Grades 9 & 10
Language Arts
Reading
Standard 1

WORD ANALYSIS, FLUENCY, AND
SYSTEMATICVOCABULARY DEVELOPMENT.
(Unless otherwise noted, all resource material can be found in Elements of Literature Fourth Course.)


 
Resources
Lesson Plans
Assessments
1.1
Pg. 506 - 507 Figurative Language:  Language of the imagination.(Elements of Literature Fourth Course.)
1.2
pg. 68 Style:  Connotations - How words can make you feel; pg. 21&22 Elements of Literature Fourth Course Teaching Resources A.
1.3
Pg. 715 How to Own a word:  Latin and Greek Roots.
Page 681 How to own a word: Etymology.
1.4
Page 3 Becoming a Strategic Reader:  Learning from context. 
Pg. 80 How to own a word:  Diagramming Context. 
Vocabulary Workshop Fourth Course - All lessons.
1.1
After reading the selection on pg. 506-507, divide class into pairs, and ask students to write common metaphors, similes, and personifications for specific types of people.  See complete lesson plan in ATE pg. 506.
1.2
Try it out pg. 68.  Page 21 & 22 worksheet in Elements of Literature Fourth Course Teaching Resources A.
1.3
Students Make a root chart for words listed on page 715.  Student make an etymology map for words listed on page 715.
1.4
See Mini- Lesson:  Making meanings and Mini-Lesson How to own a word in ATE Pg. 3
Students learn about Context clues on Pg. 80
Students practice understanding meanings from context clues in all lessons in the Vocabulary Workshop Fourth Course.  Students must make a guess as to the meaning of given words from the Sentence or sentences given and then check these guesses with definitions from the dictionary.
Previously Published Data

1.) Before reading classical literature, students work with a partner to "translate" some dialogue from a play. Each pair is given two 3 x 5 cards: One is blank, and one has a quotation from the work on it as well as questions about its significance. When the time is up, each pair reads and explains their quote aloud, or if the work is a play, acts out their translation. After each translation, the teacher comments on the words' prefixes, suffixes, and roots. Students look for further application of these prefixes, suffixes, and roots in related vocabulary work.

1.1
Teacher evaluation
1.2
SPJUSD Rubrics
1.3
Teacher Key
1.4
See Teacher Key
Previously Published Data

1.) Each group will use a worksheet which has three columns:

  • What Doth Thou Mean?
  • Where Doth Thou come From?
  • Can'st Thou Guess the Meanings?

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    Have students go through another selection/ long passage from Romeo and Juliet and "translate" words by following the procedures in this lesson, putting definitions and responses into the appropriate columns on their chart. Then have students re-write the passage in their own words. Students should be graded on the content, punctuation, and spelling. Teachers may also require students to read aloud their "translations."