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  • Print http://learningvillage.palmbeach.k12.fl.us/lv/io_s004_04.forward Lesson Plans: 04-WTG-C-NAR-S42-Revising with Strong Verbs Title: 04-WTG-C-NAR-S42-Revising with Strong Verbs Student Target: I can use strong, vivid verbs to paint a picture in the reader’s mind. Materials: writer’s notebook; chart with examples/non-examples, markers, student generated list of vivid verbs, Personal Words We Use Booklets Vocabulary: strong verb, weak verb, vivid (action) verbs Lesson/Activity: Connection: Review with students the different types of endings they have learned, to leave the reader with a lasting impression. Remind them also of the earlier work done with similes and metaphors. Tell students that we will use strong vivid verbs to make our stories even more interesting to the reader. “Writers, you are doing such an outstanding job with your endings. Some of you revised your draft with a circular ending, while others ended with a lesson learned or a problem solved. A few of you even tried ending with action, dialogue, and emotion. Recently, we talked about how similes and metaphors add description to your stories and make them fun to read. Today, we will continue making our stories interesting and fun to read by using strong vivid verbs.” Teach: Use examples and non-examples to show how strong, vivid verbs can impact a sentence. “Vivid Verbs are words that show the action in a sentence. They are words that you can act out. For example: run, walk, sleep, march, and eat are words you can act out. (Visually demonstrate these actions.) Not all verbs are alike. Some are more powerful than others. We call these, strong verbs. Strong, vivid verbs add more information to a sentence. Take a look at the sentences on the chart." (Read the pair of sentences out loud and think aloud to show the difference between weak and strong, vivid verbs.) Sample Sentences: The turtle went across the road. The turtle strolled across the road. "The verb in the first sentence is ‘went’, (Highlight ‘went’.) When I look at the second sentence, I see that by using the stronger more vivid verb ‘strolled’, the author paints a word picture in the reader’s mind. Take a look at the next set of sentences." Sample Sentences: Gabby ran to her bike. Gabby sprinted to her bike. "In this next set, the vivid verb in the first sentence is ‘ran’, (Highlight the word ‘ran’.) When I look at the second sentence, the author uses the word ‘sprinted’. In my mind, I see Gabby moving like lightening to her bike. Weak verbs are words that have been overused. They’re okay, but they don’t add excitement to the sentence. On the other hand, strong verbs add information to the sentence. They help to paint a picture in the reader’s mind. Whenever possible, it is better to show exactly what is happening using strong, vivid verbs.” Active Engagement: Have students read two sentences. Have students turn and talk with their partner about how the stronger verb helps the sentence. “Read the two sentences to yourself. Turn and talk to your partner about which sentence has the stronger verb, and how that strong verb helps the sentence." Sample Sentences: I hit the piñata. I smashed the piñata. (Give the students a minute and listen in on partner discussions.) "Wow, I heard some great conversations. It’s true, ‘smashed’ is a much stronger, vivid verb than ‘hit’, and sounds more exciting. Now, I am going to show you a sentence." Sample Sentence: The dog ate the bone. "Do you think ‘ate’ is a weak verb? Your job is to turn and talk to your partner about 1 of 3 10/24/09 9:22 AM
  • Print http://learningvillage.palmbeach.k12.fl.us/lv/io_s004_04.forward using a stronger verb to make this sentence sound better.” (Some sample words might be: gnawed, munched, devoured, nibbled, bit, crunched, chewed.) Link: Send students back to their seats to reread and revise adding strong, vivid verbs to their drafts. “Writers, as you go off and write today, reread your entire story. Look at each sentence to see if the verb you have chosen is a strong, vivid verb or a weak verb. If you have used a weak verb, cross it out, and replace it with a stronger verb that adds excitement to your sentence.” Mid-Workshop Share: Remind students to check for subject/verb agreement. “When we are reading our sentences, it is important that they sound correct. For example, I would not say, 'Mr. King swim in the water.' I would say, 'Mr. King swims in the water.' We call this subject-verb agreement. In subject-verb agreement, singular verbs usually end in ‘s’, but plural verbs usually do not. So as you are rereading, be sure that your vivid verbs sound correct in your sentences. Make sure that singular subjects have singular verbs and plural subjects have plural verbs.” Wrap-up: After-the-Workshop Share: Gather the students at the meeting area with their writer’s notebook. Compile a list of strong, vivid verbs that the students used in their writing to be displayed in the classroom. They may also add them to their Personal Words We Use Booklet. “Writers, great job adding strong, vivid verbs to your writing. These words are so good, that we don’t want to forget them. Let’s make a list to display in our classroom. We can add to the list whenever we come across strong verbs. You may also add them to your Personal Words We Use Booklet. This new reference will be a valuable writing resource for you.” Daily Assessment: Observe writers’ behaviors through conferring with individuals and/or small groups AND record teaching points used and taught. Conferring Questions: Which part do you want to read to me? I really like….because… I have one suggestion to make. Strategies : Oral Strategies,Use of Visuals Standard/Benchmark: Florida Sunshine State FL Language Arts Standard (2006) Grade 4 Florida Sunshine State Standards Writing Process The student will revise and refine the draft for clarity and effectiveness. LA.4.3.3.3 creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and The student will edit and correct the draft for standard language conventions. LA.4.3.4.4 present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions; LA.4.3.4.5 subject/verb and noun/pronoun agreement in simple and compound sentences; and Grade 4 Florida Sunshine State Standards Writing Applications The student develops and demonstrates creative writing. LA.4.4.1.1 write narratives based on real or imagined ideas, events, or observations that include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience, and School Based Standard: - - - Other During read aloud sessions, point out the strong, vivid verbs. Good action verb books Activities/Resources: are: The Napping House, by Audrey Wood and Piggie Pie, by Marjorie Palantini. Work stations may be set up to practice subject/verb agreement and strong vivid (action) verbs. Brainpop 2 of 3 10/24/09 9:22 AM
  • Print http://learningvillage.palmbeach.k12.fl.us/lv/io_s004_04.forward Homework: Tonight as you read, jot down a list of any strong, vivid verbs you come across that you think may help you with future stories. You may add these to your working list in your Personal Words We Use Booklet. (Optional) Reteaching/Enrichment: Reteaching: Use small group instruction to practice subject/verb agreement using sentence strips with examples and non-examples. Enrichment: Look through literature to find strong, vivid verbs, and jot it down in your notebook. Introduce subject/verb agreement with compound subjects. Creator : Elementary Writing Administrator File Attachments: My Personal Words We Use Booklet.pdf Date Created : August 06, 2009 Date Modified : September 22, 2009 3 of 3 10/24/09 9:22 AM