Wednesday, September 11, 2013

Free Lesson Plans: Writing- Word Choice


I Can

I can use interesting words and phrases to draw in a reader.

Goal 

Students will be able to recognize good (and poor) word choice and use that knowledge to improve their own writing.

Age Group

5-12th grade

Common Core Standards

CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely.
·         CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
·         CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

CCSS.ELA-Literacy.W.6.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically

CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events
·         CCSS.ELA-Literacy.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 here.)
·         CCSS.ELA-Literacy.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

CCSS.ELA-Literacy.W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
·         CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 here.)
·         CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

·         CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 here.)
·         CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  • CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)
  • CCSS.ELA-Literacy.W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.W.11-12.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

·         CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 here.)
·         CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Materials

Computers
Paper
Pencil
Board
Youtube Access
Thesauruses

Interventions

List of words or phrases in youtube video already typed up- perhaps fill in the blank
Student aid
Teacher aid
Pair students together
Printed list of common words and synonyms- I really like Synonyms For Words Commonly Used In Students' Writings by Laura Eakins on laurae.net

Assessment

Finished copy

Activity


Day 1:
Show students a youtube video of a drama movie trailer that just came out or is about to come out. Ask the students if they want to see the movie now. Ask why. When they say it sounds or looks interesting ask what words made it sound interesting. You may need to help get them started by writing one on the board. Have the students tell you what other words or phrases they found interesting in the trailer.

Have the students write down words and phrases they find interesting while they watch two more youtube clips- one of an action movie trailer and one of a food commercial or cooking show. Compile a list of their words on the board.

Have the students write a little, 1-2 page story using any of the words they wrote down- they can use words from one list or combine them.

For homework have the students write down words and phrases that interesting and attention-grabbing that night while watching TV, reading books, on billboards, magazines, internet ads, anything.

Day2:
Have the students share the interesting words and phrases they heard last night.

Read some of the students’ work out loud for the class to hear and enjoy.

Ask the students why they think commercials , movies, books, ads, ect use such exciting and interesting wording. Ask the students if they would be as likely to watch, buy, or read what they did if the wording had been bland. Point out that when the students are writing they want the person reading it to enjoy it so that the reader continues (or in the case of school- the teacher continues reading and gives a better grade!)

Hand out thesauruses and discuss them. Have the students look up words and find more interesting ones. Share them with the class.

Day 3:
Review what you have gone over so far and remind the students about the thesauruses. Have the students write a 3-5 page story. Anything. It can be a script, a commercial, a poem, a story, a memory, resume (that would obviously be shorter,) an article, a blog post, a review, a summary, a persuasive piece, anything. Whatever the student doesn’t finish in class will be homework.

Day 4:
Have students go over their own work and edit.

Have students read each others’ work and help edit- specifically looking at word choice and interest. Keep in mind the question, “is it effective?” Students should have their work reviewed by at least two peers.

Day 5:
Have students rewrite their piece, including their edits. Over the weekend you’ll go over them and edit again.

Day 6:
Have students rewrite their piece again, including any edits they also have. Make sure it’s typed.

Day 7:
Have students read their work out loud to each other. Go over what the class liked about each piece and how the wording really made it pop out.

Day 8:

There are a lot of youth-based writing forums out there. Help the students publish their work on one (with guardian’s consent, of course.)  Once they have, they are encouraged to look at others’ works on that forum and discuss with peers what other writers on the site did well or how they need to look at their words and phrases to improve it. 

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