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Activity Overview


Starting a unit or lesson with the key vocabulary terms aids in overall comprehension and retention. In addition, teachers may utilize this activity as students read so that they can make visual vocabulary spider maps of new and unfamiliar terms as they encounter them. Students will create a storyboard that defines and illustrates key vocabulary found in the book. Each cell will contain a vocabulary term, its definition or description, and an appropriate illustration.


To scaffold or tailor this activity, teachers may choose to provide students with a list of vocabulary words and have them complete the activity before reading. It can be done before or after each chapter or for the entire book. They might also as students to identify anywhere between 3 and 10 words. Be sure to update the student instructions as necessary!


Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Due Date:

Objective: Create a spider map that defines and illustrates key vocabulary from the book.

Student Instructions:

  1. Click "Start Assignment".
  2. In the title boxes, identify the vocabulary terms you have chosen.
  3. In the description boxes, write the definition or description of the term.
  4. Create an illustration for each term using appropriate scenes, characters, and items.

Requirements: Must have 3 vocabulary terms, correct definitions or descriptions, and appropriate illustrations for each that demonstrate your understanding of the words.

Lesson Plan Reference

Grade Level --- N/A ---

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Individual or Partner

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/L/9-10/3] Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening
  • [ELA-Literacy/L/9-10/4] Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies
  • [ELA-Literacy/L/9-10/6] Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression
  • [ELA-Literacy/W/6/6] Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Rubric

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