# Playing With Words 0) Materials

 Date conversion 11.05.2018 Size 81.31 Kb.
Playing With Words (8.0)

Materials

• Find Someone Who Knows graphic organizer (one sheet per participant)

• Dominoes

• Magic square sheet of terms and the magic square box (one sheet for each pair)

Description

All three activities are good for reviewing vocabulary.

Find Someone Who Knows gives students a chance to move around, speak, listen, and write, which improves memory.
A number of studies have shown students remember:

• 10 percent of what they read.

• 20 percent of what they hear.

• 30 percent of what they see.

• 50 percent of what they see and hear.

• 70 percent of what they say when they speak.

• 80 percent of what they actually do.

• 90 percent of what they say as they actually do it.

Dominoes is another hands-on activity for reviewing vocabulary. There is only one way to connect the pieces. Students can find out immediately if they are correct.

Magic Squares is a fun alternative to matching. Students will be able to tell if their answers are correct by finding the magic number.
Step-by-Step

Find Someone Who Knows

1. Give out Find Someone Who Knows graphic organizer.
2. Participants will need to mingle around the room and find one person who can answer the questions on the sheet. They can use only one person to explain something within one block. They can not answer the question even if they know the answer, but find someone who can tell them the answer. Then they are to write the person’s name in the block and his/her answer.

3. Call time when they tend to get off track (after about 5 minutes). Tell them it’s okay if they aren’t finished.

4. The next step would be to let them work with a partner and any available resources to complete. (We won’t have time to model this.)

Dominoes

1. Give out the dominoes.

2. Let participants work with a partner.

3. Connect the cards by matching the words and their definitions. The first card should be labeled START and the other words should create a chain of words/definitions until the END card.

4. As an extension, students can mix up the cards and connect them a second time as a race. (Students love competition!)

Magic Squares

1. Hand out the magic square matching sheet and the magic square box.

2. Tell participants to select from the numbered statements the best answer for each of the terms. Put the number in the proper space in the magic square box. The total (sum) of the numbers will be the same across each row (horizontally), down each column (vertically), and diagonally on each axis.

CONTENT STANDARD 8.0 LITERATURE
Course Level Expectations

• CLE 3001.8.2, CLE 3002.8.2, CLE 3003.8.2, CLE 3005.8.2 Understand the characteristics of various literary genres (e.g. poetry, novel, biography, short story, essay, drama).

• CLE 3001.8.5, CLE 3002.8.5, CLE 3003.8.5, CLE 3005.8.5 Know and use appropriate literary terms to derive meaning and comprehension from various literary genres.

State Performance Indicators

• SPI 3001.8.1, SPI 3002.8.1, SPI 3003.8.1 Identify and analyze examples

of idiom, metaphor, simile, personification, hyperbole, or pun in poetry or

prose.

• SPI 3001.8.2, SPI 3002.8.2, SPI 3003.8.2 Differentiate among verbal, situational, and dramatic irony.

• SPI 3001.8.3, SPI 3002.8.3, SPI 3003.8.3 To identify and analyze an author’s point of view (i.e., first person, third person limited, third person omniscient).

• SPI 3001.8.6, SPI 3002.8.13, SPI 3003.8.5 Identify and analyze standard literary elements (i.e., archetype, allegory, parable, parody, paradox, satire, foreshadowing, flashback).

• SPI 3001.8.10, SPI 3002.8.9, SPI 3003.8.7 Demonstrate knowledge of the appropriate use of sound and metric devices (i.e., rhyme, {internal, slant}, rhythm, repetition, alliteration, onomatopoeia).

• SPI 3001.8.11, SPI 3002.8.10, SPI 3003.8.8 Demonstrate knowledge of the characteristics of lyric poetry, epics, sonnets, dramatic poetry, and ballads.

 Materials needed: Magic Squares (see examples) Dominoes Find Someone Who Knows graphic Assessment Activity Title: Playing With Words Description of Activity: Distribute numbered statements and a magic square to students. Put the number in the proper space in the magic square box. The total (sum) of the numbers will be the same across each row (horizontally), down each column (vertically) and diagonally. Distribute dominoes. Attach the cards beginning with “Start” and ending with “End” Distribute the Find Someone Who Knows graphic. Have students to mingle around the room and find one person who can answer the question. Students can only use one person to explain something within one block. Write that person’s name in the block and write what they tell you. Assignment Extensions: Set up learning stations and play multiple games with the same terms (WORDO, Free Association, Comparing Terms, Double Bubble, Classifying Terms, Solving Analogy Problems, Creating Metaphors, What is the Question?, Vocabulary Charades, Name that Category, Draw Me, Talk a Mile a Minute) Source: Building Academic Vocabulary by Robert J. Marzano and Debra J. Pickering

LANGUAGE ARTS

SCAVENGER HUNT

Find Someone Who Knows…

Mingle around the room and find one person who can answer the question or tell what one of the following means. You can only use one person to explain something within one block. Write that person’s name in the block and write what they tell you.

 What is an idiom? Give an example. Name: What is situational irony? Give an example. Name: Name at least 4 genres of literature. Name: What is a simile? Give an example. Name: What an paradox? Give an example. Name: What is alliteration? Give an example. Name: What is onomatopoeia? Give an example. Name: What is personification? Give an example. Name: What is the climax in a story? Name: What is a metaphor? Give an example. Name: What is the difference in the subject and the theme of a story? Name: What are the different points of view from which a story can be told? Name:

DOMINOES

• Connect the following cards by matching the words with their definitions. The first card should be labeled START and the other words should create a chain of words/definitions until the END card.

• When cutting the cards apart, be sure two blocks are included on each card like the two parts of a domino. (column 1 and 2 together – column 3 and 4 together)

• This can be a timed activity. Pairs of students can compete against each other or against their previous time.

 START central idea of a piece of writing theme force working against the main character; may be another character; nature; society or forces within the character antagonist conflict type in which a character has problems with another character man vs. man writing that tells about real people, place, and events without changing any facts nonfiction literature meant to be performed by actors with the story being told by actions and dialogues of the characters drama the story is told by someone outside of the story third person end of a story where the problems are solved resolution angle from which the story is told point of view people, animals, or imaginary creatures that take part in the action of a story character a character that changes and grows during the story dynamic problem or struggle between two or more opposing forces conflict is telling the story first-person main character or hero protagonist writing that comes from the writer’s imagination fiction outline of a story plot A reference to something from literature, Greek Mythology, the Bible, or Shakespeare allusion story that has been handed down from generation to generation usually by word of mouth Folk tale the highest point (turning point) of a story climax a character that changes little or not at all in the story static Contrast between what happens and what was expected Situational irony conflict type in which a character has problems with accepted ways of doing things man vs. society a narrator relates thoughts and feelings of all characters omniscient time and place of a story setting Repetition of beginning consonant sounds falling action feeling the reader gets from the writing mood explains the background and setting of the story; characters are introduced; conflicts begin to unfold exposition expresses ideas and feelings in compact, imaginative, and musical language poetry Comparison of unlike things using like or as simile Giving inanimate objects human qualities and traits personification form or type of literature genre END

MAGIC SQUARES

 •Poetry Terms Figurative language Simile Metaphor Personification Symbol Connotations rhythm Tone Image Lyric Meter Free verse Sonnet Ballad Alliteration Onomatopoeia •Statements “Splish, splash I was taking a bath” is an example ordinary object, event, person, or animal to which we have attached extraordinary meaning and significance representation of anything we can see, hear, taste, touch, smell “Heart, we will forget him! You and I –tonight” is an example “I wandered lonely as a cloud” is an example strict rhythmic pattern of stressed and unstressed syllables the beat songlike poem that tells a story “I was a lonely cloud” is an example short poem that expresses strong feeling associations and emotions attached to a word “I have stood still and stopped the sound of feet” is an example fourteen line lyric poem written within very strict rules attitude of the writer or the speaker toward the subject of the poem or toward the audience loose kind of rhythm language based on some sort of comparison

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 A B C D E F G H I J K L M N O P

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Separate Document- Magic Squares Template (horizontal document)