A Lesson on the Thesaurus by Sherry Blackwell MLIS 5050

Introduction:

This lesson is designed to introduce 3rd and 4thgraders with the thesaurus. It will take 45 minutes for 2 days to acquaint them with this resource and give them ample time to apply their new knowledge.

Pre-Assessment: After giving a survey to the 3rd and 4th grades, I was presented with data which indicates the need for a lesson about using a thesaurus. 60.6% of 3rd grade students had never used the reference and 67% of 4th grade students had never used one.(See table of results)

3rd Grade Results

Resource / I use at least once a week. / I use about
once a month. / I use
occasionally. / I have only
used 1-2x. / I have
never used.
Atlas / 5.8% / 2.9% / 8.5% / 29% / 49%
Encyclopedia / 3% / 7.5% / 25.7% / 18% / 45.4%
Thesaurus / 4.4% / 2.9% / 2.9% / 28.3% / 60.6%
Dictionary / 67.1% / 4.4% / 14.9% / 7.4% / 5.9%

4th Grade Results

Resource / I use at least once a week. / I use about
once a month. / I use
occasionally. / I have only
used 1-2x. / I have
never used.
Atlas / 27.5% / 9.1% / 18% / 20.6% / 24.1%
Encyclopedia / 8% / 13.7% / 26.4% / 29.8% / 21.8%
Thesaurus / 5.6% / 5.6% / 11.3% / 10.2% / 67%
Dictionary / 48.8% / 17% / 26.1% / 7.9% / 0%

Standard(s) / Goal(s):

0301.1.19 Define and recognize word synonyms and antonyms.

0301.3.14 Use resources (e.g., dictionary, thesaurus) to aid in the writingprocess.

0301.4.3 Use reference materials (e.g., dictionary, thesaurus, atlas, and encyclopedia).

0401.3.15 Incorporate vivid language into writing.

0401.4.7 Utilize the dictionary, glossary, thesaurus, and other word-referenced materials.

AASL Standards

3.1 Locate sources (intellectually and physically).
3.2 Find information within sources.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

Instructional Objective(s):

TLW use the thesaurus to increase vocabulary.

TLW define and give a synonym for a given word.

TLW define and give an antonym for a given word.

TLW apply new knowledge to expand his/her writing skills with synonyms.

In this 2 day lesson, the students will be introduced to the reference resource, the thesaurus. Each student will research words in a thesaurus and enhance their writing skills, by making changes to their own writing sample. Mastery is participating @ 100%.

Materials, Media, and other Resources:

  • Index cards
  • Paper shredder
  • Recording of “TAPS”
  • Overhead, transparency, markers
  • Transparency with paragraph * (included at the end of the lesson)
  • Scholastic Children’s Thesaurus
  • Student writing samples
  • Highlighters
  • Computers with internet access

Set Induction:

The teacher will announce that the class will be having a funeral. She will read the paragraph on the transparency and ask students to help choose boring, overused words in the paragraph. She circles each response and gives an index card and a marker to the student and asks that he/she write that word on the card. When this is completed, the cards are placed on a board.

Instructional Sequence:

The teacher introduces to the class, a thesaurus. She explains that a thesaurus is a tool that will help blah and boring paragraphs become exciting. The set of thesauri is distributed to the class, so that each student has one. The teacher asks the students to choose one of the boring words to look up in the thesaurus.(making certain that all words were chosen) She explains that, like a dictionary, words are arranged alphabetically in the thesaurus.

The teacher passes around a box of tissues and states that these words have got to go. She then takes a word card from the board, places it in the shredder, and plays Taps. She asks a student to read from the thesaurus a better word to use in its place. Another student will be asked to read the original sentence replacing the boring word with the new one. Another student will be asked to give the antonym or opposite of the word. This allows for greater student participation. This same funeral process is repeated for each boring word.

Closure:

The teacher explains that because the thesaurus is a reference tool, it cannot be checked out of the library. She then, introduces students to a website and encourages them to use this site at home. She reviews the lesson by asking students the name of the reference and what it is used for. The teacher reminds students that tomorrow (day 2) we will use the thesaurus, hard copy and online versions, to enhance our writing skills.

Day 2 Instructional Sequence

The teacher will, once again, ask her students the name of the reference tool and its purpose. (Thesaurus is a hard word to remember.) The set of thesauri is made available, as well as, computers bookmarked to She will give back previously collected writing samples to each student and explain that they are to read their work, highlight boring words and use the thesaurus to replace them with more exciting words.She asks students to use the thesaurus in both the print and online formats. She will remind students of yesterday’s funeral for the boring words and ask that they not be resurrected for their writing.(Students will be allowed to work on this assignment, as directed, for about 30 minutes, while teacher walks around to assist students and remains available for questions.)

The last 15 minutes of class time, students will cease all activity, and gather as each student shares with the class a portion of their writing that they feel represents a good use of the thesaurus. The teacher will encourage her students to expand their vocabulary, praise them for the use of new words or phrases and say good bye forever to boring and overused words!

Adaptations and Extensions:

On Day 1, the lesson is designed to include all learners, as each student is provided an opportunity to participate in the lesson in some way. The teacher will consider the tasks given to 2 students with special needs and 3 ELL students.

On Day 2, for the 2 students with special needs, the teacher will provide a short list of words for them to look up,as their writing assignment has been greatly modified. She may also, assign a peer buddy to assist them in their search.

There are 3 students who have limited English skills and their writing reflects this fact. The teacher will provide them with assistance in their writing, as well.

Assessment:

The activity on Day 2 is actually their summative assessment. The teacher will collect all work and compare the original writing sample to the newly improved writing.

Reflection:

I haven’t actually taught this lesson, but have done similar activities. Day 1 is an activity performed as a group, as all students are unfamiliar with the concept and may not be comfortable or certain enough to work alone. In this lesson, it is important to involve each student in some way. Day 2 is when the students have the opportunity to use the newly learned skills on their own and apply it to their writing. I think the lesson (both days) would be fun, exciting and informative. The funeral activities will not soon be forgotten. This provides a visual of sorts.

Paragraph with boring and overused words:

It was a very pretty fall day when my little brother and I went for a walk in the park. As we walked, we looked at the pretty leaves on the trees. We saw a big pile of leaves on the ground and my brother had a good idea. He wanted to run and jump into the big pile. He said, “Let’s do it!” He jumped in and when he stood up, the leaves stuck to him. He looked like a big leaf monster. Seeing him made me laugh, but I jumped in with him anyway. It was so cool!

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