Word Walls are an important part of the Common Core classroom. Students see patterns and relationships in words when they are easily accessible in the classroom. When vocabulary is studied in context it becomes relevant to the learner. When prominently displayed in the classroom, the words on the word wall are discussed, referenced, and used in a variety of assessments. Subject specific terminology provides visual clues, connections, and comprehension for students.
This packet contains a comprehensive vocabulary list for this piece of literature. I have carefully selected vocabulary that will challenge a ninth grade English student. This list might also apply to a eighth or tenth grader. I have included mini posters with an essential question and Common Core objectives.
When you introduce this assignment you can begin by chunking the vocabulary as small assignments, or assign the entire list to the class in one lump. The terms may be printed on to construction paper/colored card stock or written by the student from a master list. I have included a master list on one page, and an enlarged list with two words per page. Construction paper/colored card stock may be used in the bypass external paper feed of most copier machines.
This assignment requires students to create a graphic organizer with each word on the word list. The words should be displayed prominently in the classroom and organized with the included title mini poster. A working word wall should be a living part of the classroom. It was not created to be inanimate. The words should be taken down and employed in a variety of activities. I have included several assessment activities at the end of this packet.
Common Core English Language Arts Standards 9-10
• CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• CCSS.ELA-Literacy.RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
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