Vocabulary Minilesson

1. Introduction of Topic
Scott O’Dell’s Sing Down the Moon has already been introduced to the class. Students should have read the first few chapters at least already. Explain to students that there are plenty of words in this book (as well as others) that may be new to them; and that there are words which may be familiar to them, but seem to be used in a different way than they are used to. Offer the seven words printed on the handout as examples: (sled, flounder, swell, stunt, bear, league, draw).

2. Share Examples
Distribute the handouts and ask students for initial thoughts on definitions or meanings of the words. Have them write down these thoughts for some or all of the given examples. As an example, take the first word, sled, and ask for definitions, or offer one such as “Santa’s vehicle”. Then look up the page that the word is located on and have the students read the sentence. “Out of the two willow poles and a blanket we fashioned a sled and put him on it, hitching the sled to the strongest horse”.
Ask students how the word used in this context relates to the definition offered before reading the passage. What is similar/different? A possible question could be: Usually when we think of the word sled, we think of snow—but these characters are in the deserts and canyons of Arizona—what does that make you think about the word?
Look up the definition of the word in a dictionary and/or thesaurus. Discuss findings about the definition(s) of the word.

3. Provide Information
Explain to students that it will be to their benefit if they make use of dictionaries/thesauruses, and the skills to find out more about words they don’t know or that are used in a context they’re not used to. Offer examples of ways they can look up words such as those discussed—with technology (websites, online dictionaries, etc.) books (paper thesaurus, dictionary), and others.

4. Guide Practice
Have the students look up the rest of the words on the handout in the novel and continue with the steps as followed for the example. Spaces on the handout are provided so that students may add new or interesting words that aren’t included on the list that they may choose to look up and learn about. Students should be encouraged and required to fill in at least two more words on the sheet.

5. Assess Learning
After the handouts are completed, probably during the next lesson, ask for volunteers to share findings on any of the words on the list. Compare these results with those of other students in the class. Also, ask for volunteers to share new words they added to the list and the findings for those words as well. A list or poster can be created in the classroom to show findings and offer examples of “multiple definition words”.