Vocabulary Activity Planning Sheet

Directions for Full Credit: Use the vocabulary activity planning sheet to plan your strategy instruction. Please submit this
completed template to Canvas.

Name: Eduardo L. Gaspar

Strategy:
Content Area and ELA Standards:
Math - Algebra I Standard:A1. A-SSE.A(Seeing structure in Expressions)
ELA Standard: 9-10.L.4
Objective: Students use known word parts to determine the meaning of unknown words
Supplementary Links to Resources (if any):
Guided Worksheet for small groups:
https://www.mathgiraffe.com/uploads/4/3/0/4/43044167/vocabulary_recording_sheets.pdf
Popplet:
app.popplet.com/#/p/6157394

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

Vocabulary Strategy Awareness & Explanation (Purpose for selecting the strategy)
How will provide students with a clear picture of the why and how?
As students further their mathematical studies and strengthen their intuitions on
mathematical learning.In order to increase their success on mathematics, their content
vocabulary must ideally grown in tandem with content knowledge as it would guide
them to participate and engage in mathematical discussion(communicating orally and
writing); eventually strengthening their content reading ability and comprehension. In
doing so, students will determine the meaning of unknown or multiple meaning words
using context, and analyze word parts, and use reference materials. Essentially, students
will develop meaningful vocabulary, enriching these key terms with the use of
morphology; using known word parts to determine the unknown words.

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.

The 9th grade vocabulary activity would began as a group by breaking the origin of the
words polynomial and percent; polynomial originating from Greek as poly means
“many”and nominal rooting the latin word, “nomen” or name, justifying the common
definition of today, an expression consisting of variables and coefficients. The origin of
“percent” tracks back to latin roots as it derived from the word “per centum”, meaning
by the hundred, eventually abbreviated it to per-cent, and modernized by merging the
two words together and now being defined as one-one hundredth. Students will then
proceed by working in small randomized groups and report as a class near the end of
the class period; students will also be given a graphic organizer along with a set of
Algebra I terms that students have to scavenge across the web and share their ideas
among the small group through via. Padlet. The class would then debrief the
mathematical vocabulary by engaging in a game-show activity of “who wants to be a
millionaire”and share the latin/greek root words; splitting the class into teams, team
size varies on the quantity of students. The student called upon can reach out to one
classmate(phone call a classmate), provide a variety of answers(multiple choice
method), or ask the audience through chat/white boards. The teacher would then
document the correct answer through via. Popplet and share to the class at the end of
the day, so students can view the vocabulary. The class period would end by the teacher
answering any misconceptions of vocabulary, origin of the words.
Group Example: Polynomial, Percent

List of words:Binomial,term, coefficient, constant, exponential, variable, quantity and

equations
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 one or two Latin or Greek roots.
2. The activity builds generative knowledge and allows the student to think critically 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).