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LESSON PLAN
68
Standard Lesson
Estimated Time
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 agentspurposeful 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.
Students who use background knowledge, context clues, morphology, and dictionaries learn words more
effectively.
A word map is a sequentially structured visual model that meets all necessary requirements of existing models
and adds an additional componentstudent 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, 372381.
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., soundletter
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.
PRINTOUTS
Sample vocabulary words from "The Most Dangerous Game"
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
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 vocabularyby 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
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"
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. Taylor
November 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.
SkierTeacher
April 15, 2011
It would be nice if the students could type into the Word Map and then print it.
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