![Casey at the Bat by Ernest Lawrence Thayer - Identifying Themes in "Casey at the Bat"](http://cdn2.storyboardthat.com/storyboard-cells/966388/cell-row-0-col-2-w400.png "Casey at the Bat by Ernest Lawrence Thayer - Identifying Themes in "Casey at the Bat"")
![Casey at the Bat by Ernest Lawrence Thayer - Structural Elements of "Casey at the Bat](http://cdn2.storyboardthat.com/storyboard-cells/966583/cell-row-0-col-0-w400.png "Casey at the Bat by Ernest Lawrence Thayer - Structural Elements of "Casey at the Bat")
“By using the product, they were so excited and they learned so much...”–K-5 Librarian and Instructinal Technology Teacher
https://sbt-core-www-c7bcewead6hdg8dr.eastus-01.azurewebsites.net/lesson-plans/casey-at-the-bat-by-ernest-lawrence-thayer/vocabulary
Lesson Plan Overview
Template and Class Instructions
Student Rubric
Lesson Plan Overview
Lesson Plan 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 “tumult”.
Definition: violent, noisy commotion of a crowd
Characteristics: “With a smile of Christian charity great Casey’s visage shone; He stilled the rising tumult; he bade the game go on;”
Examples: disturbance, excitement, riot, pandemonium
Non-examples: calm, agreement, harmony, peace, order
Template and Class Instructions
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 Casey at the Bat.
- 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.
- Quote the use of the word from the book, and recreate the scene.
- Provide written and visual examples of the word.
- Provide written and visual non-examples of the word.
Lesson Plan Reference
Student Rubric
Student Rubric
(You can also create your own on Quick Rubric.)
Frayer Model Vocabulary Rubric Template
Create a Frayer Model storyboard to demonstrate the meaning of a word or concept. Include a visualization with the definition, characteristics, examples, and non-examples.
| 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. |
Lesson Plan 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 “tumult”.
Definition: violent, noisy commotion of a crowd
Characteristics: “With a smile of Christian charity great Casey’s visage shone; He stilled the rising tumult; he bade the game go on;”
Examples: disturbance, excitement, riot, pandemonium
Non-examples: calm, agreement, harmony, peace, order
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 Casey at the Bat.
- 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.
- Quote the use of the word from the book, and recreate the scene.
- Provide written and visual examples of the word.
- Provide written and visual non-examples of the word.
Lesson Plan Reference
Student Rubric
(You can also create your own on Quick Rubric.)
Frayer Model Vocabulary Rubric Template
Create a Frayer Model storyboard to demonstrate the meaning of a word or concept. Include a visualization with the definition, characteristics, examples, and non-examples.
| 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 New Vocabulary in \"Casey at the Bat\"
1
Organize a collaborative vocabulary wall in your classroom
Boost student engagement by creating a shared space where everyone can contribute vocabulary words and their meanings. This promotes ownership and reinforces learning as students see their work displayed and referenced throughout the unit.
2
Assign student roles for contributing new words
Empower students by having rotating vocabulary detectives who find and introduce unfamiliar words from the text. This encourages active reading and ensures a variety of words are explored.
3
Model how to create visual representations for each word
Demonstrate drawing or finding images that capture the meaning of vocabulary terms. Visuals help students remember and connect with new words more effectively.
4
Facilitate peer teaching sessions with vocabulary explanations
Pair students to explain their chosen words and Frayer Models to classmates. Peer teaching builds confidence and deepens understanding for everyone involved.
5
Review and celebrate vocabulary growth regularly
Set aside time weekly to review new additions, discuss usage, and celebrate creative contributions. This sustains interest and reinforces the importance of vocabulary development.
Frequently Asked Questions about New Vocabulary in \"Casey at the Bat\"
What is a Frayer Model and how can it help teach vocabulary from 'Casey at the Bat'?
A Frayer Model is a graphic organizer that helps students understand new vocabulary by defining the word, listing its characteristics, providing examples (synonyms), and non-examples (antonyms). Using it with words from 'Casey at the Bat' encourages deeper comprehension and engagement with the text.
How do I create a visual vocabulary board for 'Casey at the Bat'?
To create a visual vocabulary board, select a word from 'Casey at the Bat', fill out a Frayer Model with its definition, characteristics, examples, and non-examples, and include illustrations or relevant images to support each section for better understanding.
What are some effective vocabulary words to teach from 'Casey at the Bat'?
Effective vocabulary words from 'Casey at the Bat' include tumult, charity, visage, pandemonium, and harmony. These words offer rich opportunities for discussion and visual representation.
Why should students use examples and non-examples when learning new words?
Using examples and non-examples helps students distinguish a word's meaning more clearly, reinforcing understanding and enabling them to use the word accurately in context.
What is the best way for 4th or 5th grade students to illustrate vocabulary from literature?
The best way is to combine scenes, characters, and items from the story with images or drawings, or use resources like Photos for Class, to visually demonstrate the meaning of each vocabulary word.
More Storyboard That Activities
Casey at the Bat
Testimonials
“I'm doing a Napoleon timeline and I'm having [students] determine whether or not Napoleon was a good guy or a bad guy or somewhere in between.”–History and Special Ed Teacher
“Students get to be creative with Storyboard That and there's so many visuals for them to pick from... It makes it really accessible for all students in the class.”–Third Grade Teacher
https://sbt-core-www-c7bcewead6hdg8dr.eastus-01.azurewebsites.net/lesson-plans/casey-at-the-bat-by-ernest-lawrence-thayer/vocabulary
© 2026 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
© 2026 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
