Vocabulary Acquisition Lesson: Posttest
Choose the synonym that best fits the bolded word. (All words have been taken straight from your textbook and used in a similar context, recall what certain suffixes and prefixes mean to assist you)
1. “He tried to calm them and to reassure them about their fate, to explain to them that the fact that they were staying behind in camp did not mean much, had no tragic significance.”
a. Show
b. Help
c. Comfort
d. Discourage
2. What does the prefix re- mean?
a. Once
b. Again
c. Assure
d. None of the above
3. “The race seemed interminable. I thought I had been running for years…”
a. Endless
b. Brief
c. Limited
d. Exciting
4. What does the suffix –able mean?
a. Fit for, capable of
b. A name
c. Forms adjectives
d. A & C
5. Write a sentence using the word din.
Our neighbors constant drum playing caused din in our home every day.
6. What is a synonym?
a. Two words with similar meanings
b. Two words that sound the same with different spellings
c. Two words that have the same spelling but multiple meanings
d. Two words with opposite meanings.
7. What is an antonym?
a. Words with similar meanings
b. Words that sound the same with different spellings.
c. Words that have the same spelling but multiple meanings
d. Words with opposite meanings.
8. Which is an example of a synonym?
a. Coffee: toffee
b. Dear: Deer
c. Funny: Serious
d. Smart: Intelligent
9. Which is an example of a antonym?
a. Coffee: toffee
b. Dear: Deer
c. Funny: Serious
d. Smart: Intelligent
BONUS QUESTION:
* What is the difference between emaciated and skinny? Both words mean thin but what connotation does emaciated take on? What about skinny?
Possible answer: Both words mean very thin, but emaciated is better used for someone who is suffering from starvation or illness.
Choose the synonym that best fits the bolded word. (All words have been taken straight from your textbook and used in a similar context, recall what certain suffixes and prefixes mean to assist you)
1. “He tried to calm them and to reassure them about their fate, to explain to them that the fact that they were staying behind in camp did not mean much, had no tragic significance.”
a. Show
b. Help
c. Comfort
d. Discourage
2. What does the prefix re- mean?
a. Once
b. Again
c. Assure
d. None of the above
3. “The race seemed interminable. I thought I had been running for years…”
a. Endless
b. Brief
c. Limited
d. Exciting
4. What does the suffix –able mean?
a. Fit for, capable of
b. A name
c. Forms adjectives
d. A & C
5. Write a sentence using the word din.
Our neighbors constant drum playing caused din in our home every day.
6. What is a synonym?
a. Two words with similar meanings
b. Two words that sound the same with different spellings
c. Two words that have the same spelling but multiple meanings
d. Two words with opposite meanings.
7. What is an antonym?
a. Words with similar meanings
b. Words that sound the same with different spellings.
c. Words that have the same spelling but multiple meanings
d. Words with opposite meanings.
8. Which is an example of a synonym?
a. Coffee: toffee
b. Dear: Deer
c. Funny: Serious
d. Smart: Intelligent
9. Which is an example of a antonym?
a. Coffee: toffee
b. Dear: Deer
c. Funny: Serious
d. Smart: Intelligent
BONUS QUESTION:
* What is the difference between emaciated and skinny? Both words mean thin but what connotation does emaciated take on? What about skinny?
Possible answer: Both words mean very thin, but emaciated is better used for someone who is suffering from starvation or illness.
Vocabulary Acquisition Lesson: Game Rubric
PROJECT: Students will be given a list of all text used for the upcoming lessons. They will be in charge of choosing ten difficult words from the text (approved by the teacher and not necessarily vocabulary words) and create a game to teach their fellow students.
This will be a group project and students will be given two full class periods to complete this task. The third day students will spend playing each other's games and learning all the vocabulary words.
Requirements:
1. Three of the twenty words need to have suffixes to be defined. (breakABLE)
Help here:
https://www.learnthat.org/pages/view/suffix.html
2. Three of the twenty words need to have prefixes to be defined. (PREform)
Help here:
http://anwatin.mpls.k12.mn.us/prefix_list
3. The game must come with detailed playing instructions. (Students and teacher should be able to play without any assistance from creators.)
4. You may use dice or a spinner from a current board game, but you must create the playing cards, or board yourselves.
5. Must be words the group has difficult defining.
6. Creativity is a must!
Example: Create a matching game with synonyms or pictures to vocabulary words to match. Think of childhood favorite games:
Monopoly, Sorry!, Trouble, etc. Or make up your own!
PROJECT: Students will be given a list of all text used for the upcoming lessons. They will be in charge of choosing ten difficult words from the text (approved by the teacher and not necessarily vocabulary words) and create a game to teach their fellow students.
This will be a group project and students will be given two full class periods to complete this task. The third day students will spend playing each other's games and learning all the vocabulary words.
Requirements:
1. Three of the twenty words need to have suffixes to be defined. (breakABLE)
Help here:
https://www.learnthat.org/pages/view/suffix.html
2. Three of the twenty words need to have prefixes to be defined. (PREform)
Help here:
http://anwatin.mpls.k12.mn.us/prefix_list
3. The game must come with detailed playing instructions. (Students and teacher should be able to play without any assistance from creators.)
4. You may use dice or a spinner from a current board game, but you must create the playing cards, or board yourselves.
5. Must be words the group has difficult defining.
6. Creativity is a must!
Example: Create a matching game with synonyms or pictures to vocabulary words to match. Think of childhood favorite games:
Monopoly, Sorry!, Trouble, etc. Or make up your own!
Direct Instruction: Understanding Historical Influence Quiz:
Part I:
Read “A Eulogy for Dr. Martin Luther King, Jr.” by Robert F. Kennedy on page 981 in your textbook.
Part II:
Use a computer and research information on the Civil Rights movement that will help you answer these questions:
1. What personal experience has helped Kennedy understand the feelings of African Americans following King’s assassination?
a. His brother was assassinated.
2. How does Kennedy address this issue in a way that may help the African Americans feel that he (Kennedy) understands their feelings?
a. The way he begins the speech by speaking to “all people who love peace all over the world.” Relating this incident to his own personal experience by mentioning his brother's assassination, addressing all races.
3. What kind of reactions does Kennedy hope his speech will prevent? What do you think happened?
a. Racial hatred and violence.
Write these answers in full sentences, 2-3 sentences per question at minimum. Give as much detail as possible to show that you fully understand how the events taking place during this time have influenced how Kennedy presented this speech.
Part I:
Read “A Eulogy for Dr. Martin Luther King, Jr.” by Robert F. Kennedy on page 981 in your textbook.
Part II:
Use a computer and research information on the Civil Rights movement that will help you answer these questions:
1. What personal experience has helped Kennedy understand the feelings of African Americans following King’s assassination?
a. His brother was assassinated.
2. How does Kennedy address this issue in a way that may help the African Americans feel that he (Kennedy) understands their feelings?
a. The way he begins the speech by speaking to “all people who love peace all over the world.” Relating this incident to his own personal experience by mentioning his brother's assassination, addressing all races.
3. What kind of reactions does Kennedy hope his speech will prevent? What do you think happened?
a. Racial hatred and violence.
Write these answers in full sentences, 2-3 sentences per question at minimum. Give as much detail as possible to show that you fully understand how the events taking place during this time have influenced how Kennedy presented this speech.
Inquiry: Exit Slip
EXIT SLIP: Questions on “Love Must Not Be Forgotten.”
1. Which details in the background help you understand why Zhang Jie chose to write about a woman who questions social values?
a. “These circumstances made me…determined to fight injustice all my life.” The story narrator is not fighting any injustice, but questions the institution of marriage as it is defined in China. The author and her narrator are women who will not simply accept laws without question.
2. What values do you think Zhang Jie and her narrator share?
a. They share the value of making one’s own decisions rather than simply following outside rules.
3. How was marriage viewed in China during the 1970s? How was the narrator feel about this?
a. In China during the 1970s, marriage was a way of continuing the race, a “business transaction” in which emotions did not play a role. The narrator tries to talk herself into traditional roles of marriage.
EXIT SLIP: Questions on “Love Must Not Be Forgotten.”
1. Which details in the background help you understand why Zhang Jie chose to write about a woman who questions social values?
a. “These circumstances made me…determined to fight injustice all my life.” The story narrator is not fighting any injustice, but questions the institution of marriage as it is defined in China. The author and her narrator are women who will not simply accept laws without question.
2. What values do you think Zhang Jie and her narrator share?
a. They share the value of making one’s own decisions rather than simply following outside rules.
3. How was marriage viewed in China during the 1970s? How was the narrator feel about this?
a. In China during the 1970s, marriage was a way of continuing the race, a “business transaction” in which emotions did not play a role. The narrator tries to talk herself into traditional roles of marriage.