Overview
Using 12 vocabulary words from the preamble to the Constitution
of the United States students define words, identify synonyms and
antonyms, complete analogies using synonyms and antonyms and write
a paragraph using at least five of the words in a paragraph. The
students then orally present their paragraphs to the class.
Standards
Standards — Language Arts
Grade 5
Acquisition of Vocabulary, Benchmark F
8. Determine the meanings and pronunciations of
unknown words by using dictionaries, thesauruses, glossaries,
technology and textual features, such as definitional footnotes
or sidebars.
Grade 5, Writing
Writing Process, Benchmark B
4. Determine a purpose and audience.
10. Use available technology to compose text
15. Proofread writing, edit to improve conventions
(grammar, spelling, punctuation and capitalization and identify
and correct fragments and run-ons.
Writing Applications, Benchmark A
5. Produce informal writings for various purposes.
Communication: Oral and Visual, Benchmark
B
6. Use clear diction, pitch, tempo and tone, and
adjust volume and tempo to stress important ideas.
7. Adjust speaking content according to the needs
of the situation, setting and audience.
Grade 8, Writing
Communication: Oral and Visual, Benchmark C
6. Adjust volume, phrasing, enunciation, voice
modulation and inflection to stress important ideas and impact
audience response.
Materials
• Acquisition
of Vocabulary and Evaluation
Activity worksheets
• Printed or online dictionary
Procedures
-
As a class read the preamble to the Constitution of the United
States.
-
Have students complete Acquisition
of Vocabulary worksheet.
-
Have students complete the Evaluation
Activity worksheet.
Evaluation
The Acquisition of Vocabulary worksheet can be graded on a percent
basis.
Evaluation Activity Rubric
| CATEGORY |
4 |
3 |
2 |
1 |
| Introduction (Organization) |
The introduction is inviting, states the main topic and previews
the structure of the paper. |
The introduction clearly states the main topic and previews
the structure of the paper, but is not particularly inviting
to the reader. |
The introduction states the main topic, but does not adequately
preview the structure of the paper, nor is it particularly inviting
to the reader. |
There is no clear introduction of the main topic or structure
of the paper. |
| Sentence Structure (Sentence Fluency) |
All sentences are well-constructed with varied structure.
|
Most sentences are well-constructed with varied structure.
|
Most sentences are well-constructed but have a similar structure.
|
Sentences lack structure and appear incomplete or rambling.
|
| Grammar and Spelling (Conventions) |
The writer makes no errors in grammar or spelling that distract
the reader from the content. |
The writer makes one or two errors in grammar or spelling
that distract the reader from the content. |
The writer makes three or four errors in grammar or spelling
that distract the reader from the content. |
The writer makes more than four errors in grammar or spelling
that distract the reader from the content. |
|
