Which Type of Thesaurus Do You Prefer and Why? - DKC! - Region 20

Instructional RecipeWhich Type of Thesaurus Do You Preferand Why?Fifth Grade, Language ArtsOnline research and informationresources available through apartnership between the Texas StateLibrary and Archives Commission,the Texas Education Agency andEducation Service Center, Region 20http://web.esc20.net/k12databasesStep 1 – AskObjectives: Students will use online and print thesauri to edit anexisting piece of their writing. Students will: explain how eachtype of thesaurus can be utilized and evaluate which type ofthesaurus they prefer to use and why.Introduction: Students will select a piece of their writing torevise/refine. In pairs, students will read one another’s drafts andcircle ten words for which more precise or vivid words might besubstituted (e.g., instead of “small” the writer could use “tiny”).The teacher will review the purpose of thesauri and the ways inwhich print and online thesauri are used."computer." Online Photograph. Encyclopædia Britannica Online School Edition.13 July 2008 .Ask: What is a thesaurus? How can using a thesaurus help improve our writing? What types of thesauri are available? Which type of thesaurus, print or online, do you prefer touse? Why?Vocabulary: thesaurus- a tool that provides lists of words that havesimilar meanings (synonyms) synonym- one of two or more words or expressions ofthe same language that have the same or nearly thesame meaning in some or all sensesEnglish/Language Arts TEKS:(2) Reading/VocabularyDevelopment. (E) use adictionary, a glossary, or athesaurus (printed or electronic)to determine the meanings,syllabication, pronunciations,alternate word choices, andparts of speech of words.(15) Writing/Writing Process.(C) revise drafts to clarifymeaning, enhance style, includesimple and compoundsentences, and improvetransitions by adding, deleting,combining, and rearrangingsentences or larger units of textafter rethinking how wellquestions of purpose, audience,and genre have beenaddressed;(19) Writing/Persuasive Texts.Students write persuasive textsto influence the attitudes oractions of a specific audience onspecific issues. Students areexpected to write persuasiveessays for appropriateaudiences that establish aposition and use supportingdetails.Technology ApplicationTEKS:(7) Solving problems. (B) useappropriate software to expressideas and solve problemsincluding the use of wordprocessing, graphics,databases, spreadsheets,simulations, and multimedia.Created by Dee Dee Davenport and Education Service Center, Region 20 1

Step 2 – InvestigateStudents will select a minimum of four of the words circled on their papers to lookup in a thesaurus. For each word chosen, students will select an alternate wordthat is more precise or vivid and will edit their writing to reflect the newly chosenwords.Students will use a print thesaurus for two of the circled words and an onlinethesaurus for the remaining two words.K-12 Databases Resources: Encyclopedia Britannica Online School Edition (Merriam-Webster'sStudent Thesaurus; Note: Click on “Dictionary” tab at the top of the page)Books:Print copies of thesauriStudents will record in their notes:Step 3 – Create(1) original words from their writing that could be made more precise orvivid (at least four of the ten words circled by peer reviewer)(2) replacement words found in thesaurus; type of thesaurus used(3) several sentences explaining how to use a print thesaurus(4) several sentences explaining how to use an online thesaurus(5) a conclusion regarding the type of thesaurus they prefer to use andwhyCreated by Dee Dee Davenport and Education Service Center, Region 20 2

Step 4 – Discuss The school has money to purchase either print or online thesauri. Havestudents write a persuasive letter to the school librarian (or appropriatefunding authority) explaining which type of thesaurus should bepurchased and why. Individual students or small groups of students will create a posterexplaining why a particular type of thesaurus (print or online) is the mosthelpful and easy to use. (Finished posters may be displayed in theclassroom or library.) Technology Link - Students may use a word processing program to type theletter.Step 5 – ReflectAllow students to present their projects to the rest of the class. Use thefollowing suggested rubric to assess the students’ work. Make sure that thestudents are familiar with the rubric before they begin creating their project.They should refer to the rubric repeatedly to monitor their progress in creatingtheir project. Technology Link: You can also create your own rubric with your students athttp://rubistar.4teachers.org/index.php.Created by Dee Dee Davenport and Education Service Center, Region 20 3

Persuasive LetterCATEGORY 4 3 2 1ContentAccuracySentences &ParagraphsSalutationand ClosingThe letter explains,in detail, which typeof thesaurus shouldbe purchased andgives at least tworeasons that supporttherecommendation.Sentences andparagraphs arecomplete, wellconstructedand ofvaried structure.Salutation andclosing have noerrors incapitalization andpunctuation.Letter explains, insome detail, whichtype of thesaurusshould bepurchased andgives one reasonthat supports therecommendation.All sentences arecomplete and wellconstructed(nofragments, no runons).Paragraphingis generally donewell.Salutation andclosing have 1-2errors incapitalization andpunctuation.Letter explains,although weakly,which type ofthesaurus should bepurchased; provideslimited support forrecommendation.Most sentences arecomplete and wellconstructed.Paragraphing needssome work.Salutation andclosing have 3 ormore errors incapitalization andpunctuation.Letter does not tellwhich type ofthesaurus should bepurchased or does notsupport therecommendation.Many sentencefragments or run-onsentences ORparagraphing needslots of work.Salutation and/orclosing are missing.IdeasFormatIdeas wereexpressed in a clearand organizedfashion. It was easyto figure out whatthe letter was about.Complies with all therequirements for afriendly letter.Ideas wereexpressed in apretty clear manner,but the organizationcould have beenbetter.Complies withalmost all therequirements for afriendly letter.Ideas weresomewhat organized,but were not veryclear. It took morethan one reading tofigure out what theletter was about.Complies withseveral of therequirements for afriendly letter.The letter seemed tobe a collection ofunrelated sentences. Itwas very difficult tofigure out what theletter was about.Complies with lessthan 75% of therequirements for afriendly letter.CapitalizationandPunctuationWriter makes noerrors incapitalization andpunctuation.Writer makes 1-2errors incapitalization andpunctuation.Writer makes 3-4errors incapitalization andpunctuation.Writer makes morethan 4 errors incapitalization andpunctuation.Created by Dee Dee Davenport and Education Service Center, Region 20 4

PosterCATEGORY 4 3 2 1TitleTitle can be readfrom 6 ft. awayand is quitecreative.Title can be readfrom 6 ft. awayand describescontent well.Title can be readfrom 4 ft. awayand describes thecontent well.The title is toosmall and/or doesnot describe thecontent of theposter well.Graphics -RelevanceRequiredElementsMechanicsAll graphics arerelated to the topicand make it easierto understand. Allborrowed graphicshave a sourcecitation.The posterincludes allrequired elementsas well asadditionalinformation.Capitalization andpunctuation arecorrect throughoutthe poster.All graphics arerelated to the topicand most make iteasier tounderstand. Allborrowed graphicshave a sourcecitation.All requiredelements areincluded on theposter.There is 1 error incapitalization orpunctuation.All graphics relateto the topic. Mostborrowed graphicshave a sourcecitation.All but 1 of therequired elementsare included onthe poster.There are 2 errorsin capitalization orpunctuation.Graphics do notrelate to the topicOR severalborrowed graphicsdo not have asource citation.Several requiredelements weremissing.There are morethan 2 errors incapitalization orpunctuation.GrammarThere are nogrammaticalmistakes on theposter.There is 1grammaticalmistake on theposter.There are 2grammaticalmistakes on theposter.There are morethan 2grammaticalmistakes on theposter.Created by Dee Dee Davenport and Education Service Center, Region 20 5