LESSON PLAN Mastery Model Aligned with Rubric
Lesson Description/Learner Characteristics
|Title: Word Choice |
|Duration: 11:00-11:40 Tuesday-Friday |
|Subject: Writing |
|Grade Level/Setting- Grouping: 4th Grade (whole group, small groups, individual |
| |
Objectives, Essential Question, & Standards.
|Objective(s): |
|Using a variety of words and the text, My Mama Had a Dancing Heart, students will choose common words and replace them with new |
|descriptive words in their writing. |
|Using new descriptive words, students will create a poem about a person or animal. |
| |
|Essential Question(s): Often start “What…Why….How…?) |
|How do I liven up my writing using words? |
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|Standard(s): |
|R4.A.1.1.2: Identify and/or interpret a synonym or antonym of a word used in text. |
|R4.A.2.1.1: Identify and/or interpret meaning of multiple-meaning words used in text. |
| |
Materials and Resources
|Materials/Resources: |
|Packet: Key Qualities of the Word Choice Trait—class set |
|Word Choice Transparency |
|Book: My Mama Had A Dancing Heart, written by Libba Moore Gray |
|Pencils |
|Dry Erase Marker & Permanente Marker |
|Large chart paper hung on chalkboard |
|Tribute Chart—class set & Transparency |
|Jefferson Poem with transparency |
|Thesaurus |
|Clip board |
|Plain paper |
LESSON ACTIVITY(
Instructional Delivery
|Warm-up/Engagement: |
|“Today we will be starting a new writing trait. Today’s writing trait is word choice” |
|Show word choice trait transparency |
|Discuss quickly what is word choice? Class opinions?? |
|Instructional Delivery: |
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|DAY 1 |
|Hand each student a word choice packet and a thesaurus. Have them look at the first page of the packet. Do not open thesaurus |
|Why word choice? What is word choice? We do NOT want our writing to sound boring. We WANT our writing to be livened up by the |
|descriptive words we choose. |
|Introduction to the trait word choice. Say “Word choice is how a writer uses words and phrases to bring the writing to life. When |
|you write, try to choose the “just right” words to help the reader understand and picture what you are writing about. This is a |
|very important trait because words are the most valuable tool in a writer’s toolbox. |
|Read transparency Word Choice IS: |
|*The words paint pictures in the reader’s mind. |
|*The “just right” words make the message crystal clear |
|*The words are accurate, specific, and powerful. |
|*The active verbs add energy and punch |
|What is a verb? “A verb is a part of speech which describes an action, state, or occurrence.” Example: walk, play, run |
|*The words and phrases have a marvelous sound. |
|5. “We have 5 large pieces of chart paper hanging on the board. We will be finding words in our thesaurus which fit under the |
|various categories. The categories are: 1. Funny & Silly 2. Happy & Kind 3. Dark & Sad 4. Exciting Words 5.Scholarly” |
|* Does anyone know what a scholarly word is? What does the word scholarly mean? |
|Scholarly means highly educated words which get your attention when you hear them. They are a higher level of words such as |
|established, consistent |
|Why do some words sound interesting as you read them and others do not? (I will write on the board)----The words stuff, good, nice,|
|cool. Which category do you think these words would fit in?? what would our writing sound like if we used these words? BORING, |
|FLAT, UNEXCITING |
|6. Describe what a thesaurus is. A thesaurus contains words with synonyms for each word. This will help us find better words to use|
|during writing. We do not want to keep using the same words such as happy or sad. We may want to say something like (CALL ON |
|STUDENT) Possible answers include: exciting, thrilled, depressed… |
|7. We will now take time to look in the thesaurus to find some of our favorite words. We will then share these words to make one |
|master list of words to use during our writing. |
|8. Give about 5 minutes for students to find words in the thesaurus. |
|9. Allow time for students to share their new words to add onto the chart paper |
|10. Closure: “Today we have seen a variety of new words which we could potentially use in our writing in the future. I want a |
|couple people to raise their hand to tell me a new favorite word they found today to spice up their writing. ALLOW FOR EXAMPLES! We|
|will continue with word choice tomorrow. |
|11. At any time you find a new, descriptive word you may add it to our chart |
| |
|DAY 2: |
|Review what is word choice? Name a few new words they have learned |
|Today I will be reading the book My Mama Had a Dancing Heart. Everyone needs to get a clipboard, a piece of paper, and a pencil. |
|Meet me on the rug. |
|As I read the book I want you to write down new words from the book to add onto our chart. Listen for words which paint a picture |
|in your mind or captured your imagination. We want a large variety of words which we could start using in our writing. |
|Read book aloud with students on rug “I want you to actively listen to the words as I read the text” |
|Have students go back to their seat after book is finished. Ask students if they heard some new interesting words within the text.|
| |
|Have students come to board one at a time to add new words onto the chart. |
|Discuss the words and where they belong on the chart (agree thumbs up thumbs down as a whole class) |
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|DAY 3: |
|Review word choice…What is it... adds interest to our writing. Grabs the reader’s attention. Allows for our writing to be spiced up|
|and not boring! |
|Have students turn to the tribute chart page in their packet. |
|Tell students we will be writing a poem. Each student will pick their own topic to write about... such as a friend or pet. Each |
|student must write about their chosen person or pet. They must fill in the tribute chart answering the following sections: physical|
|description, activity words, personality words, feeling words. In these poems you MUST use alliteration |
|Someone tell me what alliteration is?? |
|Write on transparency for example tribute chart. This tribute chart will be written about a person or pet you admire or respect. |
|Who might you write about? EXAMPLES: call on students—parent, president, teacher, dog… You may want to write about your mom because|
|she writes an I love you note in your lunch box. Your dad because he coaches your soccer team, or about your dog who runs to you as|
|soon as you come in the door. |
|Allow students to fill in own tribute chart using a thesaurus |
|** Tribute chart may include physical desscribtion such as smooth paws, big ears, blue eyes, furry, blonde, grey nose. WRITE ON |
|TRANSPARENCY |
|Show example of Jefferson Poem |
|DAY 4 |
|Review tribute chart and have students get out their tribute poem planner |
|Review Jefferson example on transparency. Leave up for students to see example as they write |
|Review what each stanza in the poem will contain: |
|**first stanza subject (1line), second stanza physical description (3lines), third stanza personality description (3lines), fourth |
|stanza activities you do together (3-5 lines), fifth stanza how you feel when you are together (3 lines) |
|Have students begin their draft on the tribute poem planner. |
|Students must get draft edited by self then myself. Remind students to use chart paper and thesaurus for their word choices. Do not|
|want the poem to be boring |
|Allow all class for drafting and editing |
|DAY 5 |
|Finish drafting/Editing/Start final copy |
| |
Instructional Adaptations
|Follow student IEP plan –extended time and small groups |
Assessment
|Observation on chart paper—observe new word choices found |
|Summative—student will demonstrate word choice through poem created |
Reflection
|(Did students learn what you intended? How do you know? Which students did well? Had difficulty? Why? + And – of the lesson. |
|What would you do differently? Time use? Transitions?) |
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