https://www.storyboardthat.com/lesson-plans/mr--poppers-penguins-by-richard-and-florence-atwater/vocabulary
Activity Overview
Template and Class Instructions
Rubric
Activity Overview
Activity Overview
In this activity, students demonstrate their understanding of vocabulary words using a Frayer Model. After choosing a word, students provide a definition, characteristics, examples (synonyms), and non-examples (antonyms) of the word. Students may be provided the vocabulary words, or they can use words that they have discovered through their reading of the text.
This example uses the word absent-minded
- Definition: So lost in thought that one does not realize what one is doing, what is happening, etc.
- Characteristics: "The reason Mr. Popper was so absent-minded was that he was always dreaming about far-away countries."
- Examples: careless, daydreaming, distracted, oblivious
- Non-Examples: alert, attentive, aware
Template and Class Instructions
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a Frayer Model for one of the vocabulary words from Mr. Popper's Penguins.
- 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.
- Think of at least three characteristics that help expand the meaning beyond the definition.
- Provide written and visual examples of the word.
- Provide written and visual non-examples of the word.
Lesson Plan Reference
Rubric
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. |
Activity Overview
In this activity, students demonstrate their understanding of vocabulary words using a Frayer Model. After choosing a word, students provide a definition, characteristics, examples (synonyms), and non-examples (antonyms) of the word. Students may be provided the vocabulary words, or they can use words that they have discovered through their reading of the text.
This example uses the word absent-minded
- Definition: So lost in thought that one does not realize what one is doing, what is happening, etc.
- Characteristics: "The reason Mr. Popper was so absent-minded was that he was always dreaming about far-away countries."
- Examples: careless, daydreaming, distracted, oblivious
- Non-Examples: alert, attentive, aware
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a Frayer Model for one of the vocabulary words from Mr. Popper's Penguins.
- 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.
- Think of at least three characteristics that help expand the meaning beyond the definition.
- Provide written and visual examples of the word.
- Provide written and visual non-examples of the word.
Lesson Plan Reference
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. |
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Mr. Popper's Penguins
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© 2024 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
