Vocabulary Lesson Plan
Creating a Concept Cube: A Method of Learning Vocabulary
When I was assigned with the task of creating a vocabulary lesson plan for my unit, I knew I wanted something interactive. Leaning the definition of a word does not ensure complete understanding. By getting a better grasp of all the different parts, such as the parts of speech, uses in a sentence, antonyms, examples, and key concepts, students are equipped with the knowledge they need to retrieve the word and use it correctly in the future whatever format it requires.
In this lesson, I chose to use the word "ghetto". I chose this word because it is specialized and can often carry different meanings based on what time period it is referenced in. Since my unit is based primarily around the book Night, by Elie Wiesel, I wanted students to understand that the word ghetto referred to Jewish quarters during the Holocaust.
Then came the next challenge: how do I communicate all of these concepts in 15 minutes or less? When researching all the methods/activities I could use to accomplish these goals, I kept coming back to the concept cube, which seemed thorough, quick, and student driven. A concept cube consists of 6 sides, all requiring a different application of the vocabulary word. The sides are as follows: The word itself, the definition (in historical context), an antonym, the part of speech, a quick sketch OR a few key concepts, and one example. I knew the 15 minutes would not be long enough for students to do research without some guidance, because the definition and examples required some digging in order for it to be historically accurate, so I provided a few sources for students to choose from and let them direct their own learning experience before sharing their findings from the concept cube at the end of the lesson.
I think the transition from the planning phases of my lesson plan to the teaching phase of my lesson plan went smoothly considering it was one of my first experiences doing something like this. There are definitely areas that I need to work on, but it was a good learning experience.
The full lesson can be accessed by visiting this link, and part of the video that was taken during my lesson plan can be found below.
Performance Criteria
Performance Criteria 7.1 of the Vermont Licensure Portfolio says that, "Candidates plan instruction by drawing upon knowledge of content areas to meet rigorous learning goals". The vocabulary lesson plan that I have created most closely aligns with this performance criteria because I planned my lesson around the unit I am creating. I wanted my students to come away with a better understanding of the content area we are focusing on, which is the Holocaust as it is depicted in Night. I narrowed down my focus to one specific, and very important, vocabulary word that is repeated throughout the first portion of the novel. By drawing upon this knowledge, students will have a much better grasp on the rest of the book and the struggles the characters had to face. My lesson met rigorous learning goals but also provided students with the independence to direct their own learning and ask questions when they need to.
What I have learned about myself as a teacher:
I was pretty nervous going into this lesson. I didn't want to forget anything important, and I knew I would have to pay attention to the time to make sure I didn't go over the limit. However, when I began the lesson, all those worries dissipated. I still paid attention to the time, of course, but I found that my students were interested in the topic and it went much more smoothly than I ever could have expected.
At the end of the lesson, I was most concerned with the amount of silent working there was, so I asked my group of they thought there was too much quiet time and if it made the lesson awkward at all. They assured me that it did not, and that silent working time allowed them to really get into the lesson. That made me feel much better. However, with that being said, when I went back and watched the video, I noticed that I was very uncomfortable with the silence because of my own anxiety and often looked at the computer screen to help pass time. Now that I am aware I do that during normal working time moments, I can catch myself and do something more useful with my time.
I really liked the concept cube method, and I think it is a very effective way to teach vocabulary. I especially liked that it is student focused and that it is something the students can keep to look at again and again. I know this lesson was effective because at the end of my lesson I asked my group of students to apply what they have learned and they were successfully able to do so. I believe it was a success.
Next Steps:
My goal for the future is t become more comfortable with silence in the classroom, and to not feel like I am not doing my job correctly if I'm not monitoring or talking to students the entire time. There are so many different types of lesson plans and activities, and all require different things for both the teacher and the student. I think by becoming more comfortable with myself, the lesson plans will seem much more natural.
In this lesson, I chose to use the word "ghetto". I chose this word because it is specialized and can often carry different meanings based on what time period it is referenced in. Since my unit is based primarily around the book Night, by Elie Wiesel, I wanted students to understand that the word ghetto referred to Jewish quarters during the Holocaust.
Then came the next challenge: how do I communicate all of these concepts in 15 minutes or less? When researching all the methods/activities I could use to accomplish these goals, I kept coming back to the concept cube, which seemed thorough, quick, and student driven. A concept cube consists of 6 sides, all requiring a different application of the vocabulary word. The sides are as follows: The word itself, the definition (in historical context), an antonym, the part of speech, a quick sketch OR a few key concepts, and one example. I knew the 15 minutes would not be long enough for students to do research without some guidance, because the definition and examples required some digging in order for it to be historically accurate, so I provided a few sources for students to choose from and let them direct their own learning experience before sharing their findings from the concept cube at the end of the lesson.
I think the transition from the planning phases of my lesson plan to the teaching phase of my lesson plan went smoothly considering it was one of my first experiences doing something like this. There are definitely areas that I need to work on, but it was a good learning experience.
The full lesson can be accessed by visiting this link, and part of the video that was taken during my lesson plan can be found below.
Performance Criteria 7.1 of the Vermont Licensure Portfolio says that, "Candidates plan instruction by drawing upon knowledge of content areas to meet rigorous learning goals". The vocabulary lesson plan that I have created most closely aligns with this performance criteria because I planned my lesson around the unit I am creating. I wanted my students to come away with a better understanding of the content area we are focusing on, which is the Holocaust as it is depicted in Night. I narrowed down my focus to one specific, and very important, vocabulary word that is repeated throughout the first portion of the novel. By drawing upon this knowledge, students will have a much better grasp on the rest of the book and the struggles the characters had to face. My lesson met rigorous learning goals but also provided students with the independence to direct their own learning and ask questions when they need to.
What I have learned about myself as a teacher:
I was pretty nervous going into this lesson. I didn't want to forget anything important, and I knew I would have to pay attention to the time to make sure I didn't go over the limit. However, when I began the lesson, all those worries dissipated. I still paid attention to the time, of course, but I found that my students were interested in the topic and it went much more smoothly than I ever could have expected.
At the end of the lesson, I was most concerned with the amount of silent working there was, so I asked my group of they thought there was too much quiet time and if it made the lesson awkward at all. They assured me that it did not, and that silent working time allowed them to really get into the lesson. That made me feel much better. However, with that being said, when I went back and watched the video, I noticed that I was very uncomfortable with the silence because of my own anxiety and often looked at the computer screen to help pass time. Now that I am aware I do that during normal working time moments, I can catch myself and do something more useful with my time.
I really liked the concept cube method, and I think it is a very effective way to teach vocabulary. I especially liked that it is student focused and that it is something the students can keep to look at again and again. I know this lesson was effective because at the end of my lesson I asked my group of students to apply what they have learned and they were successfully able to do so. I believe it was a success.
Next Steps:
My goal for the future is t become more comfortable with silence in the classroom, and to not feel like I am not doing my job correctly if I'm not monitoring or talking to students the entire time. There are so many different types of lesson plans and activities, and all require different things for both the teacher and the student. I think by becoming more comfortable with myself, the lesson plans will seem much more natural.
Congratulations Kelli on teaching your first vocabulary lesson to a group of students! I'm glad that you enjoyed teaching. In your blog I enjoyed how you explained the importance of how you should teach vocabulary to your students. I agree with teaching your students the vocabulary words and also synonyms and giving them examples. By doing that we can ensure that our students will be able to recall what each word means with precision. The only question that do you only have the option of teaching one word with the concept cube or do you have the option to teach more than one word?
ReplyDeleteHi Kelli! This sounds like such an engaging lesson! The concept cube is such a unique idea and I'm glad it worked well for you. Providing students with resources and giving them the time and space to explore it on their own is a truly beneficial strategy; they have the opportunity to find varying information and perspectives that cater to themselves. With this being said, what if there is a student that struggles with reading/finding information online? Could students work in groups to tackle this task?
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