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: Victoria Reyes

Strategy: I chose to use my own version of the Frayer module as a strategy for my vocabulary activity.
Content Area and ELA Standards: This vocabulary was focused more on the History content on mine
and Ben’s Math-History interdisciplinary lesson.
Ela standard: Determine the meaning of unknown or multiple meaning words using context, analyze
word parts, and use reference materials. L.4
Objective: Students will write their own definitions of vocabulary words prior to watching “Why
doesn't the Leaning Tower of Pisa Fall '' given a blank template on Google docs they must fill out before
viewing the video and then after, writing down the correct definition with 90% accuracy.
Supplementary Links to Resources (if any):
https://docs.google.com/document/d/11dFBM97i2w3ZtEIXF0GUnSQKMt7FJ7CmaP0Y7DJlPYU/edit
https://www.youtube.com/watch?v=HFqf6aKdOC0
https://www.oakton.edu/user/3/gherrera/Greek%20and%20Latin%20Roots%20in%20English/
greek_and_latin_roots.pdf

:*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?
I liked the part of the Frayer model that asks students to find the definition of the word.
I decided that before students dive into their media (YouTube video discussing the
Leaning Tower of Pisa) they will make an inquiry about what they think the vocabulary
word means, they will be asked to give their own definition based on past knowledge.
They are also being given important vocabulary words to look out for, hinting these will
have to be well known to understand the lesson.
Students will also have an after part to this vocabulary activity. Once they have watched
the video they are to put their newly found definition into the table next to what they
thought the word meant.

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 have been going back and forth if I want my students to find the definition of the root
words or if I should give it to them. I decided on the more complex word I will give them
the root definition to help guide them.

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 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).
Self reflection:
The strategy of a Frayer model supports the history discipline because students get to
brainstorm and think of what they already know associated with the vocabulary word.
What they know could surprise them after watching a YouTube video.After watching the
video the true definition will then be written by students. They could be surprised like
mentioned before because they might have made an accurate inquiry or learned
something new. I would say my strength for the vocabulary activity is designing the
table itself, and being organized. But I did struggle with incorporating Latin/Greek roots.
I did not know if my student should be looking this up prior or at all. I think next time I
will reach out for more guidance to how I should incorporate the roots into my
vocabulary activity.