Share some simple definitions and examples of key parts of speech:

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1 L e s s o n 1 4 Strong Verbs Share some simple definitions and examples of key parts of speech: Definition: A noun is a word that names a person, place, or thing. Examples: teacher, school, desk, dog Definition: A verb is a word that shows action or being. Examples: eat, run (action); was, is (being) Definition: An adjective is a word that modifies (or describes) a noun. Examples: kind, new, strong, hungry Definition: An adverb is a word that modifies (or describes) a verb. Examples: quickly, slowly It s also important to remind students that we can combine nouns and adjectives: It is a new school. The strong desk did not break. The hungry dog barked. Point out how each adjective describes the noun. We can also combine verbs and adverbs: He will eat very quickly. She ran slowly. Both quickly and slowly describe, or tell how, the children moved. Use the reproducibles on pages 79 and 80 to help with this lesson. Step 1 Begin with verbs. Remind students that authors take great care when choosing which verb to use in their sentences. Certain words will evoke fear, laughter, surprise, or any of a host of emotions in the reader. Step 2 Share these examples of great verb choices found in some popular children s books: n As Shredderman was climbing up the side of a building, the author shows the character s fear by writing, I glued my eyes to the air conditioner. (Shredderman: Secret Identity by Wendelin Van Draanen, page 88, Scholastic Inc., 2006) n J.K. Rowling describes a very plump Dudley hurrying toward Harry Potter this way: Dudley came waddling toward them as fast as he could. To show the force of a storm and a frightened Harry, she wrote, The whole shack shivered and Harry sat bolt upright, staring at the door. Someone was outside, knocking to come in. (Harry Potter and the Sorcerer s Stone by J.K. Rowling, page 28 and page 45, Scholastic Inc., 1999) 68

2 n When Dana Matherson gets his feet caught in mousetraps, Carl Hiaasen describes the scene this way: The boy kept his head down and seemed to be in a hurry, though he wasn t running in a normal way; it was more of a wobbly lurch. Each step made a sharp clacking sound that echoed on the pavement. (Hoot by Carl Hiaasen, page 193, Alfred A. Knopf, 2002) Step 3 Challenge students to identify examples of great verb choices by their favorite authors. There is no better way to make them aware of the power of words than to help them recognize that those words can convey pain, fear, hope, love, humor, or hatred. Be sure to identify these great verbs when your students are studying a novel or short story. Have students keep lists of great verbs in their writing folders and encourage them to consult these during writing class. Students can begin their lists by recording alternatives to walk and said (see page 79). Exploring ways to move: Have half of your students line up on one side of the classroom. Then tell them that you would like for them to walk across the room to the other side. Write the word walk on the board or chart paper. Then ask them to hop back across the classroom. Write the word hop on the board or chart paper. Ask the students who remained in their seats to think of another verb to describe a way of crossing the room. For each creative movement these students suggest, have the standing students demonstrate that type of movement as you add the word to the list. Continue until you have about ten verbs. Then have the students switch places so that all of the students get a chance to do the moving. A sample list might include words like run, twirl, crawl, saunter, amble, skip, jump, slither, stroll, and leap. Have students work together in small groups to continue to list ways that a person or animal might move. Add the words from the various groups until you have a long master list of verbs. Challenge students to help you sort these words into groups that might show different kinds of emotion. Make sure students realize that the words can be used in more than one way, for example, the word dash might be used to indicate speed, but it might also be used to describe the movement of someone who is afraid or feels happy. Here are some possible ways to sort words by emotion: Fear humor happiness slither wiggle stroll slink waddle skip slide clambered twirl sneak jostled soar 69

3 Exploring ways to speak: On the board write, Tomorrow is Friday, said Michael. Then ask the class to think of alternative words that could replace the word said. Try to identify the circumstances in which Michael would have used each one. If the students want to say, Tomorrow is Friday, screamed Michael, they could indicate that Michael fears the coming day. Under what other circumstances would Michael be screaming that it is Friday? Excitement? Dread? Worry? What kinds of words could replace said to show excitement, suspense, anger, delight? Once again, help students to not only make a list of words to replace said, but also to recognize when to use those words to help create a mood for their character. Make sure that, just as in the verb activity, their replacements for said indicate very different emotions. For example, Tomorrow is Friday, whispered Michael, could mean that he was excited, scared, happy, or worried. Exploring adverbs: Spend some time reviewing the difference between an adjective and adverb. An adjective should not modify a verb. He is going to eat slow and She is going to run quick, are both incorrect because slow and quick are adjectives. The turtle is slow is correct, because slow is describing a noun: the turtle. One could write, The rabbit is quick, because quick describes the rabbit. But if we want to tell how the animals are moving, then we are describing action, so we need an adverb. We can say, The turtle is slow. The turtle moved slowly. The rabbit is quick. The rabbit ran quickly. There are exceptions, of course, but generally we need the -ly adverb to describe action. Hand out copies of page 80. Students should fill in the necessary adverbs and keep the page in their writing folders for reference. 70

4 Name Date How do you move when...? Using Words Wisely: Verbs you are scared something is funny you feel happy you are in a hurry you are not in a hurry you feel dread you are sneaking you are disappointed you get an award How do you speak when...? you are scared you are being funny you feel happy you are in a hurry you are being quiet you are excited you are being sneaky you are lying you are angry 79

5 Name Date Using Words Wisely: Adverbs An adverb describes a verb. Think of an action word like race. Now think about how a person might race. We might say, Ann raced quickly or that Arthur raced clumsily. In these sentences, quickly and clumsily are both adverbs because they describe the verb race. Circle the action word (verb). Then write an adverb in each of the blanks. Be creative and make the sentences interesting or amusing. Try not to use the same adverb more than once. 1. Jenna ran across the field to catch the ball. 2. Zach jumped when he heard the thunder. 3. Ivania sang in the church. 4. Nicholas hopped into the car. 5. John looked at the brownies. 6. Ryan worked on the puzzle. 7. Nancy combed her hair. 8. Margie cooked breakfast. 9. Timesha pushed the door. 10. Juan watched the scoreboard. 11. Tom cleaned the pool. 12. Sue paid her bills. 13. Olita read her book. 14. Martha pulled the weeds. 15. Brian walked into the movie theater. THINK: What do most of these adverbs have in common? 80