“Rape of the Lock” Vocabulary Development

Teacher: Denise Hollister School: Bakersfield High School

Content Area Standard: / Reading1.0 comprehension of text
Literacy Standard: / 1.2 Vocabulary development, roots, connotations, denotations
Instructional Objectives
·  Definition of what is to be taught and learned / 1.  to identify verbal and visual word associations
2.  to comprehend that the origins of words change and their meanings also change over time and with different groups, purposes
Curriculum
·  Lesson Content / Elements of Literature, “Rape of the Lock” by Alexander Pope
Instructional Delivery
·  Procedures
·  Strategies / 1.  Teacher selects thirty words from the text of the poem.
2.  The words are put on 3 x 5 cards, and the definitions are put on another set of cards.
3.  Students each take a card and try to match their definitions with other students in the circle.
4.  Students switch cards with as many students in the circle for 30 seconds and then stop and form the circle again.
5.  Students then try to find their “match” and stand by them in the circle.
6.  Students work in groups of four on the four-square strategy.
7.  One student gives the definition; another student gives the antonym and the synonym
8.  Each group presents their words to the class.
Evidence/Assessment / vocabulary quiz on the thirty words at the end of the week
word lists with four squares from each student
student participation during class time
Accommodations
·  Reading difficulties
·  Advanced learners
·  English learners / English Learners: may use their native language dictionaries to find meanings and examples, may help each other.
Advanced Learners: find more complicated examples, more antonyms and more detailed drawings.
Struggling students: helped by being placed in groups with stronger students.
Text
Instructional Materials / 3 x 5 cards, Elements of Literature textbook, “Rape of the Lock”
overhead projector for examples, four-square template for each student