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The plan centers on comprehension of readings from Chapters 1 and 2, using highlighted notes, vocabulary review, a vocabulary square activity, and think-pair-share reflection to connect definitions with Raphaella’s transition and emotions, then extend learning through responses to poems.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/audacious-vocabulary-grade-9-10-lesson-plan/491244/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/audacious-vocabulary-grade-9-10-lesson-plan/491244.png","ImageObject",300,407,{"name":42,"@type":43},"Levi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What strategies do students use to learn new vocabulary in this lesson?","Question",{"text":63,"@type":64},"Students determine meanings using context clues, figurative language understanding, and reference materials like dictionaries or glossaries. They also verify meanings using context and dictionary confirmation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do students participate in the vocabulary square activity?",{"text":68,"@type":64},"Students fold a paper into four quadrants and write the word, part of speech, definition, synonyms and antonyms, a sentence using context clues, and a related drawing. Pairs are assigned teacher-selected words.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the lesson’s focus regarding Raphaella’s transition?",{"text":72,"@type":64},"Students discuss how Raphaella feels about her transition and life changes by using word definitions and text evidence. They mark passages that indicate transition, struggle, or displeasure and share selected passages with the class.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},491244,1791858280,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":96,"preview_page_count":4},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Audacious Vocabulary: A Grade 9-10 Lesson Plan  \nAcademic Standards/Common Core Learning Standards  \n• 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) .  \n• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  \n• Use context (e.g. , the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.  \n• Consult general and specialized reference materials (e.g. , dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.  \n• Verify the preliminary determination of the meaning of a word or phrase (e.g. , by checking the inferred meaning in context or in a dictionary) .  \nLesson Background  \nStudents have completed reading Chapter 1: Sirens and Chapter 2: Dinosaurs. Prior to this lesson, students have been highlighting vocabulary that is new to them with the pink highlighter tool and, using context clues, have been documenting their “best guess” at the word’s definition using the Notes feature.  \nInstructional Objectives  \n• Students will use context clues to determine the meaning of new vocabulary.  \n• Students will be able to identify, define, and synthesize new vocabulary.  \n• Students will analyze how the meaning of the text is impacted by vocabulary choice.  \nInstructional Design  \n\n| Phase | Duration | Classroom Activity |\n| --- | --- | --- |\n| Phase 1 | 5 minutes | Conduct general classroom housekeeping, have students take out homework (either printed exported notes or by accessing them through OverDrive/Google) . |\n| Phase 2 | 10 minutes | As a class, review highlighted words through a teacher-led activity. The teacher will list words and student definitions on the board (SmartBoard if available) . The teacher will use these words and the teacher-selected words for Phase 3 (see section below for suggested vocabulary) . |\n| Phase 3 | 20 minutes | The class will split into groups of two (teacher-selected groups of similar ability level) for the vocabulary square activity. For this activity, students will fold a piece of paper into four quadrants. Students will work as pairs with their assigned words from Phase 2. In the upper left-hand quadrant of the square, students will write the word, its part of speech, and its definition. In the upper right-hand quadrant, students will list synonyms (3-5) and antonyms (at least one) . In the lower left-hand quadrant, students will use the word in a sentence that includes context clues. In the lower right-hand corner, students will draw an image that relates to the picture. Upon completion of this activity, these sheets will be added to a wall that will continue to grow throughout the duration of the unit. |\n| Phase 4 | 5 minutes | Class will transition into a whole group teacher-led activity. The teacher will ask,“Given the definitions of these words, how is Raphaella feeling about her transition and her life in general? How do you know?” The teacher will guide discussion if students are struggling, leading them to notice that the protagonist is in transition and feeling conflicted and sometimes upset about her past and current changes. |\n| Phase 5 | 15 minutes | Students will begin a Think Pair Share Activity. For the Think portion, students will mark, using the green highlighter, other sections of the text (Chapters 1 and 2 only) that indicate Raphaella’s transition, struggle, or displeasure. Students should try to find as many as they can during the first five minutes. During the Pair portion (partnerships should be pre-selected by the teacher to include students of varying ability level), studen","cbCainOAFVXl4M5B","https://ap.wps.com/l/cbCainOAFVXl4M5B","pdf",138756,"English","# Academic Standards/Common Core Learning Standards\n## Determine Word Meaning\n## Figurative Language and Nuances\n## Context Clues and References\n# Lesson Background\n# Instructional Objectives\n# Instructional Design\n## Phase 1 - 6\n# Teacher-Selected Vocabulary\n# Differentiated Learning\n# Instructional Resources and Technology\n# Reflection","[{\"question\":\"What strategies do students use to learn new vocabulary in this lesson?\",\"answer\":\"Students determine meanings using context clues, figurative language understanding, and reference materials like dictionaries or glossaries. They also verify meanings using context and dictionary confirmation.\"},{\"question\":\"How do students participate in the vocabulary square activity?\",\"answer\":\"Students fold a paper into four quadrants and write the word, part of speech, definition, synonyms and antonyms, a sentence using context clues, and a related drawing. Pairs are assigned teacher-selected words.\"},{\"question\":\"What is the lesson’s focus regarding Raphaella’s transition?\",\"answer\":\"Students discuss how Raphaella feels about her transition and life changes by using word definitions and text evidence. They mark passages that indicate transition, struggle, or displeasure and share selected passages with the class.\"}]","Audacious Vocabulary - Grade 9-10 Lesson Plan | PDF",1790847339]