Activity Overview
Starting a unit or lesson with the key vocabulary that students will see in their readings or presentations aids in overall comprehension and retention. In this activity, students will create a storyboard that defines and illustrates key vocabulary related to A Long Walk to Water by Linda Sue Park.
Students will preview the terms and definitions and use whole class or small group discussion to demonstrate their understanding of each meaning. This can be done at the beginning of each chapter so that students can preview what they will read or teachers could decide to do at the end of a chapter as an assessment. Students will create a spider map of 3-5 terms at the teacher’s discretion. Each cell will contain a term, its definition and an illustration that depicts the meaning. When students define and illustrate each term, they master the application of it and retain it as part of their lexicon.
Example Vocabulary from A Long Walk to Water
- aimless
- rebel
- mortars
- shrouded
- gourd
- tribe
- artillery
- gingerly
- honeycomb
- inhabited
- makeshift
- solemn
- reeds
- arid
- parched
- vultures
- refugee
- grudgingly
- emaciated
- chaos
- surge
- aquifer
- contaminated
- disputes
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 storyboard that defines and illustrates vocabulary from the novel.
Student Instructions:
- In the title boxes, identify the key terms you have chosen.
- In the description boxes, write the definition of the term.
- Create an illustration for each term using appropriate scenes, characters, and items.
Requirements: Must have 3 terms, correct definitions, and appropriate illustrations for each that demonstrate your understanding of the words.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Definition | The definition is correct. | The definition is partially correct. | The definition is incorrect. |
| Visualizations | The storyboard cells clearly illustrate the meaning of the vocabulary words. | The storyboard cells relate to the meaning of the vocabulary words, but are difficult to understand. | The storyboard cells do not clearly relate to the meaning of the vocabulary words. |
How To Conduct Small Group Discussions to Help Students in Vocabulary Acquisition and Retention
Divide into Groups
Divide the class into small groups including 3-4 students so that the discussion becomes easier and students are not distracted or overwhelmed by the number of participants and opinions. Explain to students the objectives of this group discussion and how they should lead the discussion. Teachers can either assign some tasks and responsibilities to each student or give the students autonomy to choose their own roles.
Discuss Basic Rules
After forming the groups, teachers can discuss some basic rules of the group discussion with students such as each participant should get the same amount of time to participate and students should take into account each other’s opinions to successfully execute their tasks as a team.
Lay the Groundwork
Teachers can give an introduction to the vocabulary related activities or discussions that students will be conducting in groups and give each group a few tasks that they have to fulfill in a specific time period. Guidelines for the tasks should be provided beforehand and teachers should always be available to help the students if they face any challenges.
Present Discussion Insights
Ask each group to present their ideas and share their insights on how the group activity and discussion helped them enhance their vocabulary-related skills. This gives room for explanation and serves to reinforce comprehension. Encourage equal participation and foster a healthy learning environment for the students.
Conclude and Reflect
As the class comes to an end, invite the students to consider what they have learned. Ask them to highlight the main ideas and talk about how they intend to use the new insights in their work and daily life. Teachers can also encourage the students to share any new ideas they have regarding group activities that could help them learn better.
Frequently Asked Questions About Key Vocabulary in “A Long Walk to Water”
What sort of exercises and teachers use to help students learn and retain vocabulary specific to Sudanese culture present in the book?
Teachers can take into account exercises such as cultural exploration projects, in which students conduct elaborate studies on the culture and showcase elements of Sudanese culture related to the novel. To help students relate the terminology to the cultural setting, examples of this can include traditional attire, cuisine, or rituals.
How are the essential terms from “A Long Walk to Water” reinforced through discussions?
Help the students lead conversations in groups that are focused on important terms. As they apply the terms in meaningful contexts, ask questions, and share their interpretations with the class. This encourages a more thorough comprehension and use of the words.
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