Lesson 5 - Chapter 4 & Vocab

🕐 Lesson Overview

Bellringer
Read: Chapter 4
Introduce new vocabulary

⭐ Objectives

I can read literary texts.
I can define and use new vocabulary.

📏 Standards

🗽 NYSNGSS

7L4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a variety of strategies.
7L4a:
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
7L5b:
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
7L6:
Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

🗒️ Lesson Plan

Anticipatory Set

As a bellringer, students will read the following sentences from A Long Walk to Water. Students will Turn & Talk with a friend about the bolded words, attempting to guess at their meaning using context clues and their knowledge of language.

When one of them managed to kill a ground squirrel or a rabbit, a guinea hen or a grouse, the boys' aimless play halted and there was suddenly a lot of work to do.

The teacher droned on with the lesson about the Arabic language.

Overhead, a jet plane veered away like a sleek evil bird.

On the far horizon, the sky was hazy from the smoke of the bombs.

One morning he woke bleary-eyed after a poor sleep. He rubbed his eyes, rose, and stumbled after his friend as they began walking yet again.

The teacher will take attendance as students discuss. After sufficient time has passed, the teacher will invite students to share their predictions for meaning and how they came to those conclusions. The class will then review the agenda and objectives.

Developmental Activity

The class will read Chapter 4 aloud using the Equity Sticks strategy to select readers on a paragraph-by-paragraph basis. The teacher will pause the reading to check for understanding, introduce new vocabulary, or explain unfamiliar concepts.

After reading, the teacher will introduce vocabulary words for A Long Walk to Water, providing examples or memorization techniques as they go through the list. Introductions should be brief; students will experiment with and learn about the vocabulary in the closing activity.

Closure

The teacher will explain how to complete the ALWtW Vocab Squares assignment. Students will need to select five words from the provided list to use on their vocab squares. Students will have the remainder of the period to work.