visual thesaurus lesson plans student workbookvisual thesaurus | student workbook page 6 word 1:...

VISUAL THESAURUS LESSON PLANSSTUDENT WORKBOOK

© 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

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Visual Thesaurus | Student Workbook

page 2LESSON 1 | INTRODUCTION

OBJECTIVE:

A thesaurus, and other word reference materials, can help you gain more from the richness of language. You can learn new vocabulary, understand how words are interrelated, and be inspired to incorporate a wide range of words into your writing. Good word choice can improve your writing by adding interest and clarity, as you gain the ability to describe things more specifi cally or with more detail.

The Visual Thesaurus (VT) is one way to explore words and their meanings. In this lesson, you will explore adjectives and verbs to discover multiple meanings to common words. You may be surprised at the range of words that can be used to express a simple word or idea. Then, you will write sentences or a story using the new words you have found.

LESSON 1:INTRODUCTION TO THE VISUAL THESAURUS:WORDS HAVE MULTIPLE MEANINGS


page 3

GOOD

PART 1: INTRODUCTION

Choose one or more of the following commonly used adjectives. First, brainstorm about what the word means: How would you defi ne it? What do you think of when you use this word? Can you come up with a few synonyms for the word?

1

LESSON 1 | PART 1

LITTLE

MEAN

BADDELICIOUS

BIG UGLY

NICE

DISGUSTING

BEAUTIFUL

word:word:

defi ne:

ideas about word:

synonyms:

word:word:

defi ne:

ideas about word:

synonyms:


page 4

Type the word you chose into the VT’s Enter a Word box. If you’ve chosen more than one word to explore, continue through the steps completely for the fi rst word and then move to the next word.

Turn off (de-select) the noun, verb, and adverb parts of speech by clicking on the OFF button

The fi rst defi nition in the Adjectives box is the basic defi nition of the word you chose. Now, let’s explore some of the other meanings and uses for the word you chose! Place the cursor on the next fi ve defi nitions in the Adjective box and look at how the word you chose is used in different ways. Do you ever use this word like any of these examples?

2

3

4

LESSON 1 | PART 1


page 5

5 Write fi ve sentences, each using the word in a different way. (In each sentence, the word should have a different meaning.)

word:

sentences:

1

2

3

4

5

LESSON 1 | PART 1


page 6

word 1:

LESSON 1 | PART 2

PART 2: NEXT STEPS

1 Using the same word as above, let’s explore some words that Using the same word as above, let’s explore some words that are related to it. First, choose three words that are directly are related to it. First, choose three words that are directly connected by the VT to your word (big, dark lines with no connected by the VT to your word (big, dark lines with no bends in them show direct connections).

Write the three words you’d like to explore below:

word 2:

word 3:

2 Now, click the fi rst word you’d like to explore. What happened? What sort of ideas does this word seem to be about? Repeat for the other two words.

word 1:word 1:

:

word 1:

Ideas/Related Meanings:

word 2:


word 3:



page 7LESSON 1 | PART 3

PART 3: EXPLORING VERBS

Repeat the above lesson using the one or more of the following VERBS --only this time, de-select the noun, adjective, and adverb parts of speech.

verb:

defi ne:defi ne:

ideas about word:ideas about word:ideas about word:

synonyms:synonyms:synonyms:

RUN MOVESLEEP

GOEAT STOP

WALK

DRINK

READWRITE

sentences: 1

2

3

4

1



verb 1

2 Using the same word as above, let’s explore some words that are related to it. First, choose three words that are directly connected by the VT to your word (big, dark lines with no bends in them show direct connections).

Write the three words you’d like to explore below:

verb 2

verb 3

3 Now, click the fi rst word you’d like to explore. What happened? What sort of ideas does this word seem to be about? Repeat for the other two words.

verb 1

Ideas/Related Meanings

verb 2


verb 3




PART 4: CHALLENGE

Write additional sentences or a story that incorporates as much of the new vocabulary you’ve identifi ed as you can. Try describing a familiar object with the new words or using familiar words in new ways! Repeat the lesson with additional adjectives or verbs from the list if you need more ideas.



OBJECTIVE:

Sometimes we think that only adjectives can be used to improve our descriptive writing, but we can expand our word choices of nouns, verbs, and adverbs to improve writing as well. The Visual Thesaurus can be adapted to help you choose new words in any category of speech. Descriptive language should be used carefully though, so that your writing is still clear and not over-done with fl owery description.

In this lesson, you will write a description of a picture or your class environment, identify parts of speech and use the Visual Thesaurus to explore different word choices for the words you originally chose. You will then re-write your description or create a story using the new words you’ve found.

LESSON 2: EXPLORING DESCRIPTIVE LANGUAGE WITH DIFFERENT PARTS OF SPEECH




Choose a picture from a magazine or book. If none is available, look out a window or around the room you’re sitting in.

In a word processor or on paper, write for 5 minutes using as many words, phrases, and sentences about the picture or scene that you can. These can includes colors, textures, actions, people, animals, etc. Need some questions to get you started? How about these: What do you see? What are people doing? How do they feel? What’s the weather or temperature like?

1

2



Now, read through your words/phrases/sentences and underline the nouns, circle the verbs, and put brackets around adjectives and adverbs. Create a list below:

3

Nouns Verbs Adjectives Adverbs

Choose a category to start from. Type a word into the Enter a Word box or use the Drag and Drop function of the Visual Thesaurus to copy the words from your text. Now, let’s begin exploring the word connections through some questions.

a) Look at the *Meanings List (Each colored bar represents a part of speech, with meanings listed underneath, if applicable) in the right column. Does this word have connections in all the parts of speech (Nouns, Adjectives, Verbs, Adverbs)?

Which parts show more connections than others (for example, do you get lots of adjective and adverbs, but no nouns or verbs)?

4

*Meanings List with color-coded Parts of Speech



b) Follow three of the vocabulary links to new words. Write the words and their defi nitions on your paper or type into your text document.

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:

c) Repeat these steps for 2 words from each of your categories above.

Noun 1: Related Parts of Speech:

Connecting Words:

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:



d) Noun 2: Related Parts of Speech:

Connecting Words:

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:

e) Verb 1: Related Parts of Speech:

Connecting Words:

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:



f) Verb 2: Related Parts of Speech:

Connecting Words:

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:

g) Adjective 1: Related Parts of Speech:

Connecting Words:

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:



h) Adjective 2: Related Parts of Speech:

Connecting Words:

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:

i) Adverb 1: Related Parts of Speech:

Connecting Words:

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:

Adverb 1: Adverb 1:



j) Adverb 2: Related Parts of Speech:

Connecting Words:

Word: Defi nition:

Word: Defi nition:

Word: Defi nition:

Write or type some sentences that use your new words in place of your original sentences or phrases. What do you think of these sentences? Do they make more sense than your original sentences? Are they funny? What “feels” different about these new phrases?

4



PART 2: NEXT STEPS

1 Write a story about the picture or scene you chose using your new vocabulary words. Be careful in your writing and editing to new vocabulary words. Be careful in your writing and editing to choose words that are descriptive, but accurate and clear. Try to choose words that are descriptive, but accurate and clear. Try to balance making your writing interesting by including new words, balance making your writing interesting by including new words, but not “overusing” descriptive words. Too many descriptive words can make your writing diffi cult to read!



PART 3: CHALLENGE

1 Write a story about the picture or scene you chose using your new vocabulary words and writing in a specifi c genre, such as a mystery story, a investigative journal article, a fantasy fi ction story, or in the style of your favorite author or character series. In this case, you should recognize how descriptive words can be used to create drama, to make a story funny, or to fi t within a certain style of writing.



OBJECTIVE:

When you are trying to persuade someone, you often have to list out the reasons why you have a certain opinion. In persuasive writing, you do that same thing, but you use “transition” or connecting words to clearly lay out your argument. Your writing can be made more interesting, and more persuasive, by choosing effective transition words to make your case.

In this lesson, fi rst, you will write a persuasive essay using different types of transition words. Then you will revise and compare an editorial piece (a type of persuasive essay) based on the use of transition words.

LESSON 3: MAKING AN ARGUMENT: EFFECTIVE USE OF TRANSITION WORDS




Transition words (also called “connecting” words) are important words that signal the relationship between one word, phrase, or sentence and the next word, phrase, or sentence. There are several main classes of transition words:

Chronological (words about the order of things) First, second, thirdNext, thenAfterFollowing

Cause-Effect (words about things which make other things happen)So, thusTherefore, henceConsequentlyDue to

Example (words to show what a thing is)One such, anotherFor instance, for example

Addition (words that add more information)Similarly, additionallyAnotherAlsoMoreover

Opposition (words that signal a confl ict or problem)But, though, howeverOn the other handConverselyYetNonetheless, nevertheless


page 22

Turn off the Noun and Verb parts of speech.

Choose one transition word from each category. Type each into the VT Enter A Word box.

Explore the various links you see. For each word, write down an additional two transition words.

Chronological:

Cause-Effect:

Addition:

Opposition:

LESSON 3 | INTRODUCTION

1

2

3

Meanings List


page 23

Write a short opinion “essay” using as many of the transition words as you can. For each essay, come up with at least three reasons to persuade the reader. Make up your own question or use one of the following prompts:

1) Who is the best singer/writer/dancer/performer/athlete?2) What is the best sport for losing weight?3) What is the best cartoon on television?4) Which is better, chocolate or vanilla?5) What is the best kind of music?6) Who is the greatest person to have ever lived?7) Which kind of animal makes the best pet?8) Which is more beautiful, sunrise or sunset?9) Which is more important, the ability to speak well or write well?10) Is it better to be an only child or to have brothers and/or sisters?

LESSON 3 | INTRODUCTION

4



PART 2: NEXT STEPS

1 Find an editorial from your local newspaper or from the New York Times on line [ http://www.nytimes.com ]. Read the essay.

Underline the transition words. Think about which category each Underline the transition words. Think about which category each transition word would fi t into (chronological, cause-effect, etc.)

2

3

4

5

Now, take the transition words OUT of the essay (you can use a pen to cross them out or cover them with small pieces of tape or post-it notes).

Read the essay again. What happens when the transition words are taken out? Does the essay sound funny or bad? Why do you think this is the case?

Put the transition words into the VT and list at least one alternative for each.

Transition Words: Replacements:



Plug the new transition words into the essay. How does it sound now?6



PART 3: CHALLENGE

1 Re-read your persuasive essay from Part 1. Did you write the essay with a particular audience or person in mind? Would the language and transition words you used be appropriate to present an argument in a formal debate or in front of the class? What if you were just talking to your friends—would you use different words or language? Overall, does your essay use formal or informal language? Think about why you chose that tone for the essay. Write down your answers and other thoughts about the tone of the essay. Could the tone be changed with different transition words?

Thoughts and ideas about tone of original essay



OBJECTIVE:

Color words and metaphors are used to express many things. In addition to describing the color itself and its related shades, color words are often used to express feelings and images that are only partly related to color. Color words can also take on social and cultural meanings if they are used to describe a person’s appearance, emotions, or actions. A broader understanding of basic color words can improve your descriptive writing, as well as deepen your understanding of literary and cultural references to color.

In this lesson, you will explore synonyms for basic colors In this lesson, you will explore synonyms for basic colors (primary, secondary, and tones) and for more unusual (primary, secondary, and tones) and for more unusual color words found in art, fashion, or decorative arts. color words found in art, fashion, or decorative arts. Then you will incorporate these new meanings in Then you will incorporate these new meanings in a creative writing piece.

LESSON 4: EXPLORING COLOR VOCABULARY: SHADE, METAPHOR AND WIDERLITERARY AND CULTURAL MEANINGS




Use each of the primary colors (red, blue, yellow), secondary colors (green, orange, purple), and tone colors (black, white) and type them teach into the VT search box.

What kinds of meanings do you get? Divide the meanings into groups including (but not limited to) synonyms for the color itself and other kinds of metaphorical or fi gurative meanings.

Red:

Synonyms for the Color:

Other Kinds of Meanings for Red:

Meaning: Words:

Blue:


Other Kinds of Meanings for Blue:

Meaning: Words:

1

2



Yellow:


Other Kinds of Meanings for Yellow:

Meaning: Words:

Green:


Other Kinds of Meanings for Green:

Meaning: Words:

Orange:


Other Kinds of Meanings for Orange:

Meaning: Words:

Other Kinds of Meanings for Orange:Other Kinds of Meanings for Orange:



Purple:


Other Kinds of Meanings for Purple:

Meaning: Words:

Black:


Other Kinds of Meanings for Black:

Meaning: Words:

White:


Other Kinds of Meanings for White:

Meaning: Words:



Now, using a color wheel, a fashion catalog or decorating magazine, or a Crayola or similar box of crayons as a guide, choose 5 unusual color names and explore them using the Visual Thesaurus. What kinds of meanings do you get this time?

Color Word:

Synonyms/Meanings:

Color Word:

Synonyms/Meanings:

Color Word:

Synonyms/Meanings:

Color Word:

Synonyms/Meanings:

Color Word:

Synonyms/Meanings:

Is there any difference between the meanings of these unusual words and the basic colors? Why do you think so?

3


page 33LESSON 4 | NEXT STEPS

PART 2: NEXT STEPS

1 Describe a picture or scene using one or more of the color terms and the related words and ideas you found. (Feel free to use both literal and fi gurative meanings of the color words.)



PART 3: CHALLENGE

1 Write an essay about the social, cultural or literary meanings of one of the color words you explored. Have you ever read, seen, or heard this color word used in a way that bothered you? Explain your feelings or reactions to the way the color word can be used, either positively or negatively.


page 36LESSON 5

OBJECTIVE:

Scientifi c language can be very different from everyday language. For instance, all plants and animals have a specifi c scientifi c name (usually Latin or with Latin roots) in addition to a common name. Groups of related plants and animals can be easily identifi ed through their scientifi c names and categories (i.e., genus, order, family). In addition, scientifi c language gives you a way to differentiate types of species within a larger group, such as the various types of oak trees or monkeys, or to be more specifi c about plant and animal characteristics, such as the various shapes of tree leaves. Exploring common animal and plant names using a thesaurus can give you an appreciation of the diversity of organisms in the plant and animal worlds.

In this lesson, you will explore the scientifi c names and categories of common plants and animals, fi nd new words to describe their characteristics, and compare word choices for scientifi c and creative writing.

LESSON 5: UNDERSTANDING SCIENCE VOCABULARY AND CATEGORIZATION




Think about one of the following plant or animal names. Do you know the scientifi c name of the animal or the scientifi c categories it belongs to? Before you begin, write down the scientifi c name/category, if you know it, and also some ideas you have about the plant or animal.

1

ROSE

MONKEY

BUTTERCUP

BAMBOO

OAK TREE

ANTCAT

ELEPHANT

DOG

TULIP

scientifi c name/category:

ideas about plant or animal:

Animal and plant names are nouns. Also, select 2-D viewing from the Display SettingsMenu in the Settings tab.

Choose one of the plant or animal names. Type into the VT Enter a Word box.

2

3



There should be one or more red circles connected to your word. (These are nouns with related meanings.) Roll over the circle and read the defi nition that best pertains to the animal. Click on the circle or on the defi nition in the right hand column.

What happens? How do you think the words are connected now? If you only see one or two word results, try clicking again on one of the red circles or a common defi nition.

Think about the words on the screen: How do these words relate to the scientifi c categories of the plant or animal? Can you identify different categories of the scientifi c names (i.e., family, order, genus, species) within the main plant or animal and of related plants or animals? How many different names are listed?

4

5

6



Scroll over the lines connecting words. The relationship between the words should pop up. Find dashed lines that read: “is a type of.” How many types are listed?

Look back to your initial description of the plant or animal; can you add more specifi c details or characteristics now? What do you think about the range of plants/animals presented on the screen?

7

8



PART 2: NEXT STEPS

Let’s explore some characteristics of your plant or animal, or chose a new one for this exercise.

Write down as many descriptive words as you can for the plant or animal. (For instance: a cat has fur, has claws, can be wild or domestic, etc.)

Choose 2 or 3 of these characteristics to explore within the Visual Thesaurus. Put these words in the Enter a Word box.

What new characteristics or words did the Visual Thesaurus come up with? How do these words compare with the words you chose? Are all the words related to your plant or animal? Did you learn any new words or concepts related to your plant or animal?

1

2

3



If you were writing a scientifi c report on the plant or animal, which words would be the best to use?

If you were writing a poem or a creative story featuring the plant or animal, which words would be the best to use?

Is there a difference in the word choices? What are some of the similarities and differences in the word choices you made for scientifi c or creative writing?

4

5

6



PART 3: CHALLENGE

1 Write a scientifi c-style report, a creative story or a poem related to your plant or animal. If you only use the Visual Thesaurus as a resource, which style of writing will be easiest to complete? Why do you think so?

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