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.)
| 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.)
| 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. |
How Tos about Mr. Popper\'s Penguins Vocabulary
Incorporate vocabulary games to reinforce new words
Boost retention by turning vocabulary review into fun classroom games. Games like charades, bingo, or word races encourage engagement and help students internalize meanings in a lively, memorable way.
Organize students into small teams for collaborative play
Divide your class into small groups to foster teamwork. Each team works together to guess, act out, or define vocabulary words, ensuring every student participates and learns from peers.
Assign roles to ensure active participation
Rotate roles such as clue-giver, guesser, or scorekeeper so all students are involved. Active participation keeps energy high and gives everyone a chance to practice vocabulary in different ways.
Use visuals and props to deepen understanding
Introduce simple props or drawings related to your vocabulary words. Visual aids help students connect abstract definitions to concrete images, making new words easier to remember.
Review and discuss strategies after each game
Lead a quick debrief to talk about what strategies helped teams remember or use new words. Reflecting together reinforces learning and builds metacognitive skills.
Frequently Asked Questions about Mr. Popper\'s Penguins Vocabulary
What is a Frayer Model and how can it help students learn vocabulary from Mr. Popper's Penguins?
A Frayer Model is a graphic organizer that helps students understand vocabulary by having them define a word, list its characteristics, give examples, and provide non-examples. Using it with Mr. Popper's Penguins supports deeper comprehension of key terms from the story.
How do I create a visual vocabulary board for Mr. Popper's Penguins?
To create a visual vocabulary board, pick a word from Mr. Popper's Penguins, use a Frayer Model to define it, list characteristics, and add examples and non-examples. Illustrate each part with drawings or photos to make the meaning clearer for students.
What are some engaging ways to teach vocabulary from Mr. Popper's Penguins to 4th and 5th graders?
Engage 4th and 5th graders by using Frayer Models, group discussions, drawing scenes, and interactive online tools like Photos for Class to illustrate vocabulary from the book. These methods make learning fun and memorable.
Why is it useful to include non-examples when teaching new vocabulary words?
Including non-examples helps students distinguish what a word does not mean, clarifying its definition and preventing misunderstandings. This strategy is especially helpful for words with subtle meanings.
What are some example vocabulary words from Mr. Popper's Penguins suitable for a Frayer Model activity?
Great choices for a Frayer Model from Mr. Popper's Penguins include: absent-minded, expedition, peculiar, bewildered, and inquisitive. These words offer rich context for exploring definitions, characteristics, and examples.
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Mr. Popper's Penguins
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