Module 5 Strategy Application Blog: Vocabulary


Parallel Lines and Vocabulary Planning Document

Glencoe Geometry Textbook Chapter 3 Parallel Lines and Transversals

In planning for this vocabulary, the first thing I realized was how heavy this unit is on vocabulary terms. When looking at which words needed to be taught before, during, and after the lesson, I quickly found myself adding more words to the list. Many of the terms rely on having background knowledge of other words within the unit. This helped me see which terms were level one and needed to be taught and emphasized heavily prior to any readings. Words such as interior and exterior, alternate and consecutive are opposites of each other, and all need to be taught and reinforced before we can move further into the lesson. The idea that resonated the most with me was when words should be taught within lessons. I never thought to think about when terms need to be taught and which ones students only need to know within context. This is something that I will be taking into consideration when planning future lessons. I am concerned about incorporating the PRS pattern into my classes. While I see its benefits so students can better understand the vocabulary, I struggle with the time it may take to implement this into my classes. Students need to focus more on how to solve different problems, and taking the time to teach about prefixes and suffixes could take away from this.

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