Professional Documents
Culture Documents
Standards
Include at least one reading and one writing
Include at least one SOL and one CCSS
UKDs
Students will understand that
SOL R
SOL W
CCSS R
CCSS W
Content/Topic (the
English stuff youll
teach)
Review figurative language:
simile, metaphor,
personification, alliteration,
onomatopoeia, hyperbole,
idioms, and clichs
Review being verbs: am , are,
is, was, were, be, being, been
Introduce strong verbs (active
vs. passive voice)
Definitions of tone, imagery,
and voice
Utilizing resources (i.e.
dictionaries and thesauruses)
Text (s)
word choice
impression of
word choice
word choice
word choice
Students will
Strategy/Strategies
(at least 1 from
Gallagher or
Spandel) and Why
Chosen
Create a Word Cache
(Spandel) creating a word
cache will aid students in
recognizing and brainstorming
a list of sensory details (word
choices) that help make the
text alive to the reader.
Make that Thesaurus Work
for You/Utilize your
Resources (Spandel) using
dictionaries and thesauruses
to refine and expand on
students word caches will
allow students to not only
expand on their vocabulary,
but choose words that best fit
students voice while maintain
accurate use of vocabulary.
Harness the Power of
Verbs (Spandel) using a
thesaurus and dictionary,
students will brainstorm
strong verbs to add to their
word cache and revise passive
voice sentences to create
stronger and impactful
writing.
Revise for Clarity (Spandel)
Students will revise their Text
Reformulation drafts from
previous lessons utilizing word
choice to create stronger
voice, clearer passages, and
accurate use of language.
Follow-up/Writing
Activity (aligned with
at least one of the 6
traits)
Revise Text Reformulation to
contain clearer, effective, and
impactful word choice
Name: Megan Miller_ Lesson Topic: Word Choice (Power of Language)_ Grade:6 Class Length:90 min.
In what ways does word choice influence the readers understanding and
impression of a text?
How might word choice create voice to identify the author/narrator?
When does word choice create and personalizes voice?
How might word choice affect clarity of a text?
Today we are going to discuss how writers use figurative language and active
voice to create powerful writing. As we saw in First Day at School, word choice
plays a big role in how we respond to a text, and determines whether we can
understand what even made-up words refer to.
We are going to create what we call a word cache (which I will demonstrate in a
moment) to help us come up with important imagery/sensory, actions (verbs),
figurative language, and vocabulary we can use to spice up our writing.
While making our word caches we are going to practice using dictionaries and
thesauruses. I want you to find out all the different ways you can say something,
but I also want you to use the words correctly, else someone might get confused
when reading your text reformulations.
And finally, as mentioned, you are going to make a word cache for your text
reformulation. You can use the dictionary and thesaurus to help you come up
with strong word choices to make your reformulations vivid, clear, and you! The
words you choose should be words that make us think of you when we read it
and help us see what you are imagining when you write.
For those of you who finish your word caches, you can begin your revisions or
help your classmates with any questions they might have.
Begin a class word cache for the poem, utilizing one example for several
subsections of the word cache.
o Motion words: swallow; sounds: kids playing on the playground; feelings:
bewildered (misunderstanding of teacher and classroom);figurative language:
waiting for the bell to go
Have students use a thesaurus and dictionary to enhance word choice in my text
reformulation excerpt, substituting weak and passive verbs with stronger active
verbs.
Using the word cache we created, come up with or find better word choices to
help revise this excerpt for clarity, vivid imagery, and distinct voice.
Pairs that finish before others may compare their revision of word choice with a
neighboring pair.
o Explain the changes you made and how your word choice improves
my text reformulation.
10. Revisit the original unit hook problem
Have students volunteer their revisions of the model text reformulation.
How does your word choice create voice to identify the author/narrator?
How does your word choice affect the clarity of the model text
reformulation?
Explain how the new word choices impact the impression and tone of the
text. How does the reader visualize the narration compared to before
revision?
11. Assign the final performance task (you-do-alone)
Have students focus attention to their own text reformulations they have been
creating this unit.
Have students begin a word cache for their own text reformulation, utilizing the
dictionary and thesaurus to identify the best word for their work.
Upon completing the word cache for their text reformulation, students may have
a peer (also finished) review and give further suggestions on areas requiring
further revision concerning clarity, imagery, and voice.
12. Give students opportunities to reflect on EQs/Collect Formative Assessment
In what ways does your word choice influence the readers
understanding and impression of your text reformulation?
How does your word choice create voice to identify yourself as the
author/narrator?
When does your word choice create and personalize your voice?
How does your word choice affect the clarity of your text reformulation?
Metaphor
Personificatio
n
Alliteration
Onomatopoei
a
Hyperbole
Idiom
Clich
To compare one
object or idea with
another to suggest
they are alike
States a fact or
draws a verbal
picture by the use
of comparison
When human
characteristics are
given to an animal
or an object
The repetition of
the same initial
letter, sound, or
group of sounds in
a series of words
The use of a word
to describe or
imitate a natural
sound or the sound
made by an object
or an action
An exaggeration
that is so dramatic
that no one would
believe the
statement is true
peculiar to itself
either
grammatically or
meaning something
it does not actually
say
an overused
expression that has
become trite and
sometimes boring
like a rose
as hot as fire
He is a cuddle
bug.
We were waiting
willingly while they
walked.
Crash, clanks,
whirr, splunk!
He was thirsty
enough to drink an
entire ocean