The Ugly Vegetables
Robust Vocabulary
Unit 5 – Week 4
Words taken from Main Selection and Oral Vocabulary Cards
York-Amstutzc@pcsb.org
Word
abundant
(OV)
Definition
having great
amounts of
something
Synonym
plentiful,
rich,
profuse,
aroma
(MS)
a pleasant
smell
ripe
(OV)
ready to
harvest or eat
blooming
(MS)
when a plant is
flowering and
growing
being covered
in sharp points
smell,
perfume,
fragrance
scent, odor
mature,
ready,
grown,
matured
blossoming,
flowering,
budding
spiky, spiny,
thorny,
barbed,
bristly
prickly
(MS)
Antonym
scarce
Gestures
The fist represents a cup. The movement of the other
hand skims along the top of the “cup” indicating that
the cup is full and no more is needed.
The hand is holding something to the nose to smell.
unripe
The hands pantomime the eating of a juicy apple.
A fist slowly opens representing a bud flowering
smooth
Fingers of one hand represents the pointy parts. The
other pointer touches a finger and pulls back as if in
pain.
http://commtechlab.msu.edu/sites/aslweb/browser.htm
Day 1:
Write words on Word Wizard chart. Reread aloud the parts of story containing the
vocabulary word. Use the definitions above to reiterate what each word means.
Word Wizard Chart: Show the students the Word Wizard Chart. Say each word on the
chart. Students repeat the word after you. Give an example and gesture for each word. Let
them know that they will be learning about these words throughout the week. You will
record a tally mark on the chart when you hear students correctly using a vocabulary word.
Word Associations: After presenting explanations for each vocabulary word, ask students
to associate one of their new words or phrase.
Turn and tell your partner….
Which word goes
Which word goes
(aroma)
Which word goes
Which word goes
Which word goes
with the McDonald’s restaurants? (abundant) Why?
with the a batch of brownies baking in the oven? Why?
with a red, juicy strawberry? Why? (ripe)
with springtime? Why? (blooming)
with a porcupine? Why? (prickly)
Day 2:
Making Choices
Point to the word abundant on the chart. Say: If what I say describes abundant, make
your fist a cup. The movement of the other hand skims along the top of the “cup”
indicating that the cup is full and no more is needed.
and say, “abundant!” If not, cross your arms over your chest.
- Endangered Animals
- Air
- White board Markers in our classroom.
- Fish in the sea
Point to the word aroma on the chart.
Say: If what I say describes aroma your hand is holding something to
smell.and say, “aroma!” If not, cross your arms over your chest.
- Coffee brewing in the kitchen
- Dirty gym socks left in the car all afternoon
- Fresh baked cookies
- An Italian city
Point to the word ripe on the chart.
Say: If what I say describes ripe, pretend
cross your arms over your chest.
- A red tomato
- A green banana
- A young tree
- A tear in your clothes
your nose to
to eat a juicy apple and say “aroma”. If not,
Point to the word blooming on the chart.
Say: If what I say describes blooming, make your fist slowly opens representing a bud
flowering and say, “blooming!” If not, cross your arms over your chest.
- A tree in the winter.
- A flower on a strawberry bush
- A chrysalis hatching
- A really loud noise
Point to the word prickly on the chart.
Say: If what I say describes prickly, pretend to touch a thorn
and say, “prickly” If not, cross your arms over your chest.
- A pillow on my bed
- A cactus in the desert
- A cat
- A hairbrush
and pull back as if in pain.
Questioning, Reasons, and Examples: students turn and talk with a partner.
*A customer steps into a bakery. What word describes the first thing this
person notices? Why? (aroma)
*You bite into a yellow banana. What word describes this fruit? Why? (ripe)
*A Garden Center sells fertilizer for all the flowers. What does this help the
plants with? Why? (blooming)
*An animal will usually leave a porcupine alone. What word describes why this
is? Why? (prickly)
*Candy on Halloween. What word describes the candy? Why? (abundant)
Day 3
Word Wizard Chart:
Say each word on the chart. Students repeat the word after you. Review the
student friendly definitions for each word.
Relating Words:
Have students turn and talk with a partner.




Your azaleas are full of pink blossoms. Is this an example of blooming or
ripe? (blooming) Why?
You smell your mom’s perfume in the classroom and you look for her. Is this
an example of aroma or ripe? (aroma) Why?
You harvest your first crop of orange pumpkins! Would this be an example
of abundant or ripe? (ripe) Why?
You get poked by a thorn on a rosebush. Would this be an example of
blooming or prickly? (prickly) Why?
Synonym Stretch:
Pull the words from a bag one at a time. Students give the gesture for the
word they think it is a synonym for. You may need to use the word in a
sentence if they don’t know the meaning of the word by itself.
plentiful perfume
flowering thorny
grown
bristly
ready
scent
mature
Day 4: Vocabulary Graphic Organizers: Work on this the
first time as a whole class. Have students turn and talk to help
come up with the answers. Name words that have the same
meaning as the word you have chosen. Write these words in the
ovals. Then have students think of examples of what the word is.
This can be drawn freehand on the board. Students can also
draw this in their spiral notebooks. A 4 square would be another
great vocabulary organizer.
Word:
Examples
WHAT IS IT?
Day 5: Vocabulary Check: Words in Context
Name____________________________
abundant
aroma
ripe
prickly
blooming
My garden has ____________ plants that take up my entire yard.
Before my vegetables are picked, they must be _________________.
When I see my strawberry plant ______________________, I know a berry will be
growing on it soon.
We must be careful and use gloves when pulling out some weeds. They have
spines and might be _________________________.
After the harvest, our kitchens will be full of the ________________ of
delicious meals made from my garden.
Name_________________________________________
abundant
aroma
ripe
prickly
blooming
My garden has ____________ plants that take up my entire yard.
Before my vegetables are picked, they must be _________________.
When I see my strawberry plant ______________________, I know a berry will be
growing on it soon.
We must be careful and use gloves when pulling out some weeds. They have
spines and might be _________________________.
After the harvest, our kitchens will be full of the ________________ of
delicious meals made from my garden.