This is a very simple idea, but I think it works very well, so I want to share it.
The idea behind this is to give students a visual reference behind the words they are using.
I noticed early in my teaching career that students tend to use words they know, even if they don't know what they mean, and even in the right context.
I also noticed that a lot of students tend to use the word "say a lot" because it's a simple choice (
Plus they read a lot of things that I don't like in books).
Anyway, they don't know why they should use better words unless explained to them.
"I work very hard today, Mr. Jones," Fred said . ".
"I work very hard today, Mr. Jones," Fred laughed . ".
"I work very hard today, Mr. Jones . "
"I work very hard today, Mr. Jones," cried Fred . ".
If you show each of them in turn and then have a good reader read it and show what emotions they have experienced when they say, then it will show others a simple word in their writing.
It is clear that you have to talk further about what effect the verbs have and what they will say because of their feelings.
It is important that the reader understand the character when writing, whether they like that person or not.
Good people need to be likeable, but bad people need to be likeable, okay, bad people!
If they use simple verbs to show how people feel, or how they react to a situation, then it is easier for the reader to do so.
The adverbs added in this sentence also help the idea of good people/bad people.
Then how do you know how people feel? (
Talk about their facial expressions and how they speak)
IdeaSaid is a non-
Descriptive verbs are a little helpful to readers.
Students need to recognize this.
You have three options from here to improve their writing: they can add an adverb. . .
Said the little girl calmly.
The second is in a better word.
Laugh, sob, cry, etc.
The third option is to use the first two options together-
Laughing quietly.
A good way to do this is to use a smile to help children recognize similarities with words.
It also helps them develop the idea of the role, the emotion is related to the way they speak
This in turn has to do with their writing and creating deeper roles.
How does it work?
The idea is simple: the students get some smiles.
They are then asked to find as many synonyms as possible for said, which will match the expression or feeling represented by the smile.
This can be done by using a computer or by using a Dragon (
According to the child's ability
If they want to use a piece of paper, they must know their alphabet. )
They can then write these synonyms under the smiley face and save them for future reference.
You can even do a class presentation for the job and encourage the kids to use it when they get stuck out of the seat.
1: happy/laughing people laugh
Just a few examples)
2. an angry man was canceled.
A few more ideas)
3: scary person: a shy person, or a person who is not confident, I hope you understand the idea.
I tend to start this lesson by putting a smile on the blackboard and having the students say how they feel.
Then I wrote their thoughts next to the picture with a smart board.
Once I have gone through a few, the students realize that we are looking at the feelings and then I go back to the original state and see how we can turn these words into verbs so that they can be used instead of being said.
The students do find it difficult, especially the young people who are just beginning to learn to speak.
So I put them in sentences with voice and model the first few for them.
What you can do next has a few ideas: what I did in my third grade class was to split an A4 size sheet into six parts.
Then divide each part further into two parts-
One is a picture of the smiling face and the second is a word that is related to the look/feel of the smiling face and what can be used as a better verb.
The children then had to use a dragon of gods to find other words that they could use with the same meaning.
Then, during any story writing process, this is stuck in their book review.
Or you can have students work in groups.
It's especially good if you have a class that they haven't worked well together yet, so more encouragement is needed. (
Students who are not working in a group at all can work with you so that you can simulate the behavior they need to show to complete such a task.
Also mimic the language they need to get along with and the persuasive language to get what they want, not the general commands or nasty comments that children can give in order to get what they want. )
Each group can get the same table-
Blown to size A3.
They then compete between groups to find at least five different words that can be used instead of saying.
The way I set up this game is to draw a grid on the board with a group name at the top.
A team leader was selected and he was the only one who could leave the team.
When the group is over, it's his/her job to go to the board and then sign on the square. (
Each smiling face should put a number so that they know which one to sign after it is completed. )
The winning group was rewarded somehow.
Once the group has completed the worksheet for this, it can be displayed somewhere near the table.
If this is not possible, then you can complete a class synonym for the said display, because each group can bring up the favorites they want to include in it, and then the words, along with the same smile, it can be displayed somewhere on the wall for students to use in future writing exercises involving speaking.
I suggest that the photocopies of the work of their group also be placed in their books for future reference.
Another idea is to have a lot of smiling faces on the table in the room.
Next to each should be a few whiteboard pens and sugar paper, with pictures in the middle.
The idea here is that once the students leave the carpet, they will walk around the room and write as many different synonyms as possible on the pictures they are looking at in five minutes.
They will be next in five minutes.
Once the students continue to learn, it will become more and more difficult for them to find words to write down, so make sure they know that they have to read all the different synonyms first so that they can steal/Magpie their future work.
It also creates an instant display because they can be attached directly to the wall, which is the work of the students, not your own work like other ideas.
Never forget the benefits of giving this homework.
If I do, I will send the second piece of paper home and explain what I want from the child so that they and their parents know what to do.
I would explain that they are looking for better words than to say, and I would mention how to use the Internet or office programs like word, but what I would also like to say is, how important it is to their school work to use the Dragon
And instructions on how to use it without knowing themselves.
I really believe that parents should help their children with their homework so that they know what they have learned at school and that they have extra input into their education.
A child who gets help at home has less than half the achievement of a child who doesn't get anything, although you have to feel sorry for them, but these children must know that it is important to do their homework, so sanctions must be lifted for those who do not.
Ideas discussed by students when walking around and checking the student's work, some high-level questions should be asked to acquire the knowledge the student learns
AFL is an important part of any teacher class and should play a huge role.
It is not good enough to ask simple closed questions and will not extend the children's study time.
So, here are a few ideas that can help you: What's the point of all these words you find?
Why should I say something like this if I feel uncomfortable?
Would it make me a bad guy if I got angry? Why not?
How do you know if someone is a nasty person or is in a bad mood because something bad happens to them?
For people with lower abilities or younger ages, you can ask the question: how do I speak if I feel angry/happy?
Does that mean you are more angry/happier than I said?
When you write, which word do you use to describe a bad person/good person? Why?
Which word do you like best, can you steal/Magpie for your writing?
I'm sure you can think of more examples.
And my last point!
Of course, you have to make your own worksheet for this because I haven't found a way to include it here yet, but hopefully from the picture above you can see that the students will be coming from this.
I 've used this lesson plan many times and then you can ask a character how it feels when the story happens all year --
Children know that they should use a better word at work --
Higher abilities should be able to push themselves forward in this kind of questioning, and they should generate credible roles.
This is an easy way for children to improve their work.
Using a smile also helps children imagine their writing in a fun way.