Vocabulary Activity Planning Sheet
Directions for Full Credit: Use the vocabulary activity planning sheet to plan your strategy instruction. Please submit this
completed template to Canvas.
Name: Dion Deguzman
Strategy: Word Prediction/Breakdown
Content Area and ELA Standards:
11-12.L.6
Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading,
writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Objective: Students will be able to understand, process and explain the difference between an
epidemic versus a pandemic.
Supplementary Links to Resources (if any):
:*You may use bullet points if desired in the blue sections below*
Vocabulary Strategy Awareness & Explanation (Purpose for selecting the strategy)
How will provide students with a clear picture of the why and how?
This is something that is very timely. In the midst of a global pandemic, you constantly see people
misusing the words pandemic and epidemic. I have heard multiple people use the phrase “global
epidemic” which is the basic definition of a pandemic. This will help them understand how HIVE/AIDS
effected the lives of people in the 80s and how they could see this happening in the current state of
the world.
Vocabulary Strategy Procedure-the “how-to”
I will first give examples of greek and latin rooted words that they either use in their everyday lives, or
see in person. For instance, the latin root “aqua” meaning water is where you get the words aquarium
and aquamarine. Then, once they get that I will push through through a little activity in which I let them
choose one word, and together we will look at its etymology and see how it is broken down and where
parts of the word come from. To close the activity, I will hold discussions regarding this pandemic topic
into the real world in the COVID Pandemic we are in and ask them the differences between the
HIV/AIDS problem in the 80s and COVID-19.
Peer Reflection: Enlist your partner in assessing your vocabulary activity in depth. Reflect on their
assessment before implementing the activity in your digital learning experience. (optional
implementation) They will be looking at a few factors:
I will be looking more into my assessment that I created, because I am looking back at the work that
I did Thursday and did find some places that I could have worked it better. Personally, I think I could
have really worked harder on making the chart more creative and make more sense. Looking at it, you
could have really done it all without even looking at my presentation, other than the last question. I
could have implemented something into it that made it more meaningful when tied into the Moana
theme. I love that this lesson plan feels very timely as we are in the middle of a pandemic, yet there is
also a part of me that thinks it may be too soon to speak on subjects such as this one. Thinking about
how this lesson would go, I feel it working really well with younger kids in middle school rather than
the juniors that me and Chalsey are focusing on. My sixth graders from my first internship would have
gone crazy over this lesson!
LINKS
Moana Presentation- https://docs.google.com/presentation/d/1EE0i9yhdFepxB02Psz-5Vh-
mmZKluzeIjr8LEFiWykk/edit?usp=sharing
Chart Worksheet Epidemic vs. Pandemic-
https://docs.google.com/document/d/1h3MwxJv40fCjj0Bm-lfDAnDY0QNSrOPHArhgrSXK0AE/edit?
usp=sharing
