EDU 617 UNIT 5

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617

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Dec 6, 2023

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Tamara Turner EDU617: Content Area Literacy Belhaven University Dr. Sara Williams April 27, 2022

Activity #1 Identify the text from your text set: “An Introduction to Ralph Ellison” (PBS Learning Video) Describe the activity in detail and explain how it will be used with the students: After watching the introduction of Ralph Ellison’s video, and at the initial read of the text. A list of words will be provided to the scholar which they will have to complete in a semantic-feature analysis. “Semantic- feature analysis can help students understand relationships among words and relate their background knowledge to the new words” (Rupley, 2012 The composed list of words will be words with a generalized meaning. Which will connect to the comprehension of the novel to aid in the development of an efficient semantic map. This map is a strategy used with a combination of words ``list-group-label” that is located in chapter 8 of Instructional Practices and Strategies. In a whole group, the scholars and I will complete a semantic map using the word “invisible” to model the expectations. I will write the word on a smartboard. Scholars will begin to brainstorm in common words written on the semantic web. The expected responses would be words such as covert, concealed, and unseen. After whole group modeling, scholars will be provided with a list of words that are in relation to the novel, along with a worksheet booklet with semantic webs. The scholars will be provided with direct instructions to complete the words in order to arise strong prior knowledge before delving into the text. Here are the words traumatic, thematic, traumatic, unambiguous, pragmatist, amorphous, reminisce, figment, suffocate, nexus, and cryptic.

List LIteracy and Content area standards met by this activity : ● “SL12.1a – Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.” ● “L12.3a – Vary syntax for effect, consulting references for guidance as needed; when analyzing complex texts, demonstrate an understanding of how syntax contributes to the purpose or meaning of the text.” Directions: Utilize the semantic map below. Position the vocabulary word in the center of the map using either a handheld or an online dictionary to look your words up and their definition. You will then find words and phrases that coordinate with the meaning.

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Activity #2 As the scholars are reading, they will be instructed to document unfamiliar words found in the text. They will then utilize those words to create a linear concept Venn. The scholar will work in pairs using the tenth eVoc strategy. The scholars will merge the vocabulary words and social service. (Dalton & Grisham, 2011) during their independent practice, the scholars’ will compose a list of unfamiliar words from the text for homework. The following day the scholars will present their list. At the top of the class, scholars will compare their lists with their partners in class. They will share like words and create a linear concept Venn. The objective of this assignment is for a new word to be visually represented to illustrate the connection between existing concepts to new words. (Rupley, 2012) In the linear concept Venn, the scholars will place the initial word in the first circle and the definition of the word in the second circle, in the third circle they will provide an illustration of the word, and in the fourth circle, the relationship to the text. The scholars’ will complete the assignment using Google Docs sharing a document in pairs. They will have the ability to edit the shared document. List literacy and content area standards met by this activity: ● “W12.1b – Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, and concerns, values, and possible biases.” ● “SL12.3 – Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.”

Directions: Scholars, you will work in pairs, creating a Google Doc to complete your assignment. You will place your unfamiliar word in the first circle, in the second circle, you will place your defined words’ definition after looking the word up. In the third circle, you attach an illustration of the word. And in the fourth circle, you will show how the word is being used.

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Activity #3 Identify the text from your text set: “( What Did I Do To Be So) Black and Blue” by Louis Armstrong Describe the activity in detail and explain how it will be used with the students: Prior to the scholars watching the lyric video to “(What Did I Do To Be So) Black and Blue” Scholars will be asked to create a knowledge rating on their comprehension of figurative language. Seven different forms of figurative languages will be presented: Idiom, hyperbole, metaphor, irony, simile, paradox, and euphemism. After scholars complete their ratings, they will share their definitions aloud. Scholars will use this time to define each word that they are unfamiliar with. After this activity, scholars’ will view the lyric video on their Chromebooks next to their rating chart and will point out each figurative language used in the song. Highlighting the effects they played on the song and the importance it had to convey the meanings implied. List literacy and content area standards met by this activity: “L12.3a – Vary syntax for effect, consulting references for guidance as needed; when analyzing complex texts, demonstrate an understanding of how syntax contributes to the purpose or meaning of the text.” “L12.4b – Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).” Directions: Rate your comprehension of the figurative language listed below. Use an X or a checkmark as your indicator.

FIGURATIVE LANGUAGE I CAN DEFINE AND USE IT I HAVE HEARD IT OR READ IT I DON’T KNOW THIS WORD METAPHOR SIMILE HYPERBOLE EUPHEMISM PARADOX IRONY IDIOM Now, provide the definition for each word. METAPHOR: SIMILE: HYPERBOLE: EUPHEMISM: PARADOX: IRONY: IDIOM: Next, you will view the lyric video and provide one example of each figurative language and expound on the meaning of each word.

FIGURATIVE LANGUAGE EXAMPLE MEANING IN THE TEXT METAPHOR SIMILE HYPERBOLE EUPHEMISM PARADOX IRONY IDIOM References

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Dalton, B., & Grisham, D. (2011). eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary . Retrieved from Reading Rockets: https://www.readingrockets.org/article/10- ways-use-technology-build-vocabulary Rupley, W. N. (2012). Building Conceptual Understanding through Vocabulary Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 51 , 229-321. Retrieved from Reading Horizons: A Journal of Literacy and Language Arts, 51.

EDU 617 UNIT 5

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