Week 3: Meaning Vocabulary Lesson Plan
Week 3: Meaning Vocabulary Lesson Plan
Lesson Topic: Meaning Vocabulary.
Language: The student should be able to:
• Define the meaning of various vocabularies as well as apply them in the right context within sentences in order to portray their meaning.
Content: The student should be able to:
• Learn how to use the proper labeling for different objects that correlate to various units and themes presented in the class.
• The presentation of pictures and objects stimulates different ideas about actions and the objects of pictures presented. This lesson will employ the use of these objects to help the student formulate and internalize vocabularies that can be associated with the objects presented during the lesson.
Key Vocabulary: Etiology.
• A box has a lid and an assortment of pictures and objects such as toys representing various objects and features. These objects may include plastic kitchen items meant for child-play such as plastic spoons, ladles, cups, plates, jugs. These are meant to help children in practical recognition of items during naming activities.
Motivation: (Building the Background)
• Present various assorted objects and ask the student what comes to his mind when they view the various objects. Let him name the objects or pictures and offer alternative names for those objects and pictures as well as actions related to them.
• Thereafter, tell him that the week’s lesson is going to be about defining and understanding the use of various vocabularies associated with objects, actions and professions in life.
• Theteacher should choose various objects or pictures that are related andhelp thestudent name them as well as name actions that are related to them as well as descriptive words. Thereafter, the teacher should explain the etiology of these vocabularies and how they may be related to the object, picture or actions and characteristics related to the picture or object.
• Explain how various vocabularies are coined in relation to objects, characteristics and related actions.
Practice and Application:
• The teacher should collect various objects, toys or objects that relate to specific units or themes, and put them in a covered box (for example, you could make a collection of kitchen equipment of all types). The student should then be asked to move forward and pick an item from the box. The student should then identify the object by name and identify its characteristics, use and the actions for which it is used as well as related terms. Thereafter, discuss about the attributes of the object in terms of color, size and function.
The teacher should suggest a number of topics and lists of the subtopics. They should be given in various visual formats such as a train engine as the topic, and carriages as subtopics, a ladder as a topic and subtopics on every rung, a flower as a topic and petals as subtopics or alternatively a spider as the topic and the web as subtopics spread all over the web. The student will be required to add to as many words as s/he can possibly recognize in the subtopics’ sections.
Animals (dog, cat, hen, rat, bird) Colors (red, white, black, blue, green) Furniture (table, bed, chair) Occupations (teacher, doctor, cook, dentist) Food (milk, fruits, bread, juice). The student should list all vocabularies that come to mind according to his/her scope of grade learning.
The teacher should select charts with pictures or assortments of related objects and ask the student
to name the objects. The teacher should offer assistance where difficulties arise. More examples on
how to develop such exercise and activities may be found in books such as “Teaching Literacy in
Third Grade”, by Almasi et al.
Conduct word defining activities and contextual use by reviewing short stories and literary pieces such as poems. The teacher can read out loud, samples of poems. Thereafter, the teacher can offer the student a copy of the poem and ask him/her to read it again. After reading out loud, ask the student to visual a picture of the poem or what is described in the poem. The poem chosen should be one that uses words to paint a picture by use of vivid description. In order to brainstorm for the poetry session, the teacher can begin by first reading familiar rhymes covered in lower grades and even nursery school as a way to introduce the session. The may start by using samples of “Jack and Jill” or “Old king Cole”. More examples on how to handle poetry lessons may be accessed from books such as “Give them poetry !: A guide for sharing poetry with children K-8”, a publication by Sloan.
First stanza for Jack and Jill
Jack and Jill went up the hill
To fetch a pail of water
Jack fell down and broke his crown
And Jill came tumbling after.
Old King Cole poem
Old King Cole was a merry old soul, and a merry old soul
He called for his pipe in the middle of the night
And he called for his fiddlers three.
Every fiddler had a fine fiddle, and a very fine fiddle had he;
Oh there’s none so rare as can compare
With King Cole and his fiddlers three.
Review and Assessment:
• The student should be offered clues that he should use to identify the various objects and attributes by the use of clues provided. He should then list attributes and terminologies associated with their use and characteristics. This should be used to assess how well the student understands vocabularies related to various items or features represented by pictures (Bader, 2009).
• The student could be instructed to choose a collection of related items or pick a certain profession. After which he can be asked to state all vocabularies related to the collection of items or practice of the profession. Listed terms may include tools, activities, personnel involved and technical jargon related to the field of practice or collection of items.
• The teacher can take the student around the school in selected areas, and instruct the student to write down vocabularies related to objects, items and features that he sees.