Moment For Peace

For direct vocabulary word instruction practice, I chose a sixth-grade history article called “A Moment for Peace” by W.M. Akers. The passage is about the Civil War and how a group of ladies raised money to build a monument in honor of those that died in the Battle of Nashville. After thirteen years, the group finally had raised enough money. “The structure was special because it honored all those who died in the war- no matter which side they fought for” (Akers, n.d.). Years later, the statue had been damaged in a tornado and then a highway was built, which blocked the view. Another fundraising campaign began to move the statue to a location it could be seen again, and after seven years, it happened. The passage contained many potential vocabulary

The teacher should write the word on the board or digitally display it and pronounce it. The students will echo back with the pronunciation a couple times. The teacher should tell the students that some statues are monuments. The teacher can explain that the word monument can be defined as a statue, structure, or building that is made in memory of someone or an important event or symbolizes something of importance. The teacher can then begin with a slide show and show various pictures that may be examples or non-examples of the word monument. For example, the teacher may show a dolphin statue and ask students “Is this a monument?” The teacher should lead the class to discuss if they believe it is a monument, or not, and why. The teacher should remind students that not all statues are monuments. The dolphin statue has not necessarily been created in memory of an amazing, heroic dolphin. Next, the teacher may show a picture of The Statue of Liberty and lead the class in the same discussion. The teacher should say “Is the Statue of Liberty a monument?” The Statue of Liberty is indeed a monument because it symbolizes the United States freedom. The teacher should close the discussion by asking the students to define the word

We would spend quite a bit of time either in class, or for homework, defining the words. At home, I often wrote the words on one side of the index card and the definition on the back that my mom and I would review. We were then tested on the definitions, usually by matching the word with the correct definition. I don’t recall my teachers providing detailed vocabulary instruction, which is such a shame. The strategies used today, could have helped so many students in the past. Teachers that use multiple techniques, empower their students to succeed and to become lifelong