Activity Overview
The Crossover introduces new terms in a creative way. The author uses the word, then explains it on the following page. He gives examples of how the word is used, starting with the words “as in”. For this activity, students will choose one of the words that Alexander defines, and give examples of its usage in a spider map. The teacher may decide if students make up their own examples, or use the examples from the book.
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. When students define and illustrate each term, they master the application of it and retain it as part of their lexicon.
Examples of Vocabulary from The Crossover
- Crossover (page 29)
- Calamity (page 39)
- Patellar Tendinitis (page 48)
- Pulchritudinous (page 55)
- Hypertension (page 76)
- Ironic (page 104)
- Tipping Point (page 118)
- Churlish (page 142)
- Profusely (page 154)
- Estranged (page 187)
- Myocardial Infarction (page 201)
- Starless (page 229)
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 3-4 cell spider map that illustrates and defines new vocabulary in The Crossover.
Student Instructions:
- Click "Start Assignment".
- In the title box, identify the term you have chosen and its meaning.
- In the description boxes, write an example of how you’d use the word in a sentence, starting with the words “as in”.
- Create an illustration for each example using appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Word 1 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 1 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
| Word 2 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 2 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
| Word 3 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 3 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
Activity Overview
The Crossover introduces new terms in a creative way. The author uses the word, then explains it on the following page. He gives examples of how the word is used, starting with the words “as in”. For this activity, students will choose one of the words that Alexander defines, and give examples of its usage in a spider map. The teacher may decide if students make up their own examples, or use the examples from the book.
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. When students define and illustrate each term, they master the application of it and retain it as part of their lexicon.
Examples of Vocabulary from The Crossover
- Crossover (page 29)
- Calamity (page 39)
- Patellar Tendinitis (page 48)
- Pulchritudinous (page 55)
- Hypertension (page 76)
- Ironic (page 104)
- Tipping Point (page 118)
- Churlish (page 142)
- Profusely (page 154)
- Estranged (page 187)
- Myocardial Infarction (page 201)
- Starless (page 229)
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 3-4 cell spider map that illustrates and defines new vocabulary in The Crossover.
Student Instructions:
- Click "Start Assignment".
- In the title box, identify the term you have chosen and its meaning.
- In the description boxes, write an example of how you’d use the word in a sentence, starting with the words “as in”.
- Create an illustration for each example using appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Word 1 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 1 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
| Word 2 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 2 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
| Word 3 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 3 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
How To Perform Vocabulary Related Activities for The Crossover
Make Flashcards with Lists
Hand out a list of selected words from the text to the students. Ask them to make flashcards with the term and its meaning, a statement employing it, or a synonym on one side and the card's other. Encourage the students to make their flashcards as creatively as possible so they can actually enjoy the activity and feel motivated to look at the cards.
Talk About Vocabulary in Context
Encourage the students to recognize unusual terms in their reading and utilize context cues to figure out what they imply. Ask them to write down the passage and attempt to determine the word's meaning. Students can also form sentences including new words to better use the concept of context.
Organize Games and Puzzles
Teachers can create a list of vocabulary words for students from the story and organize various puzzles and games using those words. This could consist of crosswords, word searches, or quizzes. Ensure that students are actually enjoying the activities and are well prepared for the quizzes.
Encourage Regular Practice
Ask the students to regularly practice their vocabulary using various activities. Tell them they can only become an expert if they practice daily and provide words of motivation. Students can also work in teams to help each other out.
Celebrate Achievements and Progress
Celebrate small achievements of students such as learning a certain number of new words a day or using a new word every day to improve their motivation. Teachers can create a positive learning environment for students to foster their growth and encourage learning.
Frequently Asked Questions About The Crossover Visual Vocabulary
How can visual vocabulary aid readers in empathizing with the struggles of the characters?
Readers are given the opportunity to put themselves in the characters' shoes via the author's use of visual vocabulary. This makes the tale more immersive and enables readers to identify with the characters' experiences. Even for other vocabulary, students can create the visuals themselves and enhance their understanding of the story and the characters.
How does the visual vocabulary help create the atmosphere of the story?
Setting the tone and mood using visual vocabulary involves building a sensory environment. A lively basketball game, for instance, can conjure up enthusiasm and vigour, whereas a calm, introspective setting might suggest a more sombre atmosphere. Students can also understand the emotions of the characters in a better way if they are able to explain and imagine the complex vocabulary used in the story.
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