Vocabulary Mini-Lesson
Topic: Introducing Navaho Words
Grade: Fifth Grade
The Students are learning about Native Americans. They will be reading Sing Down the Moon by Scott O’Dell. This is a good story to show students all the hardships that Native Americans had to endure when Europeans came to North America. The vocabulary words that the students will be looking at deal with the language that was used by Navahos at that time.
1. Introduce the Topic
We have been learning about Native Americans and now we are going to be reading the book Sing Down the Moon by Scott O’Dell. There are words that they used in their everyday language that we may not be familiar with. There are many words in this text that you may have difficulties with. I have 10 words that I have written on note cards and they are: mesa, cedar, Utes, Long Knife, Canyon de Chelly, piñon, hatchets, Navaho, Señora, and Hogan. These words are found throughout the book and it is important to be familiar with them because they will help you understand the story.
2. Share Examples
The students will be given anticipation guides in which they will rate their knowledge of each word. The students will see four columns. In the first column will be the new vocabulary words. The next column will be titled “I know the word well” the next column will be “I have heard of it” and the last column is “I don’t know this word.” The students will place a check mark in the column that applies to that word. After completing the reading, the students will again rate the words again.
3. Provide Information
The students will get into groups in which they will be given 20 cards. On 10 of the cards the vocabulary words will be written and on the other 10 cards the definitions will be written. The students were responsible for creating the 20 cards once they received to words. Now, they will be using them to match the vocabulary words to their definitions.
4. Guide Practice
As the students are continuing to read Sing Down the Moon they will repeat the word sort activity. Once the students have read a chapter using one of the vocabulary words, the word will be removed from the matching game. Sentences from the chapter with that new vocabulary word will be added but omitting the word to the matching game. This will be continued until all of the words are now being put into blanks of sentences from chapters.
Lennemann 2
5. Assess Learning
The 10 new words will be put onto the word wall. The students will write a paragraph summarizing Singing Down the Moon and they will have to incorporate five of the vocabulary words. They can also write about what they learned from the story about Native Americans. This will show if the students understand the new vocabulary words and how to use them appropriately.
**I took this mini-lesson from Tompkins, page 198. I thought this was a great idea and I would love to use it in my own classroom. It incorporates many things, such as seeing if students know the words, matching definitions to vocabulary words, and being able to use the word in a sentence.**
Topic: Introducing Navaho Words
Grade: Fifth Grade
The Students are learning about Native Americans. They will be reading Sing Down the Moon by Scott O’Dell. This is a good story to show students all the hardships that Native Americans had to endure when Europeans came to North America. The vocabulary words that the students will be looking at deal with the language that was used by Navahos at that time.
1. Introduce the Topic
We have been learning about Native Americans and now we are going to be reading the book Sing Down the Moon by Scott O’Dell. There are words that they used in their everyday language that we may not be familiar with. There are many words in this text that you may have difficulties with. I have 10 words that I have written on note cards and they are: mesa, cedar, Utes, Long Knife, Canyon de Chelly, piñon, hatchets, Navaho, Señora, and Hogan. These words are found throughout the book and it is important to be familiar with them because they will help you understand the story.
2. Share Examples
The students will be given anticipation guides in which they will rate their knowledge of each word. The students will see four columns. In the first column will be the new vocabulary words. The next column will be titled “I know the word well” the next column will be “I have heard of it” and the last column is “I don’t know this word.” The students will place a check mark in the column that applies to that word. After completing the reading, the students will again rate the words again.
3. Provide Information
The students will get into groups in which they will be given 20 cards. On 10 of the cards the vocabulary words will be written and on the other 10 cards the definitions will be written. The students were responsible for creating the 20 cards once they received to words. Now, they will be using them to match the vocabulary words to their definitions.
4. Guide Practice
As the students are continuing to read Sing Down the Moon they will repeat the word sort activity. Once the students have read a chapter using one of the vocabulary words, the word will be removed from the matching game. Sentences from the chapter with that new vocabulary word will be added but omitting the word to the matching game. This will be continued until all of the words are now being put into blanks of sentences from chapters.
Lennemann 2
5. Assess Learning
The 10 new words will be put onto the word wall. The students will write a paragraph summarizing Singing Down the Moon and they will have to incorporate five of the vocabulary words. They can also write about what they learned from the story about Native Americans. This will show if the students understand the new vocabulary words and how to use them appropriately.
**I took this mini-lesson from Tompkins, page 198. I thought this was a great idea and I would love to use it in my own classroom. It incorporates many things, such as seeing if students know the words, matching definitions to vocabulary words, and being able to use the word in a sentence.**
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