4-5-11 Lesson Overview
• Strategies for figuring out definitions of words
you don’t already know.
1) Review results of yesterday’s lesson
2) PowerPoint: Take notes.
3) Activity—due at the end of class: practice
strategies for determining meaning of definitions.
• Materials you will need:
– Macbeth book
– Pencil/pen
– Notebook paper to take notes
Deducing the Definitions of
Novel Vocabulary
Strategies for figuring out
definitions of words you don’t
already know
Debriefing Yesterday’s
Assignments:
• You all came up with great ideas about
how to learn the sample vocabulary words
yesterday.
• In general, your ideas fell into 2 different
groups of strategies:
Ideas from Brainstorming Activities
• 1. STUDY SKILLS
STRATEGIES
– How to learn and retain
information that you have
to memorize.
• Word searches; flash
cards; games, around-theworld, jeopardy; write
original stories, songs,
raps, sentences; pictures,
and other great ideas
– These are important skills,
but hold that thought—We
will return to these
strategies when we study
for tests over the play
Macbeth.
• 2. Strategies for making
inferences, or educated
guesses about how to
define an unknown
vocabulary word.
– Context clues, prefixes,
suffixes, synonyms,
antonyms, root words
(Greek, Latin, AngloSaxon), restatement,
cause and effect, etc.
• For the next few days,
we’ll be focusing on
these strategies.
Take Notes on the Power Point
• Write on notebook paper
• Do NOT have to copy every
word—just need to know what the
strategies are.
• Hand in notes at the END of the
period.
– You will use your notes for an inclass writing assignment due at the
end of the period.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Jabberwocky
by
Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!"
He took his vorpal sword in hand:
Long time the manxome foe he sought -So rested he by the Tumtum tree,
And stood awhile in thought.
And, as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
"And, has thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!'
He chortled in his joy.
`Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
Lewis Carroll
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Stop -
“
don’t touch
that dictionary. The
definition of the word
you don’t know is right
here in the text!"
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Context Clues
 Words or phrases around an unfamiliar
word which can help you understand the
meaning of this new word are called
context clues. If you learn how to use
these clues, you can save yourself a trip
to the dictionary, increase your
vocabulary, and improve your reading
comprehension.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Context Clues
 Vocabulary knowledge is mandatory to
achieve success.
 Often when confronted with an unfamiliar
word within its context, students will skip
over it and continue to read, or they will
stop reading altogether.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Context Clues
 The sentence might offer an example of
the word or tell what the word does.
If you encounter an unfamiliar word,
context clues or other words around it in
the sentence or paragraph can help you
figure out its meaning.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
1. Context Clues
Guidelines
 After the word or that directly follow the
unfamiliar word.
 Example: The trek, or journey, became
more challenging as we approached the
top of the mountain.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
2. Context Clue Guideline
 Authors often use punctuation clues to
help the reader. Punctuation clues
might include commas, dashes, or
parentheses.
 Example: In order to keep the dogs
inside the yard, we built a parapet, a low
wall or railing.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
2. More Examples
 Mary retained, kept, the deed to her mother's
house.
 I wonder if that fruit is edible, able to be eaten.
 The company is going through many
transitions, changes.
 Children are often loquacious, very talkative
and active.
 Bigamy, marriage to two spouses at the
same time, is not legal in the United States.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
3. Context Clue Guideline
 Before the word called.
 Example: The worm ate the middle layer
of the peach, which is called the
mesocarp.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
4. Context Clue Guideline
 In the previous sentence.
 Example: Everyone at the dinner table
cleaned their plates and asked for
seconds. As the guests left, they said the
dinner was delectable.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
5. Context Clue Guideline
 In the next sentence
 Example: Jake left the waitress a paltry
tip. She forgot to give them glasses of
water, brought out cold food, and never
checked on them, so she deserved a
small tip.
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
6. Context Clue Guideline
 By replacing the unfamiliar word with a
“prediction” word to see if it fits or
makes sense.
 Example: He acted like a buffoon at the
party by telling jokes and laughing too
loudly and too often.
(prediction word: fool)
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
7. Context Clue Guideline
 By studying the unfamiliar word’s prefix,
suffix, or root word and writing the meanings
to figure out the meaning of the word.
Example: The only part of the city recognizable
to Ian was the Sears Tower.
(-able=capable of being/recognizable)
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
8. Context Clue Guideline
 By asking yourself if the word sounds
positive or negative.
 Example: The evil queen cast a sinister
glare at the elf when he asked her a
question. (evil=negative)
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
9. Context Clue Guideline
 By figuring out the word’s part of
speech, such as a noun, verb, adjective,
or adverb.
 Example: He guzzled water rapidly after
the race.
 (Guzzled is a verb. He did something to
the water.)
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
10. Context Clue Guideline
 The context clue may be a synonym (words
with almost the same meaning) or an
antonym (words opposite in meaning) for the
unfamiliar word.
 Examples: Reducing cholesterol has a number of
beneficial results. One positive outcome is reducing
the risk of heart disease. (synonym clue)
 I despise liver, but I adore steak. (antonym
clue)
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Practice 1
 I have always lived in cubbyholes. After
moving away from home, my first apartment
was just a cubbyhole in a large building. It
was no more that 8' by 12' and had a bed in
one corner. My second was no more than a
large walk-in closet. My current one is about 10
feet long by 12 feet wide, but it at least has two
rooms.
 Possible Answer:
 A. Small space B. Large Space C. Home
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Practice 2
 The floors of the restaurant were
extremely scuzzy. They were covered
with spilled grease, crumbs of food, and
cigarette butts.
 Possible Answer:
 A. Clean
B Dirty C. Straight
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Practice 3
 The contractor was always well
remunerated for his work. For example,
he received $10,000 for a small addition
to a house and last year he was received
$5,000 for reconstructing a stairway.
 Possible Answer:
 A. Valued B. Given
C. Paid
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Practice 4
 The department store carries a variety of
breeches, for example they carried
Levis, Wranglers, and even some plain
unlabeled brands made of cotton.
 Possible Answer:
 A Clothes B. Pants
C. Socks
schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt
Practice 5
 Josie received a bauble for a present
from her great aunt. This she put with her
others, a pair of imitation earrings, a fake
emerald pendant, and a ring that looked
like a ruby.
 Possible Answer:
 A. Rings
B. Fancy eats C. Jewelry




NOW YOU TRY
In-Class Assignment:
Find three (3) words in Macbeth, Acts 3,4,5 that you are not
already familiar with, but think you can define using the
strategies we just discussed.
On a separate piece of notebook paper:
1) Write the word, the page number, and the line number
2) Write your own definition of the word (DON’T use a
dictionary!)
3) Explain what strategies you used to come up with your
definition.
Turn in to the black basket at the end of the period.