Lesson

Target Words Support and

Materials

Lesson 1
-Students pick words
from a hat and
participate in
charades.
-Students phone a
friend for help.
-Students guess the
words.
-Pictures are
available for
guidance.
-I read the passage in
the novel where the
vocabulary word is
found.
-Students discuss
each word further
and collectively
create a de?inition.

Action
Words:

!
To worry
!
To guard
!
To crochet
!
To harvest
!
To serenade
!
To adore
!
To nag
!
To congregate
!
To prick
!
To hug
!
!
!
!

-Individual handout
containing pictures
with corresponding
words.
https://docs.google.com/document/d/
1ut8psUptGATukirx3DGK4SvIY9_xPSd
XbEDXGykfeW0/edit?usp=sharing

-Esperanza Rising
passages that I read
aloud in order to
enrich context.

-Black board where I

write the de?initions
that are generated
orally by the students.

-Handout with
vocabulary words
written with space for
students to write the
de?inition (added after
the ?irst group).
https://docs.google.com/document/d/
10cQsnVPra7N8bNqVguHFpBc2EjrlaQ
gESBavJ5xYFHg/edit?usp=sharing

!!

-Index cards with

vocabulary words to
be picked out of a hat.

Lesson Snapshot

Teachers Observations
of Students
-Students A, B, C, D, E
participated with
enthusiasm and appeared
to learn the words.

-Student B used the phone

a friend option for help.

-Students F, G, H, I , J
participated but without
enthusiasm.

-Students H and K
(emerging ELLs) seemed
to have trouble
understanding the activity.

Lesson 2
-Students focus on a
PowerPoint
presentation.
-Each slide contains
the vocabulary word
and multiple
pictures.
-Students volunteer
to read the written
passage from novel
that is written on the
slide.
-Students pass
around objects that
correlate with
vocabulary.
-Students discuss
words and how they
relate to the novel
and their lives.
-Students listen to
songs with lyrics that
include vocabulary
terms.
-Students write
down words and
de?initions
generated through
discussion.
https://docs.google.com/
document/d/
1pfyJuWc5m3VE8h3PufxZskgnVp5
MpEDmynjY7Ntxkkw/edit?
usp=sharing

Nouns

-PowerPoint slides

!
for each word with
Shawl
multiple pictures and
!
relevant sentence from
Grief
Esperanza Rising.
!
Imagination
!
!
!
!
Numb
https://docs.google.com/
presentation/d/1vsHrZKV9uwivvLF-
Wzqx8OX0-9biV9m_-kLoN7VtIN0/
edit?usp=sharing

Tragedy

-PowerPoint slides
that include relevant
song lyrics displayed
next to the video.

!
Engagement
!
Valise
!
!!
Immigration
-Worksheet with
!
space for both the
Demeanor
vocabulary word and
!
de?inition to be
https://docs.google.com/
presentation/d/
1PbknwgKilrX9coj7g_sH-RCiwk-
jlydLZ74bg-aaBYI/edit?usp=sharing

Valley

written.

https://docs.google.com/document/d/
1FPUutUXM0Akq1msRPyYhCbuGLcUV
dUfOszXcDjkj1VM/edit?usp=sharing

!!

-Ice pack and shawl.

-Students A, B, D and K
participated and were
engaged throughout the
activity.

-Students F (emerging
ELL), G (emerging ELL),
and C participated with
enthusiasm, were engaged,
and appeared to
understand the words in
the context of their lives
and the novel.

-Students F and G read out-

loud. I did not know they
were able to read English
to that extent.

-Students H, L and I
participated with
enthusiasm. Particular
engagement occurred
during the song portion of
the activity where
Students H, L and I all
started singing along!

ReJlection

In re?lecting upon the differences between the two lessons, I found several similarities
and differences. Both activities were successful to a certain extent. The main difference I found
between the success of the two activities was the number of students who reached a high level of
engagement. Overall, I found the second activity to be most effective and engaging for all students.
My justi?ication for the format of the ?irst activity was that I assumed most students would
?ind it more approachable to act out the words. However, this was only effective for certain
students. I spent a much greater amount of time in the development phase of my second activity
since I could use my ?irst attempt as a starting point. What could I add, change or improve?
I decided that a PowerPoint may be more engaging and would create a central focus for the
group, literally and conceptually. I was afraid of overwhelming the beginning students in the ?irst
lesson. I realized with this thinking I inadvertently sold a few of them short by not realizing their
true abilities and potential. In the second lesson I asked for volunteers to read instead of reading
the passage myself. Students who I didnt even know had the ability to read English sentences
volunteered.
The students were observed singing throughout the day and I wondered if incorporating
music might act to further understanding. I noticed a huge rise in engagement during the song
PowerPoint and students demonstrated deep understanding of the vocabulary words in many
different contexts. In fact, when I asked the students which activity they found most useful, a
student answered, The second activity. The songs helped me to understand. This sentiment
was echoed by another student who answered Week 2.
The most important conclusions at which I arrived are that students can surprise you.
Comfort level and opportunity greatly affect students development, engagement and
participation. The second conclusion is that the more diverse supporting material the better.
Different students make meaning from different mediums and it is my responsibility as an
educator to be thoughtful and creative in my lesson plans and implementations.