Activity Overview
As students read, they'll encounter unfamiliar vocabulary words. A great way to engage students with new words is to have them create visual vocabulary boards for the story. Students can choose between coming up with their use of the vocabulary board, finding the specific example from the text, or depicting it without words. Students can select their own words from The Great Gatsby, or you can provide them with the list below.
Gatsby Vocabulary
- feign
- supercilious
- conscientious
- infinitesimal
- hauteur
- repose
- vestige
- portentous
- lethargic
- magnanimous
- succulent
- permeate
- cynical
- affront
- punctilious
- jaunty
- vacuous
- retribution
- innuendo
- sporadic
- deft
- transpire
- garrulous
- pander
Student-created sentence for supercilious:
“When Tom hit Myrtle, he was supercilious because he believed she had no right to say Daisy's name.”
The actual usage from the novel:
“Now he was a sturdy straw-haired man of thirty with a rather hard mouth and a supercilious manner. Two shining arrogant eyes had established dominance over his face and gave him the appearance of always leaning aggressively forward.”
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
Demonstrate your understanding of the vocabulary words in The Great Gatsby by creating visualizations.
- Choose three vocabulary words from the story and type them in the title boxes.
- Find the definition in a print or online dictionary.
- Write a sentence that uses the vocabulary word.
- Illustrate the meaning of the word in the 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.
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
As students read, they'll encounter unfamiliar vocabulary words. A great way to engage students with new words is to have them create visual vocabulary boards for the story. Students can choose between coming up with their use of the vocabulary board, finding the specific example from the text, or depicting it without words. Students can select their own words from The Great Gatsby, or you can provide them with the list below.
Gatsby Vocabulary
- feign
- supercilious
- conscientious
- infinitesimal
- hauteur
- repose
- vestige
- portentous
- lethargic
- magnanimous
- succulent
- permeate
- cynical
- affront
- punctilious
- jaunty
- vacuous
- retribution
- innuendo
- sporadic
- deft
- transpire
- garrulous
- pander
Student-created sentence for supercilious:
“When Tom hit Myrtle, he was supercilious because he believed she had no right to say Daisy's name.”
The actual usage from the novel:
“Now he was a sturdy straw-haired man of thirty with a rather hard mouth and a supercilious manner. Two shining arrogant eyes had established dominance over his face and gave him the appearance of always leaning aggressively forward.”
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
Demonstrate your understanding of the vocabulary words in The Great Gatsby by creating visualizations.
- Choose three vocabulary words from the story and type them in the title boxes.
- Find the definition in a print or online dictionary.
- Write a sentence that uses the vocabulary word.
- Illustrate the meaning of the word in the 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.
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 Help Students With Vocabulary Acquisition
Recommend Readings
Give students a couple of complex readings that they can read over the weekend or in class and become familiar with more words. The subject of the readings can be aligned with other academic content to boost efficiency.
Introduce Word of the Day Activity
Create a small word of the day section in the classroom and ask students to list down their favorite word of the day that they learned and its meaning. Students learn faster from each other. Teachers can also assign a couple of words to students per day.
Play Vocabulary Games
Engage students in fun learning games like vocabulary charades. This will help them associate learning new things with fun.
Review and Reinforce
Regularly take tests and ask students to incorporate newly learned vocabulary in their essays and writings. This will help them with retention and reinforcement.
Frequently Asked Questions About The Great Gatsby Visual Vocabulary Boards
How are visual vocabulary boards more helpful than simply learning words and their meanings?
Visual vocabulary boards are easier to remember and connect. Students can use their memory to easily recall the pictures and associate them with vocabulary and its meaning. Whereas, simply learning words and their meanings can often create confusion and students can mix words and their meanings easily.
How do visual vocabulary boards help in hands-on learning?
Students actively participate in the learning process as they interact with the words, visuals, and definitions on visual vocabulary boards. The process of making the boards encourages students to take charge of their education and helps to enhance their language memory.
How can visual vocabulary boards be used for collaboration purposes?
Teachers can divide the class into pairs or small groups and assign them the task of creating visual vocabulary boards from a certain section of the novel. Students can learn from one another and improve their communication skills as a result of the encouragement of teamwork, conversation, and shared ideas.
How can visual vocabulary boards help students better grasp and understand the novel "The Great Gatsby"?
The main vocabulary words from the book are represented visually on visual vocabulary boards, making the meanings easier for students to understand and remember. They aid students in connecting words to context and imagery, which improves their understanding of the text. Students can even create their own illustrations and visuals to express creativity and remember on their own terms.
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Great Gatsby, The
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