Date: September 21, 2009
Grade Level(s): 2nd-10th Grade
Subject(s): Language Arts/Vocabulary
Objective: TEKS: Middle School: 2: A-E, 6: C, 8&9(inference only); High School 1: A-E
Student will define, illustrate, and give an opposite meaning to their vocabulary words
Pre-assessment/Warm up (optional): As your greeting the students at the door ask them a question
about different vocabulary words being used in the lesson. Have them write down the word in
their journal and write about it.
Materials:
• Student’s journal
• Words posted on the board
• a large piece of paper
Procedure: Initiation: The first time you do this lesson it will take 30 to 45 minute time period. If
students have experience with is type of activity it will only take 10 minutes. You will need to
teach students how to draw the squares in their journal. The reason you give each student a
word the door is so that they can each have a different word to draw for your word wall in and
out of the classroom. (If you have all your classes do this activity you will have choices on
what you put on your wall)
If you have a student who know this process and demonstrates it well in one class invite them
to demonstrate to other classes.
Step1: Introduce vocabulary squares- Show them what it looks like completed, then get a blank piece
of paper and fold it in four, for those who understand hamburger fold and hotdog fold those are
the folds
Step 2: Fill in the vocabulary word and each squares heading
Step 3: Fir the first time working with the students do the first three words together as a class. Have
one student completes each square.
Step 4: Have the students complete the remainder of the words in class the first time in later class
times use this as homework assignments, extra credit assignments, sponge activities for those
Sub days/Mondays that you did not count on.
Go around the room and repeat the process with each child. Make sure that if the children
cannot draw or think of something that they can get help from another student (as long as they
are talking on topic).
Evaluation:
General Education students’ vocabulary squares need to be written in complete sentences pictures
do not need to be neat but when you ask the student to explain the picture they must have support for
the picture (I don’t know is not acceptable)
Special Education follow guidelines of IEP however if they choose to draw a picture follow same
guidelines as general education
504 students follow accommodation given by committee same rules apply if they draw a picture.
Extension:
On the back of the vocabulary squares have students discuss what the importance of the word is to
the story/literature/author. Have them make inferences, connections to self, text, and world. This can
be used for MS, AP classes, or HS classes.