Title: Vocabulary Development

Author: Katie Law

Grade: 2^nd, 3^rd

NE STANDARDS:

4.1.1 By the end of the fourth grade, students will demonstrate the use of multiple strategies in reading unfamiliar words and phrases.

4.1.6 By the end of the fourth grade, students will identify and apply knowledge of the structure, elements, and literary techniques to analyze fiction.

INTEGRATED DISCIPLINE: Language Arts

OBJECTIVES:

·        Students will be able to read Amelia Bedelia by Peggy Parish and pick out the words that have two different meanings. 

·        They will be able to tell which ones of those meanings belong in the context of the sentence.

·        Students will be able to use those words in their regular vocabulary.

ASSESSMENT:

·        The students will read the book out loud and write the words that have two different meanings on the board.

·        They will circle the one that belongs in the context of the sentence and explain why.

·        The students will write their own speech or story with words that have multiple meanings.

MATERIALS:

Amelia Bedelia by Peggy Parish
Chalkboard or dry erase board
Markers
Paper
Pens

PROCEDURES

Anticipating Set:  Read Amelia Bedelia by Peggy Parish and have the kids look at the pictures.

    Vocabulary:

Amelia Bedelia

“Dust the Furniture” (Expression from the book)

“Draw the Drapes” (Expression from the book)

    Activities:

    T: Read the book Amelia Bedelia by Peggy Parish to the class.  Let them laugh and look at the pictures.

     S: Listen to the story and pick out the multiple meaning words and phrases.

     T: Ask what Amelia Bedelia did wrong in the story.

     S: Tell what Amelia Bedelia did wrong.

     T: Write what she did wrong on the board and ask which phrase according to context, is the correct one.

     S: Take turns going up to the board and circling the correct expression.

     T: Discuss what other examples they can think of that would cause people to think of it a different way such as Amelia Bedelia.

     S: Write a story or a speech to present to the class with one or more of the multiple meaning phrases in it.

    Provision for Sp. Needs: If a child was deaf I would let him read it and then     write his paper, but I would read it for him.  I would get a Sign Language Interpreter.

CLOSURE: I would sum up what we did and introduce them to some other Amelia Bedelia books in the library.  They will improve their vocabulary and write creative sentences in their other work.  I would also ask the students to make their own list of multiple meaning phrases to share with each other.