Activity Overview
Another great way to engage your students is through the creation of storyboards that use vocabulary from Great Expectations. Here is a list of a few vocabulary words commonly taught with the novel, and an example of a visual vocabulary board.
Great Expectations Vocabulary
- forge
- hulk
- marsh
- ravenous
- blithe
- exonerate
- perspicuous
- ignominiously
- stupefied
- sagacious
- stipulate
- benefactor
- ostentatious
The vocabulary board can be modified by allowing students to come up with their own use of the vocabulary board, find the specific example from the text, or depict it without words.
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 Great Expectations 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
Another great way to engage your students is through the creation of storyboards that use vocabulary from Great Expectations. Here is a list of a few vocabulary words commonly taught with the novel, and an example of a visual vocabulary board.
Great Expectations Vocabulary
- forge
- hulk
- marsh
- ravenous
- blithe
- exonerate
- perspicuous
- ignominiously
- stupefied
- sagacious
- stipulate
- benefactor
- ostentatious
The vocabulary board can be modified by allowing students to come up with their own use of the vocabulary board, find the specific example from the text, or depict it without words.
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 Great Expectations 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 Explain Figurative Language To ELA Students
Begin With Definitions
Give a brief explanation of metaphorical language to get things started. Describe how it's a unique approach to communicating ideas that go beyond the literal meanings of words. Writing gains complexity, vividness, and imagery as a result.
Explain Distinctions
The distinction between literal and metaphorical language should be made clear. While figurative language makes use of similarities and associations to foster a better understanding, literal language communicates the actual meaning. These distinctions can be explained with the help of real-life examples.
Introduce Common Types
Introduce and Identify the most prevalent figurative language forms, including idioms, personification, metaphors, similes, and exaggeration. Every form of writing has a different goal and impact. Explore some examples of these common types of figurative language.
Discuss the Significance
Discuss the purpose and impact of the author's use of metaphorical language. By making language more intriguing and memorable, you may improve descriptions, provoke feelings, build images, and engage readers.
Use Literary Illustrations
Share passages from popular figurative language-heavy poetry, songs, or books. Talk about how these instances affect the work's overall impact. Teachers can also use faous paintings and ask students to share different perspectives based on what they see.
Encourage Conversations
Discussions regarding the effects of metaphorical language should be encouraged in class. Inquire about how it affects their reading of the text and the potential motivations for its use by authors.
Frequently Asked Questions About Defining Vocabulary in Great Expectations
What frequent archaic terms or expressions appear in the book?
The novel uses antiquated terms like "pulmonary complaints," "pocket-handkerchief," "coffin-handled," and "plethoric habit." Modern readers might need more explanations of these words. Students can use dictionaries and try to understand the hidden meaning of this complex vocabulary by understanding the context of the story.
What part does the vocabulary's historical and cultural background have in comprehension?
You can better understand the language used in "Great Expectations" if you are aware of the historical and cultural setting of the 19th century. Understanding the cultural mores, practices, and allusions of the era will help you understand the terminology. Some words and objects are now out of date, especially for younger students who are not aware or familiar with this vocabulary. It is important for teachers to encourage students to look into the historical context of this vocabulary.
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