Subject: Social Studies/ILA Integration

Grade 5 submitted by Susan Farr

Unit Title: Unit 1 Chapter 2: The Northwest and the Arctic NOTE: This vocabulary lesson can be used with any Unit/Chapter throughout the year ILA Focus Skill: Vocabulary Benefit for At-risk students: Vocabulary knowledge and reading achievement are closely related. Students with larger vocabularies are more capable readers and writers. Objectives: SWBA to relate their background knowledge to new words. SWBA to effectively use new vocabulary when speaking and writing. Materials: Social Studies text, smart board or chalkboard; post-it notes (One per student) Anticipatory Set: Have students read the list of vocabulary word on page 82 prior to reading the chapter. Briefly use each word in a sentence. Teacher Input/Modeling: Explain to students that you will be using your own knowledge of words to Connect with the new vocabulary words. Write 4 or 5 vocabulary words on the board. Choose one of the vocabulary words and model the task. For instance think aloud the word Igloo. What does that word make me think of? I will write it on a post-it note. I wrote the word Ice. I wrote Ice because I believe that igloos are homes made out of ice. I saw a picture of one in a book about Eskimos. Place the post-it with ice under the word Igloo on the board. Guided Practice (Tasks): Give each student a Post-It. Instruct them to choose a word from the board and think about what it may mean to them, and write it on their post-it.. Remind students that it doesnt have to be just a word. It could be a phrase , a synonym an antonym or even a picture. Tell students that It does not matter if they are correct; it only matters that they JUSTIFY there connection to the class. Call children up one at a time to place their post-it under chosen word

and explain their reasoning for what they wrote to the rest of the class. Encourage every one to participate .Accept all contributions as correct. If Time allows have children repeat task with another word.

Assess for Understanding: By participating in this activity, children are bringing their own knowledge to the task. It is inherently differentiated because children are tapping into their own personal knowledge and experience with words. This activity is especially helpful to At-Risk students because there is no Right or Wrong answers. They also benefit from the ideas put forth from their classmates.

Closure: Provide children with the definition of the new vocabulary words and have them choose one to write in a sentence. ILA standards associated with lesson: La 3.1 5. 2 Fluency La 3.1 5.C Decoding and word recognition La 3.1 5 G Comprehension Skills and response to text