Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 46287
Well-Defined Word Choice
In this lesson, students will practice identifying and using word choice in their writing. Students will use photographs and text to study the concept of
word choice in writing.
Subject(s): English Language Arts
Grade Level(s): 4
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter
Instructional Time: 1 Hour(s) 30 Minute(s)
Freely Available: Yes
Keywords: word choice, writing, sentences, photographs
Instructional Design Framework(s): Direct Instruction
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Teaching Phase Power Point.pptx
Guided Practice PPT.pptx
Photo Fun.docx
Descriptive Paragraph.docx
Riddle Sheet.docx
Word Choice Checklist.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will:
spell grade appropriate words correctly.
use correct capitalization in sentences.
choose words and phrases to convey precise ideas.
write complete sentences.
be able to work cooperatively.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students will need to be able to:
identify a noun, verb, and adjective.
write a sentence using the conventions of Standard English.
work in cooperative pairs.
Guiding Questions: What are the guiding questions for this lesson?
How does an author help the reader "see" the words on the page?
What are sensory words? What are words that help the reader "see," "hear," or "feel" the writing?
page 1 of 4 Why does a writer use precise word choice?
How does word choice affect the writing?
When does an author need to think about using precise word choice?
Teaching Phase: How will the teacher present the concept or skill to students?
1. The teacher will partner students and give each student pair a whiteboard, whiteboard marker and an eraser.
2. The teacher will begin, "Today I am going to read some word riddles. You will listen carefully as I read each riddle, and then you will try and guess the answer to
each riddle. You and your partner will discuss what you think the answer is to the riddle, and then write that word or words on the whiteboard. We will share our
answers after each riddle."
3. The teacher will read each riddle (see attached Riddle Sheet) and the pairs of students will try to guess the riddle by writing their answer on the whiteboard and
sharing. The teacher will encourage students to discuss the words they heard in the riddle. The teacher will call on one or more students to share their answers.
As each riddle is answered, the teacher will ask the students what made it easy or hard to answer each riddle. Answers should focus on the fact that the more
precise or descriptive the word choice was in the riddle, the easier it was to figure out the riddle.
The teacher will monitor student understanding of the concept of using precise words as well as the discussions that ensued while students were trying to
determine what word should be written on the whiteboard.
4. The teacher will continue, "Now that we have had an opportunity to see how important our word choice is in making our ideas clear, we are going to be looking at
some photographs and using words and sentences to describe those photographs."
5. Students will go back to their seats, and the teacher will give each student a copy of the attached Photo Fun worksheet.
6. The teacher will project a large copy of Photo Fun and explain, "We are going to be looking at some photographs. As we look at each photograph, we will discuss
words that come to our minds. We will identify some nouns, verbs and adjectives from each photograph." Instead of the teacher defining the words, have the
students define noun, verb and adjective. "After we define the nouns, verbs, and adjectives, we will be writing a sentence using some very precise word choices.
We want our readers to be able to "see" the photograph we are writing about."
7. The teacher will project a photograph from the attached Teaching Phase Power Point. There are about 11 photographs on the PowerPoint, so the teacher can
choose two of these to work on with the students.
Once the photograph is projected, the students will name the nouns they see in the photo. The teacher will list the words on the projected Photo Fun
worksheet, and the students will copy them.
The students will then state all the verbs they can think of connected to the photo. The teacher will list those on the projected image, and the students will
copy.
Finally, the teacher will ask students for adjectives to describe the photograph, and will list those on the projected image of the Photo Fun worksheet as the
students list adjectives on their own papers.
The class will then write a sentence, using the words and/or phrases that are listed to write a precise sentence about the photograph. The teacher will write
the sentence on the projected Photo Fun worksheet, and the students will copy.
8. Complete this same procedure for one more photograph from the Teaching Phase Power Point.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. The teacher will project a descriptive paragraph (attached sheet Descriptive Paragraph) and read it aloud. After reading the paragraph, the teacher will ask
students what words helped them to see the picture the writer was trying to create. As students say words teacher will write them on the board. Questions the
teacher could ask:
How does an author help the reader "see" the words on the page?
What words help the reader "See," "hear," or "feel" the writing?
Why did the writer use those precise words?
2. The teacher will partner students, and give each pair of students a whiteboard, marker, and eraser.
3. Using the attached Guided Practice PowerPoint, students will work with their partners to select the answer that uses the best words to complete each sentence.
The teacher will show the slide, and students will have an opportunity to discuss with their partner which choice best completes the sentence.
Students will write their answers on the whiteboards, and then share with the class by holding up their whiteboards. The class can then discuss the possible
choices.
The teacher can practice with the students using Practice Slide #1 and #2 included in the PowerPoint.
The teacher will monitor student discussions while they are working with their partners to help determine student understanding of using precise word choice
to help clarify meanings of ideas.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. Students will be asked to take out a sheet of notebook paper.
2. The teacher will explain that the students will be looking at a cereal box. They are to write 5 different sentences about the cereal.
They can write sentences about what the cereal looks like, what the box looks like, how the cereal tastes, or anything else they want about the cereal.
The students can use describing words found on the box in their sentences, but they must think of 10 other descriptive words that are not listed on the box that
would be ways to "show" and not "tell" about the cereal.
3. The teacher will review the Word Choice Checklist (attached) with the students so they understand how their sentences will be assessed.
4. The teacher will then present the cereal box to the students and they will write their five sentences.
5. Student papers will be assessed using the attached Word Choice Checklist.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Using the sentences created in the Independent Practice, students will write their favorite sentence on a sentence strip. The teacher will display all of the sentence strips
around the room and students will have a Gallery Walk to read the sentences.
Gallery Walk:
The teacher will give each student three 1" x 1" sticky notes. Students rotate around the classroom, reading the sentences created by the other students. Students write
a positive comment about three different sentences, and then stick their comments to those sentences. The teacher can monitor and be sure all the sentences have at
least one comment.
Summative Assessment
Students will be asked to take out a sheet of notebook paper. The teacher will explain that the students will be looking at a cereal box. They are to write 5 different
sentences about the cereal. They can write sentences about what the cereal looks like, what the box looks like, how the cereal tastes, or anything else they want about
the cereal. The students can use describing words found on the box in their sentences, but they must think of 10 other descriptive words that are not listed on the box
that would be ways to "show" and not "tell" about the cereal.
page 2 of 4 1. The teacher will review the Word Choice Checklist (attached) with the students so they understand how their sentences will be assessed.
2. The teacher will present the cereal box to the students, and they will write their five sentences.
3. Student papers will be assessed using the attached Word Choice Checklist.
Formative Assessment
During the Teaching Phase:
1. The teacher will partner students and give each student pair a whiteboard, whiteboard marker and an eraser.
2. The teacher will begin, "Today I am going to read some word riddles. You will listen carefully as I read each riddle and then you will try and guess the answer to
each riddle. You and your partner will discuss what you think the answer is to the riddle and then write that word or words on the whiteboard. We will share our
answers after each riddle."
3. The teacher will read each riddle (see attached Riddle Sheet) and the pairs of students will try to guess the riddle by writing their answer on the whiteboard and
sharing. The teacher will encourage students to discuss the words they heard in the riddle. The teacher will call on one or more students to share their answers.
4. As each riddle is answered, the teacher will ask the students what made it easy or hard to answer each riddle. Answers should focus on the fact that the more
precise or descriptive the word choice was in the riddle, the easier it was to figure out the riddle.
5. The teacher will monitor student understanding of the concept of using precise words as well as the discussions that ensued while students were trying to
determine what word should be written on the whiteboard.
Feedback to Students
While the students are working together to answer the riddles, or while the students are working together to select the answers to the slides in the Guided Practice, the
teacher can use any of the following questions or statements:
Which words helped you figure out the answer to that riddle?
What words could the writer use to make the riddle more clear?
Why do you think ____________ is a better word to describe ____________?
What makes that ____________ (select a word) such a good choice to use?
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Those student who need additional support can:
work with partners.
draw pictures to show their understanding of the meaning of words.
use a second language dictionary to help with the meaning of precise words.
dictate their sentences about the cereal box.
Extensions: Students can:
design a brand new cereal box and create their own cereal.
create another kind of product to sell and then try to sell it to the class.
take photographs around the school and post them. Have students write describing words or phrases about the photographs.
Suggested Technology: Document Camera, Computer for Presenter
Special Materials Needed:
copies of the Photo Fun worksheet, one for each student
copies of the Word Choice Checklist, one for each student
Whiteboards, markers, and erasers
Empty cereal box
Sentence strips
markers to write with
notebook paper
1 inch square sticky notes
Additional Information/Instructions
By Author/Submitter
Please note:
For Standard LAFS.4.L.1.1, only part f will be assessed
For Standard LAFS.4.L.1.2, only parts a and d will be assessed.
For Standard LAFS.4.L.2.3, only part a will be assessed.
SOURCE AND ACCESS INFORMATION
Contributed by: Vikki Hall
Name of Author/Source: Vikki Hall
District/Organization of Contributor(s): Bay
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 3 of 4 Related Standards
Name
LAFS.4.L.1.1:
Description
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a.
b.
c.
d.
e.
Demonstrate legible cursive writing skills.
Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small
bag).
f. Form and use prepositional phrases.
g. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
h. Correctly use frequently confused words (e.g., to, too, two; there, their).
LAFS.4.L.1.2:
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
LAFS.4.L.2.3:
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal
discourse is appropriate (e.g., small-group discussion).
page 4 of 4