Think-Tac-Toe
Student Directions: Chose activities in a tic-tac-toe design. When you have completed the
activities in a row—horizontally, vertically, or diagonally—or in the 4 corners, you may decide to be
finished, or you may decide to keep going and complete more activities! Star the activities you plan
to complete. Color in the box when you finish the activity. Staple this sheet to the top of your
completed activities when turning in.
1. Create a crossword puzzle
2. Make flash cards for each
3. Create mini posters (cut a
using up to 10 dramatic
of the dramatic elements (11
piece of computer paper in
element terms. Make sure
total). Put the term on one
half) for 4 dramatic elements.
that you include the clues at
side and the definition on the
Illustrate pictures that depict
the bottom. You may use the
other side.
the meaning of the term.
definition Ms. Howard gave
Include the word in a
you. Be sure to double-check
prominent place on the
your spelling!
poster. Colorful pictures will
earn bonus points.
4. Use at least 10 of your
5. Make a foldable for the
6. Categorize the
vocabulary words in
vocabulary words. Fold your
vocabulary words into 3+
context to compose a poem,
rap, or song.
paper into 4 boxes. Draw and
groups. You must then
explain why each word fits
into category you put it in.
color a picture representing
each vocabulary word, then
write the definition under the
picture.
7. Create (a) comic strip(s)
8. Cut pictures from old
9. Write a sentence using
using at least 6 words from
the unit. The strip(s) must
magazines or newspapers
each word (11 total). You can
that represent the meaning of
use more than 1 word in a
include pictures, color, and
speech bubbles.
4 words. Glue these pictures
sentence.
on a piece of paper and write
the vocabulary word under it.
*Use dramatic element terms (#5-15) on notes
ThinkTac-Toe
Neat
and
Eyepleasing
TOTAL
5 points
4 points
3 points
2 point
1 points
The student
has complete
understanding
of the terms.
The student
generates
creative
explanations
and
descriptions of
the terms and
uses it correctly
in context.
The student has
understanding of
the term. The
student generates
explanation and
descriptions of the
terms and uses it
in context.
The student has
an incomplete
understanding
of the terms or
some
misconceptions
about the
meaning of the
term. The
student has a
basic
understanding.
The student has
so many
misconceptions
about the terms
that the student
cannot be said
to understand
the terms.
Not enough
information
to make a
judgment or
student did
not turn in
the project.
The overall
project is neat
and eyepleasing.
Student
obviously took
time and effort
to make it neat,
grammatically
correct, and
colorful.
The overall
project is neat and
eye-pleasing.
Student took
some time and
effort, but
spelling/grammar
errors detract
from the product.
The student did
the bare
minimum to
make the project
legible and it
had no color.
The student has
so many
misconceptions
about the terms
that the student
cannot be said
to understand
the terms.
Not enough
information
to make a
judgment or
student did
not turn in
the project.
Points
earned