Unit 1 Vocabulary Crossword
Mariam Obregon
Lack of understanding of basic vocabulary is one of the most commonobstacles to understanding new content that we see in the classroom.This applies for all students but is especially important for studentswith various learning needs. Students will use the Vocabulary Discoveryto complete either the Vocabulary Graphic Organizer or the VocabularyGraphic Organizer Modified. Choose the organizer that best meets theneeds of your students.
This activity is meant to be an introduction activity to the vocabularywords students will see throughout the Revolution Unit. When studentshave an opportunity to make their own connections there is a higherchance that they will actually remember the meaning of the word. Imagesand Definitions provided in the Vocabulary Discovery slideshow.
Students will use the Vocabulary Discovery to complete either the Vocabulary Graphic Organizer or the Vocabular Graphic Organizer Modified. Images and Definitions provided in the Vocabulary Discovery slideshow.
A completed work of art
The part of view that is furthest from the viewer
To draw attention to in a work of art
The part of view that is nearest to the observer
Space that is used in a work of art
Space that is not used in a work of art
A tool we used for blending and shading
To darken
To mix smoothly and inseparably together
A rough or unfinished drawing or painting
Gradual change in color *
To shade with parallel intersecting lines
To shade with dots
To shade with lines
To deviate from reality
Art that has recognizable objects
Art that has no recognizable objects
Maximum contrast between black and white
In the drawing unit this means color
Dealing mainly with size
Unequal balance
Equal balance
Art work using one color
Art work using two colors
A work of art that is done repeatedly in different mediums for the process of learning
Next to the crossword will be a series of questions or clues, which relate to the various rows or lines of boxes in the crossword. The player reads the question or clue, and tries to find a word that answers the question in the same amount of letters as there are boxes in the related crossword row or line.
The fantastic thing about crosswords is, they are completely flexible for whatever age or reading level you need. You can use many words to create a complex crossword for adults, or just a couple of words for younger children.
Crosswords can use any word you like, big or small, so there are literally countless combinations that you can create for templates. It is easy to customise the template to the age or learning level of your students.
Crosswords are a great exercise for students' problem solving and cognitive abilities. Not only do they need to solve a clue and think of the correct answer, but they also have to consider all of the other words in the crossword to make sure the words fit together.
Crosswords are a fantastic resource for students learning a foreign language as they test their reading, comprehension and writing all at the same time. When learning a new language, this type of test using multiple different skills is great to solidify students' learning.
We have full support for crossword templates in languages such as Spanish, French and Japanese with diacritics including over 100,000 images, so you can create an entire crossword in your target language including all of the titles, and clues.
Subject-specific vocabulary goes hand-in-hand with a deep and meaningful knowledge of content. It allows us to engage with that subject, unlocks understanding, and promotes clear and precise communication.
This is great as a starter activity for a lesson that falls at the end of the topic. I like to keep it visible and accessible throughout the lesson for students to add to if inspiration strikes them later on.
How it works: Prepare a number of cards with five words related to a unit, topic, or subject (sometimes I reuse the ones I use in Articulate). Three to seven students work in a group. One student chooses a number between one and five and turns around, facing away from their classmates.
This no-prep resource is a great way to get students to practice their vocabulary for a unit on geometric transformations! This resource contains a page for students to write the definitions of the vocabulary words, and a crossword puzzle that challenges their understanding of each word, as well as a printable word bank. This is a great way for students to get a chance to specifically address and work with the language used in the unit, and can easily be used for in-class practice, homework, a quiz/test, or review! A full answer key is also included.
Terms of Use: This product includes a license for one teacher, limited to personal use in their classroom. No part of this resource is to be shared with a colleague, or used by an entire grade level, school, or district without purchasing the proper number of licenses. No part of this resource (including answer keys) may be uploaded to the internet where it is publicly available in any form, including classroom/personal websites, network drives, etc. unless the site is password protected and can only be accessed by your students.
To develop a wide vocabulary, students need both direct and indirect instruction. In addition, it is important for students to be exposed to the words multiple times. As vocab words are studied repeatedly and in a variety of meaningful contexts, student understanding will increase.
When searching for vocabulary words, I tried to include a mix of words students would experience throughout their study of social studies (like constitution) as well as words that are more specific to studying the 13 Colonies (like colony). I also chose words students would likely encounter multiple times in my 13 Colonies unit!
It has been found that students learn languages best when they experience it in context and use the language independently in speaking and writing. As the Position Paper of the National Focus Group on Teaching of English (National Council of Educational Research and Training, 2006) states:
Research has also shown us that greater gains accrue when language instruction moves away from the traditional approach of learning definitions of words (the dictionary approach) to an enriched approach, which encourages associations with other words and contexts (the encyclopaedia approach).
This means that translating a text word-for-word or memorising lists of words will not necessarily help students to learn new vocabulary that they can use when they speak and write in English. Students need to develop strategies to guess the meaning of new words when they encounter them. You can help them do this by:
However, learning a new word or phrase once does not mean that the student will remember it and be able to use it. That is why students also need support in learning how to record new vocabulary and repeatedly review it. If students improve their knowledge of vocabulary, they can understand their lessons more easily and will write and speak better in English, which can also lead to them performing better in exams.
In Activity 2 you will look at how you can help your students deal with new vocabulary in their lessons. This technique will help your students to understand the readings in the textbook and develop strategies for learning new vocabulary. They will also help students to become more independent, so that they will be able to learn by themselves outside the classroom or in their future lives.
This is an activity for you to try in your classroom. It helps students to guess the meaning of new vocabulary in a text that they are reading. It also helps them decide which words they should spend more time actively learning. You can use this activity with any lesson, and with students from any class or any ability as they can choose and learn different words.
You can find more ideas about how to help students guess the meaning of words from the context later in this unit. There are also additional vocabulary learning activities in Resource 1. Resource 2 includes examples of language that will help you do this kind of activity.
Using a variety of techniques will help your students to understand new words, and it will also help them to remember them better. They might remember the picture that you drew on the board, or the enjoyable mime. Follow these steps and try some different techniques in your classroom:
Many students use word lists to record and remember words. Word lists are also known as glossaries and you can find these at the end of many textbooks. Students can also create their own personalised glossaries, which they can keep up to date at the end of their notebooks as they learn new vocabulary words. An example glossary from a Class X textbook is shown in Figure 1.
In Case Study 2, Mr Aparajeeta used vocabulary logs with a group of Class X students. Vocabulary logs are useful for recording and remembering vocabulary. They can also be a project that students can carry out over a term, or even a school year. The books could be evaluated and form part of the overall assessment of each student. Students of any level can keep a vocabulary log.
Not all dictionaries give this information. Nonetheless, they are still very useful, as they give an idea of what words mean, and possibly how they are used. If students have access to a dictionary in the school, classroom or at home, they will be able to find out the meanings of words themselves and will be less dependent on you. That means you will have time to do other things in your English classes.
If you would like some ideas for improving your own vocabulary in English and for phrases you can use to teach vocabulary, see Resource 2. If you would like to read more about teaching vocabulary, look at the additional resources section.
And suddenly I felt weak all over. Growing up disabled, you get fed up with people asking you to be brave, as if you have a courage account on which you are too lazy to draw a cheque. The only thing that makes you stronger is seeing somebody like you, achieving something huge. Then you know how much is possible and you reach out further than you ever thought you could.
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