Before reading the story explain to the students that today they will be hearing five sparkling words in Duck for President. Point to the “Vivacious Vocabulary” chart with the five words listed on it. As you read the story stop at the words (flag these words before hand in your book with post-its) and briefly give a definition. After reading the story go over the words with more detail giving the definition, synonyms, and motions. The motions help the students remember the words and make it more fun. Let the students know that they will be learning about these words throughout the week. You will record a tally mark on the chart when you hear students correctly using a vocabulary word.
When you vote to choose someone for an official position
Choice, determination, selection, vote
Make check mark in the air
Word Associations: After presenting explanations for each vocabulary word, ask students to associate one of their new words or phrase.
Turn and tell your partner….
Which word goes with choosing someone for president? Why? (election)
Which word goes with a job that you have to do? Why? (chores)
Which word goes with to do something to show you do not agree? Why? (protested)
Which word goes with recording names and details on a list? Why? (registering)
Which word goes with a piece of paper that you use to vote? Why? (ballot)
Day 2: (20 minutes)
Start day 2 by going over the words, definitions, synonyms, and motions with the students. Reread the sentences in Duck for President that include our vivacious vocabulary words. When the students hear the words have them do the motion. Making Choices
Your family choosing to eat at a specific restaurant
Voting for President of the United States
Day 3 (10-15 minutes)
Vivacious Vocabulary Chart:
Say each word on the chart. Students repeat the word after you. Review the definitions, synonyms and motion for each word.
Have students turn and talk with a partner.
You are voting for the president. Would that be an example of chores or election? Why? (election) You tell the mayor that you don’t agree with what he has said. Would that be an example of registering or protested? Why? (protested) Synonym Search: Show the students the Synonym Search Chart. Read aloud the words at the top of the chart. Read one synonym. Students work with a partner to identify the synonym that matches the vocabulary word.
Put synonyms on index cards and mix them up.
Day 4: Vocabulary Graphic Organizers: Work on this as a whole class. Have students turn and talk to help come up with the answers. Name words that have the same meaning as the word you have chosen. Write these words in the ovals. Then have students think of examples of what the word is. This can be drawn freehand on the board. Students can also draw this in their spiral notebooks.
WHAT IS IT?
Day 5: Review Tally Marks and definitions and words
Vocabulary Graphic Organizers: Hand out paper or have students work in a spiral vocabulary notebook. Students make a square. Have student’s choose their own word or they can choose a word with their partner to complete graphic organizer. Do not have them complete the same word as you did on the graphic organizer above.