Class: ESL English Language

Unit: Vocabulary Development Lesson: Word Meaning

WIDA level: Beginning

Content Objectives:
1. Students will discover word meanings by breaking down the definition into
semantic meaning.
2. Students will practice reading comprehension strategies by examining word
meanings in context.

Language Objectives:
1. Students will READ an article aloud.
2. Students will WRITE sentences using new vocabulary words.
3. Students will LISTEN and SPEAK to their peers in cooperative learning groups and
presentations.

Key Vocabulary: anaconda, skeptical, prey, suffocates, transmitter, biology

Materials:
Text copies
Chart paper + markers
YouTube video (internet access) + projector

MOTIVATION

Step 1: Front Loading

Pass out and introduce the article (Up Close with the Worlds Biggest Snake) to students
(see PDF text).

Introduce and front load the subject of the animal Anaconda through the aid of a short
YouTube video for visual media context:
http://www.youtube.com/watch?v=9POIM4akuOc

Allow students to briefly express/discuss their initial reactions about the animal.

PRESENTATION

Step 2: Vocabulary introduction + Word Wall construction

Present the 5 Key Vocabulary Words in the article to the students by listing them on chart
paper at the front of the room: skeptical, prey, suffocates, transmitter, biology (see
Vocabulary box on p.4 of the text).

The teacher should write the article definition to each word, creating a short Word Wall at
the front of the room.

Step 3: Modified Four Square

Split students into groups of 5 (2-3 students/group). Assign each group a different word.

Pass out chart sheets (large blank poster size papers) and markers to students.

Instruct students to divide their charts into 4 blocks (Four Square design).

Instruct students to write their assigned vocabulary word big in the top left box.

Instruct students to write the word definition in their own words in the top right box.
Encourage students to look up their assigned words in their L1 bilingual dictionaries to see
the definition in their L1.

Tell students to leave the next two boxes empty for now.

Ask students to elect a speaker to represent each of their groups.

Step 4: Read Aloud

Read aloud the entirety of the article in a round-robin format (each student reads a
paragraph, circling around the room).

Stop at every Key Vocabulary word (bolded in text). Point to the word wall. Ask the
speaker for each word group to share their definition for the word. After, reread the
sentence in the text for clarification.

Step 5: Finish Modified Four Square

In groups, instruct the students to return to the article to find where their word was used in
the article. Students should copy that sentence into the bottom left box and underline the
vocabulary word.

Students should then collaborate to construct a unique sentence using the word in the
bottom right box. Students should underline the vocabulary word and draw a small
illustration to go with the sentence.

REVIEW/ASSESSMENT

Step 6: Gallery Walk

Hang the posters up around the room and give students time to walk around and study
each vocabulary word. Keep the posters hanging in the room, next to the word wall for
reference. *The teacher should check each poster for accuracy before hanging.

Exit Ticket: Students should complete a journal entry telling at least two new things they
learned about anacondas. Students should use at least one new vocabulary word (other
than their own groups word) from the Word Wall.