Vocabulary Strategy
for Charles Dickens’ Great Expectations
Penguin Classics (New York: 2003)
Desk Top Teaching
Context
This strategy would most effectively be used during the reading process in order to help
student learn the definitions and origins of unfamiliar vocabulary words in Great
Expectations.
Purpose of the Strategy
Desk top teaching allows students to learn the meaning and origin of one new vocabulary
word from Great Expectations well enough that they can teach it to the rest of the class
through the desk top teaching. As students rotate and teach each other the meanings and
origins of their chosen words, they all learn new vocabulary words together through an
interactive, engaging, and memorable process.
Rationale
This assignment will help students remember vocabulary words from Great Expectations
better because of the interactive nature of desk top teaching. Since the desk top teaching
handouts or cards that each student makes to accompany his or her word is accompanied
with a picture students who are visual learners will be able to remember the word meaning
and origin better. Also, students understand the meaning and origin of their own word
better as they explain the word to others. In the end each student is an expert on his or her
chosen word and has the opportunity to each that word to his or her fellow students.
Students learn together as they rotate and share what they each have learned about their
chosen word.
Directions
Step 1: Pass out to students the “Desk Top Teaching” instruction sheet and explain to
students what the assignment is. Tell students that they are going to be selecting a new
vocabulary word from Great Expectations that they aren’t familiar with and making an
index card to use to teach the rest of the class the meaning and origin (etymology) of the
Austin, BYU, 2009 (adapted from Campton, Timpanogas High School)
word. On one side of the card they will write their chosen word or phrase and will draw a
picture to accompany the word. On the back side of the card they will write the meaning
(definition) and origin (etymology) of the word. On the day the assignment is due, students
will “desk top teach” by sitting at a desk opposite from another student and teaching him or
her the meaning and origin of their word. After about two minutes of sharing the other
student will share the meaning and origin of his or her word. Students will then rotate
around the class (moving from desk to desk) until they have taught and been taught by all
the other students in the class.
Step 2: Pass out to students the list of vocabulary words from Great Expectations that they
can choose from.
Step 3: Show a model of what a desk top teaching card might look like.
Step 4: On the day the index cards are due arrange the desks so they are facing one
another. Instruct students to find a seat, making sure there is someone in the seat opposite
them. (If there are an odd number of students, join in on the desk top teaching yourself).
Step 5: Have the first set of students begin sharing the meaning and origin of their
vocabulary word for two minutes. After the two minutes is up, have students who are
facing the front of the classroom rotate and move to the desk to their right so they can
have a new partner to share with (the students facing the back of the classroom will never
switch desks). This way each student will share with and be taught by all the other
students. Continue this until the students are back with their original partners.
Step 6: Have students turn in their desk top teaching index cards.
Step 7: Have students write five sentences using the new vocabulary words they learned.
Assessment
A desk top teaching assignment is graded based mostly upon classroom
participation in the desk top teaching and on the quality and accuracy of students’ index
Austin, BYU, 2009 (adapted from Campton, Timpanogas High School)
cards. Teachers can circle the room while students are teaching each other the meaning
and origin of their words in order to make sure that students are staying on task, following
directions, and participating in the activity. After the desk top teaching is finished and the
index cards have been turned in teachers can evaluate students’ index cards to make sure
they followed directions (included the word’s meaning, origin, and an accompanying
picture) and included accurate information. Teachers can also evaluate the five sentences
students generated using the new vocabulary words to make sure that they understood the
words’ meanings.
Austin, BYU, 2009 (adapted from Campton, Timpanogas High School)
“Desk Top Teaching” Instruction Sheet
Ever wish you could travel in time to the past? Now you can! Through this assignment you
will enter the world of mid-nineteenth century England by learning the meaning and origin
of new vocabulary words from Great Expectations.
Here’s how “desk top” teaching works:
1. You will write your word/phrase on the index card given to you in large enough
letters that it can be easily seen. You also need to draw a picture illustrating the
meaning of the word on the front of the index card
2. On the back of your index card, you will need to write the definition of the word in
large enough print so it can be easily seen and read. You also need to include the
origin (or etymology) of the word
3. Your goal during desk top teaching is to teach the meaning of the word, along with
its origin, to your fellow classmates. When you come to class next time the desks
will be arranged so that they are facing each other. You will sit in one desk and face
another student across from you. You will each take turns teaching your chosen
word’s meaning and origin to the other. You will do this by saying your word, the
definition, and the origin and then asking your partner to repeat that information
back to you.
4. After about five minutes per partnership the students facing the front of the
classroom will move one desk to the right. This will continue until everyone has
taught and been taught by all the other students (students have rotated around the
class completely)
5. If you wish you can bring props (food, pictures, music, etc.) to help you teach the
meaning and origin of the word
At the end of the desk top teaching you will have learned about thirty new vocabulary
words from Great Expectations and will be an expert on your chosen word. Look out,
nineteenth century England, here we come!
Austin, BYU, 2009 (adapted from Campton, Timpanogas High School)
Vocabulary Words from Great Expectations
Many words from Great Expectations are unfamiliar to us because they come from a
different time period and country. Pick one of the following words to do your desk top
teaching and index card on. Remember that you need to research both the word’s
definition and its origin (etymology). Circle your chosen word below:
imperious
sagaciously
trenchant
execrating
ablution
remonstrance
pilfering
gourmandizing
augmented
exonerated
transfixed
imprecations
venerated
capricious
dissuading
erudition
ignominiously
contumaciously
perspicuity
adamantine
adversary
waive
culminate
impartial
injudicious
thwart
copious
paroxysm
relinquish
diffidence
animosity
Austin, BYU, 2009 (adapted from Campton, Timpanogas High School)
Model for Desk Top Teaching
(Taken from a desk top teaching activity using words with roots in Greek Mythology)
Front side of Index Card:
Austin, BYU, 2009 (adapted from Campton, Timpanogas High School)
Back side of Index Card:
1. Of or characteristic of the Cyclops
2. Vast, gigantic
“Cyclopean” comes from the word “Cyclops,” a giant-like creature
from Classical Greek Mythology that had a single round eye in the
middle of the forehead
The word “Cyclops” is from the Greek word meaning “round eye”
Cyclopean used in sentences?
“He had a great cyclopean monocle.” (first definition – characteristic
of the Cyclops)
“He has a cyclopean ego.” (second definition – vast or gigantic)
Austin, BYU, 2009 (adapted from Campton, Timpanogas High School)