Vocabulary

Sejnost@2007

Concept of Definition for Social Studies

VOCABULARY WORD

Feudalism

CHARACTERISTICS

DEFINITIONWay of

government based on

obligations between the lord or king and vassal .

Serfs lowest

Everyone bound in service to another higher in hierarchy

EXAMPLES

India Saracen civilization

Ottoman civilizationChina Manorial

society

Land divided into

fiefdoms

Agricultural society

Nobles given land

Chief bond was loyalty

Sejnost@2010

Vocabulary Overview Guide for English

Word

eerie

Word

apparition

Word

Definition

scary, strange

Definition

Ghostly figure

Definition

Clue

Cemetery at night

Clue

Caspar the friendly

ghost

Clue

1. Students words to be learned and write on map.

2. Individually, or in small groups, students determine definitions and add to map.

3. From own background knowledge, students determine clues to help them remember the word.

Connect new information to background knowledge,

the world, one’s self, other texts

Sejnost@2008

Brain Writing ProcedureEnglish

Jack London

short story

Science

acid rain

DNA

Music

concerto

bass clef

Math

polygons

decimals

Social Studies

Civil Warimmigration

Health

bacteria

virus

1. Write down what you know about topic.

2 In groups, discuss similarities, critique ideas, generate new ideas, draw conclusions; write additions, comments, corrections.

3. Pool knowledge and discusses what is known or needs to be learned.

4. Read silently/listen to verify/refute knowledge.

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Exclusion Brainstorming

1. Write topic,well-chosen words that fit topic and some which do not.

2. Individually/groupsdecide which words are related;which are not

3. Next students share decisions/explain their reasoning

4. Finally, students read/ listen to verify/refute knowledge.

NOUNS person

shows action

name of place

common

proper

always capitalized

can be subject of sentence

collective

name of a thing

 

A SET collection of

objects

members

common properties

dissimilar objects

empty set

fractional numbers

Copyright, Sejnost 2009

Give One-Get One OrganizerWhales

1. Jon

 They are so big, I think they eat tons of food a day

2. Jon

 They are warm-blooded

3. Jon

They live in oceans

4. Sheryl

I think they belong to the dolphin family

5. Drew

They have good vision so they can see small things in the ocean

6. Melissa

They use sonar to help get them around

7. Tessa

They are warm blooded so they are mammals

8. Evelyn

They are meat eaters

9. Emma

I think they eat everything, not just meat

Connection JournalQuotation from

the textResponse

“It was the yellow Gulf weed that had made so much phosphorescence in the night. “Fish,” he said, “I love you and respect you very much. But I will kill you dead before this day ends.” (54)

Santiago is a very caring and sensitive person, despite the fact that he has to kill the fish. He know that he must return to shore with the dead fish because he has had so many days of bad luck; however the fish has almost become a part of him. He admires its persistence and seemingly undying strength. The beast keeps swimming, even with the weight of the rowboat connected to it. Santiago admires and respects his prey.Connection to the world: This passage relates to the candidates running in the Democratic primary. Hilary Clinton and Barack Obama both have the same dream in mind; to become president of the United States. Even though they rival each other, they respect one another in their views and standings. Ultimately, only one of them will be the victor.Connection to my life: When I read the passage, I thought about my participation in cross country and track. Whenever I race against others, I recognize their talents and abilities and respect them. However, when I get ready to race, I only think about my desire to win. I will do my best to defeat them before the end of the day.

Anticipation Guide

You Group Author __ __ __ 1. A rainbow forms in the part of the sky opposite the sun__ __ __ 2. A rainbow can be formed by the light of the moon__ __ __ 3. There are 7 colors in each rainbow. __ __ __ 4. Each color in the rainbow takes up the same amount of

space.

1. Identify major concepts, details students should learn2. Write 5-7 statements about the important ideas that

a. Activate students’ prior knowledgeb. Invite students’ opinionsc. Challenge students’ belief or misconceptions

3. Students:a. Individually, small/whole group and justify/defend

opinions.b. Read selection to determine if correctc. Locate sections in text to support new knowledge

or correct misconception.

English/Language Arts or Social Studies

• Can you place this picture in time?

• Who do you think these people are?

• Where do you think they are going?

• What do you think they brought with them on their journey?

DETERMINE IMPORTANCE

Main Idea i• Preview text to determine topic;

record in upper half of circle

• Read section of text; record main idea in bottom half circle

• Re-read passage; record supporting details in detail section of organizer

• Write 1-2 sentence summary

• Create teacher-like question which might be on a test.

TOPICMozart

MAIN IDEAHe was a child

prodigy

DETAILS

1. Played harpsichord at age 3 2. Days before his 5th birthday

he played a complete piano piece

3. His father said he learned the piece in ½ an hour.

4. He learned another piece a month later, and another the following month.

5. The next piece he played he wrote himself.

QUESTION: What specific facts show that Mozart was a child

prodigy?

SUMMARY: Mozart’s early accomplishments proved he was a child prodigy

Copyright, Sejnost 2009

Name # of Sides Example

Triangle 3

Quadrilateral 4

Pentagon 5

Hexagon 6

Heptagon 7

Octagon 8

Nonagon9

Decagon 10

N-gon n

Jot Chart for Math

Social Studies Jot Chart: Era 1870-1900Who Problems faced What caused

problems?How were problems solved?

Native Americans

• Less land to live on

• Buffalo disappeared

• Settler conflict

• Many killed

• Population: settlers came West

• Economic: gold, other metals found

• Politics: Homestead Act

• Technology: railroad

• Fought settlers and soldiers

• Agreed to treaties

• Left reservations

• Changed way of life

Cattle ranchers

•End of open range

•Conflicts with Native Americans

• Conflicts with

farmers; sheep rangers

• Population: more settlers farmed; fenced off prairie

• Politics: Homestead Act

• Technology: railroad

• Got help from Army against Native Americans

• Range wars

• Fenced in prairie

Prairie farmers

• Conflicts with Native Americans

• Conflicts with cattle ranchers

• Hardships of prairie

• Politics: Homestead Act

•Environment: Harsh weather

• Technology: railroad

• Economy: Recession

• Got help from Army against Plains Indians • Fenced in prairie •Adapted to: harsh weather; new machines

SUMMARIZE

passage of water semi-permeable low

Osmosishigh concentration membrane

Magnet Summary for Science

Summary Osmosis is the passage of water from a region of high water concentration through a semi-permeable membrane to a region of low water concentration.

1. After reading chapter section, students determine key (magnet) word of passage; record on index card

2. Next they recall important details from passage connected to magnet word and record these. (Word choice may vary by student)

3. After magnet word, details are recorded, students develop information into brief summary

4. When all sections of chapter are summarized, students have coherent summary of entire chapter.

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The 5 W’s: As you read, answer the following questions:

1. Who is the person or topic? 2.What took place?

3.When did it take place? 4.Where did it take place?

5.Why did it take place?

Summary Graph

1 2 3 4• Born in Ireland•Outstanding classical literature student• Traveled the world• Champion for cause of aestheticism• Motto “art for art’s sake”

• Lived a Bohemian life in Paris• Wrote fairy tales, essays and reviews• Published his most famous novel, The Picture of Dorian Gray

• Returned to theater to support himself• Wrote four plays that were witty and satirical

• Sentenced to prison for immoral conduct• Deserted by friends• Died alone in Paris

Copyright@Sejnost 2010

Oscar Wilde

Sejnost@2010

Example of Shrinklit for Great Expectations Chapters 1-4

Pip stands by the tombstones, reading the inscriptions.Sad to be one of the only survivors in his family.An old man startles him; threatens his lifeAll for some food and a file – Pip sees the leg irons; knows he must obey.Steals food from his sister – fearful of getting

caughtSoldiers come seeking help – looking for convictsPip and Joe follow them; criminal are caughtOne confesses to the crime – Pip still feels guiltyWorries he’ll be punished – tickler again.

INFER

Character Quotes Students read quotes, generate thoughts about character as a

PERSON, using the following: Who is talking to you? What can you tell about this person? What are some words that might describe this person? What words or phrases in the quote reveal what kind of person is

speaking? What clues might hint at this person’s identity? (age? gender?

ethnic back ground? income status?) Is this person showing any emotion in this quote?

Then students: Share quotes, list of character qualities, impressions, etc. Make some generalizations about character. Develop 3 sentence character profile which starts with

___________ (Teacher can develop the phrase)

Inference Notes (Burke, 2000)http://www.englishcompanion.com/Tools/notemaking.html

Helps students analyze a fictional character by: 1. finding/interpreting

quotes by or about character

2. making inferences about the character using examples from the text

QUESTION

Question and Answer RelationshipsQARS

Fosters cognitive activity students need to “read” their texts.

Equips them to function independently by clarifying:kinds of

information required to answer questions

sources of that information

how to retrieve that information

Sejnost@2008

• LITERAL LEVEL : Answers are located “Right There”

• INTERPRETIVE LEVEL: Located in several places in the text; students must perceive relationships, draw conclusions and make inferences; “Think and Search”

• APPLIED LEVEL: Located beyond text; students use information read, own opinions; “On Your Own”

Three Level Study Guide

Strategies for Reading: Questioning the AuthorEach employee must wash his hands thoroughly with warm water and

soap after each trip to the toilet and before beginning work.

What is the author trying to tell you?

The author is telling me that I must be clean before I can work at my job; in particular, I have to wash my hands whether I'm just starting work or if I've just been to the bathroom.

Why is the author telling you that?

I think it has to do with who the author is. I think the author is the Health Department, responsible for sanitation issues in restaurants. To keep customers from getting sick, employees who handle food or utensils must have clean hands. If the author were the owner of the restaurant, she would probably want employees to wash their hands as well, only her concern might be different. If people who eat at her restaurant get sick, it would hurt her business. A customer might also be concerned, but his motivation is that he doesn't wish to get sick.

Fiction Practice• What is author

telling you about character and his/her situation?

• What hints can you get from what author has told you help predict what character will do next?

• What information does the author present that helps you figure out that things have changed for character? Sejnost@2010

When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow. When it healed, and Jem's fears of never being able to play football were assuaged, he was seldom self-conscious about his injury. His left arm was somewhat shorter than his right; when he stood or walked, the back of his hand was at right angles to his body, his thumb parallel to his thigh. He couldn't have cared less, so long as he could pass and punt.

When enough years had gone by to enable us to look back on them, we sometimes discussed the events leading to his accident. I maintain that the Ewells started it all, but Jem, who was four years my senior, said it started long before that. He said it began the summer Dill came to us, when Dill first gave us the idea of making Boo Radley come out.

Visualize

Sejnost@2008

Sketch to Stretch1. Read title; predict what

selection might be about.

2. Read section of selection aloud or students read silently; students sketch image.

3. When drawings are complete, students pair off and share, explain their sketches

4. Together students decide what “BIG IDEAS” or facts to record in organizer.

Sketch Summary ofImportant Points

Sketch Summary ofImportant Points

Sketch Summary ofImportant Points

Prediction:

Episodic Notes, Burke, 2000http://www.englishcompanion.com/Tools/notemaking.html

1. Identify 3 main events or most important moments in the assigned passage and use the graphic organizer below to put those in the correct order, or sequence.

2. Use details from the passage to draw what happens during the event; be as specific as possible.

3. In the notes section beside each picture, explain what is happening in the picture, or what the main event was,

and why it is important. Sejnost@2010