Reflection: Student Led Inquiry Initial Reading of "Thank You M'am" - Section 1: First Read of "Thank You, M'am"

 

Maybe it's a digital list.  Maybe it's a collection of sticky notes. But you've got a list of words. What do you do with them? Do you put every single one on the vocabulary list?  Do you choose only seven because students always get seven vocabulary words a week because seven is the magic number? Do you add a word in? I think the answer is all of the above.

I start with the premise that if four or more students wrote a word down, it's probably important to talk about that word. That's half of the work right there. If a word has multiple meanings, yup, it goes in the word bucket. I'll of ten add in academic vocabulary words like cite, acquire, evaluate, etc. because while those words show up in directions and nonfiction, they don't always show up in short stories.  I'll throw one of those in.  I'll throw a prefix or suffix in.

You know your students, so choose vocabulary words based on what you know about your students.  I do use the same vocabulary list for my honors classes and the same list for my English 7 and inclusion classes.  If I had a separate list for every class my head would explode, and that's not good for anyone. Since I use one list for multiple classes, I plan for students to select words one day, and then work at defining and refining definitions another day.

  So I've Got This List of Words?
  Student Led Inquiry: So I've Got This List of Words?
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Initial Reading of "Thank You M'am"

Unit 3: Analyzing Literature and Writing Business Letters with Langston Hughes’ Thank You, M’am”
Lesson 1 of 10

Objective: Students will be able to generate a class vocabulary list by reading "Thank You, M'am" and selecting words to research.

Big Idea: Students create their own vocabulary lists to help make meaning.

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