2nd grade Lang. Arts Wordsmith Lesson

Lesson: Vocabulary with Wordsmith

2nd grade vocabulary review

**Applicable for all grade levels**

Objective: Students will be able to use tier II vocabulary words in context

Standards:

CA 2^nd Core: Reading Informational Text – C.S. 4 – Determine the meaning of words and phrases in a text releveant to a grade 2 topic or subject area

CA ELA RC 2.0 – Students read and comprehend grade-level material
CA VAPA 1.0 ARTISTIC PERCEPTION

Development of the Vocabulary of Theatre
1.1 Use the vocabulary of theatre, such as actor, character, cooperation, setting, the five senses, and audience, to describe theatrical experiences.

CA VAPA 2.0 CREATIVE EXPRESSION

Development of Theatrical Skills
2.1 Perform in group improvisational theatrical games that develop cooperative skills and concentration.

CA VAPA 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connections and Applications
5.1 Use problem-solving and cooperative skills in dramatizing a story, a current event, or a concept from another subject area.

Careers and Career-Related Skills
5.2 Demonstrate the ability to participate cooperatively in the different jobs required to create a theatrical production.

Materials:

Poster of Rubric

Paper

Pencils

Clipboards

Grabs: vocabulary words – vibrant, retreat, stylish, exhausted, anchor

Background:

Students have been introduced to 5 new vocabulary words: 2 words on Monday, 2 words on Tuesday and 1 word on Wednesday. As a part of the introduction to the words, the following are discussed and written down by the teacher and the students: kid-friendly definition, synonyms, antonyms, part of speech, syllabication, spelling, contextual sentence and contextual drawing.

Thursday— Introduce new activity

The teacher selects four students to model the game with her in front of the rest of the class. Each student needs a clipboard, piece of paper and pencil. The teacher describes the game, Wordsmith, to the group and the class, and the teacher chooses a prior vocabulary word to demonstrate how the game is played. All the children will write down the “script” so that they all have the text from which to practice. The teacher models the entire process with the children, including brainstorming the contextual sentence and practicing the performance several times.

The teacher then divides the class into 5 groups. Each group will be assigned one word. The groups can then be given 20 minutes to work on the script for their word. When 20 minutes are up, teacher tells the class they will again have time tomorrow to practice, and then class transitions by repeatedly clapping the spelling of their word on their way back to their seats only until they are seated, then they freeze and wait for directions for the next task.

Modeling script

Wordsmith (modified)

This game is played as described in the syllabus on page 11, except this version differs from the original in the following ways:

The actors will all stand in a row, center-stage. The actors, on cue from the actor at far stage-right, will say the vocabulary word in unison. Then the actors, starting with the actor at stage right, will spell the word one letter at a time. The actors will then say the word in unison again. Next, the actors will define the word, each actor saying one word of the definition at a time in order from the far right actor until the definition ends. The actors will then say the word in unison again. Finally, the actors will use the word in a contextual sentence they created, one word at a time from the far right actor until they have finished the sentence, each actor saying one word as cued by the actor before him/her, until the sentence ends. The actors will then say the word in unison one final time.

Sample script:

In unison: “debris”

One letter at a time, one person at a time:  ‘D’  ‘E’  ‘B’  ‘R’  ‘I’  ‘S’

In unison: “debris”

One word, one person at a time: “debris means the remains of something that has been destroyed or broken up”

In unison: “debris”

One word, one person at a time: “The beach was littered with debris from the shipwreck after the storm.”

In unison: “debris”

Blocking script

Friday -- Presentation

Begin the lesson by reviewing the rubric that will guide today’s presentations. Make sure the children understand all the categories and provide concrete examples of all the scoring possibilities (what does “got a ways to go” actually look like in terms of the presentation). Be sure to stress that this is a group presentation, and group members should always seek to make the group look good, not themselves. Discuss what being a part of a performing troupe means as far as cooperative working and performing.

Move the children into their groups to finish their script and begin practicing their presentations. Give them twenty minutes until presentation time, then let them know when they have 10 minutes left (teacher can modify time allotment as deemed necessary). Collaboration is a category on the rubric, so make sure you are visiting each group to ensure they are working together properly and to clear up any misconceptions.

When the 20 minutes are up, ask the children to go back to their seats until their group is called. Take this time to discuss the rubric again (rubric should be displayed).

Presentation:

Call each group up to present one at a time. They may need multiple attempts at the performance the first time this is done. Allow them to restart if necessary.

Transition (ticket to go):

At the end of the period, students can transition to recess by spelling their words on the way out the door, one group at a time.

Assessment Rubric

CATEGORY	I've arrived!	Almost there	On my way	Got a ways to go
Vocabulary Definition	Provides the complete definition that shows understanding of the word	Provides an incomplete definition but still shows understanding of the word	Provides an incomplete or incorrect definition that leads to a contextual misunderstanding in the sentence	Provides no definition
Sentence in Context	Provides a complete sentence that presents the vocabulary word in a contextual setting such that general meaning can be derived	Provides a complete sentence that presents the vocabulary word in a minimally contextual sentence with few contextual clues	Provides a complete sentence that presents the vocabulary word without contextual clues	Provides a complete sentence that uses the vocabulary word incorrectly
Posture and Eye Contact	Maintains position center stage in a row; stands up straight, looks relaxed and confident; maintains eye level at the back wall.	Maintains position center stage in a row; may not stand up straight; may lose eye contact with back wall but regains positioning	Does not maintain positioning; does not stand up straight; does not attempt to focus on back wall	Interferes with presentation through lack of proper posture and focus
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.