English SOL Enhanced Scope and Sequence for Grades 6–8: WRITING

WRITING Lesson Plan  Vibrant Verbs

Organizing TopicComposing and Revising

Related Standard(s) of Learning7.8

Objective(s)

  • The student will replace ordinary verbs with “vibrant” verbs.

Prerequisite Understandings/Knowledge/Skills

  • The students are expected to recognize verbs and verb phrases.

Materials needed

  • Overhead projector and markers
  • List of complete sentences
  • Transparency of chart shown below

Lesson procedure

  1. Lead students in a discussion about the use of “vibrant” verbs to create dynamic writing.
  2. Ask students to suggest additional verbs that could be used instead of the verb said. This list might include screamed, whispered, stuttered, mumbled, yelled, uttered, and shouted.
  3. Have the students locate the verbs in a series of sentences and replace them with more vibrant verbs. Several examples are shown below. During the next lesson, students will be asked to revise their own writing using vibrant verbs.

Verb / Vibrant Verb
Jane said that her cat was lost. / Jane screamed that her cat was lost.
Bob walked a mile. / Bob huffed and puffed for a mile.
Susan ate the candy. / Susan savored the candy.

Specific options for differentiating this lesson

Technology

  • Introduce topic by reading a short story that engages students and uses many vivid verbs.
  • Using a SmartBoard, write the sentences on the board and prompt students for feedback about verbs.
  • Given a word processing instrument with the activity uploaded, ask the students to manipulate the sentences in order to replace given verb with a more vibrant verb as directed by teacher.Free word processing programs are available at Google documents, and Open Office, Enlarge the screen, change the font size, or choose contrasting backgrounds for students who have problems reading from a computer screen. If needed, adapted keyboards, portable word processors (e.g. AlphaSmart, Fusion, Neo), or computers with talking word processing software (e.g. Write: OutLoud, IntelliTalk) can be used for students with motor skill/speech impairments.
  • Have the students use a word to picture linking software component to assist in identifying “vibrant” verbs, e.g. Writing with Symbols, Pix Writer.
  • Using GoTalk Buttons, record the sentences. Working in teams, have students go through the audio prompts together to complete the activity. For students who have difficulties in verbally expressing their ideas while completing this activity, consider implementing the following assistive technologies such as simple voice output products (e.g. Big Mack, CheapTalk, talking picture frame).
  • Have the students use a digital camera to capture an action and then create a list of vibrant verbs that may be used in independently composed sentences. Gorillapods can be used to stabilize cameras while students are taking pictures.
  • For students who have difficulties using pencil and paper completing this activity, provide the following assistive technologies including pencils/pens with adaptive grips, adapted pens (e.g. Remedy Pen, Ergo-Sof Pen), adapted paper (e.g. raised line, bold line, or different spacing), slant boards, or dry erase boards/markers.
  • To practice these concepts, have students play the following free online games: Grammar Gorillas, Power Proofreading, and Irregular Verbs,
  • To present information in various ways, consider integrating the Universal Design for Learning Guideline 3, i.e. Provide options for comprehension within this lesson,

Multisensory

  • Give the students a packet of cut-apart phrases with vibrant verb phrases color-coded and have them manipulate the pieces to create a variety of sentences.
  • Have the students act out various actions. Fellow students identify the action after observing the charade.
  • Have the students discuss the optional words for same action.

Community Connections

  • Given a short article from local print media, assign the students to identify and highlight all verbs and then change “lackluster” verbs to more vibrant verbs.
  • Arrange for the students to interview a local author and investigate the author’s use of descriptive words, particularly verbs.

Small Group Learning

  • Given a short article from local print media, ask the students to identify and highlight all vibrant verbs.
  • Give students a packet of cut-apart phrases with vibrant verb phrases color-coded and ask them to manipulate the pieces to create a variety of sentences.
  • Given chart paper, have small groups of students brainstorm lists of vibrant verbs.

Vocabulary

  • Given chart paper, ask small groups of students to brainstorm lists of vibrant verbs.
  • Given a list of common verbs and a list of common verb endings, have the students combine the verbs with endings to create “new,” vibrant verbs.

Student Organization of Content

  • Have the students create an “interactive notebook” by writing a verb a sheet of paper and drawing a picture of the action next to it.
  • Have each student independently create a poster where a vibrant verb is depicted with a related “visual impact” (graphic way the word is presented on poster, etc. For example, the vibrant words are depicted in a variety of bright colors). Posters may be hand drawn or created on computer.
  • Use the products of these activities to create a verb wall.

VirginiaDepartment of Education 20041