Will Wonders Never Cease? Fruit Salad Tree

Learning Intention:

I am learning to identify key topic-specific vocabulary so that I can build my understanding of texts.

Success Criteria:

• I can identify the topic-specific vocabulary in a text.

• I can use clines to compare vocabulary.

• I can create a “word tree” to connect synonyms.

Essential knowledge:

For more information about specific word use, view The School Magazine’s video on Connotation, Imagery and Symbolungroup.

Vocabulary:

Write the word “FRUIT” on the board and ask students to list all the topic-specific words they can think of, from parts of the fruit to growing fruit to selling and eating fruit. (Advise them that they don’t need to name fruits.) Some examples include stem, stone, flesh, skin, orchard, fertiliser, irrigation, crops, crates, punnets.

Understanding text:

Read through the text Fruit Salad Tree and have students make note of any topic-specific vocabulary they see. Answers below.

Branches, family, stone, citrus, produce, varieties, orchard, ingredients, greengrocer

Ensure students know the definitions of these words, then pair students up and assign each pair one of the words (you can double up words with larger classes).  Pairs are to create a clineungroup for their word using the following steps:

1. Select five relevant synonyms for the word – a dictionary or online dictionary can be used for this task. (e.g. Synonyms for branches: boughs, arms, limbs, twigs, offshoots)
2. Discuss the different connotations of each word (view The School Magazine’s video on Connotation, Imagery and Symbolungroup for more information about connotations).
3. List the synonyms in order from strongest to weakest use of the word in the context of the text Fruit Salad Tree. (e.g. The word branches comes from the sentence: “They are trees where different fruit tree branches are attached and grown on one tree.” A possible list of synonyms from strongest to weakest meaning that work in the context of this sentence are: 1 – boughs 2 – offshoots 3 – arms 4 – limbs 5 - twigs.)
4. Discuss whether the author has chosen the best technical vocabulary for the text. (e.g. Students might agree that “boughs” could work better than “branches”.)

Creating text:

After pairs have presented their clines to the class, students can create a “word tree”. In their workbooks or on an A3 sheet of paper (or digitally, using software such as Canva or Paint), students draw a large tree with multiple branches. Along each branch, they write the technical vocabulary found in the text, with attached fruit to write the synonyms. They can also include the technical vocabulary discussed at the beginning of the lesson.

Assessment for/as learning:

Students reflect on their learning by answering the following questions in their workbooks:

1. What is a new word you learnt in this lesson?

2. What does it mean?

3. What is a synonym for this word?