Jennifer Bowman

Samantha Mercer
TEL 311
Ms. Pirrone
23 November 2015

Activity Design Plan

Activity Objective:
Students will apply comprehension of unit vocabulary by demonstrating an understanding of
figurative language, word relationships, and nuances in word meanings.
Description of Activity:
The game the students will be playing will be called Grudgeball. The object of this game is to
answer vocabulary questions correctly and eliminate the other class teams. The students will be
divided into 5 or 6 teams, depending on class size and how quickly the teacher would like the
game to progress. The teacher will draw a grid on the whiteboard, giving each team 10 Xs. Each
team will be asked a vocabulary question that pertains to our unit subject matter of figurative
language, word relationships, and/or nuances in word meanings. The team of students will have
15 seconds to consult one another and answer the question. If the answer is correct, the team will
be able to take 2 Xs away from a fellow team(s). The 2 take-away Xs can be applied to the
same team, or split where 1 X is taken away from two different teams. (The team will not be able
to take Xs away from their own boards).
To add an extra element of competition, after the team answers correctly and before they
eliminate the 2 Xs from their opposing team(s) board, the team will have the opportunity to earn
more Xs to take away by shooting a Nerf basketball. There will be 2 different masking tape lines
on the floor, one closer to the basket (similar to a free throw line) and another further back
(similar to a 3 point line). The team member who makes a basket from the closer line will earn 2
additional Xs to take away (total of 4 Xs) from an opposing team(s). The team member who
makes a basket from the far line will earn 3 additional Xs (total of 5 Xs) to take away from an
opposing team(s). If no basket is made, the team still gets to eliminate the original 2 Xs from
answering the question correctly.
A team that loses all their Xs can still participate in the game by earning Xs back through
answering questions correctly. However, there is an added element of difficulty. The team that is
trying to earn Xs back after elimination has to answer the question correctly and make a basket.
The line in which they choose to shoot from will determine how many of those Xs they earn

back, 4 or 5. This will allow all students/teams to stay in the game and take part in the
vocabulary review. Kids are allowed to make alliances with other teams to eliminate Xs, as long
as it is done in a respectful way.
The winning team is determined by the last team standing and/or the team with the most Xs at
the end of the allotted time (either class period or time determined by teacher on a timer).
Motivation:
Extrinsic- The extrinsic motivator to our game will be candy. The winning team will get to pick
their candy from a basket provided by the teacher. However, every student will get a piece of
candy as they leave the classroom.
Intrinsic- The intrinsic motivator will be the vocabulary review that the students will get before
the unit assessment. Also, students will get additional practice with the vocabulary words and
meanings which will further their comprehension.
Directions:
1. Teacher will draw a grid on the board for 5 teams, with 10 Xs represented for each team.
Teacher will also communicate to students how long the game will last and be timed for.
Students will get 5 minutes to review vocab before the game starts, but will not be able to use
their notes during the game.
Team 1

Team 2

Team 3

Team 4

Team 5

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2. Teacher will divide the class in 5 (or possibly 6) teams, by random Popsicle stick draw.
3. Turns will go in order from Team 1 to Team 5. Each team will be posed a vocabulary question
about figurative language, word relationships, and/or nuances in word meanings.
4. Teams will have 15 seconds to answer the question. If the answer is incorrect, the next team
will have the opportunity to answer the question (and so on down the line, if needed). If the team
answers correctly, they will have the opportunity to eliminate 2 Xs from opposing team(s).
5. The team that answers correctly will have the option to shoot a basket to earn additional Xs
(either 2 or 3 additional Xs, depending on the masking tape line in which they shoot from).

6. If the team gets the designated basket in, they can eliminate the Xs from the opposing
team(s). If the team does not get the basket in, they are still able to eliminate the original 2 Xs
earned.
7. Teams that are eliminated by getting all their Xs taken away can answer questions correctly
and make a basket to earn either 4 or 5 Xs back.
8. The game is over when either all teams but one has been eliminated, or the team who has the
most Xs at the end of a designated time period established by the teacher at the beginning of the
game.
Check for understanding:
How long will the game last?
Can you use your notes?
How many teams will there be?
Which team will go first?
How long will the team have to answer the question?
What happens if the team answers incorrectly?
What happens if the team answers correctly?
How many Xs do you eliminate with a correct answer?
How does your team earn additional Xs to take away?
Which line earns what number of Xs to take away?
Can you take Xs away from your own team?
Can you choose to take away Xs all from the same team or can you split the X elimination up
between more than one team?
Can you earn Xs back?
Can your team form alliances with other teams?
How is the winning team determined?
Active Participation:
All students will be engaged by being able to earn Xs back and stay in the game.
Teacher will use Popsicle sticks to randomly choose teams, so no one can be
overlooked and everyone will be assigned to a team.
Teacher will use Popsicle sticks to ask the Check for Understanding questions.
Teacher will use a timer to keep track of question answering time and by limiting
game time.
Transition time will be efficient due to the teacher facilitating the rules above and
by monitoring the pace of the game.
Expectation of Students Behavior:
Students will adhere to acceptable volume levels, as designated by teacher or the
game will be stopped.

 Students will be respectful at all times. Friendly competition is encouraged,

however any negative comments will result in the teacher stopping the game.
The audio/visual comment will be the teacher raising a hand and making the
statement, please give me your attention in a loud, clear voice.
Students will stay in their team groups and one representative will go up to the
board to eliminate Xs and/or shoot baskets. Students will take turns choosing individuals
within the group in doing these activities. Movement will be done quickly and within the
acceptable noise limits.
Materials/Resources Needed:
Masking tape
Dry erase markers
Whiteboard
Nerf basketball hoop and ball (OR a recycle bin and paper ball could be used in a
pinch)
Pre-prepared vocabulary questions
Timer
Candy
Modeling:
Teacher will walk through each directional step and briefly demonstrate how
game is played while explaining the directions. The first round will be played as a
practice round. Once all students understand the game, the game will start and X
elimination will begin.
*Note:
Inspiration for this game was provided by the teaching blog entitled To Engage Them All
Here is the website link:
http://toengagethemall.blogspot.com/2013/02/grudgeball-review-game-where-kids-attack.html
Information for game questions are from:
thatquiz.org
https://www.thatquiz.org/tq/previewtest?D/I/J/T/22271241170050
Quizlet
https://quizlet.com/1798526/figurative-language-vocabulary-flash-cards/
Vocabulary List Questions:
Teacher will give either the word or definition. Teams will have to match the definition to the
vocabulary word:
1. onomatopoeia-using words that imitate the sound they denote

2. simile-a figure of speech expressing a resemblance between things

3. metaphor-a figure of speech that suggests a non-literal similarity
4. personification-attributing human characteristics to abstract ideas
5. alliteration-use of the same consonant at the beginning of each word
6. idiom-expression whose meaning cannot be inferred from its words
7. imagery-the ability to form mental pictures of things or events
8. hyperbole-extravagant exaggeration
9. symbolism-when something stands for something else
10. allusion-a reference to something or someone who is well-known
11. literal- taking words in their usual or most basic sense; free from
exaggeration representing the exact words in the original text
12. figurative-departing from a literal use of words; non-literal symbolic figurative is an antonym (opposite) of literal
Teacher will read a sentence and students will have to indicate which type of figurative
language is used:
1. I was so hungry that I even ate the plate. What type of figurative language is used in this
sentence?
A) metaphor
B) personification
C) simile
D) hyperbole
2. My father was the sun and the moon to me. What type of figurative language is used in this
sentence?
A) hyperbole
B) metaphor
C) simile
D) personification
3. The rain seemed like an old friend who had finally found us. What type of figurative language
is used in this sentence?

A) personification
B) onomatopoeia
C) metaphor
D) simile
4. "Smash", when the cup fell off the table. What type of figurative language is used in this
sentence?
A) personification
B) metaphor
C) hyperbole
D) onomatopoeia
5. He was a library of information about baseball. What type of figurative language is used in
this sentence?
A) simile
B) hyperbole
C) personification
D) metaphor
6. The curtain was waving to everyone every time the wind blew through the open window. What
type of figurative language is used in this sentence?
A) onomatopoeia
B) hyperbole
C) personification

D) metaphor
7. The tree shook its branches angrily. What type of figurative language is being used in this
sentence?
A) metaphor
B) onomatopoeia
C) hyperbole
D) personification
8. Drip, Drop, Drip, Drop went the rain drops falling on the roof of the house. What type of
figurative language is used in this sentence?
A) onomatopoeia
B) metaphor
C) personification
D) alliteration
9. Her head was so full of ideas that it was ready to burst wide open. What type of figurative
language is used in this sentence?
A) alliteration
B) hyperbole
C) personification
D) metaphor
10. The baby was like an octopus, grabbing for everything in sight. What type of figurative
language is used in this sentence?
A) personification

B) simile
C) metaphor
D) hyperbole
11. That movie took my breath away. What type of figurative language is usede in this sentence?
A) idiom
B) personification
C) alliteration
D) metaphor
12. Leslie said that she was in the dark about what's going on. What type of figurative language
is used in this sentence?
A) alliteration
B) idiom
C) metaphor
D) personification
13. Teddy tiger tried tying teepees together. What type of figurative language is this sentence?
A) hyperbole
B) alliteration
C) onomatopoeia
D) idiom
14. Silly sally sang a silly summer song. What type of figurative language is this sentence?

A) alliteration
B) onomatopoeia
C) idiom
D) hyperbole
15. I like pancakes so much I could eat a million of them. What type of figurative language is
used in this sentence?
A) personification
B) alliteration
C) hyperbole
D) idiom