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 * Dalton Conway, Kristal Martinez TCSS **
 * UNIT: ** Grammar **DATE:** 10/26/13
 * LESSON: ** Jabberwocky **TIME LENGTH:** 43 Minutes
 * COMMON CORE STANDARD(S): **
 * CC.1.2.7.J: ** Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * CC.1.2.7.K: ** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.
 * MOTIVATIONAL DEVICE: ** Ask Show YouTube video of Muppets: Jabberwocky. This video depicts the poem “Jabberwocky” using characters students are familiar with. It clarifies what may be confusing to understand in the Jabberwocky, which is the wide possibility of meanings that may be applied to the vocabulary in the poem. Explain to students that while the meaning of the poem may be obscure, we can identify the word’s part of speech by what the word is doing and where it is in the sentence. []


 * INSTRUCTIONAL OBJECTIVES: **
 * 1) Given the poem “Jabberwocky”, students will be able to identify a word’s part of speech, its job in the sentence, by what the word is doing and where it is in the sentence.
 * LESSON OUTLINE: **
 * I. ** Introduction (5 Minutes)
 * 1) Motivational Device:
 * 2) “The poem “Jabberwocky” originally appeared in the book //Through the Looking Glass// by Lewis Carroll. Has anyone heard of //Alice in Wonderland//? //Through the Looking Glass// is a sequel to that story. In the story, Alice, the main character comes across a poem that she can’t quite understand. “Jabberwocky” is the poem she found, and it’s kind of hard to understand because half the words are made up from the author’s imagination. But somehow readers can tell it’s in English.”
 * 3) Pass out poem to students.
 * 4) Explain to students that I will read the poem to them, and they should try to follow along on the poem handout I passed out. (3)
 * 5) When done reading ask students what they think that was about?
 * 6) If students are making guesses ask them if they could tell exactly what was happening?
 * 7) Explain to students that the poem “Jabberwocky” is hard to understand, because of all the made up words, but in the video clip they will see an interpretation by the Muppets themselves, and this may give us an idea of what’s happening though the poem has no true word meanings.
 * 8) While the meaning of the poem may be obscure, we can identify word’s parts of speech by what the words are doing and where it is in the sentence. And this might help us to better understand something while reading, or to make decisions while writing and revising our own writing.


 * 1) Play video for students.
 * 2) Ask students what they saw happening in the video.
 * II. ** Body (34 minutes)
 * 1) Explain to students that we may not be able to read the poem and understand exactly what it says, but we do have an idea of what is going on in the poem and each words job in the poem by what the words are doing, and their place in the sentences. (1)
 * 2) Pass out Jabberwocky worksheet to students.
 * 3) Ask students to look at the first sentence of the poem as you read it out loud and pay close attention to the underlined words.
 * 4) Explain to students that we will now try to see what job each underlined word is doing in the first sentence so we can identify its part of speech. This will help us make guesses to similar words in English that fit this part of speech though we can never know exactly what Caroll was trying to say.
 * 5) Tell students we will look at slithy and toves. We will come back to brillig after they have warmed up some.
 * 6) Ask students what slithy sounds like?
 * 7) Ask them what slithy is doing in the sentence? (Describes the toves it is an adjective).
 * 8) Ask students if slithy is describing toves then what is toves doing in the sentence? What part of speech is it? (it is naming something it is a noun).
 * 9) Now the next word is gyre. What is gyre doing in this part of the sentence? (it is describing what the //toves// did so it is an action verb).
 * 10) The //toves// also //gimble// so what part of speech is //gimble//? (action verb).
 * 11) As you all know from your test yesterday to identify the underlined words it helps to label the words around it so even though //wabe// is not a word we have to identify it is helpful to know what it does in the sentence (it is a noun).
 * 12) Read the next part aloud.
 * 13) Ask students what //borogoves// is doing in the sentence? (Noun it is naming something we know were is a linking verb so what follows can only be an adjective, noun or pronoun. The indicates it is a noun.)
 * 14) Now back to brillig.
 * 15) Explain to students that what the author is saying here is ‘It was brillig’.
 * 16) Write this on the board.
 * 17) “What is the verb here? (was)
 * 18) Explain that ‘was’ is a linking verb
 * 19) Explain that we know this because if we flip ‘it’ and ‘brillig’ the independent clause has the same meaning.
 * 20) Demonstrate this to students on board by drawing an equal sign above the linking verb.
 * 21) Read the sentence outloud as ‘it was brillig’ and ‘brillig was it’.
 * 22) Remind students that a linking verb links the subject ‘it’ to a word or group of words that either renames or describes the subject.
 * 23) What is ‘brillig’s job here? (renames the subject; noun or accept the answer it could be a noun or an adjective.)
 * 24) Because it depends what word the imagination places here. If we decide it is ‘it was late’ this is an adjective. If we believe it is ‘it was fall’ then it is a noun.
 * 25) Explain to students that they can find out the part of speech without knowing the words meaning by finding out what it is doing and where it is in the sentence.
 * 26) Pass out Jabberwocky Activity worksheet. (19)
 * 27) Explain to students that they should work alone until they finish their paper and when they finish they can get together with another student that has finished and compare answers.
 * 28) Explain to students that in order to identify the parts of speech they will want to pay close attention to what each word is doing in the sentence, or their job in the sentence, and where it is located in the sentence.
 * 29) Explain to students that for the section that asks about similar words in English just provide examples of words that fit based on the words part of speech. Like we did with brillig.
 * 30) Observe students as they complete the worksheet. Stop by each student to make sure they are making progress on the worksheet.
 * 31) Come together as a large group, go over worksheet and see what parts of speech they gave each word along with the meaning for each word. (10)
 * 32) Ask students go get a white board.
 * 33) Ask students to write down the part of speech for each word
 * 34) Go through the words one at a time asking students to write down the part of speech on their board.
 * 35) Before they reveal answers ask if anyone can tell what it is doing in the sentence. Then ask if anyone came up with any example words.
 * 36) Have students reveal their answer.
 * 37) Assign homework (1 Minute)
 * A. ** None (unless Mrs. Lupolt assigns some)
 * 1) Summary (includes closure) (3 Minutes)
 * CLOSURE: **
 * 1) Ask students how they were able to identify a words part of speech in the poem “Jabberwocky”?
 * 2) Discuss student responses to this question.
 * 3) Explain to students that if they identified a words part of speech by what the word is doing and by where it is in the sentence with a poem like “Jabberwocky”, they should have no trouble identifying the parts of speech in what they read and write regularly, and from someone who has to evaluate sentences regularly I can tell you it is a great skill to have.


 * DIFFERENTIATED LEARNING ACTIVITIES: **
 * 1.) Write on the board so the students with hearing problems can get a visual of what we are doing if they can not hear us. **
 * 2.) Make the font larger on the handouts so students with visual problems can see the handout better. **

1.) We will know if students met the objective by checking students individual white boards in response to the words on the worksheet. If students can identify these words’ parts of speech correctly they understand that the jobs they do within the sentence and can use this to identify a words part of speech.
 * FORMATIVE ASSESSMENTS: **
 * HOMEWORK: ** None (unless Mrs. Lupolt assigns some)