Lesson Plan: Semantics Applications Presentation Valery Dragon and Camille Fair-Bumbray TRED 256/Summer 2007

Semantics for teachers and students in the ESL/FL classroom: Why is it important? Semantics is important because In plain English: Semantics (word meaning is the !ey to unloc! understanding In order for us to communicate and comprehend we must ha"e: # an understand of the meaning of words$ % a ban! of words from which to choose$ & strategies to support us in word retrie"al 'hoosing the right words (or failure to can ha"e serious social and professional/academic implications

In linguists( language: Semantics supports language learners in aspects of communicati"e competence: Linguistic Aspects: Le)ical competence Le)ical competence is a fancy linguistic term that refers to how language learners distinguish the difference between words in the same *family+ (i,e, a seat - chair. stool. bench /iscourse 'ompetence (comprehending and constructing communication in written and oral form across genres

ACADEMIC

SOCIAL

Pragmatic Aspects: Sociolinguistic 'ompetence (Interpreting and using language within a gi"en social conte)t ie formal or informal

Theme/Topic: Semantics (Interpreting. E)tending and 0pplying Word 1eaning Grade / Language Level: 2rades 345 6eginner/intermediate ES7L New Strategy: Word 8ierarchies/2raphic 7rgani9ers

7ld Strategy: :isuali9ation (imagery Background: ;his is an inclusi"e classroom setting consisting of %< students (#% regular ed/5 special ed/5 ELL , ;his lesson would ta!e place in a series of mini4lessons on using imagery to con"ey meaning in writing and spea!ing. although the concepts may be applied to any sub=ect area where students are e)pected to deri"e and/or con"ey meaning with words, Students ha"e pre"iously been introduced to se"eral strategies that help them to communicate both orally and in writing, ;his lesson builds on their prior e)periences with "isuali9ation. the use of graphic organi9ers and dictionaries/thesauri, Students apply their "isuali9ation s!ills and use them to learn a new strategy

for communicating meaning. semantic mapping, In this lesson. word hierarchies are used to scaffold learners before they are introduced to the strategy of semantic mapping
OBJECTIVES AND STANDARDS The goal of this lesson is for students to examine word families and order related words by degree or intensity. The standards identified have a common thread, which students apply in language use. The expectation is that when communicating, students will choose words appropriate for the context and audience, and that they will employ strategies for generating, extending and retrieving vocabulary.
Content Ob ective! "nowledge Students will be able to con"ey richer meaning when spea!ing and/or writing, #roce!!e!/Skill! Students will analy9e groups of associated words and order them in a word hierarchy to con"ey specific meaning Students will wor! cooperati"ely and independently 1odifications: Students may analy9e images/real ob=ects/sounds and generate words to describe them ;eacher may also use audio/word sorts to help students process s!ills State/Local Standard! $%C#S&: >L/4?& Identify tone. mood or emotion con"eyed in oral communication >L/4:#@ /etermine alternate word choices using dictionaries. thesauri and other resources 5L/47A /istinguish and produce formal and informal language appropriate to the audience and purpose. including !nowing how to use language for specific effect T'SOL Standard!: 2oal %. Standard % ;o use English to achie"e academically in all content areas: Students will use English to obtain. process. construct. and pro"ide sub=ect matter information in spo!en and written form (!!e!!ment/'valuation: 7ral presentation/written description of image or ob=ect and use words to paint a picture (may occur in follow4up mini4lesson Language Ob ective! Language Awareness: Student! will become aware that word! may be intentionally cho!en to convey a !peci)ic meaning* ;hey will use this awareness as a strategy in social and academic conte)ts for more effecti"e communication, Language Use Students will apply this strategy for both e)pressi"e (spea!ing and recepti"e (listening language purposes, Students choose and use words appropriate for the setting. conte)t and audience for social and academic purposes T'SOL Standard!: 2oal &. Standard # ;o use English in socially and culturally appropriate ways: Students will use the appropriate language "ariety. register. and genre according to audience. purpose. and setting (!!e!!ment/'valuation: ;eacher obser"ation/anecdotal notes of student in social settings/small academic groups Student Learning Log/Beflecti"e Cournal Learning Strategie! Ob ective! Metacognitive Awareness: 1etacogniti"e awareness is critical for all learners. children and adults. because it leads to authentic in"estment in the learning process, When learners are reflecti"e. they become more independent. resourceful and able to sol"e problems, Students consciously identify what they already !now about the topic and integrate this prior !nowledge throughout the lesson (social language is used as a bridge to academic language Students consciously identify what resources they might employ to help them achie"e the learning goal

Students reflect on their learning and identify what went well and what could be impro"ed

Task Strategies: Dse 6ac!ground Enowledge (ma!e associations between prior !nowledge and new information$ use new information to e)pand/modify prior !nowledge ;ransfer/Dse 'ognates (apply your linguistic !nowledge of your nati"e language to the target language Semantic 1apping (in lessons to follow Strategie! to Learn/#ractice: Students learn about word hierarchies and semantic mapping as a strategy for generating and choosing words to communicate specific meaning, Students use "isuali9ation (creating mental images . thesauri. word ban!s to generate synonyms and ad=ecti"es related to an image or ob=ect Cognitive Strategies: Substitute (use synonyms/descripti"e phrases Dse Images (use or draw pictures/diagrams$ use or create real/mental images to represent information Dse graphic organi9ers Social/Affective Strategies: Wor!ing cooperati"ely with peers Sharing and discussing ideas/Fuestions T'SOL Standard 2oal &. Standard & ;o use English in socially and culturally appropriate ways: Students will use appropriate learning strategies to e)tend their sociolinguistic and socio cultural competence (!!e!!ment/'valuation: GStudent group/independent practice with word hierarchies and semantic mapping GStudent e)it slip/reflecti"e =ournal (What went well. how could this be more interesting?

Materials: Inde enden! "ra#!i#e $#!i%i!y &ra 'i# (rgani)er* PROCEDURES Preparation !arm"#p$ Assessing prior knowledge: S!uden!* +ill be in!rodu#ed !o *i!ua!ion* +'ere !'e meaning o, an idea may be mani ula!ed by +ord #'oi#e- S!uden!* +ill %ie+ image*/li*!en !o *ound #li * and orally *'are *ome o, !'e +ord*/image* !'a! #ome !o mind- T'e image*/audio #li * may be u*ed !o illu*!ra!e 'o+ +ord* #on%ey meaning. 'o+ image* or *ound* #an !rigger +ord a**o#ia!ion* and %i#e %er*aAssessing strategies/language skills: $* *!uden!* *'are an*+er*. !ea#'er may a*/ *!uden! !o iden!i,y 'o+ 'e/*'e #ame u +i!' re* on*e- $re !'ey %i*uali)ing. u*ing +ord a**o#ia!ion*. #om aring and #on!ra*!ing. e!#0 Assessing what vocabulary needs to be taught: Be#au*e !'i* i* a %o#abulary building e1er#i*e. !'e !ea#'er *'ould be re ared +i!' !ool* !o *u or! learner* +i!' limi!ed %o#abularyT'e*e in#lude a##e** !o !'e*auri 2!e1! and online3. +ord #ard*. +ord ban/*. i#!ure #ue*Presentation (ne e,,e#!i%e +ay !o re*en! !'e #on!en! or !'e idea !'a! +ord #'oi#e #an in,luen#e meaning

i* !o ,ir*! in!rodu#e *!uden!* !o a gra 'i# organi)er !'a! +ill 'el !'em !o %i*ually under*!and and re re*en! !'e #on#e !S!uden!* +ill be re*en!ed +i!' a +ord 'ierar#'y yramid and #lu*!er* o, +ord* !o *or! and order a##ordinglyS!uden!* +ill u*e bo!' re#e !i%e 2reading and li*!ening3 and e1 re**i%e 2* ea/ing and +ri!ing3 language */ill*$* a #la**. +e +ill go !'roug' e1am le* and di*#u** in!er re!a!ion*. e1am le*. e!#- T'e *!uden!* are %ie+ed a* !'e in!elle#!ual leader*. *o !'eir idea* and re* on*e* guide !'e !ea#'er4* modeling and a li#a!ion o, *!ra!egie*- $* *!uden!* *'are re* on*e*. !ea#'er may model by !'in/ aloud *el,-5ue*!ion*. %i*uali)ing and men!ally *#anning ,or rior e1 erien#e*S!uden!* +ill be reminded !o u*e %i*uali)a!ion !o #rea!e a men!al image a**o#ia!ed +i!' !'e +ord2*3 and !o u*e !'eir rior /no+ledge o, !'e +ord. a**o#ia!ed +ord* or rele%an! e1 erien#e*- S!uden!* are in%i!ed !o u*e any !ool*/re*our#e* !'a! +ill *u or! !'emS e#i,i#ally. !'e !ea#'er +ill6 a3 Name !'e *!ra!egy6 +ord yramid b3 E%plain 'o+ !o u*e i!6 T'in/ abou! your ur o*e. your audien#e and !'e *i!ua!ion/#on!e1!- $*/ your*el,6 7'i#' +ord #'oi#e #an a ro ria!ely #ommuni#a!e !'e meaning you in!end0 #3 Tell +'en !o u*e i!6 S!uden!* may u*e !'i* +'en e1 re**ing !'em*el%e* orally or in +ri!ing8 may al*o u*e +i!' *!ra!egy +i!' %i*uali)a!ion !o 'el !'em in!er re! meaning d3 Mo&el i!6 Tea#'er +ill e1 li#i!ly model %i*uali)ing a* a +ay !o order +ord* in a ,amily e3 E%plain i!* im or!an#e6 Tea#'er +ill e1 lain or *'o+ e1am le* o, 'o+ !'i* may en'an#e or dimini*' #ommuni#a!ion in e%eryday *#enario2*38 ,or e1am le !'e +ord #'oi#e e,,e#!* 'o+ +e er#ei%e a earan#e '#i&e& Practice Tea#'er guide* *!uden!* !'roug' an e1am le o, 'o+ !o la#e a +ord ,amily in a 'ierar#'y yramid In&epen&ent Practice S!uden!* +or/ in air* 2inde enden! o, !ea#'er3 !o e1amine +ord ,amilie* and order !'em on a 'ierar#'y or gradien!S!uden!* +ill #'oo*e one #lu*!er !o *'are ou! and o,,er rela!ed e1am le*Clos#re: Tea#'er +ill re,er ba#/ !o an e1am le +i!' !'e +'ole #la** !o a**e** *!uden!*4 under*!anding o, !'e #on#e !* and *!ra!egySel("E)al#ation*Re(lection: S!uden!* re,le#! in !'eir 9ournal* abou! !'e le**on- T'ey may +ri!e a* mu#' or a* li!!le a* !'ey deem a ro ria!e bu! mu*! in#lude a re* on*e !o ea#' o, !'e ,ollo+ing 5ue*!ion*6 7'a! +en! +ell !oday0 7'a! +a* di,,i#ul! or #on,u*ing0 7'a! did you learn !oday0 7'a! #ould 'a%e made !oday4* le**on more in!ere*!ing or rele%an! !o your in!ere*!*0 :o+ do you !'in/ you may u*e !'i*

E%pansion C'oi#e*6 a-3 S!uden!* are e1 e#!ed !o bro+*e maga)ine/ne+* ad or o!'er re*our#e ,or an image/ob9e#! o, !'eir #'oi#e and #rea!e a +ord 'ierar#'y !o de*#ribe !'e image b-3 ;earner* may ,ind !'ree image* !o illu*!ra!e !'e 'ierar#'y and label !'e image* +i!' rele%an! +ord #-3 S!uden!* may re#ord real-+orld e1am le* !'a! !'ey en#oun!er be,ore !'e ne1! #la** eriod a* e%iden#e o, +ord ,amily 'ierar#'ial *!ru#!ure d3*!uden!* #an e1!end any o, !'e e1am le* modeled in #la** and ,ind image* or e1am le* !'a! e1!end !'e +ord ,amily Assessment: S!uden!*4 inde enden! ra#!i#e and *!uden! *el,-re,le#!ion are u*ed a* an a**e**men! o, in*!ru#!ional e,,e#!i%ene** Accomo&ations*Mo&i(ications: Tea#'er *'ould re are i#!ure #ue*. +ord #ard*. +ord ban/*. audio a##ommoda!ion* !o *u or! mul!i le learning modali!ie*-

RE+ERENCES "eregoy. S- F- < Boyle. (-F- 2=>>73- Reading. +ri!ing and learning in ES;- ?e+ @or/6 ;ongmane*l undi!-#om/*#ri !ure/#a!egory/e*l-!i */ '!! 6//+++- nglanguage*-org/lingualin/*/languagelearning/(!'erRe*our#e*/&udln*Fr$;ngg$ ndCl!r;rnng"rgrm/FourBa*i#;anguageS/ill*-'!m

Name _______________________________________________________________________ WORD FAMILIES Place the following adjective group fro! lea t to greate t on the line"

Slim Skinny Thin

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Gloomy Sad Depressed

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Delicious Tas y Scrump ious

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Ori!inal "ni#ue E$cep ional

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%i! Lar!e Grand

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Small Tiny Miniscule

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ILL"ST&ATING 'O&D (IEA&C(IES

'ord )amily _________________________ ___________________________ _______________________

'ord )amily _________________________ ____________________________ ______________________

'O&D )AMIL* (IE&A&C(* C(A&T

Name _______________________________________________________________________ WORD FAMILIES Place the following noun group fro! lea t to greate t on the line"

hu mansion house

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+ia Chrysler Le$us

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!old sil,er pla inum

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-armer.s marke !rocery s ore corner s ore/0ode!a -------------------------------------------------------------------------------------------------

casse e ape i1od CD -------------------------------------------------------------------------------------------------------

1ond &i,er Lake

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