L4+Martel+Elizabeth

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Martel
 * Date of Lesson:** 4
 * Grade Level:** 9-12
 * Topic:** Vocabulary

__Objectives__

 * Student will understand that** the vast amount of vocabulary within any piece of literature is important to know in order to understand the entirety of the context. Understanding the vocabulary within the text is crucial in order to understand the multiple meanings of the book.
 * Student will know** vocabulary and definition: setting, theme, conflict, climax, symbols, and character analysis, (with numerous others)
 * Student will be able to** recognize and define new vocabulary creating their own vocabulary quiz.

__Maine Learning Results Alignment__
A2 Literary Texts Grades 9-Diploma "The Great Gatsby"// //Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.//** d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. This lesson supports the Maine Learning Results because I will be addressing and discussing the numerous vocabulary words within the novel at hand. I will also be discussing how the vocabulary of the text affects how the reader not only views the novel but interprets the text and its meanings. This lesson will provide the students with various ways to view and think about meanings within a text produced by the vocabulary. This can help them to understand how to read a novel more efficiently in order to comprehend the overall meaning as well as to understand a wider range of vocabulary.
 * Maine Learning Result: English Language Arts-** **//A. Reading
 * Rationale:**

__**Assessment**__
Students will be able to organize their ideas and thoughts using a spider map. This map allows the students to see, in an organized form, the multiple meanings a sentence can have by changing the vocabulary. The students will also be able to work with their peers in order to create new ideas and ways of interpreting the vocabulary of the text. This allows all of the students to share with each other creating a greater understanding of the vocabulary. Using this gathered information the students will be able to define the vocabulary using their resources (their computers, classroom books, and dictionary). This vocabulary will then be posted to their blog, linking it to the class wiki, so all students can read the different vocabulary words and study them. The students will be evaluated through a multiple choice quiz that they will create which will form the basis for the quiz that I will give to the entire class. The students will be able to recognize and define new vocabulary. The students will then create their own multiple choice quiz using all of the vocabulary uncovered from the text. They will then post this quiz to their blog and link it to the class wiki. All of the quizzes will be compiled and used as the basis for the class quiz. The students will be evaluated by the final quiz given in class.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Integration__
Students will be able to utilize technology by creating a list of vocabulary words within the novel and defining these words using any of the resources they choose (their computers, their books, and the dictionary). The students will then be able to work with again technology by posting this quiz they have created to their blog. Students must then take their blog site, with their quiz, and link it to the class wiki. The students will also be keeping a journal, through a blog entry, of what work they have done in the class (on each day) and then they can reflect upon that work. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Science: Students, who are hands on learners, will have the opportunity to be hands on with their computers while researching and creating their quizzes. Science: Students who learn best by being outside will be able to enjoy the outside after the classroom activities and read to each other. Math: Students, who are logical learners, will be able to organize their thoughts and information on their spider map.

__Groupings__
Students will be separated into three teams by using head counts (1, 2, 3- 1, 2, 3 -etc.). The students will then be able to sit with their group- all the 1's together, all the 2's together and all of the 3's together. They will then participate in a "Jeopardy" style game using the vocabulary and other various pieces of information from the text. After the game, students will return to their seats and will be assigned a section of the book to re-read. Students will now participate in a "think-pair-share" activity. Think- After re-reading this section, students will then be asked to replace the defined vocabulary words (from the Jeopardy game) among others they feel important to be defined, and notice how the text can change in meaning. Students will use their spider map in order to organize this vocabulary. Pair- Students will then find a partner to share their vocabulary with as well as inform each other on their new vocabulary- someone from another team (a 1 needs to work with a 2 or 3). Share-After working in pairs, students will bring this partner discussion and ideas to the entire class. They will discuss what they have learned or discovered and will then be able to record any new vocabulary they want to know. Then at the end of class the students will be able to go outside and sit together, where they can read the book out loud to one and other.

__**Differentiated Instruction**__

 * Strategies**
 * Interpersonal**- Students, who learn best with social activities, will be working in pairs to discuss and share their vocabulary.
 * Intrapersonal**- Students will have time, before sharing with a partner and then with the class to work on their own vocabulary. They will also have the opportunity to read and re-think the vocabulary on their own while listening to others read the text.
 * Visual**- Students, who learn best from visual representation, will have a spider map to organize their vocabulary, helping them visually.
 * Verbal**- Linguistic students will be able to use their skills to write their vocabulary down and work with their partners to share this information. Students will also be reading out loud when the class ventures outside.
 * Kinesthetic**- Kinesthetic learners will appreciate the time during class when they are moving around in their pairs.
 * Logical**- Logical students will also appreciate the spider map because it will place their vocabulary in a clear and organized form useful for later reference and studying.
 * Naturalistic**- Naturalistic learners will be able to venture outside after the game and be able to sit and read the text among nature.

(//**I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.**//) Students will be informed that if they are sensitive to some of the material being covered and do not wish to participate, they can inform me and I will supply them with the appropriate alternative to the activity.
 * Modifications/Accommodations**

**Absences** If a student is absent, they must make an appointment to meet with me to discuss missed work and material. If they are absent, work must be turned in at the next class meeting. No other late work will be accepted and if turned in any later than the date approved by me, due to an absence, it will receive a zero. Students will be challenged to think more deeply about the vocabulary they know and understand within a piece of text as well as the vocabulary they do not know within the same piece of text. Students must be able to recognize various vocabulary terms throughout the novel and then use their resources to define these terms. In order to achieve this higher thinking, students will be able to use their computers to organize their thoughts and creatively portray them to the rest of the class. They will also be using their computers and technology to create a vocabulary quiz which will be posted in their blog and linked to the class wiki. The students will also be able to re-think the book, how the chapters and the novel's overall meaning are affected by the vocabulary. The students will also be able to reflect how they feel about each chapter and class discussion using their blogs.
 * Extensions**

__**Materials, Resources and Technology**__
The materials needed to complete this lesson are: My computer and computers for each of the students Projector and screen Pens and Pencils Paper White board and markers Construction paper Handouts- [spider map and rubric for multiple choice quiz (see content notes)] Dictionary (multiple copies)

__Source for Lesson Plan and Research__
The idea for this lesson came from using the WHERETO method, discussed within //Integrating Differentiated Instruction & Understanding by Design// by Tomlinson and McTighe. [] - This site was used to inspire and create the Spider Map that the students will use during individual and group work. [] - This site was used to create the idea for groupings during group working time. [] - This site was used to help inspire how to monitor and assess the students' work and progress with and within the content. [] - This site was used to check the definitions of each vocabulary word. [] -This site was used for inspiration as well as the creation of the Jeopardy game for the students- the set up, the organization, as well as the template. I made this lesson my own by using the knowledge that I have acquired from reading //Integrating Differentiated Instruction & Understanding by Design// by Carol Ann Tomlinson and Jay McTighe, //Multiple Intelligences// by Thomas Armstrong, and //Fair Isn't Always Equal// by Rick Wormeli. By using the input from my peers as well as the resources located on this site, http://edu221spring09.wikispaces.com/Agenda+%26+Assignment+Block+2, I have interpreted and creatively processed the information and made a lesson that is unique and fun for my students. (Please see content notes for additional resources)

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** I have met this standard in several ways using my knowledge of multiple intelligences, relating to each of the different types of learners that I have in my classroom. I have organized my classroom and the learning experience so that each of my students will be able to be actively engaged in each team, partner, individual and class discussion and work. I used a variety of resources and have covered at least six of the multiple intelligences by using handouts for organization, team, partner and individual work, having the students use their computers to research definitions for vocabulary, using computers to create a multiple choice quiz as well as learn and know how to navigate a blog and wiki to create postings. The students are encouraged and even pushed to work harder to learn as well as research and understand their material. I have organized my lesson in this way so that my students can feel comfortable at one if not two and hopefully several moments throughout the class and work activities. The use of rubrics and handouts help to ensure that the students know and understand the material at hand.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** All of my lessons have been structured around a "Facet of Understanding". For this lesson, the facet used was the ability to recognize and define new vocabulary creating their own vocabulary quiz. By the end of this lesson students will be able to know and define various vocabulary terms given and seen in the Jeopardy game as well as other words/terms that they may not know within the novel or words/terms they feel are important for others to know. The students will know how the meaning of a word affects not just the sentence it is in but the paragraph and the overall meaning of the piece of text at hand. They will understand how the overall meaning of a piece of text is due in part to the meaning of the strong vocabulary used throughout. This lesson is also in line with the MLR and the content notes help to emphasize the material. Rationale:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Interpersonal**- Students, who learn best with social activities, will be working in pairs to discuss and share their vocabulary.
 * Intrapersonal**- Students will have time, before sharing with a partner and then with the class to work on their own vocabulary. They will also have the opportunity to read and re-think the vocabulary on their own while listening to others read the text.
 * Visual**- Students, who learn best from visual representation, will have a spider map to organize their vocabulary, helping them visually.
 * Verbal**- Linguistic students will be able to use their skills to write their vocabulary down and work with their partners to share this information. Students will also be reading out loud when the class ventures outside.
 * Kinesthetic**- Kinesthetic learners will appreciate the time during class when they are moving around in their pairs.
 * Logical**- Logical students will also appreciate the spider map because it will place their vocabulary in a clear and organized form useful for later reference and studying.
 * Naturalistic**- Naturalistic learners will be able to venture outside after the game and be able to sit and read the text among nature.

Students will be able to utilize technology by creating a list of vocabulary words within the novel and defining these words using any of the resources they choose (their computers, their books, and the dictionary). The students will then be able to work with again technology by posting this quiz they have created to their blog. Students must then take their blog site, with their quiz, and link it to the class wiki. The students will also be keeping a journal, through a blog entry, of what work they have done in the class (on each day) and then they can reflect upon that work. They will also be blogging about each chapter and reflecting on how they view that particular chapter as well as the book as a whole. Science: Students, who are hands on learners, will have the opportunity to be hands on with their computers while researching and creating their quizzes. Science: Students who learn best by being outside will be able to enjoy the outside after the classroom activities and read to each other. Math: Students, who are logical learners, will be able to organize their thoughts and information on their spider map.

**//Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.// Rationale:** This lesson uses a mixture of formative and summative assessments in order to fully understand and gage the students' learning. The formative assessment allows me to view where the students are in their thinking as well as how well they are working with the material. The summative assessment allows me to view whether or not my students have learned the material and if they can apply this learning to alternate material. The two assessments used are: Students will be able to organize their ideas and thoughts using a spider map. This map allows the students to see, in an organized form, the multiple meanings a sentence can have by changing the vocabulary. The students will also be able to work with their peers in order to create new ideas and ways of interpreting the vocabulary of the text. This allows all of the students to share with each other creating a greater understanding of the vocabulary. Using this gathered information the students will be able to define the vocabulary using their resources (their computers, classroom books, and dictionary). This vocabulary will then be posted to their blog, linking it to the class wiki, so all students can read the different vocabulary words and study them. The students will be evaluated through a multiple choice quiz that they will create which will form the basis for the quiz that I will give to the entire class. The students will be able to recognize and define new vocabulary. The students will then create their own multiple choice quiz using all of the vocabulary uncovered from the text. They will then post this quiz to their blog and link it to the class wiki. All of the quizzes will be compiled and used as the basis for the class quiz. The students will be evaluated by the final quiz given in class.
 * Formative (Assessment for Learning)**
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
Students will enter the classroom and find a seat at one of the desks around the room. The desks will be organized into three groups with 6-7 desks at each group. This means that there will be a cluster of desks in three separate areas around the room. This will aid in the Jeopardy game when the students must sit with their teams as well as when they will be working with partners. This seating structure will allow me to view each student during the Jeopardy game as well as during individual, partner, and classroom discussion and work. The class, split into three teams, will participate in a Jeopardy style game that included not only vocabulary but information from the book. The Jeopardy questions will be created based upon the progression and understanding, of the entire class, on the novel. As a reward, all students present and participating in the Jeopardy game will receive one bonus point on their quiz and the team that wins the Jeopardy game will receive two bonus points on their quiz. Students will be working individually using their worksheet (spider map) to find and define the vocabulary within the text, //The Great Gatsby//. The students will be separated, as a part of the think-pair-share activity. Students will find a partner after working individually and share their vocabulary as well as help to define any words that their partner could not find or define. They will have the opportunity to use the resources within the room (their computers, their books, the dictionary) while working individually and with their partners. After working with their partners students will return to their seats and participate in a classroom discussion where all vocabulary can be shared and discussed. After this, the remaining class time will be spent outside in order to read the book out loud to one and other.
 * Intro Paragraph:**

After students are seated, we will discuss the importance of vocabulary. What does vocabulary mean to us as reader? Why is it important to know what certain words mean within a piece of text? After a brief discussion, the students will be separated into three teams- red, white and blue- using number heads (1,2,3-1,2,3-etc.) and will then find a seat with their team. The students will then participate in a Jeopardy style game where they can become familiar with not only the information about the book, facts and characters from the book, but words spoken by the characters as well as the vocabulary within the text. After the students have completed this game, they will be asked to return to their seats in order to work individually. The students will now re-read a selection of the book, replacing the defined words (from the Jeopardy game) with alternates, noticing how the selection of text can change in meaning. Here, the students must understand that by removing and replacing words within a piece of text can change the meaning that the author had originally intended. The students will be using a spider map to organize the vocabulary they find, define, and those words that they want to learn more about. After the students read and work on their own, they will find a partner within the classroom to work with. This is a part of the think (on their own)-pair (partner work)-share (with the class) activity. While in partners, students should be discussing and sharing their vocabulary, the newly defined words they thought were important and any other words that their partner may not have or may not know. Students will be referring to their spider maps to see, in an organized form, the multiple meanings that a word can create- remembering to notice that these words can change the meaning of a sentence and a piece of text. After partner work, students will bring their partner discussion and work to the entire class. Allowing all of the students to share with each other can help them to understand the vocabulary more easily. After a group discussion, the class will venture outside for the remaining time to read the novel out loud with one and other. For homework the students must use their gathered information to create their own multiple choice quiz. This quiz must be posted to their blog and then the students must link their blog to the class wiki. All of the quizzes will be compiled by me to create one "master quiz" which will then be the quiz that the students will take during the next class period and be graded on. (80 minutes)
 * Where, Why, What, Hook Tailors: Logical, Visual, Kinesthetic, Verbal, Interpersonal and Intrapersonal**

Students will need to know and be familiar with the novel at hand, //The Great Gatsby//. They must understand how to read a sentence and obtain the meaning using the words they know and can define. In addition to this, students must be able to use a dictionary in order to define those words that they do not know or understand in order to understanding the meaning of the text. They will need to know information about the book as well as having kept up to the reading requirement in order to understand the text. They will also need to know that this information is important to the overall understanding of not just the novel at hand but of any novel read. They must know and understand the information presented in class by not just me but by their peers in order to be able to further identify vocabulary words within the novel. Students will be able to listen and take notes not just from me as I relate information to them on vocabulary but as they research on their own, with their partners, and during class discussions. I will be walking around the classroom, checking and working with each group to make sure that they are not only on task but that they know what they are supposed to be doing, what they must accomplish during class, why this is relevant, and whether or not they are "understanding" at this time the material at hand. I will also be checking each student’s worksheet to see if they have written any notes, what notes have they written, and if their notes are helpful and relate to the topic at hand. I will also be giving them, at the end of class rubrics for their blog/wiki postings as well as a rubric for their multiple choice quiz. Through their everyday blog entries, I will be able to see where students feel they are in their learning. I can review their own individual self assessments and address any questions or concerns that may show up during these postings or work.
 * Second Paragraph**:
 * Equip, Tailor: Interpersonal, Visual, Verbal, Intrapersonal**

The students will be able to learn and explore by being a part of group discussion and group work as well as having time for self reflection. They will be able to refine the knowledge heard at the beginning of class through their own research. The students will be able to ask me questions, during individual work time on how to research, what to research, and how to gain a further understanding. The students must pull their knowledge together in order to be able to share with their partners. The students must work individually to find and define vocabulary presented by me through the Jeopardy game as well as new words they may not know or understand. They can use their worksheets (spider map) for all of the work they are doing for reference, to record, and to further their understanding. They will be able to ask myself as well as their peers, questions about their own examples and the examples given by other groups. Each group member must participate in not only the smaller group discussions but the class discussion as well, helping one and other to learn and understand the material. By using a class discussion method all students can participate as well as be able to hear multiple opinions and examples, allowing for a greater understanding. After all of the discussion that has taken place, students will then be able to return to their worksheets to work individually to refine their knowledge and understanding of the material at hand. This will help them when they must turn their worksheets, notes, and ideas into a posting on their blog. The students will be given a rubric for the postings on their blog/class wiki so they know what they are required to accomplish. Through their blog/wiki postings I, as well as the students will be able to see just how much they understood from the lesson and from each other. For homework the students must create a multiple choice quiz using the vocabulary from class and post it to their blog and then link their blog to the class wiki for the next class period.
 * Third Paragraph**:

The facet used in this lesson is the ability to recognize and define new vocabulary creating their own vocabulary quiz. By the end of this lesson students will be able to not only understand the various vocabulary words within the text but be able to describe how the meaning of each word contributes to the overall meaning of the novel. The first grouping in this class period will be done by using number heads. Going across the room and having each of the students call out 1,2,3 and then again 1,2,3 until all students in the classroom are either a 1, a 2, or a 3. The students will find the rest of their numbers (all 1's together, all 2's together, and all 3's together) and this will make the three teams- Red, White, and Blue. These teams will be used during the Jeopardy game. The second grouping that will be used during this class period is the think-pair-share activity. In this case the students will, initially work on their own with their vocabulary and their spider maps. After working alone, they will create pairs- everyone will have a partner- finding a classmate who is not the same number as them. Their partners can be whomever they choose but it can not be someone from their Jeopardy game group. After working in partners students will return to seating, with their partners if they choose. They will then share with the class their work, discussion, and ideas. This will be class time as a whole to work together to understand the material. After the students have finished sharing their ideas with the class, they will be able to record, on their spider maps, any more vocabulary //The Great Gatsby//. The students will be given two rubrics, one for their blog/wiki posting and one for their multiple choice quiz they have created. Through their blog entries I can see the self assessment of each student. I can see what they have learned, what they like, what they do not like, and where they are in their understanding of the material. At the next class meeting I will address any problems, questions, and any other areas in which the students had confusion or misunderstandings. Basically, I will review their knowledge of the material to check for knowledge and understanding, making sure that each student fully understands the vocabulary and the importance words and their meaning have to English. In future assignments the students will have to not only work together in groups, pairs, and work individually, and/or use their computers but they will have to post to the wiki and their blog as well. This assignment will help them to become familiar with the computer, their classmates, and using the class wiki as well as the whole concept of vocabulary and its' importance to a piece of text.
 * Explore, Experience, Rethink, Refine, Tailors:** **Logical**, **Intrapersonal, Verbal, Interpersonal**
 * Fourth Paragraph**:
 * Evaluate, Tailors:** **Logical**, **Intrapersonal, Verbal, Interpersonal**

**Content Notes** Vocabulary- Defined 1. ** Feign: ** to imitate deceptively; to make believe; pretend. 2. ** Supercilious: ** having or showing arrogant superiority to and disdain of those one views as unworthy. 3. ** Conscientious: ** meticulous; careful; painstaking; particular. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** Incredulous: ** indicating or showing unbelief. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Reciprocal: ** mutual; corresponding; matching; complementary; equivalent. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Wan: ** of an unnatural or sickly pallor; pallid; lacking color. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Complacent: ** often without awareness of some potential danger or defect; self-satisfied. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Intimation: ** make known subtly and indirectly; hint. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">9. ** Infinite: ** indefinitely or exceedingly large. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Anon: ** in a short time; soon. Chapter 2 <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">1. ** Contiguous: ** connecting without a break; uninterrupted. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">2. ** Facet: ** aspect; phase; side. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">3. ** Cower: ** to crouch, as in fear or shame. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** Interpose: ** to step in between parties at variance; mediate. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Apathetic: ** not interested or concerned; indifferent or unresponsive. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Languid: ** lacking in spirit or interest; listless; indifferent. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Imply: ** to indicate or suggest without being explicitly stated. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Strident: ** having a shrill, irritating quality or character. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">9. ** Deft: ** nimble; skillful; clever. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Clad: ** dressed; covered.  Chapter 3 <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">1. ** Permeate: ** to pass into or through every part of; to penetrate through the pores; to be diffused through; pervade; saturate. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">2. ** Innuendo: ** an indirect comment about a person or thing, esp. of a disparaging or a derogatory nature. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">3. ** Erroneous: ** containing error; mistaken; incorrect; wrong. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** Vehement: ** strongly emotional; intense or passionate. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Cordial: ** courteous and gracious; friendly; warm. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Impetuous: ** characterized by sudden or rash action, emotion, etc.; impulsive. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Vacuous: ** lacking in ideas or intelligence. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Corpulent: ** large or bulky of body; portly; stout; fat. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">9. ** Provincial: ** having the manners, and viewpoints considered characteristic of unsophisticated inhabitants of a province; rustic; narrow or illiberal. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Din: ** a loud, confused noise; a continued loud or tumultuous sound; noisy clamor. Chapter 4 <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">1. ** Knickerbocker: ** any New Yorker. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">2. ** Fluctuate: ** to change continually; shift back and forth. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">3. ** Sporadic: ** appearing or happening at irregular intervals in time; occasional. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** Divine retribution: ** punishment from a higher being for bad deeds or transgressions. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Rajah: ** a king or prince in India; a minor chief or dignitary. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Elicit: ** to draw or bring out or forth; educe; evoke. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Valor: ** heroic courage; bravery. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Somnambulatory: ** related to sleep walking. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">9. ** Denizen: ** an inhabitant; a resident; one that frequents a particular place. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Jaunty: ** easy and sprightly in manner or bearing. Chapter 5 <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">1. ** Rout: ** an overwhelming defeat. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">2. ** Suppress: ** to do away with; abolish; stop. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">3. ** Innumerable: ** very numerous; incapable of being counted; countless. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** Ecstatic: ** subject to or in a state of ecstasy; rapturous. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Reproach: ** to find fault with (a person, group, etc.); blame. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Serf: ** a slave. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Obstinate: ** inflexible; stubborn; not yielding. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Exult: ** to show or feel a lively or triumphant joy; rejoice; be highly elated or jubilant. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">9. ** Hulking: ** heavy and clumsy; bulky. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Nebulous: ** hazy, vague, indistinct, or confused. Chapter 6 <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">1. ** Laudable: ** deserving praise; praiseworthy; commendable. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">2. ** Insidious: ** intended to entrap or trick. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">3. ** Repose: ** peace; tranquility; calm. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** Debauch: ** an uninhibited spree or party. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Antecedent: ** a preceding circumstance, event, object, style, phenomenon. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Ingratiate: ** to establish (oneself) in the favor or good graces of others by deliberate effort. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Perturb: ** to throw into great disorder; derange; bother; annoy. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Dilatory: ** tending to delay or procrastinate; slow; tardy. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">9. ** Desolate: ** barren or laid waste; devastated; deprived or destitute of inhabitants; deserted; uninhabited; solitary; lonely. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Elusive: ** hard to express or define; cleverly or skillfully evasive. Chapter 7 <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">1. ** Lapse: ** a slip or error, often of a trivial sort; failure. (V) -to come to an end; stop. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">2. ** Insistent: ** earnest or emphatic in dwelling upon, maintaining, or demanding something; persistent. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">3. ** Tentative: ** unsure; uncertain; not definite or positive; hesitant. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** Abrupt: ** sudden or unexpected. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Tumult: ** uproar; disorder; highly distressing agitation of mind or feeling. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Portentous: ** ominous, predictive of future bad events. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Irreverent: ** not respectful; critical of what is generally accepted or respected. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Vicarious: ** taking the place of another person or thing; acting or serving as a substitute. 9. **Rancor:** resentment or ill will; hatred; malice. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Formidable: ** of great strength; forceful; powerful. Chapter 8 <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">1. ** Humidor: ** a container or storage room for cigars or other preparations of tobacco, fitted with means for keeping the tobacco suitably moist. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">2. ** Indiscernible: ** cannot be seen or perceived clearly; imperceptible. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">3. ** Settee: ** a seat for two or more persons, having a back and usually arms, and often upholstered. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** In cahoots: ** in partnership; in league with; in conspiracy. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Divot: ** a piece of turf gouged out with a club in making a stroke. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Garrulous: ** excessively talkative in a rambling, roundabout manner, esp. about trivial matters. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Incoherent: ** without logical or meaningful connection; disjointed; rambling. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Conceivable: ** imaginable; believable. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">9. ** Forlorn: ** desolate or dreary; unhappy or miserable, as in feeling, condition, or appearance. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Laden: ** burdened; loaded down. Chapter 9 <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">1. ** Pasquinade: ** a satire or lampoon, esp. one posted in a public place. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">2. ** Derange: ** to disturb the condition, action, or function of; to make insane. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">3. ** Surmise: ** to think or infer without certain or strong evidence; conjecture; guess. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">4. ** Superfluous: ** being more than is sufficient or required; excessive; unnecessary or needless. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">5. ** Elocution: ** a person's manner of speaking or reading aloud in public. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">6. ** Unutterable: ** unspeakable; beyond expression. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">7. ** Subtle: ** difficult to perceive or understand. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">8. ** Orgastic: ** at the height of emotional excitement. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">9. ** Borne: ** carried. <span style="font-size: 10pt; color: black; font-family: Arial; msofareastfontfamily: Arial; mso-list: Ignore; msolist: Ignore;">10. ** Ceaselessly: ** without stopping or pausing; unendingly; incessantly. [] - This cite was used to obtain and organize the vocabulary for each chapter of the book.

Jeopardy Game: PowerPoint Object of the Game • The goal of the game is to correctly answer the most questions- obtaining the highest number of points • In final Jeopardy each team will have the opportunity to wager as many points as they wish (not totaling more than what they currently have): If the question is answered correctly they will earn those points wagered- if the questioned is answered incorrectly they will lose those points wagered • After final Jeopardy, the team with the highest number of points wins the game! Good Luck! • **Each Category has a total of 150 possible points to be earned** • **You must ring the buzzer in order to answer a question** • **If a team answers the question correctly: they may choose the next category and point value** • **If a team does not answer the question correctly the other teams may buzz in to answer** • **If no team answers the question correctly- the team with the most points will choose the next category and point value**
 * Great Gatsby Game **
 * RULES: **

Final Jeopardy- Category: Nick Carraway Final Jeopardy- When was Nick Carraway born? Spider Map Rubric for blog posting/wiki posting Rubric for their multiple choice quiz Multiple Choice Quiz (will be given upon the compilation of their own multiple choice quizzes)
 * Handouts**