Using Graphic Organizers with Stealing Indians - Concept/Definition Map
| Title: Concept/Definition Map for Stealing Indians | Author: Linda S. White |
| Subject(s): English/Language Arts | |
| Grade Level(s): 7th & 8th grades | Total Time: 1-40 minute class period |
Overview / Description:
Students will gain an understanding of the word “ubiquitous”. This word was chosen because of the frequency of use in the book, Stealing Indians by John Smelcer as well as the difficulty in understanding it.
Learning goals/objectives:
After completing this activity, students will be able to pronounce, spell, and define “ubiquitous” as well as provide examples from the book Stealing Indians and examples in real-life of things that are "ubiquitous".
Workplace Readiness Skill:
| X | Social Skills | X | Communication |
| X | Teamwork | X | Critical Thinking |
| Attitude and Initiative | X | Planning and Organization | |
| Professionalism | Media Etiquette |
Content Standards:Materials:
Strand: Language 6-12
Overarching Statement: Demonstrate an understanding of how language functions in different cultures and contexts. Apply this knowledge to meet communicative goals when composing, creating, and speaking, and to comprehend more fully when reading and listening. Be able to justify intentional language and convention choices and explain how those choices differ for culture and context.
Craft and Structure - Grade 7
R.7.4 Determine the meaning of words and phrases, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings within a text. (RI&RL)
Vocabulary Acquisition and Use - Grade 7
L.7.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate
Learning Activities:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
Materials:
Stealing Indians by John Smelcer
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
Distribute copies of Concept/Definition Map | Teacher | Within the first 5 minutes of class, all students will receive their own copy of the Concept/Definition Map (digital or print) |
| After everyone has the Concept/Definition Map explain to students that as a class, we will work together to understand the word, “ubiquitous” | Teacher | Within the first 5 minutes of this lesson |
| Have students write the word “ubiquitous” on their copy of the Concept/Definition Map in the center rectangle | Teacher - Whole Group | Within the first 5 minutes |
Have students use a dictionary or computer to find the definition of the word “ubiquitous” and write it in the top rectangle labeled “What is it?” Definition: ubiquitous - present, appearing or found everywhere | Teacher - Whole Group | 10 minutes |
Next, students will use the dictionary, thesaurus, and/or computer to find four synonyms of the word “ubiquitous” and write them in the four rectangles on the right under the heading “What is it like?” Some synonyms of ubiquitous are: all-over, everywhere, universal, worldwide, pervasive, global, far-reaching, prevalent | Whole Group | 10 - 15 minutes |
Find two examples from real-life things that are ubiquitous and one example from the book of something ubiquitous for the bottom boxes labeled "What are some examples?" Real-life - 7 Grandfather Teaching Posters, Wal-Mart, McDonald’s Book - English Only posters | WG | 10 minutes |
Assessment:
Check for understanding with the completed copy of the Concept/Definition Map
Wrap-Up:
Have students choose an unfamiliar word from the book or sequential roundtable graphic organizer and do the concept/definition map on their own. Post the graphic organizers around the room and set up a gallery walk of the different words.
Extension Activity (for intervention or enrichment):
ATTACHMENTS