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Learners categorize vocabulary terms from handouts into two to five groups, justify their choices, then re-categorize after reviewing definitions to reflect improved comprehension. Materials include index cards or paper squares, a provided vocabulary list, and optional SmartBoard support. Evaluation combines completion of a word study handout and discussion of the 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PAULINSTITUTEEducation.Empowerment.Equality.  \nAlice at aGlanceCurriculumPacket  \n# Mini-Lesson:Vocabulary\n\nGrades:6-12  \nDuration:1 class period  \n## OBJECTIVE:\n\nStudents will utilize vocabulary as a way to deepen their understanding about the women's suffragemovement.  \n## STANDARDS:\n\nState standards may include the following strands/topics:  \nAmerica in the World;Active Citizenship in the 21st Century;Civics,Government,and Human Rights;History,Culture,and Perspectives;Literacy in Humanities/Social Studies  \n## MATERIALS:\n\n-Squares of paper or index cards  \n-Vocabulary list (included)  \n-Copies of vocabulary handouts  \n-Optional:Overhead projector or SmartBoard for displaying student's categories of words  \n## PROCEDURE:\n\nPresent students with the list of vocabulary words.In their groups,students should copy each word onto asquare of paper or index card.  \nGive the groups five minutes to arrange the words into at least two but no more than five categories.(Consider using three or four categories for sixth grade,which has a shorter list.)The categories can beanything they,as a group,decide.(As an example,some students might group words according tospelling or sound,meaning,connotation,words they know/don't know.…any appropriate categories areacceptable.)If possible,let students work without giving them examples of categories.  \nOnce groups have finished,have them share their categories and explain why they made the choices theydid.If possible,recreate their categories and lists on an overhead projector or SmartBoard as a visual aid.  \nDistribute vocabulary handouts.Students have the remainder of class to work in groups to work with thehandouts.Consider allowing students the chance to divide and conquer the labor.*If pressed for time,theinstructor may give students the definitions and spend more time in class discussing the meaning andsignificance of these words before moving on to step five.  \nWhen students have finished the handouts,they should re-categorize the words based on their newunderstandings.Have groups share what they changed or left the same.  \nConsider completing an additional lesson from the Alice at a Glance Curriculum and have students re-categorize these vocabulary words after completion of the second lesson.  \n## EVALUATION:\n\nStudents'understanding will be evaluated based on their completion of the word study handout and theirdiscussion of the vocabulary words.Their original categorization serves as a pre-assessment of theirunderstanding,while their later re-categorization is a post-assessment of their learning.  \n## ADAPTATIONS:\n\nTo give students a deeper perspective of women's rights and related history,complete another lesson fromthe Alice at a Glance curriculum after students have defined the words.Once the second lesson iscompleted,then return to the vocabulary words and have the students re-categorize them based on theirnew understandings.  \nFor an extended activity once students have completed their work with the definitions,students might writea short skit utilizing the vocabulary words and perform it for the class.Another option is to play  \n“Vocabulary Charades,”in which students must pantomime the word while their group/class guesses theword.As a bonus,consider having students correctly explain the meaning of the word before their teamearns the points.  \nWords can be added or subtracted from these lists based on the relevant curriculum in individualclassrooms.For students who need additional scaffolding,consider including some of the words alreadywriten out with certain boxes filled (definition or synonym/antonyms etc.)for the more challenging words.  \n## NOTES &ASSESSMENT:\n\n# Vocabulary Words\n\nGrade 6suffragistpicketmovementConstitutionballotequal rightscitizen  \nGrades 7-8  \nsuffragist  \npicket  \nenfranchise  \nmovement  \nConstitution  \nballot  \nequal rights  \nmilitant  \nfreedom of speechlegislationstrategysloganright  \ncitizen  \nfreedom of speech  \nlegislation ","cbCaiuSF0lOg5hif","https://ap.wps.com/l/cbCaiuSF0lOg5hif","pdf",539813,"English","# OBJECTIVE\n# STANDARDS\n# MATERIALS\n# PROCEDURE\n## EVALUATION\n# ADAPTATIONS\n# NOTES & ASSESSMENT\n# Vocabulary Words","[{\"question\":\"What is the objective of this mini-lesson?\",\"answer\":\"Students use vocabulary to deepen their understanding of the women’s suffrage movement.\"},{\"question\":\"How do students learn the vocabulary during the procedure?\",\"answer\":\"Students copy each word onto paper or index cards, arrange them into categories, share and explain their groupings, then work with vocabulary handouts.\"},{\"question\":\"How is learning evaluated?\",\"answer\":\"Students are evaluated based on completion of the word study handout and their discussion; initial categorization acts as a pre-assessment, and later re-categorization serves as a post-assessment.\"}]","Mini-Lesson: Vocabulary - Women's Suffrage | PDF",1790594130,13]