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jargon dictionary by Augustalbum

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									LESSON TWO: Rollin’ on the River: Identifying Jargon
LESSON DESCRIPTION
This lesson focuses on identifying jargon in poetry, prose and nonfiction.

GRADE-LEVEL EXPECTATIONS
o   R2B The student should be able to identify and explain figurative language, particularly jargon, in poetry and
             prose. CA2, 1.5, 1.6
o   R2C The student should be able to identify and explain figurative language, particularly jargon, in
             nonfiction. CA3, 1.5, 1.6

LESSON MATERIALS
Sources of Literature
o Selections from Mark Twain’s The Adventures of Tom Sawyer (http://www.gutenberg.net/etext/7193)

Supplies
o Overhead, chalkboard, Smart Board, NotePad
o T-chart graphic organizer
o Index cards for cooperative learning activity
o Lesson Two Formative Assessment Scoring Guide

Handouts provided
o Lesson Two Formative Assessment Prompt

Words to know
o jargon
o graphic organizer

FORMATIVE ASSESSMENT
Students read an excerpt from a passage by Mark Twain and use a t-chart to identify from the text examples of
jargon and explain what each example means. Scoring guide provided.

LEARNING ACTIVITIES

1.    Open this lesson with a review of what students already know about figurative language. This should include
      what figurative language is in general as well as why writers use figurative language. Students define, identify
      and explain examples of a simile, metaphor, personification, onomatopoeia, hyperbole, and imagery. This
      review may take place as class discussion, or utilize a worksheet or activity asking students to identify
      examples of these various kinds of figurative language.

        Strategy     Simile, metaphor, personification, onomatopoeia, hyperbole, and imagery (all of
                     which students should already be familiar with), as well as other figurative
                     language terms, are defined in the Communication Arts Grade Level Expectations
                     Glossary of Terms from the Missouri Department of Elementary and Secondary
                     Education.

        Questions     What is figurative language?
           for        What kinds of figurative language are you already familiar with?
        Students      Why do writers use figurative language?

2.    Using Think-Pair-Share, students share their knowledge of words and phrases particular to computers,
      including how computers work, the language people use when they talk about computers, and the language
      people use when working on computers. Each pair should record the computer words and phrases on one side
      of an index card or piece of paper. After each group has several responses recorded, give each pair an
      opportunity to share their ideas with the class. Record those words and phrases on the board for class
      discussion, or one student from each pair can do this.
        Ideas       Reference for Think-Pair-Share: Kagan, S. (1992).

3.   Discuss the words and phrases recorded, consulting various sources as needed to define/explain those
     accurately. (Note students may be able to determine or at least guess at what some terms mean based on
     context clues provided, but they may have to consult a dictionary or other source to determine the meanings
     of others.) Explain that the words discussed are examples of jargon. (Write the term jargon and its definition
     on the board, overhead, Smart Board, NotePad, etc., then students copy it into their notes.)

        Strategy      According to the Communication Arts Grade Level Expectations Glossary of Terms from the
                      Missouri Department of Elementary and Secondary Education, jargon is defined as
                      “technical terms, acronyms, and language used by people of the same profession or
                      specialized interest group.”

          Technology       Display the definition for jargon on an overhead, Smart Board, NotePad, etc. for students to
          Connections      copy into their notes.

4.   Brainstorm other topics/areas that make use of jargon (examples include education, medicine, weather
     forecasting, etc.) and some specialized words associated with each.

5.   Working in pairs or small groups, students re-read the passages (excerpts from Two Ozark Rivers) from
     lesson one and make a list of jargon (geological terms) used in the passages. (Possible responses include the
     following: igneous, primeval, watershed, rhyolite, granite, primordial, Precambrian, Cambrian, particulates,
     silicified, strata, Upper Cambrian, Ordovician, and sedimentations.)

       Questions     What words do you find that are unfamiliar to you?
          for        Which of those words appear to be specialized (scientific, for example) and might be
       Students      considered jargon?
                     What does each of those specialized words mean, and how do you know?

6.   As students share their work with the class, adjust their word choices as necessary and make a master list of
     the jargon terms on the blackboard, overhead, Smart Board, NotePad, etc. Then discuss how the use of terms
     like these affects readers’ understanding of the text. Students should realize that to make sense of text using
     jargon they can apply context clues strategies as well as chunking unfamiliar words to look at their roots and
     affixes, but it may be necessary to look those words up in a dictionary.

      Questions     How does the author’s use of jargon affect your understanding of the text?
         for        What can a reader do to help make sense of text that includes jargon?
      Students

7.   For the formative assessment, to practice identifying and explaining jargon, students read excerpt(s) chosen
     from chapter two of The Adventures of Tom Sawyer, by Mark Twain. To support the unit’s theme, explain
     that this is a book about a boy’s life on the Mississippi River. Begin or support students with a discussion
     such as the one in the questions that follow. Then each student completes a t-chart to identify terms related to
     boats or boating and explain or define what each term means. (Allow students access to dictionaries for this
     activity.) Scoring guide provided.

      Questions     Near the beginning of Tom and Ben’s dialogue in the excerpt, do you see any word that
         for        looks like starboard? (stabboard)
      Students      Use context clues to determine the meaning of starboard/stabboard. (the right side of a boat)
                    Why do you think Tom and Ben pronounce the word this way? (Note that this is an example
                    of dialect, another term soon to be focused on further. Explain that dialect is how someone
                    speaks, both pronunciation and vocabulary used, based on ethnic heritage or geographic
                    location.)
                    Does “stabboard” resemble any other word in the piece? (labboard)
                    What is likely the correct pronunciation of “labboard”? (larboard)
             Since we know what starboard means and that Ben goes from stabboard (starboard) to
             labboard (larboard), what can you guess labboard means? (left side)
             What do you notice about the spelling of the words? (They are spelled the way they sound
             in the dialogue.)

Assessment     Determine an appropriate excerpt or excerpts from the text (Mark Twain’s The
               Adventures of Tom Sawyer is suggested or another appropriate passage, preferably
               supporting the river theme of the unit) of a proper length with numerous quality examples
               of jargon for students to identify. Each student needs a copy of the passage for this
               exercise.
               Students complete the t-chart provided to record jargon from the passage and explain or
               define what each term means. Allow students to use the dictionary to determine meanings
               as needed.

Technology       Selections from Mark Twain’s The Adventures of Tom Sawyer are found at
Connections      http://www.gutenberg.net/etext/7193

								
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