In this lesson students will create their own original vocabulary word connected to issues of equity, inclusion or social justice. Exploration of new vocabulary is achieved through improvisational games, worksheets and discussion. Students will introduce their new words to the class and present their new word in a short role play scenario.

Lesson Overview

Estimated Time: 2 classes (75 minutes each)

Learning Goals

At the end of this lesson, students will be able to:

  • Reflect on the importance of words/language and their effect on society
  • Identify bias and inequities in our society
  • Work collaboratively with their peers to create a scene focused on equity and/or inclusion.
  • Create, rehearse and perform a scene based on a new word.
  • Explore how words that are used in Anti-oppression/Anti-racism and social justice are often evolving to better reflect the experiences of communities facing oppression.
Readiness

Students should have experience working in groups and knowledge of productive group roles. Students should have an understanding of how to create a scene using improvisation and Role Play.

Terminology
  • Vocabulary
  • Noun
  • Verb 
  • Adjective
  • Improvisation
  • Equity
  • Anti-Black racism 
  • Anti-oppression
  • Indigenous 
  • LGBTQ2S+
  • Women
  • Ableism
  • Ageism
  • Gender
  • Social Class

Explore Addressing Oppressions through Drama and Dance for additional context about some of this terminology.

Materials
  • Computer
  • Video projector
  • Hyperlink for Teens invent new words (NY Times) resource.
  • PDF #1 New Vocabulary Worksheet
  • PDF #2 What’s The Word Pitch Preparation
  • PDF #3 What’s the Word Pitch Assessment Checklist
  • PDF #4 What's The Word Scene Performance Rubric

Minds On

Whole Class > Warm up - Gibberish Dictionary

This is a fun improv game to get students thinking about language and vocabulary differently.  There are variations of this improv game online.

In a circle, the teacher asks students to make up/say a gibberish (or nonsense) word. Each student will say their word once and then repeat the word. The person beside them will interpret the word by defining it, and try to use it in a sentence.

Then this student presents their gibberish word and this process continues around the circle until each student has created a nonsensical word, and a definition of someone else’s.

Action

Whole Class > Discussion

Print, project or upload the hyperlink Teens invent new words (NY Times). Either go over this material with the class or have them explore the site on their own.

Discuss the NY Times resource with the class, focusing on the winning entry of the contest. Ask students to explore and briefly discuss what other inequities they notice in society today, and what possible new words could convey these ideas. Some possible examples/prompts could include:

  • When someone forgets/uses the wrong pronouns for another person? (Note: the educator should preference this example with the importance of acknowledging one’s pronouns first)
  • When one generation doesn’t know the music/trends/technology of the younger generation
  • Have students share their ideas with the class. Stress that new words and situations should be focused on educating people about issues of equity, inclusion and social justice.

Small Group > Discussion 

Distribute PDF #1 What’s the Word New Vocabulary Worksheet. Have students (individually or in small groups) fill in this worksheet. Stress the importance of coming up with their 1 or 2 situations that should be tied to an issue of equity or inclusion. Some issues/topics that might be explored include:

  • Allyship
  • Inclusive communities
  • Supporting Gender Identity
  • Unconscious bias
  • Microaggressions
  • Racism
  • Bystander intervention

Once they have a scenario/situation connected to equity, they can come up with a new word to define it.  Some ideas to help them create an original word include:

  • Making up new words using existing words from other languages
  • Merge two existing word together (in part or as a whole)
  • Incorporate family terms, personal slang
  • Incorporate political or popular culture phrases

Once completed, have students select one of their original words in their groups and the description that accompanies it. This will be the focus of the next phase of this work.

Action > Small Groups > “Pitch Presentations”

Students/Groups will prepare a scene where they will “pitch” their new word to an official Dictionary conglomerate (the teacher can role play as the CEO in this exercise if they wish).  

Distribute PDF #2 What’s the Word Pitch Preparation. Ask students to fill out and use this sheet for the official “format” of the pitch. Then have each student/group share their new word with the class.  

Teacher Note: It may be useful to review parts of speech such as nouns, verbs and adjectives in preparation for the creation of their new vocabulary words.

Consolidation

Individual > Journal Reflection

Ask students reflect on the following questions in any method:

  • What did you like/dislike about creating a new word?
  • What was challenging about this work?
  • What questions might you still have?

Questions for Discussion

  • How easy/difficult is it to create new words?
  • What challenges did you face coming up with equitable scenarios?
  • Why might it be important for language and words to continue evolving?
  • How might previous knowledge help with constructing new words?
  • Why should new words be considered in language when addressing issues and experiences of those who are oppressed?
  • How did the equitable scenarios help build understanding for those who are experiencing oppression in society?
  • Is age a factor in understanding these words?  Explain.
Connections

The resources and worksheets allow students to explore and think about situations where equity/inclusion may be an issue.

Differentiation
  • Allow students to choose their own groups, or work individually, if they wish.
  • Invite students to use a version of the Frayer model in constructing their word to support investigations of root words, prefixes, and other parts of speech. One of the categories shared in the linked example could be "Root Word Origins", etc.
Assessment as Learning

Students will assess their own knowledge of issues of equity through the research, brainstorming, discussion and creation of their new words.

Assessment for Learning
  • Use the discussion to determine the prior knowledge levels of students.
  • Observe students and assess/monitor discussions. Encourage discussion.
Assessment of Learning

The Pitches may be assessed formally using PDF #3 Word Pitch Checklist.