Activities

1. Given a web of adjectives, use a thesaurus to add adjective synonyms to the web. 
   
   
2. Given a list of ordinary verbs, brainstorm a list of verbs to more precisely express an action.

3. Given prepared sentences without adjectives and non-specific nouns, modify sentences with specific nouns and add adjectives.
   
   
4. Given prepared sentences with ordinary verbs, modify the sentences with more precise verbs and adverbs.

5. Given research, use precise words and phrases to write an opinion paragraph about an environmental topic.
   
   
6. Given a paragraph lacking precise word and phrase choice, revise the paragraph to write a compelling argument with precise word and phrase choice.

Answer Key/Rubric

1. Given a web of adjectives, student uses a thesaurus to add synonyms to the web.  Student understands an adjective is a word that describes a noun or pronoun.  Student understands that adjectives more precisely describe nouns by telling what kind, how many and which one.  Student understands a thesaurus is a resource used to find synonyms and antonyms.  Student knows how to find words in a thesaurus alphabetically, and that, the thesaurus can be used to find more precise words and phrases.  For example, given the adjective “good,” the student is able to alphabetically look up, “good,” and find synonyms for the word, “good.”   Student then adds synonyms to a word web for, “good” (satisfactory, adequate, competent, useful, agreeable, kind, honorable, moral, and ample).  Student understands knowing synonyms for, “good,” and other adjectives, allows a writer to convey ideas more precisely.

2. Given a list of ordinary verbs, student brainstorms a list of verbs which more precisely describe an action.  For example, given the verb, “said,” the student lists other verbs which could more precisely express how someone spoke (whispered, murmured, yelled, asked and cried).  Student understands a verb is word which expresses an action or states something exists.  Student understands expressing an action with a precise verb allows a writer to convey ideas more clearly and accurately.

3. Given sentences written without adjectives and non-specific nouns, student replaces non-specific nouns with more precise nouns and adds adjectives.  Student understands nouns are words used to name a person, place, thing or idea. Student also understands adjectives describe a noun or pronoun.  Adjectives more precisely describe nouns or pronouns by telling what kind, how many or which one.  Student understands precise nouns and descriptive adjectives more clearly convey a writer’s ideas.  For example:

• Grass covers the path to the beach. (Non-specific noun, lacks adjectives.)
• Tall, wispy blades of sea grass cover the winding path to the deep blue ocean.

     The student understands descriptive adjectives (tall, wispy, winding, deep, blue) and specific nouns (blades, sea grass, and ocean) are words and
     phrases which more precisely convey the writer’s ideas.

4. Given prepared sentences with ordinary verbs, student modifies the sentences with verbs and adverbs to more precisely express an action.  Student understands verbs express an action or a state of being.  Student also understands adverbs modify verbs, adjectives or another adverb.  Adverbs modify verbs, adjectives or adverbs to answer the questions how, when, where or to what extent.  For example,

• The children ran toward the sea shore. (ordinary verb – ran; lacking adverbs)
• The children quickly scampered toward the sea shore.

     The student understands vivid verbs (scampered) and adverbs (quickly) more precisely convey the children ran with quick light steps.

5. Given research about the disadvantages of plastic bags, student uses precise words and phrases to write an opinion paragraph to explain why plastic grocery bags are not good for the environment. The student understands that precise language (specific nouns, verbs, adjectives, adverbs, etc.) communicates ideas clearly and effectively.  The student understands a compelling opinion is best supported with relevant information expressed with precise language. For example, the student is given the following facts and uses the facts to write an opinion paragraph.

6. Given a paragraph lacking precise word choice and phrases, student uses given research to revise the paragraph.  The student uses precise word choice and phrases to write a compelling argument about why it is important to protect the native grasslands for the Monarch butterfly. The student understands that precise language (specific nouns, verbs, adjectives, adverbs, etc.) communicates ideas clearly and effectively.  The student understands a compelling argument is best supported with relevant information expressed with precise language. For example:

• It would be sad to never see a butterfly.  The butterflies are dying because they can’t find a place to lay their eggs.  Butterflies need to find plants to lay eggs.  Then their eggs can turn into caterpillars and butterflies.
  (Student recognizes the paragraph lacks specific word choice and phrases to clearly and effectively support an argument about the importance of protecting native grasslands.)
• It would be a tragedy if future generations never witnessed the majestic beauty of a Monarch butterfly.  Unfortunately, the Monarch population has declined more than 90% since the mid-1990s.   A major problem is the disappearance of native grasslands, and specifically, milkweed plants.  The milkweed serves as a host for the Monarch eggs and caterpillars.  Therefore, the National Wildlife Federation has petitioned Congress to protect America’s grasslands.
  (Revised paragraph shows student understands how to use precise word choice and phrases to clearly and effectively support an argument about the importance of protecting native grasslands.)