Unit
Vocabulary- Inventors and Artists
Local Objective
At the completion of this unit, students will be able to:
Story: Wings for the King
Use context clues to determine the correct meaning of multiple-meaning words.
Story: Leonardo's Horse
Use word structure to determine word meaning.
Story: The Dinosaurs of Waterhouse Hawkins
Use context clues to determine the meanings of homonyms.
Story: Mahalia Jackson
Use antonyms as context clues to determine word meaning.
Story: Special Effects in Film and Television
Use word structure to determine the meaning of words with prefixes.
Objective used to evaluate students
Yes
Assessment Activity
Students will be assessed:
Story: Wings for the King
1. during whole group instruction by observation.
2. by completing Practice Book pages 104 & 105.
3. with a selection test, questions 1-5.
Story: Leonardo's Horse
1. during whole group instruction by observation.
2. by completing Practice Book pages 114 & 115.
3. with a selection test, questions 1-7.
Story: The Dinosaurs of Waterhouse Hawkins
1. during whole group instruction by observation.
2. by completing Practice Book pages 124 & 125
3. with a selection test, questions 1-7.
Story: Mahalia Jackson
1. during whole group instruction by observation
2. by completing Practice Book pages 134 & 135
3. with a selection test, questions 1-7.
Story: Special Effects in Film and Television
1. during whole group instruction by observation
2. by completing Practice Book pages 144 & 145
3. with a selection test, questions 1-6.
Unit 3 Benchmark Test, questions 23-32
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| Vocabulary strategy for multiple-meaning words-usi | SR |
| Vocabulary strategy for Greek and Latin roots | SR |
| Vocabulary strategy for homonyms | SR |
| Vocabulary strategy for antonyms | SR |
| Vocabulary strategy for prefixes | SR |
Learning Activity
Each week, during whole group instruction, the students will participate in class discussions and various small whole group activities as dictated in the instructional methods section.
The students will:
Story: Wings for the King
Using the vocabulary strategies on page 264, students will read Heroes and Dragons, on page 265 of their student edition, with a partner. They will stop to discuss the highlighted words, using context clues and learned strategies to help determine the correct meaning of the word. Next, the students will write a letter to a friend, using correct friendly letter format, telling what they love about reading. The letter should include all of the vocabulary words. The teacher may have the students to share their work with the other students in a small presentation before turning it in. Then, they will complete practice book pages 104 and 105. During center time, the students will use www.dictionary.com to complete a vocabulary word map that includes the word definition, using the word in a sentence, two synonyms, and an illustration of the word.
Story: Leonardo's Horse
Using the vocabulary strategy, for Greek and Latin roots, on page 290, students will read They Called It the Renaissance, on page 291 of their student edition, with a partner. They will stop to discuss the highlighted words, using their notes from previous lessons and/or a dictionary or glossary to help determine the meaning of the words. The students will choose one of the illustrations from Leonardo's Horse. They will write a paragraph, using vocabulary words, about what they think he might have achieved. When finished, they will trade with a partner. Using the definitions that they gathered earlier, they will check each other's work for correct vocabulary usage. Then, they will complete practice book pages 114 and 115. During center time, the students will use www.dictionary.com to complete a vocabulary word map that includes the word definition, using the word in a sentence, two synonyms, and an illustration of the word.
Story: The Dinosaurs of Waterhouse Hawkins
Using the vocabulary strategy for homonyms on page 318, students will read The Artist of the Hour, on page 319 of their student edition, with a partner. They will stop to discuss the highlighted words. The students will use context clues to determine and write down word definitions. After discussing the words as a class, they will complete practice book pages 124 and 125. During center time, the students will use www.dictionary.com to complete a vocabulary word map that includes the word definition, using the word in a sentence, two synonyms, and an illustration of the word.
Story: Mahalia Jackson
Using the vocabulary strategy for Unfamiliar words on page 348, students will read Out of Great Pain, Great Music, on page 349 of their student edition, with a partner. They will stop to discuss the highlighted words, using context clues to help determine the correct meaning of the word. Students will choose an illustration from Mahalia Jackson, and take turns with their partner telling a short summarization story about the illustration using as many vocabulary words as possible . Then, they will complete practice book pages 134 and 135. During center time, the students will use www.dictionary.com to complete a vocabulary word map that includes the word definition, using the word in a sentence, two synonyms, and an illustration of the word.
Story: Special Effects in Film and Television
Using the vocabulary strategy for inflected endings on page 366, students will read Visiting the Past, on page 367 of their student edition, with a partner. They will stop to discuss the highlighted words, using context clues, word structure, prefixes and other learned strategies to help determine the correct meaning of the word. Next, each student will write an article, using all the vocabulary words, about a place that they have visited that used special effects. When finished, the students will trade papers with a partner to read, evaluate, and discuss their work. If any words were used incorrectly, the students should mark them and hand the paper back to its owner to be corrected. The final drafts will be placed on the bulletin board for viewing. Then, they will complete practice book pages 144 and 145. During center time, the students will use www.dictionary.com to complete a vocabulary word map that includes the word definition, using the word in a sentence, two synonyms, and an illustration of the word.
Instructional Method
During whole group and guided instruction, the teacher will:
Story: Wings for the King
On the SMART Board or white board, create a three-column chart with the headings Word, Meaning, and Sentence. Read aloud the lesson vocabulary words, asking students to raise their hands when they hear a familiar word. Have students to record meanings and write sample sentences as the words are discussed. If the words have multiple meanings, they should record all meanings and predict which meaning they think will be used in the selection story. Point out that some of the words contain the suffixes -less and -ly. Review with them that -less means "without" and -ly means "with". After reading the selection, return to the list to see if the students' predictions were correct. Next, discuss the strategy for context clues using the steps on page 264. Explain and model the use of context clues to determine the meaning of the word permit in Heroes and Dragons. Review the vocabulary words and definitions as they are put into the vocabulary wall chart. During center time, the students will complete vocabulary word maps that include definitions, two synonyms, sentences using the words, and illustrations.
Story: Leonardo's Horse
Introduce the lesson vocabulary with students. Have the students to discuss the words that they already know. Students will work with a partner to discuss the words and their meanings. They will make a list of the unknown words, then the students will have 5 minutes to ask their peers for information. When everyone is finished, the students will discuss their ideas and findings. Use page 290 to model and teach vocabulary strategies for Greek and Latin roots Break down the word philosopher as an example, philo means "loving". Review the vocabulary words and definitions as they are put into the vocabulary wall chart. During center time, the students will complete vocabulary word maps that include definitions, two synonyms, sentences using the words, and illustrations.
Story: The Dinosaurs of Waterhouse Hawkins
Introduce the lesson vocabulary with students. Have the students to discuss the words that they already know. Students will work with a partner to discuss the words and their meanings. They will make a list of the unknown words, then the students will have 5 minutes to ask their peers for information. When everyone is finished, the students will discuss their ideas and findings. Use page 318 to model and teach the strategies for homonyms. Use the word mold as an example. Model using the context to determine which meaning is being used in the selection. Review the vocabulary words and definitions as they are put into the vocabulary wall chart. During center time, the students will complete vocabulary word maps that include definitions, two synonyms, sentences using the words, and illustrations.
Story: Mahalia Jackson
Introduce the lesson vocabulary with students. Have the students to discuss the words that they already know. Students will work with a partner to discuss the words and their meanings. They will make a list of the unknown words, then the students will have 5 minutes to ask their peers for information. When everyone is finished, the students will discuss their ideas and findings. Point out to the students that some of the words have antonyms and/or multiple meanings. It is important to look for these in the context clues to help determine the meaning of an unfamiliar word. Use page 348 to model and teach the students how to use context clues to determine a word's meaning. Discuss and model using context clues and strategies for antonyms to determine the meaning of slavery in the story on page 349. Review the vocabulary words and definitions as they are put into the vocabulary wall chart. During center time, the students will complete vocabulary word maps that include definitions, two synonyms, sentences using the words, and illustrations.
Story: Special Effects in Film and Television
Introduce the lesson vocabulary with students. Present the following scene to students with words in context:
Two days ago David bumped his desk spilling his collection o miniature dinosaurs onto the floor. He threw the little critters into a box. Yesterday, he'd reassembled them on his desk. He would set them up again the same way today. David turned out his lights and went to bed. Suddenly, he heard loud explosions that sounded like giant cannon blasts. He opened his eyes and found himself outdoors, looking at a strange landscape, a field of grass and shrubs. In the distance, a volcano was puffing smoke. Also in the background, a herd of dinosaurs was grazing. How could that be? They looked so real, but dinosaurs lived in prehistoric times. "I must be dreaming!" David told himself. And then he woke up.
Have the students to number a sheet of paper 1-5. As you read the entry to them, have the students to listen carefully and write the meaning or a synonym to each of the words. When finished with the exercise, discuss the word meaning and usage of context clues with the students. Model an analogy for the students and have them to verbally give a couple. Landscape is to scenery as miniature is to small in scale.
Use page 366 to model and teach the students how to use word structure and prefixes to determine a word's meaning. Discuss and model using the word prehistoric. Pre means "before", historic refers to history. Review the vocabulary words and definitions as they are put into the vocabulary wall chart. During center time, the students will complete vocabulary word maps that include definitions, two synonyms, sentences using the words, and illustrations.
The teacher will explain directions for and discuss given assignments. While students are completing independent assignments, the teacher will observe and assist students having difficulties.
Resources
Scott Foresman/Pearson Reading Series Teacher's Manuals
Scott Foresman/Pearson Reading Student Practice Books
www.PearsonSuccessNet.com
www.dictionary.com
SMART Board
Student computers
Special Needs
Address special needs during small group time.
Teacher/student meetings
Peer tutoring
Pre-made materials to lessen work.
GLEs v2.0 and CLEs
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| CA/R/1/E/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Vocabulary | 5th Grade | Develop vocabulary through text, using roots and affixes |
| CA/R/1/E/5/b. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Vocabulary | 5th Grade | Develop vocabulary through text, using synonyms and antonyms |
| CA/R/1/E/5/c. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Vocabulary | 5th Grade | Develop vocabulary through text, using context clues |
| CA/R/1/E/5/d. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | Vocabulary | 5th Grade | Develop vocabulary through text, using glossary and dictionary |
| CA/R/1/G/5/a. | Communication Arts | Reading | Develop and apply skills and strategies to the reading process | During Reading | 5th Grade | During reading, utilize strategies to determine meaning of unknown words |
Objective Notes/Essential Questions
| Date | Note/Question |
| 8/11/2010 9:03:38 PM | Instructional methods, learning activities, and assessments are repeated weekly with occasional variations.
|