Word Study: Rubric Detectives II
Title: Word Study: Rubric Detectives II | Author: M. Hill |
| Subject: ELA | Grade: 6 |
Week: 5 | Unit/Lesson Plan #: Identity |
Unit theme: Identity | Textbook references: Write Source 2000 |
Learning objectives: To practice using context clues to discover meanings of words; to understand vocabulary used in the ELA writing rubric through the use of context clues.
| Key Questions, Concepts, or Themes:
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Stage 1: WARM-UP: Students will be given a series of sentences to review comma usage (also containing vocabularly from rubric) as a way to tie in yesterday's grammar lesson. | |
Stage 2: Students will be reminded of yesterday's lesson on the rubric (What sorts of words are on your list? How did you choose these words?). Using a fraction of the rubric copied onto the board, model the process used to find "challenging" words, and invite students to think about how to figure out what these words mean. Model the use of context clues to discover word meaning, by looking at the words in conjunction with parallel criteria in other point-value sections of the rubric (i.e, if a 4-point score in "Flow: Smooth-reading Sentences" includes "effective use of transitional words," a 3 includes "adequate use of transitional words," a 2 includes "ineffective use of transitional words," and a 1 includes "poor use of transitional words," we can use context clues to figure out what "adequate" means (students came up with such definitions as "just right," "satisfactory," "just enough," "not too bad," etc.). The same was modeled for "monotonous," a word within the same "Flow: Smooth-reading Sentences" criterion. | |
Stage 3: Once students understand this concept of context clues, they are given a period of time to work as their table team and come up with definitions for 5 of their trickiest words using context clues. (When used in class, it became apparent that it is very important to note to students exactly how they should work as a team. Students should all collaborate on their definition - as seen through class-wide suggestions during teacher modeling, multiple minds may help get much closer to the actual definition! Teams may need to be given additional sentence strips to write definitions on if they have 6 teammates and are having trouble collaborating on only 5 definitions)! | |
Homework: (attach/link digital resources): "Writing Rubric Detectives" worksheet, and reading of "Magic Carpet" (have students additionally underline 3 challenging words in "Magic Carpet" and define using context clues. | Assessments: (attach/link copies) __ Group assessment _x_ Observation of process/student work __ Self-assessment by student __ Teacher generated assignment __ Written project __ Test/Quiz __ Other: ____________________________________ |