ProQuest Standards-Based Learning Activity

Parts of Speech: Active Verbs

An English Language Arts Lesson--Teacher Procedures

Appropriate for: English/Language Arts, Grades 6-8

Timeline: Two class periods

English Language Arts Standards Addressed Through This Lesson:NCTE--

Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Writing, Level III (Grades 6-8)

Standard 1:

Uses the general skills and strategies of the writing process

Uses a variety of prewriting strategies

Uses a variety of strategies to draft and revise written work

Uses a variety of strategies to edit and publish written work

Evaluates own and others' writing

Standard 2:

Uses the stylistic and rhetorical aspects of writing

Uses descriptive language that clarifies and enhances ideas

Uses paragraph form in writing

Standard 3:

Uses grammatical and mechanical conventions in written compositions

Uses verbs in written compositions

Standard 4:

Gathers and uses information for research purposes

Uses a variety of resource materials to gather information for research topics

Reading, Level III (Grades 6-8)

Standard 5:

Uses the general skills and strategies of the reading process

Establishes and adjusts purposes for reading

Understands specific devices an author uses to accomplish his or her purpose

Reflects on what has been learned after reading and formulates ideas, opinions, and personal responses to texts

Learning Expectations/Objectives:

  • Students will learn or review the definition of a verb, and will learn the difference between passive and active verbs.
  • Students will practice identifying verbs in a piece of literature.
  • Students will use ProQuest. eLibrary, SIRS Knowledge Source, or SIRS Discoverer to research a place of their choice.
  • Students will write a rough draft of a paragraph about their place.
  • Students will use a thesaurus from ProQuest to find active verbs for their paragraph.
  • Students will rewrite the paragraph including their new, active verbs.

Materials:

  • Computers with printer and Internet access to ProQuest eLibrary, SIRS SKS or Discoverer.
  • Printer paper
  • Copies of Jack London paragraph
  • Overhead projector
  • Transparency of Jack London paragraph
  • Erasable pen
  • Pencils, pens
  • Lined notebook paper
Activity Process: Directions to the Teacher
Description of Activity

After reviewing the definition of a verb, students will learn the difference between passive and active verbs and the importance of using active verbs in writing. Using a paragraph that describes the Yukon from Jack London’s White Fang, students will practice identifying both passive and active verbs. Students will then each choose a place they would like to visit, and will use ProQuest to research their place. Students will write a rough draft of a paragraph describing their place. They will identify all the active and passive verbs in their rough draft. They will then use thesauri on ProQuest to search for new, active verbs, and will write a final draft that incorporates these new verbs.

Background Information/Scenario

It’s common for beginning writers to rely heavily on passive or frequently-used verbs in their work. Pieces of writing that use only forms of “to be,” “to have” and “to go” come to seem flat and boring very quickly. Learning to use active, interesting verbs is an essential technique: it’s one thing that helps writing spring to life. After a review of verbs in general, this lesson focuses on activities and discussion that help define the difference between active and passive verbs, and help students to begin to use more active verbs in their own writing.

Technically, forms of the verb “to be” are considered passive -- but forms of “to have” and “to go” are also very commonly used, especially by middle school students, so in a sense they fit into the passive verb category as well. Active verbs are what they sound like: verbs that describe or show an action in an interesting or surprising way. Active verbs make you sit up and take notice! You could also think of “to be,” “to have” and “to go” as “weak” verbs, and more active, unusual verbs as “strong” verbs. Go to the ProQuest editor selected website, for more information on active and passive verbs and a chart to help students identify helping (passive) verbs. For additional information on active and passive verbs, visit the ProQuest editor selected website at

Before class begins, go to the ProQuestEditor’s Choice Web site, and print out the first page of Chapter Two, “The She-Wolf,” from Jack London's White Fang. Students will use the first paragraph of this chapter to practice identifying active and passive verbs. Make enough copies of this first paragraph for everyone in the class. You should also make a transparency copy of the paragraph to use on the overhead projector.

Outline of Procedures -- Day One
  1. Ask the class for the definition of a verb (a word that shows action or being), and write the definition on the board. Explain to them that there are basically two kinds of verbs: passive (or weak) verbs, and active (or strong) verbs. Tell them that they’re going to spend the next class periods learning about active verbs, and how to use more of them in their own writing.
  2. Write “to be,” “to have” and “to go” on the board. Explain to the class that these are very common verbs, ones people use all the time. Ask students to give some examples of forms of each verb (i.e. was, were, had, was going, went, etc.) and write these on the board under each infinitive form. Tell the class that although it’s not wrong to use these verbs, a person’s writing is stronger if s/he knows how to use a variety of active verbs, too.
  3. Hand out the first paragraph of Chapter Two of White Fang to the class. Ask for a volunteer to read it out loud. Help all the students to find a partner (usually it’s easiest if you ask them to turn to the person sitting next to them). With their partners, the students should reread the paragraph and identify as many verbs as they can. They should circle passive verbs (including forms of “to have” and “to go”) and underline active verbs.
  4. Once students are finished, bring the group together again. Ask students to give examples of the verbs they found. Ask each student if the verb s/he has found is active or passive. Use the overhead projector and transparency; on the transparency, circle passive verbs and underline active ones. Proceed until all the verbs are accounted for. If there are any verbs students don’t know, provide a definition for them.
  5. Ask students what they notice about Jack London’s verbs. If no one in the class offers this, make sure to point out that a huge majority of the verbs in the paragraph are active; they’re unusual and often surprising. Point out that London does use a passive verb, and remind students that it’s OK to use “to be,” “to have” and “to go” sometimes, just not all the time!
  6. Tell students that now they’re going to begin work on a piece of their own writing, using what they’ve just learned about passive and active verbs. Point out that the paragraph from White Fang is a great description of a place, one that uses lots of details related to different senses; it’s writing that makes you feel like you are there, and the verbs are a big part of what makes it interesting. Now they are going to write a description of a place they would like to go to.
  7. Ask students to take out a piece of paper and a pencil, and take five minutes to quietly brainstorm a list of places they have never been but would like to visit. The places should be real, but they can be cities, regions, countries or even other planets! For more on brainstorming and other prewriting strategies, to the ProQuest Editor's Choice website site at After the brainstorming, tell students to circle the place they would most like to write about.
  8. Students will now use ProQuest to research their chosen place. Type the name of the place into the search box.
  9. Click on a document link to view an article.
  • One good article is sufficient for this assignment.
  • Students should print out the material they would like to use and return to their seats.
  1. For the rest of the class period, students will read over the article they have printed out, and highlight or underline details that interest them and that they might like to use in their description. They should keep their articles and bring them to class the next day.
Outline of Procedures -- Day Two
  1. Students will take out a piece of paper, and use five minutes to quietly brainstorm details about their chosen place. They should use the article they printed out on Day One for reference. Tell them to jot down as many interesting details as they can. Remind them that since they will be able to revise and edit later, they don’t need to use complete sentences, and they shouldn’t worry about spelling, grammar or punctuation at this point.
  2. When five minutes are up, ask students to turn to the person sitting next to them and share what they have written. In each pair, when the reader has finished, the listener should respond by saying which details s/he liked best. The listener can also ask any questions s/he might have.
  3. Students will now go back to their writing, and take a longer period of quiet time to turn their notes into a paragraph. Encourage them to use complete sentences at this point, but tell them just to get their ideas in order and that you will be working on revising later.
  4. Once students have finished, they should reread their paragraphs silently, circling passive verbs and underlining active ones. Ask them to look over their papers, and see whether they have used a lot of passive verbs. Tell them not to worry if they have, because now they will have a chance to strengthen their writing by replacing passive verbs with active ones. Demonstrate by writing a few sample sentences using weak verbs on the board (for example, “He goes to the store.”). Ask students to give examples of stronger, more interesting verbs (in this case, some examples could be “speeds,” “waddles,” etc.), and list them on the board.
  5. Students will now return to the computers, bringing their paragraphs and pencils with them. Using ProQuest, they will use thesauri to add active verbs to their writing. You may want to share some information on thesauri, and how to use them, with your students before you start. Go to the ProQuest Editor Selected website at for thesaurus history and tips.

Students will begin by concentrating on the passive verbs they circled. Students will enter each passive verb into their ProQuest thesaurus, and will choose an active verb from the list of synonyms. When they have finished replacing their passive verbs, they should use the thesaurus to look up their active verbs. Students will read through the list and see if they can find a verb that they like better than the one they originally chose; if so, they should note it on their paper.

  1. Review the results to select a new verb or synonym for the original verb, or to read a definition of the verb that helps them find new verbs to use in its place.
  2. Students will repeat this process with each verb in their paragraph, replacing all passive verbs with active ones. They will also replace at least a couple of active verbs with better, more interesting verbs from the thesaurus.
  3. Students should return to their seats. If there is time left in the period, they should begin to write a final copy of their paragraphs, incorporating their new, active verbs. If class is over, they should do this for homework. Have students keep their rough drafts, with circled and underlined verbs, and replacement verb choices, to hand in with the final copy of their paragraphs.
Conclusion/Finished Work

Teacher collects rough and final drafts of paragraphs for assessment.

Assessment

Students will be evaluated based on the following criteria:

Research
  • Did student use ProQuest to collect information about a place of his/her choice?
  • Did student find new active verbs to use in his/her writing, using a thesaurus from ProQuest?
Writing
  • Did student brainstorm a list of places to write about?
  • Did student brainstorm a list of details about the place?
  • Did student share details about his/her place with a partner?
  • Did student convert his/her notes into a paragraph using complete sentences?
  • Did student circle and underline passive and active verbs in the paragraph?
  • After using the ProQuest, did student replace all passive verbs, and some active verbs, with better, more interesting choices?
Optional Extended Enrichment Activities
  • Have students use their paragraphs as the opening descriptive passage of a short story.
  • Share paragraphs in small groups, or with the whole class.
  • Create a word wall of active verbs in your classroom. Ask students to choose favorite active verbs and write out the words and definitions in bright colors on construction paper. You may also ask them to illustrate the words. Post the words on a wall where students can easily see and study the words, and change the display periodically.
  • Have students draw a map of their place, using the details they have included. Post the maps around the room.
  • Use the paragraphs to present a short lesson on physical detail in stories. Using the Jack London paragraph, identify all the sensory details, and ask students which senses London’s details are based on (i.e. touch, taste, smell, sight, hearing). Have them return to their own paragraphs, circle the sensory details, and identify the senses they have used so far and which senses they have left out. Then have them add more details so that their paragraphs employ all of the five senses. For example, if a student has left out taste, have her/him add a detail that evokes this sense.

Parts of Speech: Active Verbs

An English Language Arts Lesson
Introduction

You’re probably all familiar with the verbs “to be,” “to have” and “to go.” It’s easy to rely on them when you’re writing, since they’re so easy to use. But writing that only uses those verbs gets boring really quickly! You can make sentences much more exciting. In this lesson, we’ll be learning about active verbs -- interesting and unusual words that describe action. We’ll also be practicing ways of working active verbs into your own writing.

During this activity…
  • You will review the definition of a verb, and will learn the difference between passive and active verbs.
  • You will practice identifying verbs in a piece of literature.
  • You will use ProQuest to research a place of your choice.
  • You will write a rough draft of a paragraph about your place.
  • You will use a thesaurus from ProQuest to find active verbs for your paragraph.
  • You will rewrite the paragraph including your new, active verbs.
Outline of Procedures -- Day One
  1. As a class, we’ll do a short lesson on verbs, and then we’ll read a paragraph from Jack London’s book White Fang. With a partner, you will reread the paragraph and work together to identify as many verbs as you can. Circle passive verbs and underline active verbs. What do you notice about the verbs you found?
  2. Now you will begin work on a piece of your own writing, using what you’ve just learned about passive and active verbs. Take five minutes to quietly brainstorm a list of places you have never been but would like to visit. The places should be real, but they can be cities, regions, countries or even other planets! After the brainstorming, select and circle the place you would most like to write about.
  3. You will now use ProQuest to research your chosen place.
  4. One good article is sufficient for this assignment.
  5. Print out the material you would like to use and return to your seat.
  1. Use the rest of the class period to read over your article, highlighting or underlining details that interest you and that you might like to use in your description. Make sure to keep your article and bring it to class tomorrow.
Outline of Procedures -- Day Two

Today you concentrate on writing your paragraph, and revising it so that your writing is packed with interesting verbs.