Lesson Plan : Highlight and Rewrite
Teacher Name: | Amber L. Martinez |
Grade: | Grade 4 |
Subject: | Language Arts |
Topic: | Thesaurus |
Content: | Synonyms/Revisions/Word Choice |
Goals: | EL.4.1 2006 - READING: Word Recognition, Fluency, and Vocabulary Development Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, word parts (un-, re-, -est, -ful), and context (the meaning of the text around a word). They apply this knowledge to achieve fluent (smooth and clear) oral and silent reading. EL.4.1.5 2006 Use a thesaurus to find related words and ideas. |
Objectives: | 1. Students will identify weak or frequent word usage in their own compositions. 2. Students will expand their vocabulary by exploring synonym choices using a thesaurus. 3. They will demonstrate their understanding of this tool by creating a revision utilizing appropriate word substitution. |
Materials: | 1. Projector 2. Neutral sample from newspaper article or short story 3. Student writing samples 4. Thesauri 5. Highlighters 6. Word slips or index cards |
Introduction: | 1. Students will participate in a discussion regarding word choice. Examples of weak choices will be listed on the board (examples: bad, good, fun, happy, said, ask, pretty, big, small, etc.). 2. Students will learn how a thesaurus can be utilized in order to substitute weaker (or overused words/phrases) in order to compose more exciting and precise writing. |
Development: | 1. As a class, students and instructor will read together a paragraph or two of a projected story. 2. With guidance, weak words will be identified. 3. As a class, new words will be found to make writing more dynamic. Instructor may use a print or online thesaurus for demonstration. |
Practice: | 1. Students will be divided up into groups of 3-4 members to read remainder of story. 2. Group members will highlight weak or repeated words. 3. Students will research synonyms using a thesaurus and then make a list of sentences with appropriate revisions. |
Accommodations: | For visual/psychomotor/reading/ hearing impairments, teacher will provide access to one or more of the following: word processing software with built-in thesaurus; access to an online thesaurus; voice-recognition word processor with audio feedback; peer-tutor/partnering; manipulatives (such as Lego blocks with words attached to them); shorter paragraph to revise in large print |
Checking For Understanding: | Informal Assessment- Use of rubric for the following: A. Number of word replacements (many; some; few) B. Appropriate replacements (all; most; some) C. Spelling accuracy (all; most; few) |
Closure: | 1. Students will listen to a story or passage. As they hear descriptive words that have been used to replace dead words, they should snap their fingers. The word is then identified and students take turns giving examples of weak words (example: gigantic - big, large, huge). 2. Referring to the previously composed list of weak vocabulary, students will help to create a word bank of "dead words" by writing them on word slips or index cards. This can then be posted on a wall for later reference. |
Evaluation: | Teacher will evaluate student understanding of the thesaurus by reviewing revisions and noting improved word usage. Were there words that could have been changed but weren't? |
Teacher Reflections: | Did the students enjoy the lesson? Do they use new vocabulary to replace weak words? How will I continue this lesson? How can I motivate students to practice what they have learned today? Can I create a center in the room for practice? |
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