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VISUAL THESAURUS LESSON PLANS TEACHER‘S GUIDE © 2 0 0 5 T H I N K M A P , I N C

VISUAL THESAURUS LESSON PLANS TEACHER‘S GUIDE © 2 0 0 5 T H I N K M A P , I N C . A L L R I G H T S R E S E R V E D Visual Thesaurus | Teacher’s Guide page 2 LESSON 1 OBJECTIVE After completing this lesson, students should have a better understanding of some common words, including an understanding that simple words may have multiple meanings. Students also learn of the value of using a Thesaurus as part of their writing process. By learning more of the options for word choice, students can better express themselves. LANGUAGE FOCUS: Vocabulary development Students are asked to perform three major tasks: 1) understand meanings associated with a common adjective and explore vocabulary related to a common adjective; 2) make meaningful connections between the adjectives they chose and the words multiple meanings; 3) learn and practice new vocabulary by writing sentences or a story incorporating the various words they’ve explored. MATERIALS NEEDED : None (Only the Visual Thesaurus) VARIATIONS: Individual: lesson as given; “Challenge” section can assigned or omitted based on level of students or time frame Small Group: students work in groups of 2-3, share words they chose and explored, talk about ways they can make their language more interesting and varied using the vocabulary, write a short play using the words LESSON 1: INTRODUCTION TO THE VISUAL THESAURUS: WORDS HAVE MULTIPLE MEANINGS Visual Thesaurus | Teacher’s Guide page 3 LESSON 1 Whole class: teacher features an “adjective” of the day; above lesson is adapted using just that adjective ESL/LEP: students should go through each of the adjectives as a means of expanding vocabulary; it’s very important to turn off all parts of speech except adjective. Then, in consult with instructor or peer tutor, help students understand relationships among the words; for example, with adjectives, introduce a “simple” way of understanding relationships as a matter of degree…+ for somewhat more, ++ for much more (big, huge [+], gigantic [++]). EDUCATIONAL STANDARDS: Level III, grades 6-8 Writing: General skills and strategies of the writing process (S. 1), including narrative accounts (S. 1.7) and composition based on personal attitudes or experience (S. 1.8) Use of descriptive and fi gurative language, including thesaurus use for effective word choice (S. 2, 2.1) Use of grammatical and mechanical conventions in written compositions, including use of adjectives to convey different meanings (S. 3, S. 3.5) Reading: Uses the general skills and strategies of the reading process (S. 5), including using a variety of strategies to extend vocabulary, improve understanding of defi nitions, and compare and verify words meanings, shades of meaning, and word differences in context (S. 5.3) Visual Thesaurus | Teacher’s Guide page 4 LESSON 2 OBJECTIVE Students gain experience writing, choosing appropriate language, and understanding parts of speech. Students learn that words have multiple functions when used in different contexts. Through these exercises, students gain practice in writing, and learn how word choice can affect both meaning and intent. LANGUAGE FOCUS: Understanding parts of speech Students are asked to perform four major tasks: 1) free write in response to a picture or scene; 2) identify parts of speech (noun, verb, adjective, adverb) from their own writing; 3) explore new vocabulary; 4) compose a story about the picture or scene employing the new vocabulary. As a challenge, you may ask them to write in a specifi c genre or style. MATERIALS NEEDED : pictures from magazines or books for essay inspiration (optional) VARIATIONS: Individual: lesson as given; “Challenge” section can assigned or omitted based on level of students or time frame (In this lesson Part 2 (Next Steps) and Part 3 (Challenge) are very similar. You may want to assign only one of these to students) Small Group: group of students work on same picture, collaborate on descriptions, then team write a story using the picture LESSON 2: EXPLORING DESCRIPTIVE LANGUAGE WITH DIFFERENT PARTS OF SPEECH Visual Thesaurus | Teacher’s Guide page 5 LESSON 2 Whole Class: similar to Small Group only whole class works from a picture or scene supplied by teacher. Students can “chain write” the story or write short stories individually, then turn in for evaluation or to share in groups ESL/LEP: the lesson as given is appropriate with some modifi cations: in step (4), students can add to the lists they’ve created rather than “exploring relationships” and for each new word, VT defi nitions should be written down, then students can construct either individual sentences or create a story EDUCATIONAL STANDARDS: Level III, grades 6-8 Writing: General skills and strategies of the writing process (S.1), including prewriting strategies such as outlining and brainstorming (S. 1.1), evaluation of own and other’s writing (S. 1.4), writing narrative accounts (S. 1.7) and writing in response to literature or ideas with the ability to state a refl ective opinion (S. 1. 12) Use of descriptive and fi gurative language, including thesaurus use for effective word choice (S. 2, 2.1) Use of grammatical and mechanical conventions in written compositions, including use of nouns, verbs, adjectives, and adverbs to convey different meanings (S. 3, S. 3.3, 3.4, 3.5, 3.6) Use of age-appropriate spelling, capitalization, and punctuation (S. 3.9, 3.10, 3.11, at teacher’s discretion) Reading: Uses the general skills and strategies of the reading process (S. 5), including using a variety of strategies to extend vocabulary, improve understanding of defi nitions, and compare and verify words meanings, shades of meaning, and word differences in context (S. 5.3) Visual Thesaurus | Teacher’s Guide page 6 LESSON 2 NOTES: Note 1: The standards used in these lessons follow the McREL guidelines, concentrating on grades 6-8, primarily in the Language Arts (writing, reading, listening, and speaking). Abbreviated Standards are listed here. Note 2:The ESL variations given are most suitable for intermediate and advanced learners. The Visual Thesaurus is somewhat complex for beginners, though lessons appropriate for this group are noted below. Visual Thesaurus | Teacher’s Guide page 7 LESSON 3 OBJECTIVE To explore and understand the use of transition words in context and to write own persuasive essay using transition words LANGUAGE FOCUS: Using Transition Words Students are asked to perform three major tasks: 1) understand and explore new forms of transition words; 2) examine how transition words are used in an editorial or persuasive essay; 3) write their own persuasive essay using transition words. MATERIALS NEEDED : Editorial piece or persuasive essay that features transition words, supplied by students, teacher, or accessed from newspaper Web site VARIATIONS: Note: teacher may wish to supply editorial or persuasive essay, particularly if it can relate to some current event or class topic Individual: lesson as given; “Challenge” section can assigned or omitted based on level of students or time frame Small Group: students collaborate by “chain writing” an editorial or persuasive piece. This can be in writing or out loud; each student contributes a new sentence which has to begin with an appropriate transition word Whole Class: since transition words are a part of using language persuasively, this lesson can be applied to many different kinds of writing including letters of complaint, editorials, recommendations, etc.; teachers can bring in an essay to respond to or a local situation for students to write about LESSON 3: MAKING AN ARGUMENT: EFFECTIVE USE OF TRANSITION WORDS Visual Thesaurus | Teacher’s Guide page 8 LESSON 3 ESL/LEP: the lesson as given is very good for ESL/LEP students. It may help to simplify the transition word list to just one or two examples instead of the more extensive list provided in the student lesson EDUCATIONAL STANDARDS: Level III, grades 6-8 Writing: General skills and strategies of the writing process (S. 1), including drafting and revising (S. 1.2), evaluation of own and other’s writing (S. 1.4), using content, style, and structure appropriate to specifi c audiences (S. 1.5) and writing a persuasive composition that conveys a judgment, provides context, is aimed towards a specifi c audience, and supplies evidence or support (S. 1.10) Use of the stylistic and rhetorical aspects of writing (S. 2), including explicit use of transitional devices (S 2.4) and using paragraphs and sentences to organize writing (S.2.2) Reading: Uses the General skills and strategies of the reading process (S. 5), including using a variety of strategies to extend vocabulary, improve understanding of defi nitions, and compare and verify words meanings, shades of meaning, and word differences in context (S. 5.3) Understands specifi c devices an author uses to accomplish his or her purpose (e.g., persuasive techniques, style, literary form or genre) (S. 5.5) Refl ects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts (S. 5.6) Uses reading skills and strategies to understand and interpret a variety of informational texts (S. 7), including magazines and advertisements (S. 7.1) Visual Thesaurus | Teacher’s Guide page 9 LESSON 3 NOTES: Note 1: The standards used in these lessons follow the McREL guidelines, concentrating on grades 6-8, primarily in the Language Arts (writing, reading, listening, uploads/s3/ vt-3-teachers-guide.pdf