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 Wringer by Jerry Spinelli. Students will create a spider map of 3-5 terms at the teachers discretion. Each cell will contain a word, its definition or description, and an appropriate illustration. 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 Wringer
- bayonet: The knife at the end of a rifle meant for stabbing or killing in the event of hand-to-hand combat.
- befuddle: be confusing or perplexing to
- beeline: the most direct route
- bellow: shout loudly and without restraint
- bewilder: be a mystery to
- carcass: the dead body of an animal
- checkered: patterned with alternating squares of color
- coveted: greatly desired
- cranny: a small opening or crevice
- cringe: draw back, as with fear, pain, or embarrassment
- crow: brag openly or dwell on with satisfaction
- deuce: two
- flotsam: the floating wreckage of a ship
- frayed: worn away or tattered along the edges
- frolic: play boisterously
- fusillade: rapid simultaneous discharge of firearms
- gangly: tall, thin, and awkward
- gape: look with amazement
- inscription: letters engraved or carved on something
- jabber: talk in a noisy, excited, or declamatory manner
- lob: propel in a high arc
- mantel: a shelf that projects from the wall above fireplace
- marksman: someone skilled in shooting
- nip: give a small sharp bite to
- perch: sit, as on a branch
- roost: sit, rest, or settle, as on a branch or perch
- silhouette: an outline of a solid object as cast by its shadow
- snooty: overly conceited or arrogant
- stupendous: so great in size, force, or extent as to elicit awe
- squall: make high-pitched, whiney noises
- throttle: kill by squeezing the throat of so as to cut off the air
- wring: twist and press out of shape
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:
- Click "Start Assignment".
- In the title boxes, identify the vocabulary terms you have chosen.
- In the description boxes, write the definition or description of the term.
- 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
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. |
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 Wringer by Jerry Spinelli. Students will create a spider map of 3-5 terms at the teachers discretion. Each cell will contain a word, its definition or description, and an appropriate illustration. 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 Wringer
- bayonet: The knife at the end of a rifle meant for stabbing or killing in the event of hand-to-hand combat.
- befuddle: be confusing or perplexing to
- beeline: the most direct route
- bellow: shout loudly and without restraint
- bewilder: be a mystery to
- carcass: the dead body of an animal
- checkered: patterned with alternating squares of color
- coveted: greatly desired
- cranny: a small opening or crevice
- cringe: draw back, as with fear, pain, or embarrassment
- crow: brag openly or dwell on with satisfaction
- deuce: two
- flotsam: the floating wreckage of a ship
- frayed: worn away or tattered along the edges
- frolic: play boisterously
- fusillade: rapid simultaneous discharge of firearms
- gangly: tall, thin, and awkward
- gape: look with amazement
- inscription: letters engraved or carved on something
- jabber: talk in a noisy, excited, or declamatory manner
- lob: propel in a high arc
- mantel: a shelf that projects from the wall above fireplace
- marksman: someone skilled in shooting
- nip: give a small sharp bite to
- perch: sit, as on a branch
- roost: sit, rest, or settle, as on a branch or perch
- silhouette: an outline of a solid object as cast by its shadow
- snooty: overly conceited or arrogant
- stupendous: so great in size, force, or extent as to elicit awe
- squall: make high-pitched, whiney noises
- throttle: kill by squeezing the throat of so as to cut off the air
- wring: twist and press out of shape
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:
- Click "Start Assignment".
- In the title boxes, identify the vocabulary terms you have chosen.
- In the description boxes, write the definition or description of the term.
- 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
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 Differentiate Vocabulary Lessons
Assessing Students' Vocabulary Proficiency
Begin by conducting a pre-assessment to gauge students' current vocabulary proficiency. This can be a brief vocabulary quiz or an informal discussion about their familiarity with certain words. Identify students who may need additional support in building their vocabulary skills and those who are ready for more advanced vocabulary challenges.
Vocabulary Selection and Differentiation
Based on the pre-assessment results, differentiate the vocabulary words for the lesson into three levels: basic, intermediate, and advanced. Select a set of basic words for students who require additional support, intermediate words for the majority of the class, and advanced words for those who are ready for a greater challenge. Ensure that the vocabulary words are relevant to "Wringer" and align with the text.
Differentiated Vocabulary Activities
Divide the class into three groups, each focused on a different level of vocabulary. For the basic level, provide simplified definitions and context sentences for the chosen words. Engage students in activities such as flashcards, matching exercises, or word games to reinforce their understanding. For the intermediate level, offer standard definitions and context sentences. Encourage students to create vocabulary flashcards, use the words in sentences, or engage in vocabulary quizzes. For the advanced level, challenge students with more complex definitions and context sentences. Assign them tasks such as creating their own sentences using the words, exploring synonyms and antonyms, or discussing the words' implications in the context of the novel.
Monitoring and Assessment
Throughout the vocabulary lesson, circulate among the groups to provide support, clarification, and guidance as needed. After the differentiated activities, conduct a formative assessment to check students' comprehension of the vocabulary words. This can be in the form of a quiz, a discussion, or written reflections, depending on the level. Provide feedback to each group based on their performance and offer additional support or enrichment opportunities for further vocabulary development.
Frequently Asked Questions about Wringer Vocabulary
What are some key vocabulary words or phrases in "Wringer" that are important for understanding the story?
In "Wringer," several vocabulary words and phrases are crucial for comprehending the narrative and its themes. Words like "wringer" itself, "pigeon," "tradition," "conformity," and "peer pressure" are essential because they underpin the central conflicts and dilemmas in the story. Understanding these terms is key to grasping the tension between Palmer's personal beliefs and the town's customs, which is at the heart of the novel's plot. Additionally, words related to the themes of morality, individuality, and compassion, such as "moral dilemma" and "sympathy," are significant for appreciating the character development and moral choices that drive the story's progression.
How does the concept of conformity in "Wringer" relate to the language used in the book?
The concept of conformity in "Wringer" is intricately tied to the language employed throughout the novel. Words and phrases associated with peer pressure, such as "fitting in," "following the crowd," and "norms," are recurrent, reflecting the intense societal pressure on Palmer to conform to the town's tradition of becoming a "wringer." The language reinforces the idea that conformity is a prevailing force in the community and underscores Palmer's internal struggle to conform or assert his individuality. It serves to highlight the tension between societal expectations and personal convictions, which is a central theme of the book.
What are some creative ways to incorporate storytelling and artistic elements into storyboard-based vocabulary activities for this novel?
Storyboard-based vocabulary activities for "Wringer" offer an opportunity to infuse creativity and artistic expression into the learning process. One creative approach is to have students create storyboards that visually represent vocabulary words within the context of scenes from the novel. For instance, students can depict "wringer" by illustrating the Pigeon Day event, showcasing both the literal and symbolic aspects of the word. Another idea is to encourage students to craft short narratives or dialogues that incorporate key vocabulary words, fostering storytelling skills while reinforcing word meanings. Additionally, students can design storyboards that depict the emotional and moral dimensions of words like "conformity" or "sympathy," showcasing the impact of these concepts on the characters and the plot. These interactive and artistic activities not only deepen vocabulary understanding but also enhance engagement with the novel.
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