Objectives:
- The student will demonstrate knowledge of new vocabulary by providing examples of synonyms, antonyms, definitions, examples, non-examples, and using the words in context.
- The student will participate in collaboration and whole-class discussion
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Lesson Submitted by Tracy Schultz
What You Need:
- Teacher Printable: Frayer Diagram
- Printed copies to allow for one Frayer Diagram per word, per student. (So, if you have 10 vocabulary words, you'll need 10 diagrams per student.)
Preparation Instructions
Break your students into groups of 4-5 students. Be careful to break students into groups that have students at a variety of skill levels so that any struggling students can get peer help if they need it.
What To Do:
- Place students in groups of 4-5 students. Assign each student an equal number of words. (Ex: If there are 20 words and 4 students, then they each student in the group will work with 5 words.)
- Give each group one Frayer Diagram print out per word
- Explain to students how to fill out the Frayer Diagram:
- In the center, they write the vocabulary word (Ex: Car.)
- In the top left box, they define the word. (Ex: A motorized vehicle.)
- In the top right box, they write characteristics of the word. (Ex: Has four wheels, helps people move.)
- In the bottom left box, they write examples. (Ex: coupe, convertible, station wagon, etc.)
- In the bottom right box, they write non-examples. (Ex: truck, SUV, tractor, etc.)
- For bonus work: Students should add antonyms and synonyms for each vocab. word to the bottom of each diagram, as well as use each word in a sentence of their own.
- Give the students time to complete their diagrams
- Call a representative from each group up to the board to fill in the diagrams for one of their words. (Try to call on a different student for each word, so that everyone can participate)
- Students should add the other words and answers to their unused diagrams as students present theirs on the board.
- Once the sharing is done, all students should have all of their diagrams filled in along with synonyms and antonyms, and a sentence using each word.
Wrapping Up:
Students tend to feel less overwhelmed (and less bored) by group work activities. Isolated vocabulary activities of simply looking up word after word and writing down definitions quickly loses students' attention and engagement. Hence, when students are engaged, they are more likely to retain information and invest themselves in the curriculum.
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