LESSON FIVE: Choosing Words Carefully
LESSON DESCRIPTION
Students evaluate word choices in select passages and demonstrate their ability to write using precise language. The objectives of this lesson are to analyze a nonfiction text for word choice and connotation and to compose text using precise language. This lesson focuses on author’s word choice, both writing using precise language and evaluating a written passage for author’s word choice. Students write using precise language and making their word choices carefully. They also locate a nonfiction passage that exhibits careful word choice by the author and explain why the passage fulfills the assignment’s purpose.
GRADE-LEVEL EXPECTATIONS
R3C Using details from text
§ evaluate adequacy of evidence
§ determine author’s purpose based on text analysis
§ analyze details from text for
o word choice and connotation
o selection of details
o organizational effectiveness
o accuracy of information
§ analyze multiple text
o by comparing and contrasting details
o by determining importance of information
o for authors’ viewpoints
§ identify problem solving processes and explain the effectiveness of solutions
W3E Compose texts
§ for a workplace communication (e.g., memo or letter) that includes summaries, directives, meeting minutes, and/or complaints or concerns
§ that address the same topic from two points of view, using appropriate forms (e.g., interpret a school rule from the perspective of an adult and a student)
LESSON MATERIALS
o None
§ Supplies
o Dictionary
o Thesaurus
o Highlighters
o Formative assessment scoring guide
§ Handouts provided
§ Words to know
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o evaluate |
o author's purpose |
o analyze |
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o connotation |
o compare |
o contrast |
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o letter |
o points of view |
o workplace communication |
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o nonfiction |
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FORMATIVE ASSESSMENT
The formative assessment has two sections. Scoring guide provided.
Section I: Students write one or more paragraphs about a designated topic or in response to a provided prompt using precise language.
Section II: Students individually locate a nonfiction passage one or more paragraphs in length that exhibits careful word choice by the author. Students write a paragraph or more explaining why the passage chosen fulfills the assignment’s purpose, citing specific words from the passage as support.
LEARNING ACTIVITIES
1. Present the following questions to students:
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Questions for Students |
Would you rather be called: reckless or daring? skinny or slim? pushy or assertive? |
Give students time to ponder one or more of these or similar questions, consulting a dictionary and/or thesaurus
as necessary. Then discuss students’ word choices and their reasons for those.
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Questions for Students |
What caused you to choose one word over the other? How are the words in each pair alike? Different? |
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Strategy
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The definition of synonym can be found in the Communication Arts Grade Level Expectations Glossary of Terms. When discussing students’ decisions regarding the questions posed, note that each pair of words is a pair of synonyms and that though the words may mean nearly the same, each makes a very different impression on the audience. Explain that this is referred to as the word’s connotation. |
2. Write and define the words denotation and connotation on the board. Lead students to realize that connotation is what influenced their choices in the questions the teacher posed. Explain to students the importance of authors – including students themselves – choosing their words carefully. Explain that authors must consider words’ connotations as well as their denotations. Authors should also choose verbs, adjectives and adverbs carefully to best create the impression they intend. Discuss various examples.
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Strategy
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The definition of connotation can be found in the Communications Arts Glossary. A mnemonic (memory device) to help students clarify: Denotation is a word’s dictionary definition. All begin with “d.” Note that using precise language may not always occur in the drafting stage of the writing process; it may be added during revision. |
3. Provide students with a nonfiction passage that consistently uses precise language and have students work in pairs to identify (underline, highlight, etc.) examples of precise language in the passage. Students choose two to three of those examples, find a synonym that might be substituted for each, and then explain why the author likely chose the words he used, recording their ideas on their own paper. Lead the class in discussing some students’ work.
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Questions for Students
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What are some synonyms for “said” that might make it clearer how someone spoke? (whispered, mumbled, shouted, ordered, etc.) What words might be synonyms for but more specific than “red”? (maroon, scarlet, burgundy, etc.) What words could you use to describe how someone walked? (slowly, quickly, awkwardly, etc.) |
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Ideas
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Possible passages: An excerpt from Guts or Winterdance, by Gary Paulsen (Both are nonfiction and autobiographical.) |