Lesson 2

Lesson Goals

Texts

Core

• • “Why Do We Still Care About Shakespeare?,” Cindy Tumiel, University of Texas at San Antonio, 2013

Materials

Tools

• Vocabulary Journal

• Romeo and Juliet: Vocabulary List

• Vocabulary in Context Tool

Editable Google Docs

• Vocabulary Journal

• Vocabulary in Context Tool

Activity 1: Read – Write

We will determine the meaning of Unknown words that cannot be defined by contextual information (context clues).

In a text, there will be words or phrases that you do not understand. Often, readers use context (other words near the unknown word that provide clues or a definition) to determine the meaning of the unknown word.

Sometimes, there is not enough context to determine the meaning of an unknown word, so the reader has to use another strategy, such as examining the prefix, suffix, or root of the word and consulting a reference (e.g., a dictionary or an online tool such as Google).

Respond to the following question:

1. How do you know when to use context clues and when to use another strategy to determine the meaning of an unknown word?

Some of the vocabulary words in this article do not have enough context to determine their meaning, so your teacher will define them for you.

For this activity, you will use a Vocabulary Journal, which you will maintain for the entire unit. Add the following words and their definition to your Vocabulary Journal as your teacher introduces them:

• archaic

• semantic

Activity 2: Read – Write

We will determine the meaning of Unknown words that can be defined by contextual information (context clues).

Step 1

The word dramatist in the following sentence from Paragraph 4 has enough context in the passage to determine its meaning.

“He is the greatest dramatist, the greatest poet and the greatest prose writer in the history of the language,” said Craven, who teaches undergraduate courses in Shakespeare and has seen all of his plays performed at least once.

A dramatist is a person who writes plays. You can use context clues in the sentence, such as “writer” and “plays” to help you determine the meaning of words.

Sometimes, the context for the word is not found in the same sentences as the word. It is important to use context by referring to the sentences directly before and after the unknown words.

Step 2

Use the questions on the Vocabulary In Context Tool to help you use context to determine the meaning of the word contemporary.

1. Does the author use any metaphors to help me determine the meaning of the word?

2. Does the author use any contrasting language (e.g., but, however, yet, nevertheless, despite, sometimes) to show an exception?

3. Does the author use any words that add an additional example (e.g., and, again, and then, next, in addition)?

4. What do the words in the sentence that come before the unknown word mean? What do the words in the sentence that come after the unknown word mean?

5. Does the word have a root word? Do I understand what the root word means?

6. Does the word use any prefixes or suffixes that can give me clues to the word’s meaning?

7. Does the author use any words to indicate the unknown word has a nearby synonym (i.e., a word that has the same meaning as the unknown word)?

Annotate or highlight the contextual clues you used to determine the meaning of the word. Add the word and its definition to your Vocabulary Journal.

Activity 3: Read – Write

We will use context clues to determine the precise meaning of a word in a text when it is a multimeaning or multisense word.

Some words can have multiple meanings, and some words can have multiple senses. These senses are related to the core meaning but have a nuanced definition. It is important to use context when determining the precise meaning of words in the text.

Refer to your notes on context from the Foundation Unit.

The words appeal and manufactured appear in Paragraph 7. One meaning of the word appeal is to make an urgent request. One meaning of the word manufactured is to make on a large scale using machinery. However, neither of these definitions represent the precise meaning of the words as they are used in the text.

With a partner, annotate or highlight the contextual clues you used to determine the precise meaning of the words appeal and manufactured in Paragraph 7.

Add the words and their definitions to your Vocabulary Journal.

Activity 4: Read – Discuss

We will determine when to use context clues and when to use another strategy to determine the meaning of an Unknown word in a text.

Some of the vocabulary words below have enough context to determine their meaning, and some of them do not have enough context. How will you know when to use context clues and when to try another strategy?

Work with a partner to determine the meaning of the following words:

• resonate (Paragraph 5)

• intrinsic (Paragraph 7)

• plausibly (Paragraph 7)

• soliloquy (Paragraph 10)

Discuss each word and the strategy you will use to determine the meaning. Complete the following tasks:

1. Use context clues to determine the meaning of words that have enough context in the passage to provide the meaning.

2. Use another strategy for the words that do not have context clues.

Add the words to your Vocabulary Journal. Next to each word, note whether you used context or another strategy, such as morphology or reference material, to determine the meaning of the unknown word.

During this unit, your teacher will periodically direct you to determine the meaning of specific words. However, as a good reader, you have a responsibility to identify and keep track of words that you do not know the meaning of, use an appropriate vocabulary strategy to determine the meaning, and write down the word and meaning in your Vocabulary Journal.

Activity 5: Read – Discuss

We will now take a deeper look at the claims found in the article.

Reread and annotate Paragraphs 4-5 of “Why Do We Still Care About Shakespeare?”

Discuss the following questions in a small group:

1. What claim does Craven make about the value of Shakespeare’s work?

2. What evidence does he provide to support his claim? Is the evidence sufficient?

Activity 6: Read – Discuss

We will examine the article for additional claims.

Reread Paragraphs 6-11 of “Why Do We Still Care About Shakespeare?”

Discuss the following questions in a small group:

1. What claims does Bayer make about the value of Shakespeare’s work?

2. What evidence does he provide to support his claims? Is the evidence sufficient?