will read more of the author’s description of the road leading to Treegap. Then read aloud from pages 5–6, beginning with “On the other side of the wood, the sense of easiness dissolved” on page 5 and ending with “And all at once the sun was uncomfortably hot, the dust oppressive, and the meager grass along its edges somewhat ragged and forlorn” on page 6. Emphasize the word meager when you come to it.

Tell the students that the last word they will learn today is meager, and explain that meager means “very small in amount or hardly enough.” Explain that the grass along the side of the road becomes meager, or very small in amount, as the road approaches the Fosters’ house. There is not much grass there at all.

Display word card 45 ( WA3) and have the students say the word meager.

7 Play “Is It Meager?”Tell the students that partners will play a game called “Is It Meager?” Explain that you will read a scenario; then partners will discuss whether or not the scenario describes a meager amount of something and explain why they think that. Remind the students that partners may not always agree and that is fine. What is important is that they explain their thinking.

Begin by reading the following scenario aloud:

• Juan uses a bucket of water to water his garden.

Use “Think, Pair, Share” to discuss:

Q Is a bucket of water a meager amount of water? Why? [Pause; click 1 on WA3 to reveal the first prompt.] Turn to your partner.

PROMPT 1: “A bucket of water [is/is not] a meager amount of water because . . .”

Use the same procedure to discuss the following scenarios:

• Bernadette ate a piece of toast for breakfast.

Q Is a piece of toast a meager amount of food? Why? [Pause; click 2 to reveal the next prompt.] Turn to your partner.

PROMPT 2: “A piece of toast [is/is not] a meager amount of food because . . .”


Week 8 ODay 1 187

• The students set a goal of collecting 100 pounds of cans for recycling, but they collected only 25 pounds.

Q Is 25 pounds a meager amount of cans? Why? [Pause; click 3 to reveal the next prompt.] Turn to your partner.

PROMPT 3: “Twenty-five pounds [is/is not] a meager amount of cans because . . .”

Point to the word meager and review the pronunciation and meaning of the word.

M O R E E L L S U P P O R TDraw and Discuss a Tranquil PlaceRemind the students that at the beginning of Tuck Everlasting, Natalie Babbitt describes a tranquil, or calm and peaceful, part of the road that leads to Treegap. Review that the students imagined and discussed some tranquil places.

Ask:

Q What is a tranquil place that you or your partner imagined?

Ask the students to draw a picture of a tranquil place. Explain that the picture can be based on one of the places that they have discussed or a different place. Have the students share their pictures in pairs. Encourage them to use the following prompt as they talk to one another:

PROMPT: “In my tranquil place . . .”

Ask one or two volunteers to share their drawings and what they talked about with the group.



In this lesson, the students: • Review and practice using the words tranquil, contemplate, and meager from Day 1


• Use discussion prompts to build on one another’s thinking

Words ReviewedtranquilTranquil means “calm or peaceful.”

contemplateContemplate means “think about something seriously or look at something carefully.”

meagerMeager means “very small in amount or hardly enough.”

ABOUT USING VOCABULARY WORDS IN SENTENCES

Using a vocabulary word in a sentence is an excellent way for the students to demonstrate their understanding of the word. However, creating a sentence that conveys a word’s meaning—a sentence that goes beyond “He contemplates” or “It was meager”—can be challenging. In this lesson, the students are introduced to using words in sentences through an activity called “Create a Sentence.” The students begin by completing sentences that you start. In subsequent lessons, these sentence starters will gradually disappear, and the students will develop their own sentences, supported by teacher questions as needed. For more information about “Create a Sentence” and other activities, see “Questions and Activities” in the Introduction.

R E V I E W T H E W O R D S1 Briefly Review the Words

Display the daily review cards ( WA4). Review the pronunciation and meaning of each word.

Then use “Think, Pair, Share” to discuss:

Q If you were writing a story about a peaceful grove of trees, which of these words might you use? Why? [Pause; click 1 on WA4 to reveal the first prompt.] Turn to your partner.

Materials

•Daily review cards (WA4)

Review Tranquil, Contemplate, and MeagerDay 2


Week 8 ODay 2 189

WA4


321

PROMPT 1: If I were writing a story about a peaceful grove of

trees, I might use the word because . . .

1 2 3 4

meagercontemplatetranquil

PROMPT 1: “If I were writing a story about a peaceful grove of trees, I might use the word [tranquil] because . . .”

P R AC T I C E U S I N G T H E W O R D S2 Introduce the Activity “Create a Sentence”

Tell the students that partners will do an activity called “Create a Sentence.” Explain that you will read aloud the beginning of a sentence that uses one of yesterday’s vocabulary words. Then they will use their imaginations and what they know about the word to finish the sentence. Explain that before partners do the activity together, they will practice as a class.

Point to the word tranquil on the daily review cards and review that tranquil means “calm or peaceful.” Then read the following sentence starter aloud twice, slowly and clearly:

• After school each day, Michael walks to the tranquil . . .

Discuss as a class:

Q How might you complete the sentence? What tranquil, or calm and peaceful, place might Michael walk to after school each day?

Click 2 on the daily review cards (WA4) to reveal the prompt. Have a few volunteers use the prompt to share their thinking with the class.

PROMPT 2: “After school each day, Michael walks to the tranquil . . .”

Follow up by asking:

Q Does it make sense to say “After school each day, Michael walks to the tranquil [beach to watch the sunset]”? Why?

Teacher NoteIf the students struggle to complete the sentence, remind them that a tranquil place is somewhere that a person might go to relax if she is feeling stressed or anxious. Then repeat the questions. If they continue to struggle, provide examples of ways the sentence might be completed. For example, say “After school each day, Michael walks to the tranquil garden to relax” or “After school each day, Michael walks to the tranquil hillside to read his book.” Then reread the sentence starter and repeat the questions.

Teacher NoteThe purpose of the follow-up question is to encourage the students to think more deeply about the word and whether the volunteer’s sentence conveys the word’s meaning.



3 Do the Activity in PairsPoint to the word contemplate and explain that the next sentence uses the word contemplate. Review that contemplate means “think about something seriously or look at something carefully.” Then read the following sentence starter aloud twice, slowly and clearly:

• Before writing in her grandmother’s birthday card, Sophia contemplated . . .


Q How might you complete the sentence? What might Sophia contemplate? Why might she contemplate that? [Pause; click 3 to reveal the prompt.] Turn to your partner.

Have partners use the prompt to discuss how they might complete the sentence.

PROMPT 3: “Before writing in her grandmother’s birthday card, Sophia contemplated [the best way to say how special her grandmother is] because . . .”

After partners have talked, have a few volunteers use the prompt to share their thinking with the class.


Q Does it make sense to say “Before writing in her grandmother’s birthday card, Sophia contemplated [all of her grandmother’s wonderful qualities]”? Why?

Point to the word meager and explain that the last sentence uses this word. Review that meager means “very small in amount or hardly enough.” Then read the following sentence starter aloud twice, slowly and clearly:

• Rico was disappointed to see the meager amount of . . .


Q How might you complete the sentence? What did Rico see that was meager? [Pause; click 4 to reveal the prompt.] Turn to your partner.

Have partners discuss how they might complete the sentence.

PROMPT 4: “Rico was disappointed to see the meager amount of . . .”



Q Does it make sense to say “Rico was disappointed to see the meager amount of [lemons on his lemon tree]”? Why?

Teacher NoteSupport struggling students by reminding them that people contemplate, or think seriously about, something when it is very important to them. Then repeat the questions. If they continue to struggle, provide examples of ways the sentence might be completed. For example, say “Before writing in her grandmother’s birthday card, Sophia contemplated all of the reasons her grandmother is special” or “Before writing in her grandmother’s birthday card, Sophia contemplated all of the fun things they had done together.” Then reread the sentence starter and repeat the questions.

Teacher NoteSupport struggling students by reminding them that meager means “very small in amount or hardly enough.” Then repeat the questions. If they continue to struggle, provide examples of ways the sentence might be completed. For example, say “Rico was disappointed to see the meager amount of coins in his coin jar” or “Rico was disappointed to see the meager amount of watermelon left in the cafeteria.” Then reread the sentence starter and repeat the questions.


Week 8 ODay 3 191

In this lesson, the students: • Learn and use the words grimace, stroll, and battered

• Review shades of meaning

• Review words with multiple meanings


• Act respectfully toward their partners

Words Taught

grimace (p. 14)Grimace means “twist your face.” People usually grimace because they are in pain or because they do not like something.

stroll (p. 17)Stroll means “walk in a slow, relaxed way.”

battered (p. 25)When something is battered, it is worn down and damaged from age and use.

I N T R O D U C E A N D U S E G R I M AC E1 Introduce and Define Grimace

Turn to page 14 of Tuck Everlasting and remind the students that, in this part of the story, Winnie is tossing pebbles through a cloud of gnats toward a toad. Read the following sentence from the top of page 14 aloud, emphasizing the word grimace: “The gnats were too frantic to notice these intrusions, however, and since every pebble missed its final mark, the toad continued to squat and grimace without so much as a twitch.”

Tell the students that grimace is the first word they will learn today, and explain that grimace means “twist your face.” Explain that in the story a toad seems to grimace, or twist its face, but that we usually use the word grimace to talk about something a person might do. Explain that people usually grimace, or twist their faces, because they are in pain or because they do not like something.

Display word card 46 ( WA5) and have the students say the word grimace.

Ask the students to watch as you act out grimacing because you are in pain. Then grimace as if you are in pain. Discuss as a class:

Q What did you see me do when I grimaced?

Materials

•Tuck Everlasting




Introduce Grimace, Stroll, and Battered Day 3



Click 1 on word card 46 (WA5) to reveal the first prompt. Have a few volunteers use the prompt to share their thinking with the class.

WA5


1

PROMPT 1: When you grimaced, you . . .

1 2

grimace

PROMPT 1: “When you grimaced, you . . .”

Ask the students to act out grimacing.

2 Play “Would You Grimace?”Review that grimace means “twist your face,” and that people usually grimace because they are in pain or because they do not like something. Tell the students that partners are going to play a game called “Would You Grimace?” Explain that you are going to describe an imaginary situation; then partners will discuss whether they would grimace in that situation and explain why.


• Your dad picks you up from school in a shiny new car.

Ask:

Q Would you grimace if your dad picked you up from school in a shiny new car? Why? [Click 2 on WA5 to reveal the prompt.] Turn to your partner.

PROMPT 2: “I [would/would not] grimace because . . .”

Repeat the procedure to discuss one or more of the remaining scenarios.

• Your dog runs into the house. She smells like she was sprayed by a skunk.

• While you are helping your neighbor move a heavy wooden desk, you accidentally set it down on your foot.

• Your sister surprises you by making you pancakes for breakfast.

Point to the word grimace and review the pronunciation and meaning of the word.


Week 8 ODay 3 193

I N T R O D U C E A N D U S E S T R O L L3 Introduce and Define Stroll and Review Shades of

MeaningTurn to page 17 of Tuck Everlasting and review that in this part of the story, Winnie meets the man in the yellow suit for the first time. Read the first sentence on page 17 aloud, emphasizing the word strolling.

Tell the students that stroll is the next word they will learn today. Explain that stroll means about the same thing as walk, with this important difference—if you are strolling, you are not walking at a normal speed. You are walking in a slow, relaxed way.

Display word card 47 ( WA6) and have the students say the word stroll. Ask the students to watch as you stroll. Then act out strolling. (You might pretend to be window-shopping as you stroll or casually enjoying the scenery—humming to yourself or whistling as you walk.) Then discuss as a class:

Q What did you see me doing when I strolled?

Click 1 on word card 47 (WA6) to reveal the first prompt. Have one or two volunteers use the prompt to share their thinking with the class.

PROMPT 1: “When you strolled, you . . .”

4 Play “Is Tulip Strolling?”Remind the students that Tulip is an imaginary girl in fifth grade. Tell the students that partners will play a game called “Is Tulip Strolling?” Explain that you will read a scenario that describes something Tulip is doing; then partners will decide whether Tulip is strolling or not strolling and explain why they think that.


• Tulip is late for school, so she races to the bus stop.

Ask:

Q Is Tulip strolling? Why do you think that? [Click 1 on WA6 to reveal the prompt.] Turn to your partner.

PROMPT 2: “Tulip [is/is not] strolling because . . .”


Repeat the procedure to have partners discuss one or both of the following scenarios:

• Tulip and her dad are taking a slow walk in their favorite park. They love walking here because it is so tranquil.

• Tulip notices that her friends are playing her favorite game on the other side of the field. She cannot wait to join them, so she hurries over.

Technology TipTo find web-based activities that focus on recognizing shades of meaning, you might search online using the keywords “whiteboard shades of meaning activities.” For more information, view the “Using Web-based Whiteboard Activities” tutorial (AV42).



Point to the word stroll and review the pronunciation and meaning of the word.

I N T R O D U C E A N D U S E B AT T E R E D5 Introduce and Define Battered

Turn to page 25 of Tuck Everlasting and review that in this part of the story, Winnie first notices Jesse Tuck sitting by the spring. Read the following sentence from page 25 aloud, emphasizing the word battered: “He was thin and sunburned, this wonderful boy, with a thick mop of curly brown hair, and he wore his battered trousers and loose, grubby shirt with as much self-assurance as if they were silk and satin.”

Tell the students that the last word they will learn today is battered. Explain that when something is battered, it is worn down and damaged from age and use. Point out that Jesse’s trousers might look battered, or worn down and damaged, because he has worn them very often for a long time.

Display word card 48 ( WA7) and have the students say the word battered.

6 Imagine Things That Look BatteredReview that when something looks battered, it looks worn down and damaged because it is old and has been used a lot. Give an example of something that you have seen that looked battered.

You might say:

“ My mother has a rocking chair that is battered. She has had the rocking chair since I was a baby, and she also used it while my younger brother and sister were babies. She still uses it now when she watches my nephew. The fabric of the chair looks battered because it is faded, and there are rips here and there. The fabric on the back and seat of the chair is very thin.”

Have the students close their eyes and imagine the following scenario as you read it aloud:

• You are in your front yard. A battered car drives by.


Q What does the battered car look like? [Pause.] Open your eyes. [Click 1 on WA7 to reveal the prompt.] Turn to your partner.

PROMPT 1: “The battered [car] . . .”


Teacher NoteIf you started a “Just the Right Word” chart, add the word stroll with its definition: “walk in a slow, relaxed way.”


Week 8 ODay 3 195

Use the same procedure to discuss one or both of the following scenarios:

• Your grandfather shows you a battered stuffed animal from his childhood.

Q What does the battered stuffed animal look like? [Pause.] Open your eyes. [Point to prompt 1.] Turn to your partner.

• Your cousin’s lucky basketball shoes are quite battered.

Q What do the battered shoes look like? [Pause.] Open your eyes. [Point to prompt 1.] Turn to your partner.

Point to the word battered and review the pronunciation and meaning of the word.

E X T E N S I O NDiscuss Vivid LanguageExplain that when an author uses words that help readers create pictures in their minds, we say the author is using “vivid language.” Explain that vivid means “sharp and clear” and that vivid language “paints” a sharp, clear mental picture for the reader. Tell the students that you will read a paragraph from Tuck Everlasting in which the author describes the wood near Winnie’s home. Explain that you want them to close their eyes and listen for vivid language that helps them create pictures of the wood in their minds. Then read the following paragraph aloud twice:

p. 24 “For the wood was full of light, entirely different from the light she was used to. It was green and amber and alive, quivering in splotches on the padded ground, fanning into sturdy stripes between the tree trunks. There were little flowers she did not recognize, white and palest blue; and endless, tangled vines; and here and there a fallen log, half rotted but soft with patches of sweet green-velvet moss.”

Discuss as a class:

Q What vivid language did you hear? What language helped you create a picture of the scene in your mind?

If necessary, tell the students that vivid language such as “full of light,” “green and amber and alive,” “quivering in splotches,” “white and palest blue,” and “endless, tangled vines,” helps readers picture the scene.



In this lesson, the students: • Review and practice using the words grimace, stroll, and battered from Day 3



Words ReviewedgrimaceGrimace means “twist your face.” People usually grimace because they are in pain or because they do not like something.

strollStroll means “walk in a slow, relaxed way.”

batteredWhen something is battered, it is worn down and damaged from age and use.


Display the daily review cards ( WA8). Review the pronunciation and meaning of each word.

Discuss as a class:

Q Which of these words might you use when you are talking with a friend or family member? How might you use the word or words?

Click 1 on the daily review cards (WA8) to reveal the first prompt. Have a few volunteers use the prompt to share their thinking with the class.

WA8


321

PROMPT 1: I might use the word when

I am talking with . I might say . . .

1 2 3 4

batteredstrollgrimace

Materials

•Daily review cards (WA8)

•Copy of this week’s family letter (BLM1) for each student

• (Optional) Copy of the “Week 8 Crossword Puzzle” (BLM3) for each student

Review Grimace, Stroll, and BatteredDay 4


Week 8 ODay 4 197

PROMPT 1: “I might use the word [stroll] when I am talking with [my sister]. I might say . . .”

P R AC T I C E U S I N G T H E W O R D S2 Do the Activity “Create a Sentence”

Tell the students that partners will do the activity “Create a Sentence.” Review that you will tell the students the beginning of a sentence that uses one of the words. Then they will use their imaginations and what they know about the word to finish the sentence. Explain that before partners do the activity together, they will practice as a class.

Point to the word grimace on the daily review cards. Review that grimace means “twist your face,” and that people usually grimace because they are in pain or because they do not like something. Then read the following sentence starter aloud twice, slowly and clearly:

• Kira grimaced because . . .

Discuss as a class:

Q How might you complete the sentence? Why might Kira grimace?

Click 2 to reveal the prompt and have a few volunteers use it to share their thinking with the class.

PROMPT 2: “Kira grimaced because . . .”


Q Does it make sense to say “Kira grimaced because [she bumped her head on the car door]”? Why?

3 Do the Activity in PairsPoint to the word stroll on the daily review cards, and explain that the next sentence uses the word stroll. Review that stroll means “walk in a slow, relaxed way.” Then read the following sentence starter aloud twice, slowly and clearly:

• On a warm summer evening, Jaylon strolled . . .


Q How would you complete the sentence? Where might Jaylon stroll on a warm summer evening? [Pause; click 3 on WA8 to reveal the prompt.] Turn to your partner.

PROMPT 3: “On a warm summer evening, Jaylon strolled . . .”


Teacher NoteIf the students are struggling, remind them that people grimace when they are in pain or because they do not like something. Then repeat the questions. If they continue to struggle, provide examples of ways the sentence might be completed. (For example, say “Kira grimaced because the soup tasted horrible” or “Kira grimaced because she stubbed her toe on the sidewalk.”) Then reread the sentence starter and repeat the questions.

Teacher NoteThe purpose of the follow-up question is to encourage the students to think more deeply about the word and whether the volunteer’s sentence conveys the word’s meaning.

Teacher NoteSupport struggling students by reminding them that when people stroll, they walk slowly because they are relaxed. Then repeat the questions. If they continue to struggle, provide examples of ways the sentence might be completed. For example, say “On a warm summer evening, Jaylon strolled along the beach” or “On a warm summer evening, Jaylon strolled down a path in the community garden.” Then reread the sentence starter and repeat the questions.




Q Does it make sense to say “On a warm summer evening, Jaylon strolled [to the park]”? Why?

Point to the word battered and explain that the last sentence uses this word. Review that when something is battered, it is worn down and damaged from age and use. Then read the following sentence starter aloud twice, slowly and clearly:

• Randi exclaimed, “Wow, that battered jacket . . .”


Q How might you complete the sentence? What might Randi say about the battered jacket? [Pause; click 4 to reveal the prompt.] Turn to your partner.

PROMPT 4: “Randi exclaimed, ‘Wow, that battered jacket . . .’ ”



Q Does it make sense to say “Randi exclaimed, ‘Wow, that battered jacket [needs to be replaced!]’ ”? Why?

E X T E N S I O NExplore Similes in Tuck EverlastingTurn to page 29 in Tuck Everlasting. Remind the students that, in this part of the story, Winnie is trying to convince Jesse to let her drink from the spring. Tell the students that Winnie tells Jesse that she is “about dry as dust.” Explain that by writing that Winnie is as dry as dust, the author—Natalie Babbitt—helps us imagine how thirsty Winnie must be.

Tell the students that “dry as dust” is a simile. Explain that a simile is a “comparison of one thing to another, using the word like, as, or than.” Tell the students that good writers like Natalie Babbitt use similes to help readers imagine what they are describing.

Turn to page 32. Review that in this part of the story, Winnie is on a horse, being led away by the Tucks. Explain that the author describes how Winnie feels as she rides, and she compares Winnie’s backbone to something. Tell the students that as you read from this part of the book, you want the students to listen for what Winnie’s backbone is compared to. Then read the following sentence from page 32 aloud twice: “She clung to the saddle and gave herself up to the astonishing fact that, though her heart was pounding and her backbone felt like a pipe full of cold running water, her head was fiercely calm.” Ask:

Q What is Winnie’s backbone compared to in the sentence you just heard?

Teacher NoteSupport struggling students by reminding them that things that are battered are worn down and damaged from age and use. Then repeat the questions. If they continue to struggle, provide examples of ways the sentence might be completed. For example, say “Randi exclaimed, ‘Wow, that battered jacket is really old!’ ” or “Randi exclaimed, ‘Wow, that battered jacket has a lot of holes in it!’ ” Then reread the sentence starter and repeat the questions.

Teacher NoteSend home with each student a copy of this week’s family letter (BLM1). Encourage the students to talk about this week’s words with their families.

Teacher NoteTo provide students with additional review of words taught during Weeks 7 and 8, you might distribute a copy of the “Week 8 Crossword Puzzle” (BLM3) to each student.


Week 8 ODay 5 199

Q How does comparing Winnie’s backbone to a pipe full of cold running water help you imagine how Winnie feels?

Read and discuss the following simile, using the same procedure:p. 44 “ Jesse sang funny old songs in a loud voice and swung like a

monkey from the branches of trees, showing off shamelessly for Winnie, calling to her, ‘Hey, Winnie Foster, watch me!’ and ‘Look what I can do!’ ”

In this lesson, the students: • Review words learned earlier



Words ReviewedbluntBlunt means “not sharp or pointed.” Blunt also means “straightforward and honest in what you say.”

devourDevour means “eat something quickly and hungrily.”

dignifiedDignified means “confident, calm, and in control.”

grimaceGrimace means “twist your face.” People usually grimace because they are in pain or because they do not like something.

meagerMeager means “very small in amount or hardly enough.”


Display the ongoing review cards ( WA9) and review the pronunciation and meaning of each word.

P R AC T I C E U S I N G T H E W O R D S2 Introduce the Activity “What Do You Think About?”

Tell the students that partners will do an activity called “What Do You Think About?” Point to the ongoing review cards (WA9) and explain that

Materials

•Ongoing review cards (WA9)

•“Class Vocabulary Assessment Record” sheet (CA1)

•Class set of the “Individual Vocabulary Assessment: Word Check 2” answer sheet (IA1)

•Class set of the “Individual Vocabulary Assessment Student Record” sheet (SR1)

•“Individual Vocabulary Assessment Class Record” sheet (CR1)

• (Optional) Class set of the “Student Self-assessment” response sheet (SA1)

Ongoing Review Day 5



you want the students to notice what they think about, or what pictures come into their minds, when they hear each of the words.

Tell the students that before they do the activity in pairs, they will practice as a class. Point to and pronounce the word blunt, and explain that they will think about the word blunt first.

Model the activity by closing your eyes and thinking aloud about what comes into your mind when you hear the word blunt.

You might say:

“ When I hear the word blunt, I think of my dad because he says what he thinks even if it hurts other people’s feelings. I also think of my coffee table because the edge is blunt, or not sharp.”

Have the students close their eyes; then ask:

Q What do you think about when you hear the word blunt? Why?

Give the students a few moments to think about the questions; then have them open their eyes. Click 1 to reveal the prompt. Have two or three volunteers use the prompt to share their thinking with the class.

WA9

MM3e_VTG_G5_W8_WA9_8498

54

321

PROMPT 1: When I hear the word , I think

of because . . .

1

meagergrimace

dignifieddevourblunt

PROMPT 1: “When I hear the word [blunt], I think of [my pencil] because . . .”

3 Do the Activity in PairsTell the students that they will now do the activity in pairs. Point to and pronounce the word devour. Explain that the students will notice what they think about when they hear the word devour; then partners will share their thinking with each other.

Have the students close their eyes. Then use “Think, Pair, Share” to discuss:

Q What do you think about when you hear the word devour? Why? [Pause.] Open your eyes. [Point to prompt 1 on WA9.] Turn to your partner.

Teacher NoteIf the students struggle to make associations, support them by asking questions such as “Who do you know who speaks bluntly?” “When have you been blunt?” “What things can be blunt?” and “What do you see in our classroom or have at home that is blunt?”

Teacher NoteIf the students struggle to make associations, call for the students’ attention and think aloud about what comes into your mind when you hear the word devour. For example, close your eyes and say “When I hear the word devour, I picture my dog devouring his food. It seems like the bowl is empty within seconds. I also think about a trip I took to the zoo. I saw a whale devour a whole bucket of fish.”

If the students continue to struggle, support them by asking questions such as “When have you seen an animal or person devour something?” “When might you feel like you could devour a meal?” and “How might you feel after devouring a meal?”


Week 8 ODay 5 201

PROMPT 1: “When I hear the word [devour], I think of [a pie-eating contest] because . . .”

After partners have talked, have one or two volunteers use the prompt to share their thinking with the class.

Use the same procedure to discuss the remaining words. If the students struggle with a word, model thinking aloud about associations you make to the word, or ask supporting questions like those in the notes.

Assessment NotesC L A S S V O C A B U L A R Y A S S E S S M E N T N OT EObserve the students and ask yourself:

• Do the associations the students are making show that they understand the words’ meanings?

• Are they showing a growing interest in learning and using new words?

Record your observations on the “Class Vocabulary Assessment Record” sheet (CA1); see page 173 of the Assessment Resource Book.

Use the following suggestions to support struggling students:

• If only a few students understand word’s meaning, reteach the word using the vocabulary lesson in which it was first taught as a model.

• If about half of the students understand a word’s meaning, provide further practice through an activity modeled on “Does That Make Sense?” (see Week 1, Day 5, Step 2). For example, if the students are struggling with the word grimace, play “Does That Make Sense?” by using the word (correctly or incorrectly) and asking the students if the word grimace makes sense in the sentence. (You might use the sentence “Sigmund grimaced when his favorite song came on the radio.”)

I N D I V I D UA L V O C A B U L A R Y A S S E S S M E N T N OT EBefore continuing with the week 9 lesson, take this opportunity to assess individual students’ understanding of words taught in Weeks 5–8 by using the “Individual Vocabulary Assessment: Word Check 2” answer sheet (IA1) on page 177 of the Assessment Resource Book. For instructions on administering this assessment, see “Completing the Individual Vocabulary Assessment” on page 174 of the Assessment Resource Book.

S T U D E N T S E L F - A S S E S S M E N T N OT EIn addition to or in place of the Individual Vocabulary Assessment, you might have each student evaluate her understanding of words taught in Weeks 5–8 using the “Student Self-assessment” response sheet (SA1). For instructions on administering this assessment, see “Completing the Student Self-assessment” on page 178 of the Assessment Resource Book.

Documents

SAMPLE LESSON - Home | Center for the …...Prior to Day 5, make a class set of the “Individual Vocabulary Assessment: Word Check 2” answer sheet (IA1); see page 177 of the Assessment