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Activity: Students will be able to use robust
vocabulary, recognize, and define tier 2 words found in James and the
Giant Peach by completing a 5 day vocabulary cycle.
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Accommodations for
Diverse Learners:
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ELL students could focus
on tier 1 words (conversational, informal) before learning tier 2 words.
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Johns’ Text: Yes or No
If “No,” source is:
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No
Course, Lisa Norris (Instructor) The
teaching of reading and language arts in the intermediate grades. ISU
Adapted from Beck, I, Kucan, and
McKeown. (2013). Bringing Words to Life: Robust Vocabulary Instruction (Second
ed.). Guilford Press.
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Used Before: Yes or No
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No
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Reference(s):
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Dahl, R. (1996). James and the Giant Peach. New York:
Knopf.
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Technology
Integration:
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N/A
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Assessment:
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Formative
Assessment:
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Keep track of students’
daily participation during discussions.
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Accommodations for
Diverse Learners:
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Pull as a small group to
discuss that day’s vocabulary activity.
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Summative
Assessment:
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Students will be given 5
fill in the blank sentences.
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Accommodations for
Diverse Learners:
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Students can have the
sentences read aloud to them by the teacher.
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Iowa/ COMMON CORE LITERACY STANDARD(S)
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L.5.4 Determine or clarify the meaning
of unknown and multiple–meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of strategies.
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Iowa/ COMMON CORE CONTENT STANDARD(S)
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N/A
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Day 1:
Introduce a few words before reading that will help
with comprehension while reading the text. These are words that the students
might be familiar with, but might not know what they mean.
Repeat process for all 5 words:
Show word on an index card
Say out loud
Now students say it
Give definition
- Beckoning
is when you make a gesture to encourage someone to come nearer.
- Colossal
is another word for extremely large.
- Serenely
means unaffected by disturbance.
- Lurching
is an abrupt uncontrolled movement.
- Martyr
is a person who is killed because of their beliefs.
Read and discuss the first few chapters of James
and the Giant Peach.
Day 2:
1.
Nuisance
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Introduce & show word
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Pronounce word
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Have students say word
·
Provide context from the text: p. 2
They never
called him by his real name, but always referred to him as “you filthy
nuisance.”
·
Give a friendly definition:
A person, thing,
or circumstance causing inconvenience or annoyance.
·
Provide a NEW sentence:
I knew the dog
would be a nuisance on the 8 hour car ride to Kansas.
Ø Interaction
Which
would be more of a nuisance a screaming baby on an air plane or you winning a
basketball game? Why?
2.
Peculiar
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Introduce & show word
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Pronounce word
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Have students say word
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Provide context from the text: p. 5
For now, there
came a morning when something rather peculiar
happened to him.
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Give a friendly definition:
Strange,
odd, or unusual.
·
Provide a NEW sentence:
There is a
very peculiar smell coming from
the kitchen.
Ø Interaction
Which
is more peculiar, a dog skateboarding or
a fish swimming?
Why?
3.
Famished
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Introduce & show word
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Pronounce word
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Have students say word
·
Provide context from the text: p. 27
“Everyone’s
famished!” he said. “We need food!”
·
Give a friendly definition:
Extremely
hungry.
·
Provide a NEW sentence:
After the
soccer tournament we were all famished and ready to have a pizza party.
Ø Interaction
Which would make you feel more famished, playing in the sun
all day or relaxing and watching movies? Why?
4.
Desolate
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Introduce & show word
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Pronounce word
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Have students say word
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Provide context from the text: p. 40
“We may see a
Creature with forty-nine heads, who lives in the desolate snow.”
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Give a friendly definition:
A
place in a state of emptiness.
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Provide a NEW sentence:
After
the last day of school all the students were on summer break and the building
became desolate.
Ø Interaction
Which
place would be desolate, the shopping mall the night before Christmas or the
ice skating rink in the middle of summer? Why?
5.
Imbeciles
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Introduce & show word
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Pronounce word
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Have students say word
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Provide context from the text: p. 89
“Those imbeciles couldn’t hear anything!” he cried.
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Give a friendly definition:
A stupid or
silly person.
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Provide a NEW sentence:
He looked like
an imbecile wearing snow pants in August.
Ø Interaction
Which
person would you consider an imbecile, a
goofy clown or a businessman? Why?
Day 3:
Respond and explain:
Generating situations, contexts, and
examples:
The teacher will give the students a
situation and they are to generate examples.
1.
Nuisance: If you
are trying to be annoying are you being a nuisance and why?
2.
Peculiar: Explain
a time when you saw something peculiar.
3.
Famished: If you
were stuffed full of food, could you be famished and why?
4.
Desolate: Have
you ever been to a desolate place? How did you know?
5.
Imbeciles: Have
you ever seen someone act like an imbecile? How did you know?
Day 4:
Matching the words with comments: All
5 words will be given along with 5 comments, the students have to match the
correct words to the correct comment.
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Nuisance
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Peculiar
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Famished
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Desolate
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Imbeciles
1.
Mary’s little
sister kept following her and her friends around all day even though they told
her to stop.
2.
The full moon had
people acting out of the ordinary.
3.
They spent the
whole day hiking in the mountains and were ready to eat.
4.
A poor man’s
treasure chest.
5.
The teacher
scolded the boys for acting immature.
Day 5:
-Review by taping the vocabulary words under desks,
students discover the vocabulary under and have to give a sentence and
definition for their word.
Summative Assessment:
1. All of John’s friends thought he was a ___________ because
he acted immature.
2. Seeing a cat bark like a dog was very __________.
3. Jack was busy all day and did not get time for
lunch he was __________.
4. After the football team lost their last home game
the stadium became _________.
5. A thief was caught after robbing a bank because he
drove away like an _________.
