Class Date

Approx. Time
Goals
Standards

Anticipatory
Set

8th day
60 minutes
Students will understand the importance of building their vocabulary
Students will learn new ways to develop their vocabulary
Standard: 2. Reading for All Purposes
3. Context, grammar, and word choice influence the understanding of literary,
persuasive, and informational texts
a. Determine or clarify the meaning of unknown and multiple-meaning words
or phrases based on grade 8 reading and content, choosing flexibly from a
range of strategies. (CCSS: L.8.4)
i. Select and employ strategies to persist when encountering unknown or
ambiguous words or difficult passages
c. Acquire and use accurately grade-appropriate general academic and
domainspecific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
(CCSS: L.8.6)
Have students watch the video 1930s Slang
(https://www.youtube.com/watch?v=v7F9PAg3w8g)
(2 minutes)
Have students discuss what their favorite words were from the video and why
they were surprised over the meaning of the word. Do these words have
different meanings than they do today? If so, why? How?
(3 minutes)
Now have a discussion with students focused on how the video was
successful at introducing new vocabulary even though it didnt just read off
the denotations.
You are looking for students to focus on the characters acting out the words,
offering texts over pictures, and using the words in their sentences. If
students dont get here, help them.
Then ask why they believe that this helped them learn a new word.
At this point tell them that they will never forgot the new definition for
the word because they will picture the characters in the videos acting
them out.
(5 minutes)

Teaching/
Presentation:

At this point, explain to your students that they will be learning new
vocabulary words for the unit. They will be tested on them one week from
today. Explain that the old way of doing vocabulary words does not happen
in your class. Instead, you are focused on having students work with
vocabulary words much like the characters in the video did. This way, the
words will solidify into memory rather than being forgotten right after the
test.

(4 minutes)
At this point, hand out the worksheet. As a class, read every word of the
worksheet and ask for questions. Offer as much clarification as possible.
(5 minutes)
Give vocabulary slide presentation. Allow students time to copy words down.
Allow for clarification questions. Allow time to go back.
(14 minutes)
At this point, demonstrate each of the portions in step two with the word
sulking found on 163. Keep these up on the smartboard as a reference. At
this time, allow students to get supplies (paper, pens, markers, etc) from the
front of the room.
(4 minutes)
Teaching
Strategy:
(Independent
Practice)

Closure

Materials

Allow students 20 minutes to work.

(20 minutes)
note to self: it is important that you walk around during this time and
make sure that students are using words correctly, understood the
assignment, and are engaged in the activity.

The closure to this activity will be a classroom discussion over the plot
development of Out of the Dust. Students should all be on page 50 of the text.
On a saved smartboard file, pull up each classs plot development chart.
Today, you will be able to fill out the exposition, a developing conflict, and
some rising action. Students may offer a theme, but explain that this might
develop as they continue to read. Save this file.
(3 minutes)
Smartboard, internet, paper, pens, markers, crayons, coloring pencils.

Name:_____________________________
Class:_____________________________

Date:_________________________________

Vocabulary Building Assignment

Vocabulary building is a lifelong practice, but it does not have to be boring. Rather than have you
list words and then define them, this activity is designed to work much like the video 1930s
Slang. Here, we will be practicing with vocabulary that is directly taken from the book Out of
the Dust and manipulating it in tactile, practical, fun ways. I do not suggest that this be your only
exposure to these words before the test. Instead, complete this activity today or tomorrow, and
then spend 10 minutes a night going over their meaning. It might be useful to add to the drawing
you did previously, reword the sentence, or create a song. Do whatever you need to do to make
these words a part of your vocabulary.
Part 1:
As you listen to the presentation, please copy down the 20 vocabulary terms. It will also be
useful to copy down any notes provided during this presentation (it might make your work easier
later).
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
9.)
10.)
11.)
12.)
13.)
14.)
15.)
16.)
17.)
18.)
19.)
20.)
Part 2:
Complete one of the following for each word (you must use all at least 2 times):
-write the word, definition, and picture of the word being acted out.
-write the word, definition, and a funny phrase using the word properly
-write the word, definition, and a detailed reaction to the word
-write the word, definition, and a detailed sentence correctly using the word

Slides are adopted from: slideserve.com