Using Graphic Organizers with Stealing Indians - Vocabulary Word Cluster
| Title: Using Graphic Organizers with Stealing Indians - Vocabulary Word Cluster | Author: Linda S. White |
| Subject(s): English/Language Arts | |
| Grade Level(s): 7th and 8th grades | Total Time: 1 - 40 minute class period |
Overview / Description:
Students will listen to and read along with the teacher the story of four Native American children taken from their homes against their will and sent to boarding school, Stealing Indians by John Smelcer. This lesson is intended to be used in conjunction with other lessons simultaneously as a unit. This lesson will require students to decide which words they don't know and take ownership of learning the unfamiliar words.
Learning goals/objectives:
Students will be able to choose words from the book, Stealing Indians, and define the words, use them in a sentence, know the part of speech the word is, and draw an illustration of the word.
Workplace Readiness Skill:
| X | Social Skills | X | Communication |
| X | Teamwork | X | Critical Thinking |
| X | Attitude and Initiative | X | Planning and Organization |
| X | Professionalism | Media Etiquette |
Content Standards:
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.
Knowledge of Language - Grade 7
Vocabulary Acquisition and Use - Grade 7
L.7.1 Demonstrate an understanding of how language functions in different cultures, contexts, and disciplines; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking.
a. Recognize that standardized English is only one dialect of many and has a specific history that is implicated in power relationships.
b. Determine the language demands of a writing/speaking situation; respond in appropriate ways (e.g., precise and concise language; extended and descriptive language; incorporation of code-meshing, etc.).
c. 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
a. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
b. Use grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. Maintain consistency in style and tone. When appropriate, eliminate wordiness and redundancy.
L.7.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Determine the denotative, connotative, and figurative meanings of words and phrases used in texts; when words have similar denotations, be able to describe differences in connotation and their impact on meaning and tone.
b. Analyze the impact of rhyme and other repetitions of sound (e.g., alliteration; assonance) in varied texts (e.g., poetry; drama; section of a story).
L.7.4 Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; make intentional vocabulary choices appropriate to the context and situation.
Materials:
Stealing Indians by John Smelcer
Learning Activities:
WHO (T=Teacher Focus Lesson; WG=Whole Group\; SM=Small Group; I=Independent)
| Learning Activity Task | WHO is responsible for this step? | Approximate time for task |
| Distribute copies of the Vocabulary Word Cluster and explain its use. | T | Within the first 10-15 minutes |
| Have students open their books or display page 18 from the book, Stealing Indians, in the second paragraph is the word "malevolent". Ask students if they know what the word means. As long as no one knows what malevolent is, have them write it on their graphic organizer on the rectangle with "Word:" | WG | Within the first 10-15 minutes |
| Have students write adjective in the rectangle next to "Part of Speech" | WG | Within the first 10-15 minutes |
| Next, write the synonyms spiteful, malicious, and hostile next to the word "Synonyms". | WG | Within the first 10-15 minutes |
| Have students write their own sentence using the word, "malevolent". Example: There was a malevolent voice saying my name over and over in my dreams, and it scared me. | WG | Within the first 10-15 minutes |
| Next, have students draw their own depiction of the word malevolent | WG | Within the first 10-15 minutes |
| Have students choose four additional words from any section of the reading of Stealing Indians. | WG | 20 minutes |
Assessment:
Check the completed Vocabulary Word Cluster to see if they understand the instructions for completing the graphic organizer.
Wrap-Up:
Extension Activity (for intervention or enrichment):
ATTACHMENTS