Carl Hansel

Monday, August 10, 2015

RDG/543 Version 1

University of Phoenix Material

Vocabulary and Concept Development Worksheet
You teach diverse students, including students from five different cultural groups and students
who speak three different languages. A third of your class reads well above grade level and a
third of your class reads well below grade level. Some students love sports. Another group loves
music. Other students are very familiar with art and fashion. One group excels at science and
math. Several students support animal rights and environmental conservation efforts. Very few
express an interest in the topic that you are currently teaching. The district requires you to align
lessons to state standards, but it allows you great flexibility in your selection of text and materials.
Complete the following to support learning in this classroom.

Choose a learning objective from a subject you currently teach.

Identify state and national standards related to the learning objective you chose.
Consider strategies for teaching this learning objective to the group of students described:
o
o
o
o

Print strategies
Vocabulary strategies
Concept strategies
Graphic organizers

Identify tradebooks for the students to read that are related to the learning objective you
chose.
Identify additional types of print for the students to read related to the learning objective you
chose.
Analyze the most effective vocabulary, concept strategies, and graphic organizers to pair
with the learning objective you chose and print you have selected for the students.
Identify two different vocabulary or concept-development strategies to use with your diverse
students, the print you identified, and the learning objective you have chosen.
Describe two different graphic organizers to use with your diverse students, the print you
identified, and the learning objective you have chosen.
Fill in the following boxes to log your responses to the Vocabulary and Concept Development
Worksheet assignment.
Learning objective
Students will be able to present arguments both for and against the study of a strictly "historical
Jesus."

State standards associated with this objective

State Goal 1: Read with understanding and fluency.
B. Apply reading strategies to improve understanding and fluency.
1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence and
relate reading with information from other sources.

Carl Hansel
Monday, August 10, 2015
RDG/543 Version 1

1.B.4b Analyze, interpret, and compare a variety of texts for purpose, structure, content, and
detail.
1.B.4c Read age-appropriate material with fluency and accuracy.
3

National standards associated with this objective

CCSS.ELA-Literacy.RI.9-10.1--Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.8--Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning.
CCSS.ELA-Literacy.RI.9-10.2--Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped an refined by specific details;
provide an objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.5--Analyze in detail how an author's ideas or claims are developed
and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).

Tradebooks associated with this objective

Aslan, R. (2013). Zealot: The life and times of Jesus of Nazareth. New York, NY: Random
House.
Borg, M., & Wright, N. (1999). The meaning of Jesus: The leading liberal and conservative
Jesus scholars present the heart of the historical Jesus debate . New York, NY:
HarperOne.
Schweitzer, A. (2005 (orig. 1911)). The quest of the historical Jesus. Mineola, NY: Dover
Publications, Inc..

Additional types of print associated with this objective

Martin, D. (2015). Lecture 13 - the historical Jesus [Video file]. Retrieved from Open Yale
courses website: http://oyc.yale.edu/religious-studies/rlst-152/lecture-13 (Lecture
Video)
Setzer, C. (1995, July 17). The historical Jesus. . Retrieved from
http://www.pbs.org/wgbh/pages/frontline/shows/religion/jesus/tikkun.html (Article)
Theissen, G. (2007). The shadow of the Galilean: The quest of the historical Jesus in
narrative form. Minneapolis, MN: Fortress Press. (Historical Fiction)

Vocabulary or concept-development strategies you will use to teach this material

a

Vocabulary Self-Collection Strategy--When students are doing the appropriate reading

and research for this objective, they will come across many of the same words that are
relevant to this area of study. With this strategy, the students can learn from each other!
They will offer up words with which they are unfamiliar, and the class will discuss where

Carl Hansel
Monday, August 10, 2015
RDG/543 Version 1

the word shows up, what they think it means, and why they think the class needs to know
it. At the end, they all write down the various words, and vocabulary knowledge grows
(Vacca, Vacca, & Mraz 2011)!
KWL--A KWL chart is another fantastic strategy for students to explore what they already
know about a topic (the historical Jesus, for example), what they want/need to know more
about, and--at the end of the reading/research--what they have learned. This would
activate prior knowledge about the concept while having them look forward to the ideas
for which they should search while reading.

Description of graphic organizers you will use to teach this material

a

Spider Map--This graphic organizer starts with a topic, concept or theme in a center
circle. The a branch is drawn from that circle on which is written a main idea tied to that
topic. Finally, smaller branches are drawn from the main idea branch on which are
written details about that main idea. This can be repeated for multiple main ideas related
to that topic, or different maps can be drawn for multiple concepts (Vacca, Vacca, & Mraz
2011).
Problem/Solution Outline--This graphic organizer can be adapted to fit the purposes of
this objective. The "problem" can be described as the point or argument the author is
trying to make regarding the historical Jesus; the student can outline what the argument
is and why the author is making it. Then the "solution" can be the attempted defenses of
that argument; the student can then also fill out the "results" section with the success of
that argument or their evaluation of it (Vacca, Vacca, & Mraz 2011).

Carl Hansel
Monday, August 10, 2015
RDG/543 Version 1

References
Vacca, R., Vacca, J., & Mraz, M. (2011). Content area reading: Literacy and learning across
the curriculum (10th ed.). Boston, MA: Pearson Education, Inc..