Developing the Use of Precise Language
Grade 7
Lesson Title:
Developing the Use of Precise Language.
Lesson Overview:
The purpose of this lesson is to teach students to identify precise language while reading complex text and use
precise language while writing.
Materials Needed:
 PowerPoint Presentation
 Handout
 Rubric Handout
 Highlighters
Instructional Focus:
 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
 Come to discussions prepared, having read or researched material under study; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion.
 Acknowledge new information expressed by others and, when warranted, modify their own views.
 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
 Use precise language and domain-specific vocabulary to inform about or explain the topic.
Explicit Instruction (steps):
1. Teacher will quickly review the different tiered levels of academic vocabulary and explain how the tiered
words area applied to complex text and precise language.
2. Distribute handout.
Modeled Instruction (steps):
1. Share the writing prompt with the class.
2. Distribute and review the rubric.
3. Read paragraph one aloud. Think aloud to model the process used to identify key academic/precise
words.
Guided Instruction (steps):
1. Review the prompt with the class.
2. Students work in partners to identify key academic/precise words in paragraph two of the text.
3. After reading paragraph two, students make notes of words to use in the written response. Some
students may begin working on a prewrite.
4. Students continue working in partners to read paragraph three.
5. After reading paragraph three, students summarize the entire passage.
6. Students work independently to take note of the key academic/precise language used in the last section
of reading (paragraph three) and work on their prewrite for their written response.
1
Copyright © 2014 by Write Score LLC
7. Students complete a carousel activity to compare key academic/precise language identified in the text
as well as written summaries.
8. Students write their written responses.
9. Distribute highlighters.
10. Students pair up to edit each other’s work for the use of key academic/precise language.
a. Teachers can determine the color-coding for editing. One option:
i. Highlight direct quotes in one color.
ii. Highlight key academic/precise words in another color.
Independent Practice (steps):
1. Students are given time to review the feedback from their partner’s edits and revise their responses.
Questions to consider include:
a. Did you use the pre-identified words?
b. Did you summarize or quote directly?
c. Did you use different words from the list of pre-identified words or did you use the same word
over and over?
d. How could you improve your summary while using more precise words?
2
Copyright © 2014 by Write Score LLC