Activities

1. Complete a three column chart with descriptive words and phrases that could be used in poems with various tones.
   
   
2. Create a collage with strong, descriptive verbs, adverbs, adjectives, and sensory language. 

3. Given an editorial, identify words and phrases that are used for effect.
   
   
4. Given a published poem, identify words and phrases that are used for effect.

5. Write a narrative describing a problem you have overcome using words and phrases for effect.
   
   
6. Write a poem describing a favorite place using words and phrases for effect. 

Answer Key/Rubric

1. Student completes a three column chart with descriptive words and phrases that could be used in poems with various tones.  Student understands that words and phrases can be used for effect and help show emotions, describe, express ideas more effectively and convey the author’s tone.  Student uses a thesaurus to find appropriate descriptive words and phrases that can be used in poems with various tones.  Student correctly and adequately fills out chart.  For example:

2. Student creates a collage with strong, descriptive verbs, adverbs, adjectives, and sensory language.  Student understands that words and phrases can be used for effect and help show emotions, describe, express ideas more effectively and convey the author’s tone.  Student correctly creates a collage that has an adequate number and variety of strong, descriptive verbs, adverbs, adjectives, and sensory language.  Student understands sensory language helps the reader see, hear, taste, touch and smell the world the author is creating.  Sensory words make writing more clear and vivid.  Sensory words may be words such as fuchsia, dew, sparkle, glow, salty, ping, etc.  Student understands verbs show action and adverbs tell how the action was completed.  Strong, descriptive verbs and adverbs may be words such as smash, embrace, smirk, leisurely, deviously, senselessly, etc.  Student understands adjectives describe nouns.  Student understands that strong, descriptive adjectives may be words such as obnoxious, attractive, thoughtless, and entertaining.
   
   
3. Given an editorial, student identifies words and phrases that are used for effect.  Student carefully reads editorial.  Student correctly identifies words and phrases that are used for effect.  Student identifies intensifying words, words that show cause or effect, words that indicate more support, elaboration or clarification is forthcoming.  Student understands:

• Certain intensifying words and phrases make a claim stronger such as, without a doubt, in fact, surely, undoubtedly, to be sure, yes, no, to repeat, certainly, everyone knows,  etc.
• Certain words or phrases show cause such as, because, since, on account of, as a result of, etc.  These words can help the reader see the cause of a problem or situation and strengthen the examples given or a claim.
• Certain words or phrases show effect such as, as a result, hence, therefore, subsequently, consequently, thus, etc.  These words can help the reader see the effect of a problem and strengthen examples given or a claim.
• Addition words show the reader the author is adding support to his claim or adding more evidence.  Words that signal more support are, like, first, second, another, also, in addition, furthermore, further, and, or, nor, next, etc.
• Certain words and phrases signal that more description or elaboration is coming to support the claim or examples.  Words that show more elaboration are, for example, in fact, indeed, in other words, to illustrate, etc.
• Certain phrases clarify a claim or examples such as, to clarify, to put another way, to explain, in other words, to rephrase, that is to say, etc.

     Student looks for and identifies sensory language, descriptive details and words with connotative meanings. Student understands sensory language
     helps the reader see, hear, taste, touch and smell the world the author is creating.  Sensory words make writing more clear and vivid.  Sensory words
     can be words like violet, buzz, tart, scratchy, buttery, etc.   Student looks for and identifies descriptive details that help the reader visualize the text,
     making a mental movie.  For example, goosebumps appeared on my arms as I reluctantly entered the clear, ice-cold river.   Student looks for words with a
     connotative meaning.  Student understands that connotation refers to the cultural and emotional meaning behind certain words.  For example, the
     word home has the denotation, or dictionary definition, of a dwelling where people reside, but the connotation behind the word can be love, warmth,
     family, security, etc.

4. Given a published poem, student identifies words and phrases that are used for effect.  Student correctly identifies words and phrases that are used for effect.  Student looks for and correctly identifies sensory language, descriptive details and words with connotative meanings.  Student understands sensory language helps the reader see, hear, taste, touch and smell the world the author is creating.  Sensory words make writing more clear and vivid.  Sensory words could be:

     Student understands descriptive details allow the reader to visualize the text, making a mental movie.  For example, goosebumps appeared on my arms
     as I reluctantly entered the clear, ice-cold river.  Student understands that connotation refers to the cultural and emotional meaning behind certain  
     words.  For example, the word home has the denotation, or dictionary definition, of a dwelling where people reside, but the connotation behind the
     word can be love, warmth, family, security, etc.

5. Student writes a narrative describing a problem he has overcome using words and phrases for effect.  Student writes an effective narrative.  Student describes and develops problem adequately.  Student describes and develops ideas related to how he/she overcame the problem adequately.  Student uses words and phrases effectively that contribute to the desired effect the writer intends.  Student uses sensory language, or language that appeals to the senses.  Sensory words make writing more clear and vivid.  Sensory words can be words like violet, buzz, tart, scratchy, buttery, etc.   Student uses descriptive words to help the reader form a mental picture.  For example, goosebumps appeared on my arms as I reluctantly entered the clear, ice-cold river.  Student uses words with connotative meanings if it is helpful in conveying the message of the narrative.  Student understands that connotation refers to the cultural and emotional meaning behind certain words.  For example, the word home has the denotation, or dictionary definition, of a dwelling where people reside, but the connotation behind the word can be love, warmth, family, security, etc.  Student uses words and phrases that assist in intensifying ideas, show cause or effect, and indicate more support, elaboration or clarification is forthcoming.  Student understands:

• Certain intensifying words and phrases make an idea stronger such as, without a doubt, in fact, surely, undoubtedly, to be sure, yes, no, to repeat, certainly, everyone knows,  etc.
• Certain words or phrases show cause such as, because, since, on account of, as a result of, etc.  These words can help the reader see the cause of a problem or situation and strengthen the examples given.
• Certain words or phrases show effect such as, as a result, hence, therefore, subsequently, consequently, thus, etc.  These words can help the reader see the effect of a problem and strengthen examples given.
• Addition words show the reader the author is adding support to his ideas or adding more evidence.  Words that signal more support are, like, first, second, another, also, in addition, furthermore, further, and, or, nor, next, etc.
• Certain words and phrases signal that more description or elaboration is coming to support ideas or examples.  Words that show more elaboration are, for example, in fact, indeed, in other words, to illustrate, etc.
• Certain phrases clarify ideas or examples such as, to clarify, to put another way, to explain, in other words, to rephrase, that is to say, etc.

6. Student writes a poem describing a favorite place using words and phrases for effect.  Student uses a poem format.  Student’s poem is effective and describes a favorite place adequately using sensory language, descriptive words and words with connotative meanings.  The poem effectively conveys the thoughts and feelings of the writer.  Student understands that sensory language helps the reader see, hear, taste, touch and smell the world the author is creating.  Sensory words make writing more clear and vivid.  Sensory words can be words like violet, buzz, tart, scratchy, buttery, etc.   Student understands descriptive details allow the reader to visualize the text, making a mental movie.   For example, goosebumps appeared on my arms as I reluctantly entered the clear, ice-cold river.  If student uses words that have a connotative meaning, these words assist in conveying the intended ideas and feelings.  Student understands that connotation refers to the cultural and emotional meaning behind certain words.  For example, the word home has the denotation, or dictionary definition, of a dwelling where people reside, but the connotation behind the word can be love, warmth, family, security, etc. When drafting poem and choosing words or phrases to be used, student asks:

• What mental picture can the reader make from the sensory language or descriptive details?
• Does the sensory language help the reader see, hear, taste, touch or smell the favorite place being described?
• Does the sensory language or descriptive details contribute to the mood or tone I want created?
• Do words with a connotative meaning contribute effectively to the ideas and emotions I want to convey?