Interpret Words and Phrases

Interpret words and phrases as they are used In a text, Including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Overall 30 Day Learning Goals: use a variety of strategies to define a new concept identified in a reading that is provided.

30 Day Summation Assessment Tools: Performance assessment using a concept map created by students and evaluated eased on a rubric (1 to 5).

Multiple choice vocabulary test. Plan Outline Week One Define natural disaster 2 Day(S) Determine class definition of natural disasters Use a concept definition map to define city.

Weekly Summation Assessment: Read an article on current science issue. Have students create a concept definition map for the word “wetlands”. Week Two Week Three Week Four Plan Details Learning Target: Define natural disaster Learning Task: Class brainstorms a definition for natural disaster- Teacher models using a concept map to identify natural disasters. Natural disaster is in enter of the concept map. Students brainstorm some natural disasters.

The teacher says there are similarities and differences with all. Chooses 3 and places on concept map.

Number of Days: Feedback Strategy: Use of concept map to identify the natural disasters. Teacher will ask questions about similarities and differences. Choose students to place 3 on the concept map. Turn to your partner and talk about similarities in the three natural disasters listed. After a few minutes, focus students’ attention back to the chart and ask for volunteers to share their ideas. List their responses on chart paper ext to map discuss each point and decide, as a group, if what is said is true of all natural disasters.

Use an exit ticket and ask students to list their important learning from today and a question about natural disasters or the concept map process.

Learning Target: Determine class definition of natural disasters Using chart paper or a power point share the data from the exit survey with the class. Focus on what was ?calendared? and responding to the questions students listed. {Based on this exit survey is the class ready to move to the next task? Now that we know examples of natural disasters, s well as what they have in common, let?was think about how we can put that information together and make a definition for this concept.

Take a minute to think about how you would put this information together. Use the information on the map as a guide. Take several responses and write them on the chart paper.

A typical response might be: something that happens to the Earth or is created by the Earth that can harm the land as well as people, animals, and plants. Discuss the data from the exit survey as you list on chart paper Review the steps you took to fill out the map and rate a definition and post them on the board.

  1. List examples of the concept and talk about each one.
  2. Put three examples on the map.
  3. Talk about the similarities among the examples.
  4. As a group, create a definition for the concept.

Talk with your partner about works well for you using the concept map strategy. What is still unclear for you with this strategy? Call on groups to share responses. List what works well and the items that are unclear. Discuss those things that are working well and answer all questions concerning the strategy Have each student write a definition of a natural assister and explain how they used the concept map to develop the definition and hand in for teacher review.

These written definitions and explanations should receive feedback from teacher and those students who do not hit the mark the teacher should work with in a small group or individually.

Learning Target: Use a concept definition map to define city.

Learning Task: Have the class break into groups of 3 and tell them that they are going to practice filling in their own map. Distribute copies off blank form and tell them that they are going to work on a concept benefiting map using the word ?city? as their concept word. Remind them to use the other map as a guide for filling out the one on the city.

The ultimate goal of each group is to define city. As you circulate among the groups, encourage them with phrases such as: ?acetate ties all these examples together? ? ?care you sure that all these examples share ?codes everyone in the group agree with this category? ?

2 Have each group post their concept map with the definition on a piece of chart paper and explain their process and ultimate definition. Have dents do a gallery walk with each group beginning the walk with a different concept map and rotating to view all.

Groups can provide feedback for other groups by using post it notes on the chart paper. Each group retrieves their feedback and decides how best to use the information to improve their concept map or definition. On a new form groups can revise their concept map and definition. Then the teacher takes the original concept map, the peer feedback and the revised form and provides feedback to students. The teacher identifies students who miss the mark and work with them individually or in small groups.