II Gr4 Unit5 Lesson1 Vocab

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					                                   The Golden Spike

                            Grade 4 Unit 5     Lesson 1

                         Vocabulary Lesson Using Card 17

Day 4

Concept word: unity (p. 465)

1. Contextualize the word: “If a group has unity, they can get more done than if
they spend their time fighting.”

2. Say the word: unity

3. Give a student-friendly meaning: joined together as one; working toward a
common goal

4. Provide several different contexts:

    A team must have unity to win the game.
    A man and woman are united when they are married.
    Putting a large puzzle together requires unity.

5. Engage activity with the word:

Have students take part in an activity which requires them to work together such
as a three-legged race, assembling a puzzle, or playing a group game.

6. Say the word: unity



buzzing (p. 468)

1. Contextualize the word: “The citizens of North Liberty were buzzing with
excitement.” (Warm up)
“The one street town of Promontory, Utah, was buzzing with activity on May 10,
1869.” (p. 458)

2. Say the word: buzzing

3. Give a student-friendly meaning: to be very active

4. Provide several different contexts:

    The bees were buzzing around the flowers.
    The spectators were buzzing about the spectacular plays in game.
    The News anchors were buzzing about the election results.

5. Engage activity with the word: Tell your partner an example of buzzing.

6. Say the word: buzzing



hastily (p. 470)

1. Contextualize the word: “Just yesterday, they had hastily added the finishing
touches.” (Warm up)

“As a worker was hastily summoned to pound in the final spike, a telegrapher sent
the signal to the nation: ‟It‟s done.‟” (p. 470)

2. Say the word: hastily

3. Give a student-friendly explanation: in a hurry

4. Provide several different contexts:

    I hastily gathered my things to get to school on time.
    The phrase, “Haste makes waste” can be traced to 190 B.C.!
    Have you ever heard of hasty pudding? (It‟s cooked grain cereal similar to
       oatmeal, cream of wheat, or cornmeal mush!)

5. Engage activity with the word: It might be fun to make hasty pudding with the
kids! You could also have the kids demonstrate „moving hastily‟.
6. Say the word: hastily



ceremony (p. 468)

1. Contextualize the word: “A ceremony would be held at the shelter at noon.”
(Warm up)

“Top-level railroad executives milled about, waiting for the ceremony to begin… ”.
(p. 468)

2. Say the word: ceremony

3. Give a student-friendly meaning: formal event; often with speech making

4. Provide several different contexts:

    Have you been to a graduation ceremony?
    Scouting organizations have Merit Badge ceremonies.
    He read the proclamation with great ceremony.

5. Engage activity with the word: As a class, plan a short ceremony to celebrate
President‟s Day or another upcoming occasion.

6. Say the word: ceremony



Day 5

transcontinental (p. 468)

1. Contextualize the word: “Her musical show was making a transcontinental tour.”
(Warm up)

“The ceremony would mark the completion of the transcontinental railroad.” (p.
468)

2. Say the word: transcontinental
3. Give a student-friendly meaning: from coast to coast

4. Provide several different contexts:

    We have a transcontinental highway system.
    Some pilots make transcontinental flights.
    If you walk from Maine to California, you have made a transcontinental trip!

5. Engage activity with the word: Turn to your partner and tell them something
that is transcontinental.

6. Say the word: transcontinental.



laborers (p. 469)

1. Contextualize the word: “All the laborers were there.” (Warm up)

“And now the crowd-mostly Irish and Chinese laborers who had borne the brunt of
the work-pushed close.” (p. 493)

2. Say the word: laborers

3. Give a student-friendly meaning: a worker

4. Provide several different contexts:

          Laborers built that huge building.
          Most laborers have a very limited education.
          Many immigrants in a new country work as laborers until they learn
             the language.

5. Discuss as table groups what laborers might do.

6. Say the word: laborers
assistance (p. 469)

1. Contextualize the word: “And thank you for your assistance in this project.”
(Warm up)

“with your assistance we will proceed to lay the last tie, the last rail, and drive the
last spike.” (p. 469)

2. Say the word: assistance

3. Give a student-friendly meaning: help

4. Provide several different contexts:

    I need your assistance to carry these boxes, please!
    We will need lots of assistance to complete the party preparations in time!
    Studying will give you the assistance you need to pass the test!

5. Engage activity with the word: Write about a time someone gave you some
assistance or you gave assistance to someone else.

6. Say the word: assistance



thrive (p. 471)

1. Contextualize the word: “I know this shelter will thrive.” (Warm up)

“America finally had the technological means to grow and thrive-” (p. 471)

2. Say the word: thrive

3. Give a student-friendly meaning: to be successful

4. Provide several different contexts:

    The baby will thrive because he is well cared for.
    Some people think plants will thrive if you talk to them.
    Children will thrive with lots of fresh air, healthy food, and plenty of
      exercise.
5. Engage activity with the word: Tell your partner something that will help you
thrive.

6. Say the word: thrive



locomotives (p. 470)

1. Contextualize the word: “From behind the shelter came two remote-controlled
locomotives.” (Warm Up)

“…two great locomotives inched forward just close enough so that the two
engineers could lean forward and shake hands with each other.” (p. 470)

2. Say the word: locomotives

3. Give a student-friendly meaning: a train engine

4. Provide several different contexts:

    The train won‟t run without a locomotive!
    The engineer waved to me from the locomotive.
    I once saw a train with four locomotives.

5. Engage activity with the word: Use clean empty milk cartons and construction
paper to have each student make a locomotive.

6. Say the word: locomotives

Deepening Activities

Day 2

Have You Ever…?

    Have students discuss in groups a way the class can develop unity: Choose
        one student per group to give an example.
    Have students show what buzzing sounds like.
    Ask students to discuss in groups something they might do hastily.
    Have students tell a partner some examples of ceremonies they have seen or
      heard about

True/False:

    I make a transcontinental commute when I drive from_______ to
      __________.
    My friend, Ondar, worked as a laborer mopping floors even though he was a
      Veterinarian.
    I will come to your assistance sitting still and not listening to you.
    I knew when the plant wilted and turned brown that it would thrive.
    I saw three locomotives on the highway on my way to work this morning.

Questioning:                                  Choices:

True/False Statements:                        Juxtapositions:

Examples/Non-Examples:                        Discussion Prompts:

Finish the Idea:                              Word Associations:

Have You Ever…?

				
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