This lesson plan introduces new vocabulary words related to experiences in America through a tableau activity. Students will be assigned to groups, each with a vocabulary word to act out without speaking. They will look up the word's definition, use it in a sentence, and collaboratively create and perform a silent pose to depict the word. Afterwards, students will reflect on how the words relate to past and current events in America and whether their meanings may change over time. The goal is for students to expand their vocabulary and understand experiences of people in the US through an engaging, collaborative activity.

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