Week Nine October 15, 17

Post on Weebly by October 19

Chapter Eight: Developing Vocabulary and Concepts

Before Reading
Consider the types of words your students need to know in order to be
successful in your discipline. Provide a list with examples (at least three) for each
of the three types of words. What implications does this have for your teaching?
How might a lack of general or special vocabulary influence student achievement
in your content area?

General Vocabulary Special Vocabulary Technical (example:

(example: analyze) (example: fraction) hemisphere)

Evaluate Annotation Independent clause

Synthesis Metacognition Refutation

Claim Diction Rhetoric

Students will be unable to understand the content, and may become discouraged if they
do not know what is being asked of them.

For Monday: Read pages 207-214

While Reading
Two Column Notes
Use the two column note sheet to keep track of 3-4 particular strategies from the
chapter. In the first column record the name of the strategy and in the second
column describe it and how you might use it in your content area.

Strategies Presented Definition and How to Use Them in

Graphic organizer (timeline)
My Content Area
I think this would be really beneficial
when showing students the
evolution of literary periods in
Junior and Senior English.
Knowledge Ratings
Semantic Features Analysis
I would use this before a unit
regarding literary terms or
vocabulary central to the theme of
the unit/novel
I would use this in writing to analyze
the different types of writing, and
the stylistic features of each type
(short story, novel, poem, article,
op/ed etc.)

For Wednesday:
Read pages 215-237 and add to your two column note taking guide.

Before Class
Select a piece of text (insert link here) and create an appropriate vocabulary
activity to support concept or word level understanding. Consider a graphic
organizer, concept of definition word map, word sort, or a concept circle. Insert
your activity below with the words and be prepared to share in class Wednesday.

Text: The Raven by Edgar Allan Poe

(https://www.poetryfoundation.org/poems/48860/the-raven)
Activity: Select essential vocabulary from the text/unit and explicitly teach
these words. Put them on a word wall in the classroom for students to see
when they work on it in class. Encourage them to use the vocabulary in
academic discussion.

Word Definition In Context

Quaint Old-fashioned “quaint and curious
volume of forgotten
lore”
Lore Traditional “forgotten lore”
knowledge/old stories
Surcease Pause/stop/cease “vainly I had sought to
borrow / From my
 books surcease of
sorrow”
Entreating Seeking/looking for “Tis some visitor
entreating entrance at
my chamber door”
Implore Ask for “truly your forgiveness
I implore”
Lattice Windowpane “surely that is
something at my
window lattice”
Obeisance A show of “Not the least
respect/bowing obeisance made he;
not a minute stopped
or stayed he”
Pallas Another name for “Perched upon a bust
Athena, the Greek of Pallas”
goddesses of wisdom

In Class
Take notes on the information and strategies presented in class today. Make sure
to include any hyperlinks or resources as well.

Vocabulary Triangles
 Have vocabulary list from a reading
 Use template to write in vocabulary words and their definitions
 Once done, the product will look like a triangle, the words stacking on top of each
other.
Semantic Feature Analysis
 Read four critical, unique documents
 As students finish one document, they put an X under the features that are
present in the text
 They do this for all the documents, looking for features and elements
 Compare how each text had different features. Ask students why this is.

After Reading
Explain why memorizing definitions of words and fill in the blank worksheets are
not enough to develop a conceptual understanding of these terms. Explain why
the strategies described in this chapter can be more effective instructional tools
when teaching vocabulary in your content area.

Memorizing words does not indicate that a student has processed and deconstructed the

vocabulary word. For example, a student may be able to say what a derivative is in Calculus,

but it’s another thing to understand its relationship to previous knowledge (slope) and how it

interacts with the other concepts around it.

These strategies are more effective because they help deconstruct the meaning and they

showcase relationships. Students can’t just understand what ethos, pathos, and logos are—they

need to understand the concept of rhetoric as a whole. They need to understand how ethos,

pathos, and logos are established through techniques (metaphor, inclusive language etc.).