Lesson Summary:[Common Core Standard Lang. 4.e and 2.e] Students use glossaries and print and digital dictionaries to check the spellings and definitions of words and phrases. Advanced learners compare entries from different dictionaries. Struggling students answer questions about dictionaries.
Lesson Objectives:
The students will know…
- how to find words in digital and print dictionaries.
- how to use dictionary entries to check spelling and meanings of words and phrases.
- use print and digital dictionaries to find words.
- use dictionary entries to find spellings and definitions.
Learning Styles Targeted:
Visual / Auditory / Kinesthetic/Tactile
Pre-Assessment:
Tell students that they will be learning how to use dictionaries. Read the title “I Raised a Great Hullabaloo.” Ask students to raise hands if they know how to spell hullabaloo, and then ask if they know its meaning. Call on students to tell how they could find out the spelling and meaning. List their answers. Lead a class discussion about dictionaries. Have students suggest dictionary uses, and write the correct answers on the board. Note students who do not contribute to the discussion.
Whole-Class Instruction
Materials Needed:
computer and projector,“hullabaloo”dictionary page*,“I Raised a Great Hullabaloo*,” “The Panther*,” On Your Ownworksheet*, dictionaries for each student if available, paper and pencils
Procedure:
Presentation
1)Explain that people use dictionaries to find the correct spellings and the meanings of words and phrases. A glossary is an alphabetical list of new or difficult words and their meanings. Glossaries are often found at the back of textbooks.
2)Tell students that when they come across a word that they do not know, like hullabaloo, they can use a dictionary to find the meaning.
3)Display the dictionary page master on the wall. Point out the guide words at the top of the page. Explain that dictionaries are in alphabetical order and guide words are the first and last words on the page. All of the words on the page come between the guide words in alphabetical order.
4)Call on a volunteer to find hullabalooand read the definition.
5)Read “I Raised a Great Hullabaloo*”to the students. Ask them to raise hands if they know how to spell waiter and write one of their misspelled suggestions on the board such as waitor.
6)As you display an online dictionary such as dictionary.com on the wall, tell students that digital dictionaries can be used to find the correct spelling and meaning of a word. Explain the process of looking up a word while you enter the misspelling waitor. Point out that there are no dictionary results for waitor, but the site provides a list of words that include waiter and waitress. Demonstrate the process of clicking onto an item. Have volunteers read the correct spelling and definition forwaiter.
Guided Practice
1)Read “The Panther*.” Ask volunteers to locate the wordspeppered, crouch, and behold in the print dictionary. Have them identify the guide words on the page and read the definition.
2)Assist a volunteer in searching for anther in the digital dictionary. Have him or her read the definition and share other results of the search. Explain that poets sometimes use made-up spellings to make poems fun to read. Discuss what word Ogden Nash is replacing with anther.
Independent Practice
1)Give each student a dictionary and anOn Your Ownworksheet*. Explain the directions, and have students work in pairs or small groups if there are not enough dictionaries.
Closing Activity
1)Ask students to think of the new words they learned as you write them on the board. Have them explain what each word means and how they could use a dictionary to understand the meaning.
2)Havestudents think of any words they learned to spell, and list those on the board. Discuss how they used the dictionary to find and confirm the spellings.
Advanced Learner
Materials Needed:
two or more different dictionaries,“Adventures of Isabel*”
Procedure:
1)Give each student a different dictionary, and project or handout “Adventures of Isabel*.”
2)Ask a volunteer to read the poem. Then have students look up the underlined words. Challenge students to see who can find the words first. Ask students to identify the guide words and read each definition of the underlined words from different dictionaries.
3)Encourage students to compare and contrast the different dictionary entries for the same word.
Struggling Learner
Materials Needed:
a copy of the Show What You Know! worksheet* for each student, a copy of the “telephone” dictionary page*or a copy of any dictionary’s page with telephone on it
Procedure:
1)Have students take turns reading lines of the poem.
2)Guide students in answering questions on the Show What YouKnow!worksheet*.
*see supplemental resources
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