Stubborn

Learning Intention:

I am learning about synonyms and about the different levels of meaning when comparing a range of synonyms so that I can use them effectively in my own writing.

Success Criteria:

• I can use a dictionary and a thesaurus to understand the meaning of unfamiliar and familiar words
• I can organise a range of synonyms using a word cline
• I can plan and write my own poem
• I can reflect on the nuances in vocabulary choices

Essential knowledge:

More information about teaching vocabulary can be found in this Stage 3 Reading Vocabulary ungroupresource.

Vocabulary

Revise the concept of synonyms with the class. Use the following definition from the NSW English K-10 syllabus glossary: a word or word group with the same or similar meaning as another word or word group, for example want (desire), get away (leave).

Engage the class in a synonym challenge game. Split the class into two groups and line them up in two lines perpendicular to the board but about two metres back. Call out a word (link to suggested words below). When the word has been called out, the line leaders are to move to the board and write down a synonym of the word that has been called out. The first person who finished writing a correct synonym wins a point for their team. They then join the back of the line and the new line leaders take their turn.

Use words from the lists on page 20-21 of the Stage 3 Reading Vocabulary ungroupresource from the NSW Department of Education.

Understanding text:

Read the poem together as a class or listen to the audio if you have a digital subscription.

Complete the table below listing the words and phrases used to describe each family member in the poem.

With a partner, have students discuss the answer to the following questions:

• Are there any words listed in the table that you do not know? Highlight the words and then look them up in a dictionary.
• Do the family members have similar or different personalities? (Suggested answer: The family members are all very similar, with the description of each person using different words to describe the same character traits).
• Do you agree that the speaker in the poem (me) ‘sticks out like a sore thumb’ in her family? Explain your answer. (Suggested answer: The speaker in the poem thinks that they are different, but the words that they use to describe themselves paint a picture of a very similar personality).
• Why does the speaker in the poem say ‘I truly don’t know where I’m from!’? What is the effect of this statement on the reader? (suggested answer: The speaker in the poem doesn’t realise that they are very similar to their family members. The reader does see the similarities so it creates humour – this is also called dramatic irony – when the audience of a text knows more than the characters in the text).

Write or print each of the adjectives used in the poem to describe the different family members on a separate A5 sheet of paper. Divide the class into 5 groups (one per family member) and assign each group a family member. Give the groups papers with the descriptive words and phrases associated with their character in the poem. Have the groups organise their words/phrases into a word clineungroup with the strongest words at the top right, and the weakest words at the bottom left. This activity might be best completed outside or in an open classroom area on the floor.

Creating text:

Have students choose a word from the poem ‘Baby Teeth’ on page 18 of this issue of Touchdown. You may like to play the audio recording or read the poem aloud as a class before students choose their word. Sample words that could be used for the activity include: strange, story, fallen, big, baby, plan, without, cry, chewed.

Once students have chosen their word, they are to complete the following tasks:

• Write a list of synonyms. Students may use a thesaurus for this list
• Organise the list of synonyms from the previous step into a word cline
• Students write their own short poem using words from the previous step to describe an object, person or place.

Assessment for/as learning:

Students complete an exit ticket in which they answer the following question:

• Why are synonyms useful?