Unit 1, Lesson 4: Vocab Tableau

1. Preferred Lesson Plan Template The Boerum Hill School for International Studies
UNIT TITLE: This Land is Whose Land? INSTRUCTOR(S): Ticoras , Langley, Fletcher
SUBJECT: Humanities LESSON NUMBER: 4
What will students learn?
Topic: Vocab
IB Criterion and/or ATL and/or DP Assessment Task: (D iv) The student: effectively uses a varied range of
appropriate vocabulary, sentence structures and forms of expression,
Focus Inquiry: How can learning the definitions of new words help us to understand the experiences
of people in America?
I Can…. collaborate with my group to use a varied range of appropriate vocabulary
Handout:
https://docs.google.com/presentation/d/1Kp8fn1nZoj0StY4PXTy-rUz4aksEmilMa1wN7rtItt8/edit#slide=id.g4786
135e01_0_25
Agenda How will students learn?
THINK &
ANSWER
3 min.
On slides:
● What are some methods that you use to figure out words you don’t know?
● How do you memorize the words once you find out the definitions?
Give 2 minutes for students to think and write their response, 1 minute to share.
Check(s) for Understanding: Teacher circulating, share out.
KNOWLEDGE
EXPANSION
5 min.
Teacher explains that today we are going to be using a new method for learning
vocabulary, the vocab tableau. Teacher asks students what they think a tableau
might be, or what they might be doing. Students guess.
Explain the history of tableau to whatever extent you want… I included a picture in
the slides to help explain that they will be creating a picture with their bodies to
describe the word they are assigned. A little bit different than this image is that they
can speak and write a short script for the tableau.
Students will get into their groups, and begin by looking up their word. They will then use
their word in a sentence, and finally act it out.
In their groups they will have roles. They should choose their roles when they get
into their groups. The roles are:
Director: __________ ​(directs the tableau)
Recorder:​ _______________(writes the group’s definition & uses it in a sentence on their
sheet)
Reader​: __________________ (is the one who will introduce the word, the definition, and

2. its sentence)
The words for the groups are:
Citizen
Nation
Land
Migration
Indigenous
Gentrification
There will be more than 6 groups as there are 3 students per group. Print out at least 2
copies of each page.
Students will get into groups of 3 (or 4 if it works out that way)
Check(s) for Understanding: Ask a student to explain what they will be doing, and the 3
roles
INQUIRY
20-40 min.
Students engage in the inquiry. Teacher circulates to ensure that all students are sharing
their work. Students get ~10-15 min to look up the word, write it in a sentence, write their
script and rehearse it. They should write their skit on loose leaf.
Students get ~10-15 min for the students to perform in this order: (display this on the slides
so they know their order).
Citizen
Nation
Land
Migration
Indigenous
Gentrification
Check(s) for Understanding:
REFLECTION
2-10 min.
Reflect using the following questions, especially focusing on the last one. I’m guessing that
some conversations about current events will come up.
On Slides:
● Why is it important to use varied vocabulary in our writing and speaking?
● How do these words relate to ​past​ events in the United States?
● How do these words relate to ​current events​ in the United States?
● Do you think the definitions of these words can change over time?
Some talking points about past events:​ Chinese Exclusion Act, Japanese Internment
camps, Indigenous People in the Americas
Current events:​ Mexican Border Wall, Refugee / migration issues, gentrification in NYC /
other urban areas,
Check(s) for Understanding: Student share out