Vocabulary Tasks

RL.9-10.4 Determine the meaning of words and phrases as they are used in the text; analyze the cumulative impact of specific word choices on meaning and tone.

L.9-10.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials.

Target Words: catatonic, menacing, expound, satire, stereotype, sneer, oblivious.

Tier 1 or general vocabulary has been selected based on the criteria: representative, repeatability, contextual and structural analysis (Fisher & Frey, 2020, p. 35). The panel suggests choosing a small set of words—perhaps five to eight words from the selected text—for instruction over the course of several lessons (NCEE, 2014, p. 16).

• Templeton and Gehsmann (2014) advise educators to show students how “we can unpack a paragraph, one sentence at a time” (p. 384). The researchers suggest educator to “walk through and think aloud how we are comprehending a single sentence” (Templeton & Gehsmann, 2014, p. 384). Utilizing Think-Aloud, model how to use context clues from the sentence to guess the meaning of the words. Employing Gradual Release of Responsibility Model, provide students with the right amount of scaffolding support through three-phases of development from “high-profile teaching phase, through extended period of supported practice, to eventual independence with the students in charge” (Buehl, 2011, p. 26)

Task- Use context clues from the sentence to guess the meaning of each word from chapters 1-5.

Justyce struggles to get the back door open and is lowering her into the car when he hears the WHOOOOP of a short siren and sees the blue lights. In the few seconds it takes the police car to screech to a stop behind him, Justyce settles Melo into the backseat. Now she’s gone catatonic. (p.7).

Long story short, I tried to do a good deed and wound up on the ground in handcuffs. And despite the fact that my ex-girl was visibly drunk off her ass, excuse my language, I apparently looked so menacing in my prep school hoodie, the cop who cuffed me called for backup. (p.10).

Jared: And women! Women were originally excluded, but now things are more equal for them too. SJ: [Snorts.] Still not equal enough. Doc: Expound if you will, Ms. Friedman. SJ: It’s simple: women still aren’t treated as men’s equals. Especially by men. Jared: [Rolls eyes.] Doc: Okay. So there’s Women’s Rights. Any other areas where you guys feel like we haven’t quite reached the equality bar? (p.23)

Justyce: Trey, he didn’t mean anything by it, dawg. We were doing this satire thing with stereotypes, and it went too far. Lesson learned. (p.43).

Trey smiles at Justyce then. Well, more like sneers. It makes Jus feel like cockroaches are walking all over him. “You ain’t changed a bit, Justyce. Still Mr. Smarty-Pants,” Trey says, and then one of the others pipes up: “Y’all know he goes to that rich-ass white school out in Oak Ridge now.” (p. 23).

SJ: It never ceases to amaze me that guys like you have your heads so far up your entitled asses — Doc: Sarah-Jane. SJ: Sorry. It’s just—you’re completely oblivious to the struggles of anyone outside your little social group. Jared: Whatever, SJ. (p. 24).

• Record the morphological forms according to their part of speech and function in sentences in the graphic organizer. Use the target words. “Focusing on word structure [at skillful level of literacy development] will also develop further students’ continuing reading ability” (Templeton & Gehsmann, 2014, p. 354). Morphemic analysis is also taught in a combination with context clues to confirm the predictions. Morphological knowledge enables students to decode words independently. “Accurate identification of the words in the text, over time, helps readers learn the words so well that they become part of their sight vocabulary” (Scanlon, Anderson & Sweeney, 2017 p. 239).

Model:

• Provide opportunities for students to respond to tasks where they have to show their understanding of subtle differences in usage and meaning. "Engaging interactions with words and concepts significantly increase the likelihood that [students] will develop deep and lasting understanding of them" (Templeton & Gehsmann, 2014, p. 240).

1. Rewrite these sentences changing the words in bold type. Use the target words. Make other necessary changes.

1. You need to explain something in detail in order to make an effective argument.

2. We should avoid negative believes regarding the performance of older workers.

3. The man seemed very scary as he yelled at us for trespassing.

4. My sister was completely unresponsive as she recovered from anesthesia.

5. The opposing team’s captain spoke unkindly about us when we won the game.

2. Think of situations using the target words. Team up with another student and have a friendly talk using the target words.

3. Extend interactions with target words: This activity requires students to think about the context in which they apply the target words to their own or imagined experiences.

1. Describe a time you have been in a catatonic state.

2. Could you possibly be oblivious to something or someone? When and how?

3. Describe something menacing. What made it menacing?

4. Comple the idea- The young boy started to sneer when he...

5. What word goes with "expound"? Why?

4. Write a sentence using each vocabulary word.

5. Vocabulary Game- Charades Kinesthetic learners will appreciate this learning activity because it facilitates physical connections between a concept and an action.

Ask students to act out the vocabulary word. If you have timid students, consider assigning 2 people to act out the words at a time, or breaking the class into smaller groups.

Note: The instructional strategies described above may be used to support students' vocabulary growth in further exploration of the novel.