Lesson Plan — Goal 2
| Supporting Selections (all files are in Microsoft Word format) | |
| Oral Review Questions for Vocabulary List 1 | 8-18-01 |
| Sample Theme File Vocabulary List 2 Composition | 8-18-01 |
| Selection 1205pg1 General & vocabulary test taking techniques | 8-18-01 |
| Selection 1289 Why students should write MC questions | 8-18-01 |
| Selection 1290 How to Write Verbal Analogy Questions | 8-18-01 |
| Selection 1290A How to write MC vocabulary questions | 8-18-01 |
| Selection 1331A Vocabulary Test One | 8-18-01 |
| Selection 1331B Vocabulary Test One | 8-18-01 |
| Selection 1331C Vocabulary Test One | 8-18-01 |
| Selection 1331D Vocabulary Test One | 8-18-01 |
| Selection 1641A List 11 Answer Category Exercise | 8-18-01 |
| Selection 911A Vocabulary Lists One to Twenty-One | 8-18-01 |
II.������ GOAL
TWO. Develop a knowledge of basic vocabulary words commonly encountered in
social studies, English, and general content areas.
��������� A.������ CONTENT OUTLINE
������������������ 1.������ Vocabulary lists�� 1-16�� for social studies.
2.������ Vocabulary lists 17-21 and other vocabulary lists as appropriate to the reading students will encounter in this course.
��������� B.������ INSTRUCTIONAL MATERIALS
������������������ 1.������ Vocabulary lists from Selection 911A
������������������ 2.������ Dictionaries
������������������ 3.������ Listening tests over in-depth discussions of selected words.
��������� C.������ TEACHING STRATEGIES
1.������ Homework�� involving writing out�� the definitions to the weekly lists placed on the board.� [Attempt to devise a more valid means of helping students learn vocabulary, since research has long shown that such dictionary assignments are ineffective in promoting vocabulary growth.� For ideas see the two works Semantic Mapping: Classroom Applications (by Joan E. Heimlich and Susan D. Pittelman, International Reading Association, 1986) and Semantic Feature Analysis (by Susan D. Pittelman, Joan E. Heimlich, Roberta L. Bergland, and Michael P. French, IRA, 1991). See also The State of Knowledge about the Teaching of Vocabulary by Walter T. Petty, Curtis P. Herold, and Earline Stoll (NCTE, 1968) and Teaching Vocabulary to Improve Reading Comprehension by William E. Nagy (NCTE, 1988)]. See the research bibliographies for Preferred Practices for Teaching Vocabulary.
2. Oral discussion of the words with the class by the teacher. Use the �Which Word Means� Strategy Selections.
3. Student writing of vocabulary test multiple choice questions following the directions in Selection 1290A.
4. Oral testing of student knowledge of the words.
5. Student sentence writing assignment for each list.� (Choose five words from each list; write a meaningful sentence for each of the five words selected.)� [This procedure should be replaced or enhanced with a�� more effective technique developed from suggestions in Semantic Feature Analysis.]
6. Student free writing composition employing the words of the vocabulary list in meaningful sentences.
��������� D.������ EVALUATION PROCEDURE
������������������ 1.������ Credit given for completed homework.
2. Points given for each correct oral response during oral review.
3. �Credit given for completed sentence writing assignment.� [This will no doubt be an assignment needing modification]
4. Credit given for completed 1414 free writing composition which employs the words given in the vocabulary list.
5. Weekly multiple-choice vocabulary test over the week's vocabulary list.
6. Occasional short-answer and/or essay questions on in-depth discussions of selected vocabulary words.