Beruflich Dokumente
Kultur Dokumente
INSTRUCTIONAL OUTCOMES
WV Standard(s):
ELA.9.39
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9 reading and content, choosing flexibly
from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph or text or a word’s position or function in a sentence) as a clue to the
meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical,
advocate, or advocacy).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, and/or thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
Verify the initial determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Learning Objective(s):
Formative Assessment:
Weird Words Worksheet, Copies of Romeo and Juliet for each student, internet access, laptop for each student
INSTRUCTIONAL PROCEDURES
*Highlight BLUE for materials/GREEN for technology
*Highlight PINK for instructional strategies
*Highlight YELLOW for discipline-specific academic language/vocabulary
Activating Strategy/ Time The following will be displayed on the dry erase board: What weird word would you come up Because this will be written on
Introduction “Shakespeare invented a large chunk of the English with yourself? the board, students with poor
5 language. Come up with your own word and a definition eyesight should be sitting close
mins for it.” What does this word mean? to the board.
Have the students share the funniest word that they The sharing aspect of this
Sharing 10 found, the definition that they guessed, and what it What is the funniest word you assignment is short and the
min actually meant. Write them down on the board so that found? material is preplanned, so it
everyone can see. Have the students write a short story will be good for extroverted
using three of the words on the board or on their students because they get to
worksheet. share what they have found
while not overwhelming
introverted students because
the answer is in front of them
already and they will not have
to speak for a long amount of
time.
Closure Time
Who would like to share their short Providing students with a
5 Allow a few students to share their short stories aloud to story with the class? structured time to put their
Mins the class. Give the students time to put their laptops laptops away will ensure that
away. students who are easily
distracted and off task to be
remain engaged in the lesson.
Contingency Time
If there is an unplanned interruption, do not have the
students complete either sharing activity.