Friends & Enemies Unit

Example of Vocabulary Instruction

Unit Working Title: Frenemies
Unit Big Idea (Concept/Theme): Perspective
Unit Primary Skill focus: Point of View/Conflict
Week ___2___ of 3; Plan #___5_____ of 9; [90 mins.]
Plan type: __X__Full-Detail ____Summary
Content Requirement Satisfied:
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Vocabulary Instruction
Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],
followed by Specific lesson objectives (lettered) being taught in this lesson:
Unit Objectives
9. _ Explain complex relationships from literature, society, and personal experience through
writing.
Lesson Objectives
SWBAT:
Cognitive (know/understand):
a) Key Vocabulary Words from A Higher Call Reading
b) Writing Workshop Conferences are a time to receive feedback and to address those issues
or tasks during individual work time.
Affective (feel/value) and/or Non-Cognitive:
c) Learning new words helps us to understand new ideas, reading, and experiences.
Performance (do):
d) How to learn a new vocabulary word using the Word Scroll Method
e) How to use a dictionary or the computer to look up a definition
f) Conference and Work Independently during Writing Workshop
SOLs: [List with numbers portrayed in the SOL document]
6.4 The student will read and learn the meanings of unfamiliar words and phrases within
authentic texts.
e) Use word-reference materials.
f) Extend general and specialized vocabulary through speaking, listening, reading,
and writing.

CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.L.6.4.C

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its precise meaning or its part of
speech.
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
Students desks are in rows of two
1. [_5__mins.] Bridge/Hook/Opening to lesson:
(Grammar Review)
Do Now:
Journal Prompt: Have you even been nice to someone who didnt deserve it? Describe
your experience. Did your feelings change about the person afterwards?
Bridge: So yesterday we laughed a lot while we talked about the rivalry between left
and right shark, and we started planning our second writing piece. Today well
continue working on those pieces during Workshop, and then well transition to our
final text of the unit.

2. [_30__mins.] Step 1: WRITING WORKSHOP

A. Students are working on their second writing piece for the portfolio.I am
conferencing with student based on their pre-writing worksheets if they turned it
in to me last class, and then looking at drafts that students bring to the conference.
Here is a sample conference:
Me: Alright Lily, welcome. Do you have your planning sheet and have you started a
draft?
Lily: I wrote a little bit.
Me: Great, Id love to see it. During our time well look at your planning sheet, read a
piece a draft, and then you can ask any questions you have. How does that sound?
Lily: Good.
Me: So for your pieces you picked Nicki Manaj and BeyonceI was suspecting you
might do something like that! I like how you emphasize that both are sings, but Nicki

likes to rap while Beyonce does not. That is a good distinction. But Im struggling to see
how they are RIVALS
Remind me again what that words means to you?
Lily: Likethey are so competitive and hate each other
Me: How do you know that they are rivals then?
Lily: Well during the Grammys they performed on stage and had a sing off
Me: Wow! That must have been intense. So how could you add that too your piece?
Lily: Ummm
Me: Have you decided what event you are writing about?
Lily: Oh that could be the eventand I can write about the performance.
Me: That sounds like a really fun idea. My task for you is to go through your planning
sheet again and add some more details about this event. What do you remember, how
would beyonce or Nicki look at the situation.
[I write a sticky note with this task for daisy to keep, and one for me to keep a record of
our time together.]
Me: Would you still like me to read your draft? Or do you want to wait?
Lily: I think Ill wait I want to change everything now
Me: Any questions for me?
Lily: How can I make it sound funny like the shark article?
Me: You can include your own humor! Maybe add a little drama, a little exaggeration?
Lily: OH so it doesnt have to be the truth?
Me: No! It can be based off of history, but feel free to make things up, you are the writer,
this is your piece! Thanks for asking me that, Im going to tell the class to make sure they
know as well.

3.

[_15__mins.] Step 2: Vocabulary Activity: Word Scrolls Introduction

So were going to switch gears here and start thinking about War Stories and how
enemies can become friends. Well read a text called A Higher Call about to World
War II Veterans. It talks about some really interesting stuff, all true! But its a challenging
text with lots of difficult vocabulary. So today, before we read, were going to spend some
time learning new words and new ways to learn vocabulary.
I have a blank Word Scroll on the Elmo that I will fill out as I introduce the activity.
Today were going to make Word Scrolls for our new vocabulary words that Ive taken
from the reading. I picked out some difficult words that you may know, or you may not.
But were going to learn them together to make our reading all the more efficient. Lets
turn to the Word Scroll handout on your desk.
In the scroll youll write your word, and then a definition underneath.
How should we look up a definition?
Student: In a dictionary?

Me: Yeah thats a great place to start. We have a class set of dictionaries in the back. Im
going to use a dictionary to look up my word friend, one that were really familiar
with in our unit.
Does anyone know how to use a dictionary?
Student: I do!
Me: Can you look up the word friend for me? While shes doing that.whats another
way to look up a definition?
Student: On the computer?
Me: Yes, or on your smart phone? Theres lots of dictionary websites you can use. I think
it is easiest to use Google!
I turn to the projectorand open up the page to Google.
Its especially easy if you define: friend and Google will give you a definition
instantly. Notice how this definitions says thiswhile this definition says this.thats why
its important to use the definition that matches our content or our purpose.
So now we have our definition and will write it on the worksheet.
Now lets think about these two sectionsWhat it is and What it isntso this
helps us to think about the word. So a friend is..but a friend is NOT.
Based on this definition.what is a friend? A friend is not.
I take student responses and we fill out both categories.
Now lets look at examples .what are some examples from your own life or daily
life? So when I think of friends, I think of Calvin & Hobbes, they are best friends. What
are some other examples you know? These examples could be people, actions, some
related words, etc. We could write a pal or a buddy.or helping someone when
they are hurt.etcTake student responses.
Now, practice section is just what it sounds like. Practice using the word in a sentence
and we remember from Monday what a complete sentence is! And we should use a
sentence that shows the definition right? Cause otherwise that would be a waste of time
for everyone.
Any questions?
Now Im going to give you a word, and with a partner youre going to make a word
scroll, and a presentation for our class. So I want you to research your word using the
word scroll, writing everything down. I will copy these into a packet for your classmates
to you, so make sure you are doing quality work to help them learn as well. Then, with
your partner you will take a picture of construction paper and create a poster for the
word! Using your information from the word scroll, use the definition, some examples,
and include an image for us as well. This does not need to have all the information, but
enough that your classmate could look at it and learn the word. After you work, we will
present our words to class!
4. [_20__mins.] Step 3: Vocabulary Activity: Word Scrolls Work Time

Pull out your Appointment Clock, and meet with your 4:00 partner. When you have
finished the word scroll, please raise your hand and I will check your work and give you
a poster board. There are markers in the bin at the back you can use! You will have about
15 minutes to work. At 10 minutes Ill check in and you should be about finished with
your Word Scroll. Go a head and meet with your partner now. I will bring a word to you.
Also, quickly, before your begin, I want to make sure you know to look up words and
information with the dictionary or using your smart phones. But lets remember our
policies for cell phone use. Can someone tell me what they are?
Student: Respect the class by only using your phone for class work.
Me: Exactly, so I expect to see you use your phone to look up things, but once that is
finished, it should be back on your desk face down, so I know that you can handle using
phones as an aid and not as a distraction.
5.

[_15___mins] Step 4: Vocabulary Activity: Word Scrolls Presentations

Alright, lets bring it back in. I really appreciated the way you all worked together. These
posters looked really good, Im excited to see them!
Student will have 1 minute to share their Word Scroll with the class! They can use the
Elmo or present at the front of the class, their choice. I will collect the word scrolls and
make a packet of them to give to each student as a resource for learning these vocabulary
words.
I will take the posters and place them up around the classroom! We will use these words
for our reading tomorrow.

6. [ 5_mins] Closure: Conversation Calendars

Alright, before we leave, pull out your conversation calendars. Lets reflect on this
question:
What part of the Word Scrolls was the most challenging for you? How could I help you
with that?
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
While I conference with students during Writing Workshop, I check in on student progress
towards the portfolio and specific writing needs for each student. I will focus on complete
sentences and authenticity to the genre they are working in.
During Word Scroll presentation I will examine students have correct definitions of the words
and provide quality examples and non-examples. I will also assess students ability to work in
groups as well as their comfort speaking in groups.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)
For my ESOL student, I will work have him work with more Tier 1 words taken from his
studies with his resource teacher. I will give him words like war, or enemy. I will have the
Word Scroll activity translated into Spanish (just the little words), so he can complete the
activity in Spanish or English.

Materials Needed:
Word Scroll Handouts
Posters
List of Vocab Words
Markers
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,
handouts, etc.)

Appendix A - Vocabulary Words

Appendix B - Word Scrolls

Appendix A

Vocabulary words :
glance
mirage
cripple
combat
chivalry
executioner
turmoil
victor
vanquished
desecrate
erode
ace
valor
comrades
huddle

vengeance
ancestry
formation
escorted
gnaw
jovial
inscription

Name_____________

WORD SCROLLS
Practice: