Word+Choice+Lessons

NOTE: I DID not purposely bold some anything and I can't get them to go back to a normal font.

Lesson 1 TLW use word choice to add details to his/her writing. (lesson will focus on strong verbs) Input 1. Explain that a verb is a word that shows action. Give several examples and non examples. 3. As student you read the story and students gain an understanding of strong verbs, have them choose the strong verbs. Independent activity students write in journal and the share, During share time, I give students a "star" and a "wish." I find one good thing in their wiritn and one thing for them to improve on. Since the lesson was on word choice, I try to focus on this.
 * 2.** Explain the difference between strong verbs and week verbs. Authors purposely choose strong verbs (a weak verb run, strong verb--zoomed, sprinted, etc.) to make their writing interesting. Read Giraffes Can't Dance pointing out the strong verbs on the first couple of pages. Create a list as you read (I later post mine on the wall) To save time, you could have a student keep write them down and then you could later rewrite them on a large piece of paper.

Lesson 2 TLW use word choice to add details to his/her writing. (lesson will focus on strong verbs) Input 2. Before reading Verde, explain that the author rarely uses "said" (a weak verb) in the story. Instead, he replaces said with strong verbs. 4. Have students get into groups and brainstorm a list of words to replace said. I make this a little competition. I have a prize for the group with the most words and the group with the most interesting word. (It motivates them to work and stay quiet. They don't want another group hearing their words.) Finish reading the story. Independent activity journal writing and share, again praise students for any
 * 1. Review the definition of strong verbs and weak verbs. Review why writers use them.**
 * 3. Read part way through the story. Create a class list for the words said (again, I later post this on the wall. My students often refer to it when they are writing.)**
 * 5. After about 5-10 minutes, get back together as a group. Have students put away pencils and have them share their lists. Keep adding to the class poster.**

Lesson 3 TLW use word choice to add details to his/her writing. (will focus on strong verbs) TLW use a thesaurs. Input 1. Review word choice and why writers purposefully choose words. 2. Pass out thesaurs. Explain they have lists of synomons and anynomys. In ABC order 2. Have students different groups to find strong verbs for the following words: Independent activity journal writing and share, again praise students for good word choice. As students write in their journal, I encourage them (when appropriate) to use the thesaurs.

Lesson 4 TLW compare and contrast a thesraus and a dictionary. Input 1. Pass out thesraus and dictionary to groups of two students. For five minutes, let them compare and contrast the difference between the two. 2. Discuss as a class, create a Venn Diagram on the board. 3. Have students look up words in the thesraus (note: make sure words are actually in there. I used look, nice, love/like, big and small.) 4. Afterward, discuss how some of the lists are limited and that they have a "brain thesarus." See if the can come up with more words for big and small. Indendent activity jouranl writing and sharing