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Intensive Reading:
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Vocabulary
Understanding
Developing an Interpretation
Critical Stance
Making Connections
Using Literary Elements
Editing and Revising
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Home  ›  Departments & Staff  ›  Departments  ›  Language Arts  ›  Teacher Web Sites  ›  Stuart Whiteside  ›  Intensive Reading  ›  Vocabulary

Vocabulary

 

Vocabulary UBD Unit Plan

Subject: English

Course: Intensive

Grade: 10

Level:

Teacher: Mr. Whiteside

Concept: Reading Strategies

Projected Dates of Unit: 2 weeks and ongoing

Standard 1: Reading and Responding

Overarching Idea: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.

               Guiding Question: How do we understand what we read?

                        Component Statements:

1.1 Students use appropriate strategies before, during and after reading in order to construct meaning.

1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation.

1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.4 Students communicate with others to create interpretations of written, oral and visual texts.

 

Standard 2: Exploring and Responding to Literature

Overarching Idea: Students read and respond to classical and contemporary texts from many cultures and literary periods.

Guiding Question: How does literature enrich our lives?

Component Statements:

2.1 Students recognize how literary devices and conventions engage the reader.

2.2 Students explore multiple responses to literature.

2.3 Students recognize and appreciate that contemporary and classical literature has shaped human thought.

2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.

 

Standard 3: Communicating with Others

            Overarching Idea: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.

Guiding Question: How do we write, speak and present effectively?

Component Statements:

3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.

3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.

 

Standard 4: Applying English Language Conventions

Overarching Idea: Students apply the conventions of standard English in oral, written and visual communication.

Guiding Question: How do we use the English language appropriately to speak and write?

Component Statements:

4.1 Students use knowledge of their language and culture to improve competency in English.

4.2 Students speak and write using standard language structures and diction appropriate to audience and task.

4.3 Students use standard English for composing and revising written text.

District and Content Standards
ENGLISH / LANGUAGE ARTS / READING

1. Students read, write, speak, listen, and view to construct meaning of written, visual, and oral text.
2. Students choose and apply appropriate strategies that facilitate the development of fluent and proficient use of the language arts including the use of technology.
3. Students use language in visual, oral, written, and performance-based forums.
4. Students write in the four modes of discourse (description, narration, exposition, and persuasion) for various purposes and audiences.
5. Students examine, understand, and respond to a variety of literature from diverse cultures and historical periods.
6. Students employ processes that encourage them in becoming independent, life-long learners in English Language Arts.

Content/Process Emphasis: Reading

 

Stratford Intensive Reading and Writing students will demonstrate mastery of:

Vocabulary/Word Analysis

h Structural analysis to decode grade-appropriate unfamiliar words

h Structural analysis and morphology to spell grade-appropriate words

h Denotation and connotation

h Literal and figurative language

h Language of assessment (CAPT)

 

Evaluating/Critical Thinking

h Perceptive judgments about the literary quality of works of literature

h Inferential and evaluative thinking in fiction and nonfiction

h Conventions of the short story form

h Conventions of novels

h Conventions of newspaper and magazine articles

 

Comprehension

h Applying reading strategies such as: setting a purpose for reading, activating prior knowledge, preview/predict, stop and think, summarize and analyze using graphic organizers, marginal notes/highlighting, skim/scan, adjusting reading speed, plot diagramming, generating questions, and examine authors craft

h Making connections to other texts and outside experiences

h Making inferences based on what is not stated but implied

h Using compare/contrast relationships

h Identifying topics, main ideas, and details

h Categorizing and classifying

h Reading and working cooperatively

h Using independent reading to become better readers

h Reading clearly at level

h Attending to punctuation and other conventions of Standard Written English

h Reading for a sustained period

h Answering literal and inferential comprehension questions

h Drawing conclusions based on an authors purpose in including or omitting specific details

h Explanation and evaluation of themes

h Analysis of literary conventions and devices

h Supporting opinions and judgments with extensive examples from the text and outside experiences

h Evaluation of explicit and implicit information within a written work

 

Content/Process Emphasis: WRITING

Stratford English III students will demonstrate mastery of:

 

Prewriting/Referencing

h Engaging in prewriting activities such as: determining relevance of topic, reading and rereading, planning to write, organizing thoughts

 

Composing/Revising

h Recognizing purpose for writing and audience addressed

h Recording experiences in models such as: journal entries, personal narrative, description, problem solving, exposition, persuasion, opinion

h Using direct quotations and evidence effectively to support written opinions and conclusions

h Writing critiques of literary works with extensive references to the text and/or outside experiences, including analysis of theme and the authors craft

 

Editing/Proofreading

h Recognizing and correcting mechanical errors

h Employing sentence variety

h Eliminating confusion

h Integrating quotations and citations into a text while maintaining the flow of ideas

 


 

Essential Understanding:

P                           Literacy is improved through the study of vocabulary.

P                           The appreciation and comprehension of literature is enriched through the study of vocabulary.

P                           The study of vocabulary should be a lifelong activity.

P                           Knowledge of vocabulary allows the reader to become directly involved in constructing meaning.

P                           Integration, repetition, and meaningful use contribute to our vocabulary knowledge.

P                           Proficient readers exhibit certain qualities and use certain strategies in developing proficiency.

P                           Proficiency is defined as the ability to construct meaning from texts at a reading level higher than the students age.

P                           There are six universal qualities displayed by proficient readers: understanding the purposes of reading, applying prior knowledge, processing the structures of print, self-monitoring, applying strategies, and reading meaningful text.

P                           Strategies that develop those qualities are: metacognition, preparation, organization, elaboration, summary, and prediction.

Learning Objectives / Grade Level Expectations

Students will:

h Identify and define a variety of words from various units and different genres of language arts.

h Use word origins to determine the meaning of unknown words.

h Define vocabulary critical to the meaning of content-area text.

h Identify meaning of words by their use in context.

h Identify, define, use, and illustrate unfamiliar words found in text.

Essential Questions:

P                           How do we improve literacy through the study of vocabulary?

P                           How does the study of vocabulary enrich our appreciation and comprehension of literature?

P                           How do we make the study of vocabulary a lifelong activity?

P                           How can we use vocabulary to become directly involved in constructing meaning?

P                           How do integration, repetition, and meaningful use contribute to our vocabulary knowledge?

P                           How can students develop proficiency in reading?

P                           How can students construct meaning from the text?

Additional Questions:

Topics: Reading strategies, context clues, denotation, connotation, prefixes, suffixes, root words, etymologies, chunking, idioms, see Study Guide.

Process: Reading, writing, speaking, listening, viewing, responding, interpreting, analyzing, discussion,

Skills: Use reading strategies, construct meaning, interpret text, analyze text, evaluate text, extend understanding, extend appreciation, select word recognition strategies, apply word recognition strategies, develop vocabulary, comprehend text, communicate interpretations of texts, create interpretations of texts, recognize literary devices, recognize conventions, explore multiple responses to literature, recognize Influence of contemporary and classical literature on human thought, appreciate Influence of contemporary and classical literature on human thought, recognize social, cultural and historical influences, use descriptive, narrative, expository, persuasive and poetic modes, prepare work appropriate to audience, purpose and task, publish work appropriate to audience, present work appropriate to audience, use knowledge of their language and culture to, improve competency in English, speak using standard language structures and diction, write using standard language structures and diction, use standard English for composing written text, revising written text.

Summative Assessment(s)

Assessment may be accomplished through any of the following: quizzes and tests, workbook exercises, vocabulary storiesXwords used in context, incorporation of vocabulary into written work, illustrations, crosswords, word games.

Formative and Diagnostic Assessment(s)

h Vocabulary journal

h Short vocabulary comprehension exercises

h Teacher observation

h Student participation

h Word walls

Learning Activities: see tasks.

I.E.P. Lesson Modifications: Preferential seating. Extended time. Computer access. Prior notice of tests and assignments. Alternate setting. Organizational help. Cue expected behavior. Positive reinforcement. Check for understanding. Check work. Provide models. Repeat instructions. Encourage participation. Graphic organizers. Use of agenda. Repeat instructions. Multiple modalities. Communication with resource and home. Also see individual IEPs.

 

Powered and Unwrapped Standards for Unit (in bold type)

Standard

Verbs/Skills

Nouns/Knowledge

1.1

use

reading strategies

1.1

construct

meaning

1.2

interpret

text

1.2

analyze

text

1.2

evaluate

text

1.2

extend

understanding

1.2

extend

appreciation

1.3

select

word recognition strategies

1.3

apply

word recognition strategies

1.3

develop

vocabulary

1.3

comprehend

text

1.4

communicate

interpretations of texts

1.4

create

interpretations of texts

2.1

recognize

literary devices

2.1

recognize

conventions

2.2

explore

multiple responses to literature

2.3

recognize

Influence of contemporary and classical literature on human thought

2.3

appreciate

Influence of contemporary and classical literature on human thought

2.4

recognize

social, cultural and historical influences

3.1

use

descriptive, narrative, expository, persuasive and poetic modes

3.2

prepare

work appropriate to audience, purpose and task

3.2

publish

work appropriate to audience

3.2

present

work appropriate to audience

4.1

use

knowledge of their language and culture to

4.1

improve

competency in English

4.2

speak

using standard language structures and diction

4.2

write

using standard language structures and diction

4.3

use

standard English for

4.3

composing

written text

4.3

revising

written text

 

 

LEARNING PLAN COMPONENTS

h Students will be instructed in specific word-decoding strategies such as study of context clues, denotation, connotation, prefixes, suffixes, root words, etymologies.

h Vocabulary in-context will be designated in individual texts.

h Students will identify unfamiliar words from text, predict meaning, find the definition, then use in an original sentence.

 

 


 

 

Vocabulary Picture LESSON PLAN

Essential Questions (see unit)

P                           How do we understand what we read?

P                           How can students develop proficiency in reading?

P                           How can students construct meaning from the text?

Learning Objectives (see unit)

P                           Increase vocabulary skills.

P                           Good literature can have an interesting story, literary devices that help unify the work, and a message about the human condition.

Major Activity

Vocabulary Activity : word, def, sent, pic

Purpose

Vocabulary increases comprehension

Parameters

10 minutes adjusted as needed

 

Resources

Web site, data projector, students, text, dictionary

 

 

Vocabulary Picture Activity- word, def, sent, pic

1. Write the vocabulary word.

2. Write the definition.

3. Write the word in a sentence.

4. Draw a picture that illustrates the word.

 


 

 

Idioms LESSON PLAN

Essential Questions (see unit)

P                           How do we understand what we read?

P                           How do we use the English language appropriately to speak and write?

Learning Objectives (see unit)

P                           Access prior knowledge.

P                           Figurative language.

Major Activity

Idiom activity

Purpose

understanding figurative language

Parameters

20 minutes adjusted as needed

 

Resources

Web site, data projector, students, text, idiom dictionary

 

 

Idioms Activity

Study and discuss the idiom "let the cat out of the bag".

Discuss the definition of idiom.

Complete the cat out of the bag graphic.

Discuss the list of idioms.

Draw graphics of idioms.

 


 

 

Vocabulary of Vocabulary LESSON PLAN

Essential Questions (see unit)

P                           How do we improve literacy through the study of vocabulary?

P                           How does the study of vocabulary enrich our appreciation and comprehension of literature?

How do we make the study of vocabulary a lifelong activity?

How can we use vocabulary to become directly involved in constructing meaning?

How do integration, repetition, and meaningful use contribute to our vocabulary knowledge?

How do we understand what we read?

P                           How can students develop proficiency in reading?

P                           How can students construct meaning from the text?

Learning Objectives (see unit)

P                           Increase vocabulary skills.

Major Activity

Vocabulary of Vocabulary exercises

Purpose

Learn vocabulary terminology

Parameters

10 minutes adjusted as needed

 

Resources

Vocabulary workshop. Web site, data projector, students, text, dictionary

 


 

 

 

LINCs Steps LESSON PLAN

Essential Questions (see unit)

P                           How do we improve literacy through the study of vocabulary?

How does the study of vocabulary enrich our appreciation and comprehension of literature?

How do we make the study of vocabulary a lifelong activity?

How can we use vocabulary to become directly involved in constructing meaning?

How do integration, repetition, and meaningful use contribute to our vocabulary knowledge?

How do we understand what we read?

P                           How can students develop proficiency in reading?

P                           How can students construct meaning from the text?

Learning Objectives (see unit)

Increase vocabulary skills.

Major Activity

LINCs exercises

Purpose

Learn vocabulary strategy

Parameters

10 minutes adjusted as needed

 

Resources

LINCs worksheet. Web site, data projector, students, text, dictionary

 


 

 

Clunk Fix-Up LESSON PLAN

Essential Questions (see unit)

P                           How do we improve literacy through the study of vocabulary?

How does the study of vocabulary enrich our appreciation and comprehension of literature?

How do we make the study of vocabulary a lifelong activity?

How can we use vocabulary to become directly involved in constructing meaning?

How do integration, repetition, and meaningful use contribute to our vocabulary knowledge?

How do we understand what we read?

P                           How can students develop proficiency in reading?

P                           How can students construct meaning from the text?

Learning Objectives (see unit)

Increase vocabulary skills.

Major Activity

Clunk Fix-Up Strategies

Purpose

Learn vocabulary strategy

Parameters

10 minutes adjusted as needed

 

Resources

Clunk Strategies. Web site, data projector, students, text, dictionary

 


 

 

Clunks and Clues LESSON PLAN

Essential Questions (see unit)

P                           How do we improve literacy through the study of vocabulary?

How does the study of vocabulary enrich our appreciation and comprehension of literature?

How do we make the study of vocabulary a lifelong activity?

How can we use vocabulary to become directly involved in constructing meaning?

How do integration, repetition, and meaningful use contribute to our vocabulary knowledge?

How do we understand what we read?

P                           How can students develop proficiency in reading?

P                           How can students construct meaning from the text?

Learning Objectives (see unit)

Increase vocabulary skills.

Major Activity

Clunks and Clues Graphic Organizer

Purpose

Practice and apply vocabulary strategy

Parameters

10 minutes adjusted as needed

 

Resources

Clunk Strategies. Web site, data projector, students, text, dictionary