● https://docs.google.

com/document/d/1xZfhEqbpax-
Yl8r0cADjHdRIYBmnIpubZuXsqq6GnwQ/edit?usp=drivesdkVocabulary
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: Alan Molina

Strategy: Explore-a-Root
Content Area and ELA Standards: History - 6.H1.1 Compare the development and characteristics of
historical cultures and civilizations from different global regions within designated time periods.
ELA - 6.L.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases
based on grade 6 reading and content, choosing flexibly from a range of strategies.
a. Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
Objective: SWBAT show an understanding of the root words -cracy and -archy by creating a picture
diagram explaining what the root means, 3 words that use the roots, and drawing a picture or writing a
sentence for the words they chose or creating a PPT explaining a form of gov. for each word chosen.
Supplementary Links to Resources (if any):
non
:*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?

This strategy puts the learning into the students hands. Giving them the option on how
they will complete the task should get them more motivated to work. It will teach the
student the usefulness of root words, so that now when they see a word like Patriarchy,
they will know that it is some form of leadership.
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.

I will be instructing the students that we are going to go over the forms of government
today. Asking the students if they can name any forms of governments. Examples
include:
Autocracy, Democracy, Plutocracy, Aristocracy, Bureaucracy, Technocracy, Monarchy,
Oligarchy, Anarchy, Hierarchy, Matriarchy, and Patriarchy.

I will then ask the students what all these words have in common, drawing sticks to call
on students. I will then tell them that they must pick 3 that end with -cracy and 3 that
end with -archy. They will then research each of the forms of gov. they chose. They will
have the option to create PPT, draw a picture, or write a sentence using the words
chosen. Whatever they choose, they must also explain what -cracy and -archy mean.
Students who need an extra challenge or want extra credit must also define the other
root words found in the words they chose (example: how in monarchy, mon- means one
and -archy to rule).

Parshall example of what students will turn in:

Democracy - a system of government where the people vote who lead, everyone has
one vote. “In America, we live in a democracy.”

-cracy means a form of government, to govern

(imagine the image below was drawn by a 6th grader).

Monarchy - a system of government where a king or queen leads the people, leadership
is hereditary. “My house is run like a monarchy, it is my mother who has all the power
and we must all do what she says.”
-archy means to rule

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.)

Written By Viktoria Kozma

● 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).

Alan has clearly identified his ELA standard as well as two latin roots he is addressing in his
lesson (-cracy and -archy). There is a clear evolution of the knowledge that students gain throughout
the lesson to reach full understanding of the Latin roots as well as their application and relevance to
history.
Words with common Latin roots were introduced in the beginning of the lesson, which will give
the students an introduction as to what will be covered during the course of the lesson. These same
words are then used, and students pick three of each type of root to build their project. An exemplary
student response is also provided for reference.
Alan did a great job building the lesson plan for students to gain a thorough understanding of
his selected Latin roots. If anything, I would ask students to share their definitions of their select words
out loud to their peers, so the class has a record of the definitions of all of the words presented in the
beginning of the class.