Vocabulary Building with PowerPoint
Grade Level: 6-8 Resource
Duration
Subject Area(s):
□ English Language
Arts
□ Mathematics
□ Science
□ Social Sciences
□ The Arts
□ Second Language
□ Physical Education
□ Health Education
Common Curriculum
Goal(s)
Strand(s)
Vocabulary
Academic Standards
Addressed
Determine the meaning of unknown words or words with unusual meanings in
informational and narrative text by using word, sentence, and paragraph clues.
The lesson developed must be
strongly matched to the standards
listed.
Instructional
Technology Common
Curriculum Goals
(CCG) Addressed
Determine pronunciations, meanings, alternate word choices, and parts of
speech, using dictionaries and thesauruses.
Select and use technology to enhance learning and problem solving.
As appropriate
Career Related
Learning Standards
Addressed
Identify tasks that need to be done and initiate action to complete the tasks.
As appropriate
How will students use
the technology as a tool
to enhance their
learning?
Differentiation by:
□ Content
□ Process
□ Product
1. Students will use Microsoft PowerPoint to write a story that features
their enhanced vocabulary and to add images to make their work more
appealing to other readers.
2. Dictionary.com will be used to introduce students to new words.
This unit, by its very nature, is already a modified assignment since the
classroom discussed is a Special Education/Resource classroom. Students
should be encouraged by the teacher to choose reading material that is leveled
appropriately for their skills, i.e. not too easy, yet not so hard that the lesson
becomes frustrating.
The teacher should have already collaborated with the ELL teacher in the
building about any non-native English speakers who are enrolled in a Resource
classroom. An appropriate dictionary or thesaurus should be provided as well
as assistance (hopefully!) from an assistant who has familiarity with the
student’s native language. Regardless, this unit would be an excellent way to
introduce an ELL student to English newspapers, magazines, comic books, etc.,
as well as giving him or her the opportunity to experience working with a
computer.
For a student who, perhaps, already knows how to do a PowerPoint
presentation or does not struggle as much with reading or spelling, encourage
her or him to really jazz up the presentation, choose much more difficult texts
to gather unfamiliar words, and/or assist a fellow student who may need
additional help.
Objective
What students will learn?
1. Students will expand their vocabulary.
2. Students will use new words (in context) in a story.
3. Students will use Microsoft PowerPoint to write the story’s second draft
and, if time permits, add graphics to enhance the product.
Resources
Hardware/Software or
other materials required
Paper, highlighters, pencil or pen, scanner, Internet connection, computer,
overhead projector, dictionaries, thesaurus’, newspapers, short stories,
magazines – any printed material of interest to the student.
http://www.dictionary.com
Preparation
What does a teacher
need to do prior to
instruction?
Create sample PowerPoint presentation that highlights new vocabulary words
used in context.
Pose these questions:
•
How do we get our thoughts, ideas, and questions across to other
people?
•
Why is it important to learn new words?
•
How can learning new words help you become a better reader?
•
How can learning new words help you become a better writer?
Instruction
Description of the
pedagogy, strategies,
possible modifications
and key skills or concepts
that need to be taught for
students to be successful.
1. Provide the students with a number of newspapers, magazines, comic
books, short stories, and/or short novels to choose from.
2. Allow time for them to look through these materials for a period of time
each day, over two or three days.
3. During this time, explain the upcoming assignment so that the students
have a “heads up” about what will be expected of them, and show a
PowerPoint presentation prepared in advance to illustrate the “final
product.”
4. Encourage them to look for stories or articles that are of interest to
them, but are also a tad above their individual comfort reading levels.
5. Using your discretion and knowledge of each student’s ability to focus,
remain on-task or become distracted, you could allow kids to get a story
off the Internet.
6. Read sections to them; have them read sections to you.
7. Choose one article/story that you will use as an example and copy it to
an overhead.
8. Provide paper copies of this article/story for each student (a relatively
short article or section of a story is much better).
9. Model reading the story and choose 5 vocabulary words as you read.
10. Discuss each word. What might this word mean? What does its context
within the article/story tell us?
11. Then, assign a word for students to look up in a dictionary or thesaurus
while you find the word on Dictionary.com and project it on the screen.
12. If the definition is a huge one, break it down into a “kid-friendly”
definition that makes sense.
13. Practice breaking the word into syllables and spell it for the students,
both visually and out loud several times.
14. Now knowing what the word means, how could they use it in a
sentence? Where would they use it? Where wouldn’t they use it? What
other words could mean the same thing?
15. After following this process two or three times together as a class, have
the students finalize the article/story they’re going to work from.
16. Allow time for them to read through it and choose their 5 unfamiliar
words. Then using paper and pencil have each student write out the
words and begin breaking them up into syllables as the spelling of each
word is practiced.
17. Have the students look up each definition in a dictionary or thesaurus
and begin using them in sentences that will eventually compose the
paragraph-story mentioned in the content questions.
18. Some students may finish this process more quickly than others; they
may then begin the PowerPoint aspect of this unit. (Keep in mind that
this lesson is designed for a Resource classroom that generally has
fewer students than a traditional classroom).
In review, each student is responsible for:
 choosing an article or story
 choosing five unfamiliar words within that article
 breaking each word into syllables to practice decoding and spelling,
 looking up definitions
 using the word within a sentence that will lead toward building a
paragraph.
When this work in finished, then the PowerPoint work begins.
This lesson has many different ways that it can engage students in both
traditional and technological ways. They are presented with choice, direct
instruction, captivating technology, and individual attention. (Note: As
mentioned above, this lesson is designed for a Resource classroom with fewer
students. The PowerPoint training will most likely take place one-on-one or in
small groups as individual students finish their definition work).
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Motivation
What makes students
***
Directions to students:
Name four or five ways that people can communicate with one another.
Using a newspaper article, a magazine article, or a favorite book that
catches your attention find five words that you don’t know.
Look up your five new words in the dictionary, or on the Internet, and
find the definition that makes the most sense to you. Rewrite it so it is
“kid friendly.”
Use these new words to tell/write a “paragraph-story.” It can be silly,
funny, gross, or very serious! You choose.
want to become engaged
in these activities?
Students enjoy using Microsoft PowerPoint to enhance their work and make it
more visually appealing.
Links to relevant web
sites
Assessment
How will you know if the
students have “gotten it”?
1. The teacher will assess this lesson by using a paper form that will score
content, accuracy, and design and layout of the final PowerPoint
presentation.
2. Daily participation throughout this process will be paramount, however,
with daily scores given for following directions, asking questions,
remaining on-task, and contributing positively to the classroom
environment.
3. In short, it’s possible that a student could give a quality PowerPoint
presentation, but the daily scores might lower the overall grade way
down due to lack of focus and/or poor behavior. Conversely, students
could present mediocre PowerPoint presentations, but the daily on-task
focus, positive attitude, and ability to be cooperative, contributing class
members could earn them top grades!
Source:
Please include your name Teacher – Laurie Holst
and school district.
District – Greater Albany Public Schools