Lesson Overview Strategies for figuring out definitions of words you don’t already know. 1)Review results of yesterday’s lesson 2)PowerPoint: Take notes. 3)Activity—due at the end of class: practice strategies for determining meaning of definitions. Materials you will need: –Macbeth book –Pencil/pen –Notebook paper to take notes

Deducing the Definitions of Novel Vocabulary Strategies for figuring out definitions of words you don’t already know

Debriefing Yesterday’s Assignments: You all came up with great ideas about how to learn the sample vocabulary words yesterday. In general, your ideas fell into 2 different groups of strategies:

Ideas from Brainstorming Activities 1. STUDY SKILLS STRATEGIES –How to learn and retain information that you have to memorize. Word searches; flash cards; games, around-the- world, jeopardy; write original stories, songs, raps, sentences; pictures, and other great ideas –These are important skills, but hold that thought—We will return to these strategies when we study for tests over the play Macbeth. 2. Strategies for making inferences, or educated guesses about how to define an unknown vocabulary word. –Context clues, prefixes, suffixes, synonyms, antonyms, root words (Greek, Latin, Anglo- Saxon), restatement, cause and effect, etc. For the next few days, we’ll be focusing on these strategies.

Take Notes on the Power Point Write on notebook paper Do NOT have to copy every word—just need to know what the strategies are. Hand in notes at the END of the period. –You will use your notes for an in- class writing assignment due at the end of the period.

Jabberwocky by Lewis Carroll Jabberwocky by Lewis Carroll Twas brillig, and the slithy toves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the mome raths outgrabe. "Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumious Bandersnatch!" He took his vorpal sword in hand: Long time the manxome foe he sought -- So rested he by the Tumtum tree, And stood awhile in thought. And, as in uffish thought he stood, The Jabberwock, with eyes of flame, Came whiffling through the tulgey wood, And burbled as it came! One, two! One, two! And through and through The vorpal blade went snicker-snack! He left it dead, and with its head He went galumphing back. "And, has thou slain the Jabberwock? Come to my arms, my beamish boy! O frabjous day! Callooh! Callay!' He chortled in his joy. `Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

“ Stop - don’t touch that dictionary. The definition of the word you don’t know is right here in the text!" schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

Context Clues  Words or phrases around an unfamiliar word which can help you understand the meaning of this new word are called context clues. If you learn how to use these clues, you can save yourself a trip to the dictionary, increase your vocabulary, and improve your reading comprehension.  Words or phrases around an unfamiliar word which can help you understand the meaning of this new word are called context clues. If you learn how to use these clues, you can save yourself a trip to the dictionary, increase your vocabulary, and improve your reading comprehension. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

Context Clues  Vocabulary knowledge is mandatory to achieve success.  Often when confronted with an unfamiliar word within its context, students will skip over it and continue to read, or they will stop reading altogether. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

Context Clues  The sentence might offer an example of the word or tell what the word does. If you encounter an unfamiliar word, context clues or other words around it in the sentence or paragraph can help you figure out its meaning. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

1. Context Clues Guidelines  After the word or that directly follow the unfamiliar word.  Example: The trek, or journey, became more challenging as we approached the top of the mountain. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

2. Context Clue Guideline  Authors often use punctuation clues to help the reader. Punctuation clues might include commas, dashes, or parentheses.  Example: In order to keep the dogs inside the yard, we built a parapet, a low wall or railing. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

2. More Examples  Mary retained, kept, the deed to her mother's house.  I wonder if that fruit is edible, able to be eaten.  The company is going through many transitions, changes.  Children are often loquacious, very talkative and active.  Bigamy, marriage to two spouses at the same time, is not legal in the United States. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

3. Context Clue Guideline  Before the word called.  Example: The worm ate the middle layer of the peach, which is called the mesocarp. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

4. Context Clue Guideline  In the previous sentence.  Example: Everyone at the dinner table cleaned their plates and asked for seconds. As the guests left, they said the dinner was delectable. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

5. Context Clue Guideline  In the next sentence  Example: Jake left the waitress a paltry tip. She forgot to give them glasses of water, brought out cold food, and never checked on them, so she deserved a small tip. schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

6. Context Clue Guideline  By replacing the unfamiliar word with a “prediction” word to see if it fits or makes sense.  Example: He acted like a buffoon at the party by telling jokes and laughing too loudly and too often. (prediction word: fool) schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

7. Context Clue Guideline  By studying the unfamiliar word’s prefix, suffix, or root word and writing the meanings to figure out the meaning of the word. Example: The only part of the city recognizable to Ian was the Sears Tower. (-able=capable of being/recognizable) schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

8. Context Clue Guideline  By asking yourself if the word sounds positive or negative.  Example: The evil queen cast a sinister glare at the elf when he asked her a question. (evil=negative) schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

9. Context Clue Guideline  By figuring out the word’s part of speech, such as a noun, verb, adjective, or adverb.  Example: He guzzled water rapidly after the race.  (Guzzled is a verb. He did something to the water.) schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

10. Context Clue Guideline  The context clue may be a synonym (words with almost the same meaning) or an antonym (words opposite in meaning) for the unfamiliar word.  Examples: Reducing cholesterol has a number of beneficial results. One positive outcome is reducing the risk of heart disease. (synonym clue)  I despise liver, but I adore steak. (antonym clue) schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

Practice 1 IIII have always lived in cubbyholes. After moving away from home, my first apartment was just a cubbyhole in a large building. It was no more that 8' by 12' and had a bed in one corner. My second was no more than a large walk-in closet. My current one is about 10 feet long by 12 feet wide, but it at least has two rooms. Possible Answer: AAAA. Small space B. Large Space C. Home schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

Practice 2 TTTThe floors of the restaurant were extremely scuzzy. They were covered with spilled grease, crumbs of food, and cigarette butts. PPPPossible Answer: AAAA. Clean B Dirty C. Straight schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

Practice 3 TTTThe contractor was always well remunerated for his work. For example, he received $10,000 for a small addition to a house and last year he was received $5,000 for reconstructing a stairway. PPPPossible Answer: AAAA. Valued B. Given C. Paid schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

Practice 4 TTTThe department store carries a variety of breeches, for example they carried Levis, Wranglers, and even some plain unlabeled brands made of cotton. PPPPossible Answer: AAAA Clothes B. Pants C. Socks schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

Practice 5 JJJJosie received a bauble for a present from her great aunt. This she put with her others, a pair of imitation earrings, a fake emerald pendant, and a ring that looked like a ruby. PPPPossible Answer: AAAA. Rings B. Fancy eats C. Jewelry schoolweb.dysart.org/.../Context_Clues_Power_Point__2_%20(2).ppt

NOW YOU TRY  In-Class Assignment:  Find three (3) words in Macbeth, Acts 3,4,5 that you are not already familiar with, but think you can define using the strategies we just discussed.  On a separate piece of notebook paper: 1)Write the word, the page number, and the line number 2)Write your own definition of the word (DON’T use a dictionary!) 3)Explain what strategies you used to come up with your definition.  Turn in to the black basket at the end of the period.