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Alabama ELA Standard: 4.LF.10.a

Explain how specific word choices shape meaning or tone.

Author’s Voice: Jack London
Author’s Voice: Jack London
Every great author sounds like no one else. Students learn to hear an author’s voice with Charles Dickens’s dramatic A Christmas Carol, then borrow Jack London’s rugged voice, turning a flat, boring passage into writing that sounds just like him. It is reading like a writer, and it is the kind of thinking your strongest readers are hungry for.
Power and Symbols
Power and Symbols
When does a simple symbol have more power than a word?
Parts of Speech Party – Care
Parts of Speech Party – Care
How many different ways can we use the word “care”? Let’s find out in this Parts of Speech Party!
Super Specific Similes – Slimy Broccoli
Super Specific Similes – Slimy Broccoli
Start with a basic simile. Now make it more specific. Now even more. Watch how much better writing gets with each round.
Super Specific Similes: Quick Baby
Super Specific Similes: Quick Baby
Let’s make this simile about a quick baby even more specific.
Super Specific Similes: Loud Class
Super Specific Similes: Loud Class
Let’s make this simile about a loud class super specific!
Super Specific Similes: Stinky Seaweed
Super Specific Similes: Stinky Seaweed
Start with a basic simile. Now make it more specific. Now even more. Watch how much better writing gets with each round.
Writing About Art: Impression, Sunrise
Writing About Art: Impression, Sunrise
Look closely at Impression, Sunrise. What do you notice? Now turn those details into a poem you didn’t know you could write.
Fancier Figurative Language: Use the Opposite
Fancier Figurative Language: Use the Opposite
Let’s start with “As cold as fire.”
Writing About Art: The Scream
Writing About Art: The Scream
Your students will turn the iconic painting The Scream into a vivid, sensory poem.
Ambiguous Sentences
Ambiguous Sentences
Rather than just demand that students “write clearly,” we’ll explore the hazards of poorly written sentences… and maybe create one of our own!
What’s In My Brain: May vs May
What’s In My Brain: May vs May
The word “may” can be used for possibility or permission. It’s a modal auxiliary verb!
Fancier Figurative Language: Advanced Repetition
Fancier Figurative Language: Advanced Repetition
Is your students’ use of repetition limited to, “The girl was very, very, very fast.”? Let’s borrow some ideas from Shakespeare!
Advanced Alliteration and Consonance
Advanced Alliteration and Consonance
When students learn about alliteration, it’s hard to steer them away from goofy tongue-twisters. Certainly, there must be more powerful and practical ways of using alliteration. In this lesson, I draw on delicious examples from Shakespeare to show how a very advanced writer used alliteration. Then, I break those ideas down so students can try them out.
More Specific than “Smart”
More Specific than “Smart”
When students are told that they’re “smart”, what does this word actually mean to them? (Psst. It isn’t what we intended.)
Fancier Figurative Language: Start with a Cliche
Fancier Figurative Language: Start with a Cliche
We’ll start with the cliché “as cold as ice” and go somewhere much more interesting.