Explicit Vocabulary Instruction (sample 1)

Summary

In this educational video, the concept of 'violent' is explored through examples of natural disasters like tornadoes and earthquakes, which are described as having the power to destroy buildings. Students are encouraged to discuss and draw violent events they've seen on TV, such as tsunamis and earthquakes in Japan. The lesson aims to help students understand the meaning of 'violent' by associating it with the capacity to cause significant destruction.

Takeaways

• 📝 The word 'violent' is introduced and defined as something powerful enough to destroy buildings.
• 🌪️ Tornadoes are given as an example of a violent natural phenomenon that can tear roofs off buildings.
• 🏯 The earthquake in Japan is mentioned as another example of a violent event that caused significant damage and loss of life.
• 👥 Students are encouraged to discuss violent storms they've seen on TV with their partners.
• 🗣️ Students are asked to describe the results of violent storms, emphasizing the destruction caused.
• 🌊 A tsunami and an earthquake are mentioned as examples of violent events that can be seen on TV.
• 🖼️ The instructor plans to show pictures to help students determine if they depict violence.
• 👶 Pictures of a tornado, a newborn baby, a wave, and a semi out of control are used to illustrate the concept of violence.
• ✏️ Students are tasked with sketching something they know to be violent in a short amount of time.
• 🤔 Students share their sketches with partners, discussing what they drew and why it's considered violent.
• 🔍 A quick review summarizes that if something is powerful enough to destroy buildings, it can be classified as violent.

Q & A

What does the word 'violent' mean according to the script?

According to the script, 'violent' means being powerful enough to destroy buildings.

What is an example of a violent storm mentioned in the script?

Tornadoes are given as an example of a violent storm that can tear the roofs off of buildings.

What recent event was discussed in the script as being violent?

The script mentions a violent earthquake in Japan that caused significant damage and loss of life.

What activity does the script instruct students to do with their partners?

Students are instructed to turn to their partners and describe something they've seen on TV that could be considered violent.

What is the task given to the students regarding the word 'violent' in their notebooks?

The students are asked to draw a quick sketch of something they know that could be violent under the word 'illustration' in their notebooks.

What is the criteria for determining if something is violent as per the script?

The criteria for determining if something is violent is if it is powerful enough to destroy buildings.

What is the follow-up activity after the students draw their sketches?

After drawing their sketches, students are asked to turn to their partners and quickly tell them about their drawings.

What are some of the images the script suggests could be violent?

The script suggests images such as a tornado, a 23-foot tall wave, and a semi-truck that spun out of control could be considered violent.

What is the purpose of discussing violent events in the script?

The purpose of discussing violent events is to help students understand the meaning of the word 'violent' through real-world examples.

How does the script engage students in the learning process?

The script engages students by having them participate in discussions, draw illustrations, and share their thoughts with their partners.

What is the final review point mentioned in the script?

The final review point is the definition of 'violent' as something powerful enough to destroy buildings.