4th Grade ELA : Unit #3 - This Land is Our Land : Lesson #8

Vocabulary Building for Grandfather's Journey

Objective: SWBAT to use vocabulary maps to demonstrate an understanding of the meaning of new words in the story "Grandfather's Journey."
Standards: RL.4.1 RL.4.2 RL.4.3 RL.4.4
Subject(s): English / Language Arts
60 minutes
2 Introduction - 9 minutes

I begin the lesson by asking my scholars to please look at the vocabulary map on the board.  (Teacher will have attached vocabulary map resource projected on the board for students to see.)  Let's select one new vocabulary word from the story "Grandfather's Journey" to use as an example to complete the vocabulary map.  I suggest we use the word "towering."  In the box on the top left, I write the word "towering."  In the box on the top right, I draw a picture to illustrate "towering" - a picture of a tall building.  In the box on the bottom left, I write the part of speech - which is an adjective.  If we want to further explain the word "towering," we may also want to add a synonym is "elevated" and an antonym is "short."  In the last box on the bottom right, I use the word "towering" correctly in a sentence - The towering buildings amazed him. I ask my scholars if they have any questions and provide answers to them.

3 Independent Practice - 40 minutes

Now, I have my students to divide and label their paper into 4 sections like they see on the vocabulary map on the board.  Next, they select five new vocabulary words from the story "Grandfather's Journey" and complete a vocabulary map for each of the 5 words. I leave my example for the word "towering" on the Smartboard for students to use as a guiding example.

4 Closure - 10 minutes

To close the lesson, I ask students to select their best vocabulary map and post it on the wall around the classroom.  We take a gallery walk to enrich our vocabulary.

Vocabulary Enrichment

I purposefully allowed scholars to select words that were new to them personally because I knew that everyone would have different words.  This proved to be an effective strategy because when we did the gallery walk, it was like a mobile dictionary around the classroom.  Students were also able to use reference resources such as dictionaries and thesauruses to aid them in completing the vocabulary maps.