NOTE: The Teacher's Manual guide you on how to use Etymation in your classroom. Implementation depends on your particular setting.
Spelling Inquiries
Weeks before watching the videos, curiosities escalate as students begin collecting words that
they consider exceptional, and post inquiries they have about unique spelling patterns.
Organizing their Inquiries
In preparation for the cartoons, the class shares their inquiries and organizes them into categories.
Engaging with the Cartoons
As students watch the videos, they gain insight and motivation to further inquire
about words, revisit previous inquiries, and engage in etymological research!
Adding to the Classroom Charts
After each video, the class records the reasons behind
our unique spelling system, and all of the benefits.
Etymological Research
In class and at home, students continue to investigate the
etymologies of words, and they look for answers to their inquiries.
..and they begin to approach unfamiliar vocabulary with a positive attitude.
(Classroom Anchor Chart)
Students take ownership in exploring new vocabulary!
“After the cartoon I looked up more eponyms and learned that the word lynch means to hang someone and it was named after the man who made the law saying we should hang people accused of a crime” -3rd grade student pictured below
Sharing their Collection of Etymologies:
Final Project: A DEBATE!
Should we "reform" spelling to make words more phonetic?
Celebrate!
" I wonder where the word s'mores comes from? " -student
After learning the etymologies of chocolate and graham cracker from Etymation, these 5th graders decided to research the etymology of s'mores and each of its ingredients. They made these etymology booklets and, of course...S'MORES!
Have you used Etymation in the classroom?
Etymation continues to evolve based on feedback from educators like you!
What worked for your students? What can be improved?
Send your comments, photos, questions, and suggestions to etymationcartoons@gmail.com
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