UbD Lesson Plan Title of Unit Time Length Study Skills----vocabulary developing 5 days Grade Level Subject 10th

Language Arts

Stage 1 Identify Desired Results Established Goals: (GPS) ELA 10RL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student: a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings of functions. b. Uses knowledge of mythology, the Bible, and other works often alluded to literature to understand the meanings of new words. c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning. ELA 10LSV2 c When delivering and responding to presentations, the student: c. uses props, visual aids, graphs, or electronic media to enhance the appeal and accuracy of presentations. GPS https://www.georgiastandards.org/Standards/pages/BrowseStandards/ELAStandards912.aspx List the understandings of this unit: * Six facets are shown in the parentheses. Students will understand that . 1. Some English words came from different languages. (explanation) 2. Knowing the roots of the words helps us make web-like connections to other similar words. (explanation) 3. In dictionaries, derivatives are listed under the index words in dictionaries.(application) 4. The word can be broken down to smaller parts when analyzing. (application) 5. When reading sentences, the definition of the word can be guessed by the way how the word is used in the sentence. (perspective) 6. Some words weigh heavier than the others in sentences.(perspective) 7. There are signals in sentences to direct readers to appropriate comprehension of the themes. (perspective) 8. Words can be used concretely for what it literally means or abstractly transferred to something similar to it. (perspective) 9. Guessing the unseen words most educationally helps us become lifelong, independent readers. This makes us feel confident. (empathy) 10. Reading books provides different experiences and enriches our life. (empathy) 11. Once acquiring tools, I use them to comprehend the story and I will make it my habit. (selfknowledge) Essential Questions (copy and paste from Stage 1) Overarching Questions: Topical Questions: How do you educationally guess the meaning of the word that you have not seen before? How do you make the most educational guess? Whats involved in the educational guess? How are cognates defined? What are the signal words? What are involved in the most educational guess?

How do you break down the unseen words? What are the big skills to develop vocabulary? How effectively do you use signal words in sentences to work on sentence completion quiz? How can a person be defined as a lifelong learner?

What are affixes, prefixes, and suffixes? Any examples? What do affixes tell us? What are cognates like? What are examples of some signal words? What are the differences of literal use of words and figurative use of the words? How do you apply decoding skills? What makes a person a lifelong learner?

Stage 2 - Evidence Performance Task(s) Be sure to indicate: The project has . Goal: As a group you will select three vocabulary roots and complete the graphic organizer for each selected root. Each group needs to present their chart. (see the attached Vocabulary Square) Role: You are a root investigator. Your task is to analyze the vocabulary and identify the meaning of the root. Audience: The target audience is peers. Situation: You need to convince that you are able to apply decoding skills and identify etymology of the word. You need to demonstrate your skills to use those words correctly in sentences, either literally or figuratively. Product Performance and Purpose: Each group needs to complete three graphic organizers to analyze the selected word. Standards and Criteria for Success: The Georgia performance Standards elements are shown in the stage 1. Your graphic organizer should have the item listed below. 1. selected words with the root of the word underlines 2. etymology of the root 2. the suffix and prefix that are color-coded 3. sample sentences using the words correctly 4. image or images related to the meaning of the root Performance Task(s) Rubric(s) ThinkQuest project Group Vocabulary Square Directions and Rubrics (10th) Group name :___________________________ Class:________ _ GPS: ELA10RL5 a,b,c: The student understands and acquires new vocabulary and uses it correctly in reading and writing. Rubrics Part What you need to have. Ts Comments 1 The correct synonym and antonym are present. 20 They are spelled correctly. 2 The meaning of the selected word is defined. The part of speech of the word is shown in bold. ** (Make sure you explain well what that word means.) 30

Selected word is used correctly in a new sentence and underlined. ** (Make sure to write a sentence, not a phrase or fragment.) An illustration/image is present. It is related to the root meaning or the sentence used for the project. ** (colorful picture for extra points) All vocabulary roots are correctly identified as etymology

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Resources : Resources are in Stage 3 Other Evidence (e.g. tests, quizzes, work samples, observations) Prior knowledge assessment Stage 3 Learning Plan * The class is divided into several groups. Each group should have no more than 5 students. *Prior to Day 1 it is recommended to provide learning style inventory to the students and group students for their learning modalities. (The learning style inventory is attached.) Presentation Observation Discussion

Day 1: (Hook) For opening, a teacher shows the Video Clip Day 1. (This runs about 6 minutes.) It shows the pictures of carved fruits and vegetables. It shows how simple carrots and watermelons turn into realistic flowers. Class discusses what makes such elaborate works. After discussion, the teacher shows the next part to see how a simple, small tool can make a job easier. Class understands if they want to be experts, they need to have tools, skills, and practice, and ideas. Teacher makes them realize tools are to be polished and skills are practiced on regular basis. Teacher lets students understand good tools can be blunt if they are not used for a while. The teacher makes sure the students understand the reasons why they need to develop vocabulary skills to improve reading performance. Students use hand signals (ex. raising an open hand means yes, raising a closed hand means okay, and crossing two arms in front means no.) Teacher provides an opportunity of tutoring for those who respond by the signal of crossing their arms in front. All students will be informed of what they will do the next day. (Where, why) Each student receives a prognostic survey sheet to indicate how much he/she is ready for vocabulary building skills (15 minutes). Teacher briefly explains what they should know to start the lesson smoothly (10 minutes). Teacher keeps these self-assessment sheets in the group folders. Students know their readiness levels and attend the after school tutoring as scaffolding so that they can join the next lesson smoothly. Day 2: (Equip) 3-2-1 strategy. (see the source for this strategy) Students are going to use their papers. Teacher instructs them to write three things they learned, two things they still do not understand, and 1 thing they would like to learn next. Teacher provides the worksheets (Context Clues worksheet and Decoding Skills worksheet), and shows Video Clip Day 2 (This runs about 16 minutes), which introduces important the reading skills as well as the project assignment. After the video the teacher assigns one student from the group to share the responses. Today students are expected to understand these two reading skills. Teacher uses hand signals to see how students understand the lesson. Those who do not comprehend may stay for afterschool tutorial.

http://www.personal.psu.edu/bxb11/LSI/LSI.htm (Learning style Inventories) http://www.lth3.k12.il.us/rhampton/mi/MI.html (Multiple Intelligences Theories)

3-2-1 strategy http://www.readingquest.org/strat/321.html Ways to study vocabulary http://tlc.ousd.k12.ca.us/~acody/vocabstudy.pdf

Day 3: (What) Teacher again explains a project assignment that each group completes in two

days. As necessary, the teacher may show the Day2 video again to see the expectation of the project assignment. The materials needed today are the list of words, thesaurus, dictionaries, markers, poster papers, scissors, glues, and computers for hands-on or tech-oriented choices. Teacher prints out the Word Choices sheet and cut small pieces to give every student a piece. The group assigns one root to each member in the group. (No members can work on the same root.) Each member needs to complete one vocabulary square sheet (voc. Square). After all members complete their voc. Square sheets, paste them onto a large poster paper as one whole-group assignment. Write your reflections on the space on the larger sheet. This will be posted in class. (* See the end of this paper for the picture of final whole-group assignment.) (Equip) The teacher shows them a sample work and rubric (see on this sheet as well to let them know their expectations. Teacher may need to send a few groups to the media center to use computers.

Vocabulary map http://www.readingquest.org/strat/wordmap.html Dictionary and thesaurus http://dictionary.reference.com/ Vocabulary resource http://www.vocabulary.co.il/vocabulary-learning-resources/ Vocabulary root games http://www.vocabulary.co.il/root-words/

Day 4: (Tailored)... The group continues to work on the project. Some groups may need to go to the media center to use computers. (Reflect, Revise). Teacher visits each group and provides advice and suggestions. Teacher lets them know the next day will be a presentation day. Day 5: (Reflect, revise) This is the presentation and sharing day. Teacher goes over the expectations as listeners and speakers (presenters). Each member of a group needs to be a speaker. The group starts presentation. Between the presentations, the class has some discussion and exchanges comments. (Evaluate). Teacher evaluates each groups presentation and receives electronic files. (Follow up) Teacher gives each group an opportunity to revise the projects if they prefer a better grade. Students write down what they have learned today and what they still do not understand and what they would like to know next. (variation of K-W-L)

Resource of K-W-L http://www.readingquest.org/strat/kwl.html (Organize) Teacher organizes those projects and sends them to ThinkQuest contests or Web 2.0 sites so that other classes and teachers can take a look at. Also the paper assignments are displayed in the class. * Follow-up (2) Carousel strategy: The following day, the group takes look at each groups presentation and leaves some comments on sticky note pads.
Carousel strategy http://www.readingquest.org/strat/carousel.html Sample of individual assignment Sample of whole-group assignment

My reflection: I made this project for both individual and group assessments. Each group has the same assignment, but the members can choose their words. I made the rule that each member needs to work on different word so that no one copies the work. Also I made the rule that all members are speakers when presenting. This way everybody does his/her responsibility fairly. I hope students will enjoy this.