Step 1:

Introduce the

Vocabulary Terms

Days 1-4- Write Vocabulary words on smart board and tell the students we will be learning about important vocabulary terms before we start our new book. Ask the students why it may be important to learn vocabulary words before we read a new book.  Each day we will introduce 3-5 words and practice using them.  After all words are introduced we will be playing games to help us remember them.  Each day as you write down each vocabulary word, say each word and have the students repeat the word.  Ask the students if they know the definition and clarify any definitions that are given.

Slide show with Vocabulary Words: Big Annie of Calumet Vocabulary Words.ppt

Step 2:

Have students explain vocab in his or her own words.

Step 3: 

The Learner will demonstrate knowledge of the vocabulary terms.

As you read the book, discuss the terms: Strike, Union, Negotiate, Laborer, .  See if the students are able to pick out in the book when the vocab words are demonstrated.

Have the students turn to a partner and take turns explaining the new vocabulary words to one another. 

On day 2 introduce the next 4 words: Migrate, Textile, Raw Material, and Welfare.  Once the words have been introduced and recorded, the students will turn to a partner and explain the new vocabulary words.  Each partner should share all of the words, that way they can discuss if one definition differs.

On day 3 introduce the next 7 words:

Industrial Revolution, Naturalized Citizen,Productivity, Citizen's Alliance, Supreme Court, Strikebreakers, Shaft.  In their journals the students will write a sentence with the new vocabulary word in it.  They will share the sentence with the class or in small groups.

On day 4 introduce the last 5 words: U. S. Department of Labor, Communist,Copper Country, Western Federation of Miners, Gold Rush of 1849.  In their journals the students will write a sentence or two with the new vocabulary word in it.  They will share it with the class or in small groups.  The teacher should double check these sentences to make sure the student has a grasp of the words.

On day 5 you will be using all the words for the activities. 

Step 4:

The learners will participate in activities that provide more knowledge of the words.

Day 1-After the first words are introduced have the students write their own version of "Click Clack Moo" and model forming a union, staging a strike, and doing a negotiation.  They must use the new vocabulary words as they write their story and can add illustrations to their stories.

Day 2-4- Each day as new vocabulary words are added, introduce a method of Keyword Strategy, a way to remember new vocabulary words. The idea is to help you remember the new vocabulary word.  After practicing the definition of the new vocabulary word, the student must think of a new word, a keyword, that may be similar to the vocabulary word and easily pictures.  An example would be to remember the vocabulary word Migrate, the keyword could be date.  Now the keyword must have an image to go with, so draw a date on the board and connect to migrate.  I will remember migrate because I have to move someplace new before this date.  I connect the keyword to the vocab word.  The keyword and vocab word must interact in the picture.  Now whenever I hear my vocab word, I automatically will link it to my keyword, the picture, and how they interact.  Have the students use this strategy as the new vocabulary words are introduced each day.  Example of Keyword Strategy: Keyword Strategy.doc

Step 5: 

The students will interact with other students using the words

Day 1-The students will share their stories with the class in small groups.  Each group will make a checklist and mark off it the words are used correctly in each others stories.

Days 2-4- Have the students share their Keyword Strategy drawings in a small group or class.  This will help reinforce the vocabulary words for all the students.

Another game is to write the vocabulary words on an index cards with the definitions on the back. Make enough so that everyone has a vocab card, even if you double up on words. (You can have the students create their own flashcards to use as a homework assignment). To play the review game, each students should have a vocabulary card and they will hold it so that the word faces outward and the definition is facing them. At the go signal all students will find a partner and will give the definition for their partner's word.  When each partner has given the definition they will exchange cards with their partner and a new partner. The game can be played for 3-5 minutes but students should be encourages to find as many partners as they can in that time.  This works for a quick vocabulary review at any time.  Each time the new vocabulary words are introduced, you can add the new cards into the mix.  To print off the Vocabulary Words with Definitions: Vocab word cards.doc

Day 5- Have one student come to the front of the room and hold one of the written vocab words over his or her head.  The rest of the students will give clues to what the vocabulary word is and the student in the front will try to guess without looking at the word.

Step 6:

The learner will participate in a game to further reinforce the vocabulary terms.

Day 5-The students will quiz one another with flashcards or using the Word Wall

A game to play with the word wall and 2 flyswatters is: make duplicate copies of the vocab words and place one on each side of the wall or board.  Split the class into 2 teams. One person from each team comes up to the board and gets one of the hand shaped flyswatters. Ask them a question, such as, "Which word means ''To stop working". The first person to slap the word 'strike' first would be the winner. If they slap the wrong word, they lose - don't let them change their answers. Keep track of points with tally mark.  Play around 2 or 3 times.

Another fun game is to put the class into partner groups and assign each partner group one word. On one piece of paper the partners will write the vocabulary word and on the other piece of paper they write the definition. It is okay to double up on words.  Then they crumple the papers up into a ball. When everyone is done and you have been very specific about rules, the class will have a snowball fight with the papers. They should not hurt or break anything. After a minute or so, everyone gets one "snowball" and they have to find their partner.

Days 1-5- Use the Quizlet to practice the vocabulary words.

http://quizlet.com/4511501/big-annie-of-calumet-vocab-flash-cards/