Luis Maya

RDG 323

Vocabulary Activity Planning Sheet

Name: ​Luis Maya

Strategy: ​Frayer Model Concept Map
Content Area and ELA Standards:

- HS.C4.6 -​ Assess options for action to address local, regional, and global problems by engaging in self-
reflection, strategy identification, and complex causal reasoning.
- 11-12.L.6 - ​Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Objective: ​SWBAT assess options for action to address Arizona’s environmental problems by engaging in
self-reflection, strategy identification, and complex causal reasoning.
Supplementary Links to Resources (if any):
 Luis Maya
RDG 323

*You may use bullet points if desired in the blue sections below*

Vocabulary Strategy Awareness & Explanation (Purpose for selecting the strategy)
​ hy​ and ​how​?
How will provide students with a clear picture of the w

WHY
- Effective way of breaking down a word and its background
- Makes it easier to understand going forward
- Provides more information than just looking it up in a dictionary

HOW
- Research the definition of the vocab word
- Locate anything that might help you remember the vocab word and its meaning
- List relatable words or scenarios to along with the vocab word
- List anything that can be considered the opposite of the vocab word and its meaning

Vocabulary Strategy Procedure-the “how-to”

Detail how you will introduce the vocabulary concept rooted in Latin/Greek roots, how
you will propel understanding of the generative use of these roots, and finally, how you
will establish the proficiency of the objective through an effective closing that can be
assessed.

- Introduce vocabulary words that will play an important role in the unit
- Among them will be the word ​legislation
- The word ​legislation​ will be broken down into its latin root, ​legis
- Students will be asked to use context clues and prior knowledge to determine the
definition of the latin root (law)
- Based on this realization, students will be asked to come up with the definition of
legislation
- As a class, students will brainstorm similar words and terms with the same latin root
- Look for words such as legislator, legislative branch, legislative session, etc…
- Students will be given the Frayer Model Concept Map to individually complete
- Some of the answers have already been mentioned by classmates at this point
- Once students have completed, the lesson will continue as usual
- If any word featuring the root ​legis​ is seen or mentioned throughout the lesson,
pause and acknowledge the connection between the new word and the vocab
word
- The same acknowledgment should be made for any words or phrases that can be
seen as a direct opposition to the vocab word
 Luis Maya
RDG 323

Peer Reflection: ​Enlist your partner in assessing your vocabulary activity in depth. Reflect on their
assessment before implementing the activity in your digital learning experience. (optional
implementation) ​They will be looking at a few factors:

1. A discipline-specific topic is identified and a clear and creative vocabulary activity is 
created for o​ ne​ or ​two​ Latin or Greek roots.  
2. The activity builds ​generative​ knowledge and allows the student to think c ​ ritically​ about 
the words. 
​Have your peer write a ​1-2 paragraph detailed reflection​ about your strategy based on their own
self-assessment. (Please ask them to be honest as any critiques should be welcomed and reciprocated.
Additionally, your assessment does not impact their grade.)
● How did the structure of this strategy support learning in their discipline specifically?
● What were their strengths and areas for growth (please consider both their planning and your
instruction of the strategy).

Due to conflicting time schedules, Lauren was unable to leave a reflection for my strategy. As
such, I will take their place. In my completely unbiased opinion, I believe that the structure of
this strategy provided an effective way to introduce vocabulary words in a unit. Due to the
heavy reading and language found in certain topics, there are a lot of words discussed in social
studies that students either have not heard before or are unable to decode based on context
clues alone. Latin roots are especially prevalent in any government/lawmaking documents and
can be hard to decipher individually. By breaking down words and their contexts with the
Frayer Model map, students are able to relate it to words and phrases more familiar to them. I
feel that another beneficial aspect was having students complete parts of their assignment
with the class without directly mentioning that they were doing so. Many students shut down
when they see latin and legal jargon on a page. With the way the frayer map was presented to
students, they were able to decode previously difficult topics and phrases without the panic of
unknown jargon setting in.

I think that one of my strengths was being able to incorporate a continuing practice of learning
the latin roots. Rather than complete this lesson and proceed to ignore latin roots completely, I
added directions to ensure that a root would be discussed whenever it popped up in the wild.
Students need repetition and constant exposure to a subject in order to solidify its place in the
brain, and I believe I structured my lesson to include just that. As for areas of growth, I would
say developing vocabulary assignments in general. As a perspective history teacher, I believe
this is one of the first assignments in which I had to come up with something for vocab. This
was a brand new experience, but doing so really highlighted the importance of having these
sorts of assignments. Going forward in the future, I plan to work more on developing proper
vocab strategies so that my future students are continuously aware of the terminology being
discussed in class.