http://www.readwritethink.org/classroom-resources/lesson-plans/internalization-vocabulary-through-word-307.html

Print This Page

LESSON PLAN

Internalization of Vocabulary Through the Use of a Word Map 

Grades 6 – 8

Lesson Plan Type Standard Lesson

Estimated Time One or two 45-minute sessions

Lesson Author Betsy Hughes

Churchville, Pennsylvania

Publisher

 

PREVIEW

OVERVIEW

This lesson provides students with a concrete way to learn vocabulary. The instruction is interactive, provides practice

with words, and develops both definitional and contextual knowledge through two agents—purposeful sequencing of steps

and collaboration with peers. This method is best used with students who require a concrete, visual approach to learning

and students who habitually select the first dictionary entry or the meaning they are already familiar with. This method can

also be used as one of a variety of approaches from which students can choose. Vocabulary words for the lesson can be

predetermined or student-selected. 

FEATURED RESOURCES

Word map template: Students will use this helpful handout to create their own word map for a preselected vocabulary

word. 

FROM THEORY TO PRACTICE

Rosenbaum, C. (2001). A word map for middle school: A tool for effective vocabulary instruction. Journal of Adolescent

& Adult Literacy, 45, 44–49.

Recent research has found that knowledge of vocabulary is the single most important factor in reading comprehension.

(LaFlamme, 1997, p. 372)

Students who use background knowledge, context clues, morphology, and dictionaries learn words more effectively.

Vocabulary instruction must be interactive, especially for middle school children.

A word map is a sequentially structured visual model that meets all necessary requirements of existing models and adds an

additional component—student interaction. 

LaFlamme, J.G. (1997). The effect of the Multiple Exposure Vocabulary Method and the Target Reading/Writing Strategy

of test scores. Journal of Adolescent & Adult Literacy, 40, 372–381.

STANDARDS

NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

3.

Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their

prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other

texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter

correspondence, sentence structure, context, graphics). 

4.

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to

communicate effectively with a variety of audiences and for different purposes. 

6.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media

techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 

RESOURCES & PREPARATION

MATERIALS AND TECHNOLOGY

Dictionaries (or online references, such as Dictionary.com or Word Central)

Highlighter or colored pencils

Overhead projector, transparencies, and markers 

PRINTOUTS

Sample vocabulary words from "The Most Dangerous Game"

Sample word map  

Word map template

Word map rubric  

WEBSITES

"The Most Dangerous Game" by Richard Connell  

PREPARATION

1. This vocabulary lesson uses the short story "The Most Dangerous Game." Read the story and preselect several

vocabulary words that will probably be unfamiliar to your students and can be easily modeled. A sample vocabulary

list is provided, with sample vocabulary words from the story underlined and in bold.

2. You can plan to have students work with a partner, particularly if some students are weak in dictionary skills.

3. Prepare printed copies of the short story and blank word map templates.

4. Prepare overhead transparencies of the sample word map for harbor and the blank word map template.

INSTRUCTIONAL PLAN

STUDENT OBJECTIVES

To strengthen vocabulary acquisition skills, the student will

Complete a word map for vocabulary, following the eight prescribed steps

Increase retention of selected vocabulary by making a personal connection to the word

Demonstrate internalization of vocabulary by writing an original sentence using the word

Reflect upon various vocabulary methods and the feasibility of independently using this method 

INSTRUCTION AND ACTIVITIES

1. Activate students' prior knowledge by discussing big game hunting. Do students know anyone in their families who

consider hunting a sport? Have they seen any television shows or movies where hunting is portrayed in a positive or

negative way? How do they feel about hunting? Do they think of it as a sport?

2. Inform students that they will be reading a short story about hunting. While reading, they will have an opportunity to

use and assess a new way of learning vocabulary—by using a vocabulary word map.

3. Have students list (on the board or overhead) familiar approaches to learning vocabulary. Approaches may include

flash cards, crossword puzzles, acting out word meanings (kinesthetic approach), or writing definitions from the

dictionary. Using tally marks, survey the class about their comfort level with these methods and their attitudes toward

vocabulary activities.

4. To demonstrate the importance of a strong vocabulary, ask two teams of students to describe a big game animal.

Team A may use only five words to describe the animal. Team B may use an unlimited number of words.

5. As teams collaborate, point out the use of various senses in approaching this task. The choice of only five words for

Team A will be more challenging and require strong sensory vocabulary words.

6. Bring the whole class together, and have groups compare their experiences while working on this activity. Team

collaboration will play a key role, particularly for Team A, because each student in the group will have contributed

different associations and examples of descriptive words for the big game animal before reaching a consensus.

7. Review with students the possibility of categorizing vocabulary words in two ways: words that are brand new and

familiar words with new meanings.

8. As an example, present the word harbor, which should be a familiar word for students. Ask students to write a brief

definition of the word and use it in their own sentences.

9. Then direct students to page 9 of the printed copy of "The Most Dangerous Game." Ask students to locate the

word harbor on that page. After reading the sentence and paragraph in which the word appears, ask students if their

written definitions fit this context.

10. Using the overhead word map template and the think-aloud method, model the eight steps by completing a word map

for harbor. [The sample word map can be used as reference.]

Step 1: Write the word and the page number on which it is found in the text.

Step 2: Copy the phrase or sentence in which the word appears, and predict its meaning. Indicate how the word is

used in the sentence (i.e., part of speech).

Step 3: Using a dictionary (e.g., Dictionary.com if you have access to a classroom computer and the Internet), look up

the word and locate the correct definition. Employ a think-aloud to ask, "Does this make sense based on how the word

is used in the text?" Record the correct definition on the word map.

Step 4: Use the dictionary entry to fill in a synonym for the word.

Step 5: Use the dictionary entry to fill in an antonym or nonexample of the word.

Step 6: Use the dictionary entry to find other forms of the word.

Step 7: Model how you can make a connection to the word. It's also important, at this point, to ask students to

verbalize their own connections to the word. This is a key step toward ownership of the vocabulary! After verbalizing

personal connections, ask students to sketch an example or association on the back of their word maps. Encourage

quick sketches and not works of art. Have each student share his or her sketch with a partner and discuss the

similarities and differences. Make a point to emphasize the variety of associations.

Step 8: Model how you would develop a sentence that uses the word, and ask students to create their own sentences.

Have students check their sentences to see if context clues are given. Make sure that they avoid the pitfall of simply

using the sentence to define the word.

While you are modeling the approach, students can copy the information onto their blank copies of the word map

template to save as an example.

11. Elicit critical thinking skills by asking students why the sequence of these steps is important.

12. Determine if additional modeling of the approach is necessary.

13. When students grasp the procedure, have them create their own word map for another preselected vocabulary word

(see sample vocabulary words from "The Most Dangerous Game") or a student-selected word encountered while

reading the text. Be available to assist students who are struggling and provide verbal prompting if necessary.

14. Have students pair-share their completed maps and engage in a discussion particularly about step #7, their personal

connections to the words. As students explain, they will be activating and verbalizing their background knowledge

and reinforcing their understanding of the words.

15. For closure, ask students to generate a journal response to the following prompt:"Describe the vocabulary word map method, and reflect on how and when you might use this method."

 

EXTENSIONS

Students could work on self-selected vocabulary, using their word maps to create vocabulary booklets.

Particularly for those middle schools that employ the teaming approach, this method could be used and reinforced in other

content areas, such as science, health, and social studies using expository text.

Explore online dictionaries (e.g., Dictionary.com or Word Central) for their ease-of-use. Students who have difficulty

locating entries in a traditional dictionary may be more motivated to use an online version. Students with visual perception

difficulties are sometimes overwhelmed by "all the words on a page" in traditional dictionaries. Online dictionaries

eliminate this factor. 

STUDENT ASSESSMENT/REFLECTIONS

Word map rubric  for self-assessment, peer-assessment, and teacher-assessment

Students' use of vocabulary during discussions and other follow-up activities related to the short story "The Most

Dangerous Game"

Student reflection through journaling

RELATED RESOURCES

LESSON PLANS

Grades   6 – 8  |  Lesson Plan  |  Standard Lesson

A Prereading Strategy: Using the Vocabulary, Language, Prediction (VLP) Approach

Students learn content area vocabulary and increase reading comprehension using the Vocabulary, Language, Prediction

(VLP) approach.  

CALENDAR ACTIVITIES

Grades   3 – 12  |  Calendar Activity  |  October 16

Dictionary author Noah Webster was born in 1758.

Students play a variation of the game Balderdash to practice vocabulary.  

ACTIVITIES & PROJECTS

Grades   3 – 8  |  Activity & Project

Follow the Word Trail: Organize a Treasure Hunt

Create a treasure hunt out of word-puzzle clues hidden around the home or yard. 

COMMENTS

Published Comments

Ms. TaylorNovember 22, 2013

In reply to SkierTeacher's comment . . . You CAN write on the word map pdf if you use Adobe Acrobat Pro. Choose

VIEW> TOOLS> CONTENT and then use the editing bar to your right to select the specific task. 

SkierTeacherApril 15, 2011

It would be nice if the students could type into the Word Map and then print it.  

© 2015 IRA/NCTE. All rights reserved.

Legal  |  International Reading Association  |  National Council of Teachers of English