Hatchet Vocabulary Activity | Visual Vocabulary

Activity Overview

Using the Frayer Model is a great way for students to examine a specific vocabulary word. To start, students choose a word and put that word in the center title box.

In the upper left box, students include the definition and part of speech in the description box (I suggest having students use a dictionary, online or in print, to complete this part). Using Photos For Class, our website for safe, auto-cited Creative Commons images, students can find corresponding images to use as examples.

Upper left box: students write definition.

Upper right box: students include the sentence in which the word is found in the text and re-create the scene.

Lower left box: students show how the word could be used/found in a real-life example.

Lower right hand box: they give an example of where/how the word would NOT be used.

There are a number of words in Hatchet that your students may be unfamiliar with. Below is a list of suggested vocabulary words that students will come across in their reading.

Example Hatchet Vocabulary Words

antiseptic
asset
crude
exasperation
flailing
frantic
gorge
grimacing
hefted
massively
pulverized
stable
transmitter
turbulence
unduly

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Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a Frayer Model for one of the vocabulary words from Hatchet.

Click "Start Assignment".
Choose a vocabulary word and type it into the center title box.
Find the definition in a print or online dictionary and enter it into the description box under Definition.
Illustrate the meaning of the word in the Definition cell using a combination of scenes, characters, and items.

Alternatively, use Photos for Class to show the meaning of the words with the search bar.

Quote the use of the word from the book, and recreate the scene.
Provide written and visual examples of the word.
Provide written and visual non-examples of the word.

Lesson Plan Reference

Grade Level 6-8

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual

Type of Activity: Visual Vocabulary Boards

Common Core Standards

[ELA-Literacy/RL/6/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
[ELA-Literacy/RL/7/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama
[ELA-Literacy/RL/8/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts

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Rubric

(You can also create your own on Quick Rubric.)

Frayer Model Vocabulary Rubric Template

Create a Frayer Model storyboard to demonstrate the meaning of a word or concept. Include a visualization with the definition, characteristics, examples, and non-examples.

	Proficient	Emerging	Beginning
Definition	Student entered a correct definition for the vocabulary word and included the part of speech.	Student entered a correct definition for the vocabulary word, but did not include the correct part of speech.	Student entered an incorrect definition for the vocabulary word, and/or did not include the correct part of speech.
Characteristics	Student provided at least three characteristics of the vocabulary word or concept to expand or clarify the definition.	Student provided two characteristics of the vocabulary word or concept to expand or clarify the definition.	Student provided only one characteristic of the vocabulary word or concept to expand or clarify the definition.
Examples	Student provided at least three examples demonstrating understanding of the vocabulary word.	Student provided two examples demonstrating understanding of the vocabulary word.	Student provided only one example demonstrating understanding of the vocabulary word.
Non-Examples	Student provided at least three non-examples demonstrating understanding of the vocabulary word.	Student provided two non-examples demonstrating understanding of the vocabulary word.	Student provided only one non-example demonstrating understanding of the vocabulary word.