Learning Vocab Doesn’t Have to be War, Author: Kimberly Wells, Grade Level: 5, Subject Area: ELA/Social Studies - This lesson is used as an introduction to the vocabulary presented in the novel My Brother Sam is Dead. Students are engaged throughout the lesson. Students are asked to observe, discuss and even act out words to help understand difficult concepts.

Learning Vocab Doesn’t Have to be War

	Author: Kimberly Wells
Grade Level: 5	School: Sylvan-Verona Beach Elementary
Subject Area: ELA/Social Studies	Phone: 315-762-4404

Written Overview:

This lesson is used as an introduction to the vocabulary presented in the novel My Brother Sam is Dead. Students are engaged throughout the lesson. Students are asked to observe, discuss and even act out words to help understand difficult concepts.

LEARNING CONTENT:

*ELA STANDARD #1- Language for Information and Understanding

Students will read, write, listen and speak for information and

understanding.

*MST STANDARD #2- Information Systems

Students will access, generate, process, and transfer information using

appropriate technologies.

*SOCIAL STUDIES STANDARD #1-History of the United States and New

York State

Students will use a variety of intellectual skills to demonstrate their

understanding of major ideas, eras, themes, developments, and turning

points in the history of the United States and New York.

Necessary Prior Knowledge

Students need to have read the first chapter in My Brother Sam is Dead by James Lincoln Collier and Christopher Collier.
Students need to know the purpose of and how to use a T-Chart.
Students have knowledge of Internet and word processing programs.

PROCEDURE:

T indicates teacher responsibilities, S indicates student responsibilities

T-Split students into groups of four. Put vocabulary words (already on oak tag) taped face down on the board. State objective to students: "During the next hour, the vocabulary that many of you found difficult to understand in Chapter 1 of Sam will come to life and make sense. Your goal is to listen, watch, participate when asked and try to determine meanings from my actions."

T-Flips over word #1 (minutemen) . Teacher puts on vest, boots and grabs a Brown Bess (fake gun). As she prepares, she is talking aloud, "I am ready to go fight. I am dressed and ready to go out into the street and support my fellow colonists. Look at that...I finally made it. Ready to go in less than a minute."

T-When the teacher is finished, she stops and gives students one minute to discuss the definition in their groups. The teacher walks around, monitoring behaviors and discussions.

S- Discuss the definitions in the group.

T-Chooses one group that is correct to share with the class.

S-Shares definition.

T- Asks if there are any questions. If not, the teacher flips over word #2 (Lobsterbacks). Puts on a red coat, grabs a bayonet, begins to march and in her best English accent says, " I am off, going to fight for my King. I am going to show those colonists once and for all that the British soldiers, like me, can put them in their place."

T-When the teacher is finished, she stops and gives students one minute to discuss the definition in their groups. The teacher walks around, monitoring behaviors and discussions.

S- Discuss the definitions in the group.

T-Chooses one group that is correct to share with the class.

S-Shares definition.

T- Asks if there are any questions. If not, the teacher shouts, "WE NEED TO PREPARE! THE BRITISH ARE COMING. MINUTEMEN GET YOUR STUFF AND LINE UP. GO, GO, GO!"

S-Act out minutemen, line up at the door.

T- "Great job, we got them. Return to your homes and families."

S-Return to seats.

T-Flip over word #3 (Patriot), grab Brown Bess, put on boots and paper bag vest. "I am so proud to be an American colonist. I love the things that we believe in and the ideas that we support. There is nothing that could ever beat being a colonist."

T-When the teacher is finished, she stops and gives students one minute to discuss the definition in their groups. The teacher walks around, monitoring behaviors and discussions.

S- Discuss the definitions in the group.

T-Chooses one group that is correct to share with the class.

S-Shares definition.

T- Flip over word #4 (Brown Bess). Pick up gun (made of toilet paper rolls). Show it to the students while saying, "I am so proud of my Brown Bees. It has really helped me when the British have confronted me. Sometimes it is tough to carry around though. It is as tall as I am and I have enough trouble taking care of me."

T-When the teacher is finished, she stops and gives students one minute to discuss the definition in their groups. The teacher walks around, monitoring behaviors and discussions.

S- Discuss the definitions in the group.

T-Chooses one group that is correct to share with the class.

S-Shares definition.

T-Handout the SHOW YOU KNOW sheets. Have students put their names on the top. Assign each student in the group a number, 1-4. Have students read through the first four words they have learned together. Then go back and assign each word a number 1-4.

S-Write the word that corresponds to their number in the specified place.

T-"This is a SHOW YOU KNOW. You will be put on the clock for three minutes. You may either draw a picture or write a definition to describe the word at the top of your page." Call on random individuals to check for understanding of the time and the task.

S-Work independently.

T-Puts students on the clock for one minutes to share their responses or drawings with their group. The teacher then selects one of each number to share with the class.

This process continues for a total of 12 words. This can change depending on time or the needs of your class. Other words can include rebellion, Loyalists, gaudy, rebellion, garrisons, Parliament or bayonet.

When you have completed the vocabulary, split students into three groups and assign them either to station one, two, three or four. Give the following directions, "Now Minutemen, prepare for war. Get your Brown Bess and meet your garrison by the wall, computers, tables or cluster. We have to show them the we know!" Students are given the amount of time they have once they are seated at their station. Students will work 15-20 minutes at each station before rotating to the next.

Stations Assignments and Responsibilities

Station One: Using a t-chart, students physically move the vocabulary words under the headings American or British. Once all groups have finished this, it is posted in the room as a reminder. They often discuss, use their pictures, words, my props or any text. If a word falls under neither, it is placed on the line in the middle.
Station Two: Students will reread Chapter One independently in their books. This will allow students to comprehend the text now that they have prior knowledge of the vocabulary.
Station Three: Students will work on the computer using the CD-ROM Encyclopedia of History. Students are given a handout and sent to explore the American Revolution.
Station Four: Students work on the computers in Microsoft Word to write a journal entry based on Timmy's experiences in chapter one. Students are encouraged to copy backdrops from The Print Shop Deluxe 6.0 to give their entry an authentic look.

Instructional/Environmental Modifications:

This lesson incorporates a variety of multiple intelligence strategies. By allowing students to choose the way that they will represent the vocabulary word, students are in a non-threatening situation, allowing all students to succeed.

There needs to be an open space in the classroom so that students are able to act out several of the words. The vocabulary words need to be large enough so that the students in the back of the room are able to read them.

Materials & Supplies

Student: pencil, copies of the book

Teacher: "SHOW YOU KNOW SHEETS", vocabulary words on colored oak tag, T-chart hanging on large chart paper, paper towel or toilet paper rolls, brown paint, clothes pins, string, meter stick, butter knife, paper grocery bags, white wigs, masking tape, red jacket or sweater, work boots,

CD-ROMS:

Assessment Tools & Techniques

During the course of the lesson, the teacher will be able to assess a student’s progress through observations, group discussions, role playing/acting it out, and through their drawings or writings on their "Show You Know" sheets.

Throughout the unit students will be required to use vocabulary terms while writing point of view entries.

Time Required:

Planning:

*45 minutes to prepare props

*20 minutes to prepare dialog cards (if needed)

Implementation:

*this lesson takes about one hour to complete the vocabulary. The stations take at least 20 minutes a piece. If students are put on the clock, the lesson flows much better.

Assessment:

*Ongoing throughout the lesson (journal entries, show you know)

*Continued throughout the unit (There is a test given at the end of the

unit on the American Revolution, where vocabulary is tested.

Students are also expected to use vocabulary words in journal entries

and in discussions.)

Reflection:

This lesson is very motivating for students. It is a great way to "hook" students into both the novel, My Brother Sam is Dead, as well as into a social studies unit revolving around the American Revolution.

By exposing students to a variety of experiences, acting it out, discussion, drawing/and or writing, students are able to experience success with this otherwise confusing vocabulary. I have found that my students who are lower functioning or learning disabled often grasp concepts faster when exposed to vocabulary in this manner.

For the entire class, I use a variety of management strategies. Students are expected to complete tasks on the clock. They are responsible to listen for a specific purpose. There are frequent checks for understanding. I also allow students to use think-pair-share, the pass option and wait time extended. These types of management strategies raise expectations for both students and myself, causing a high level of productivity.

Journal Rubric

	Content	Use of Vocabulary	Grammar Punctuation Spelling
4	Responses well thought out Easy to read and comprehend	Several words are used in the correct context	There are no errors in mechanics or spelling.
3	Responses recorded and show some thought	One-two words are used in the correct context	There are one or two errors in mechanics or spelling.
2	Responses recorded with little reflection on the topic	Words are present but there is no evidence of knowing the correct meaning	There are several errors in mechanics or spelling but the errors do not interfere with meaning.
1	No response given	No words are included in the entry	The errors in mechanics or spelling interfere with the meaning of the text.

Name _________________________________ Member #_____

Show You Know

Word: ________________________________________