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(L.5.2. b) |\n| Vocabulary | verb: a word that expresses a physical action, mental action, or state of being\u003Cbr>meaning: definition\u003Cbr>similar: almost the same |\n| Materials and Preparation | ● class copy of Shades of Meaning: Verbs slides, from Day 3 Add the words generated during the Day 3 lesson to slides 7 and 8. |\n| Opening | Today we will look at the sets of verbs we created yesterday and discuss their shades of meaning. |\n| Discussion\u003Cbr>slide 7 | Use the following steps to discuss each of the three (or more) words on the slide.\u003Cbr>1. Read the word.\u003Cbr>2. Ask a child to dramatize the word.\u003Cbr>3. Ask another child to use the word in a sentence.\u003Cbr>These four verbs have similar meanings, but there is some di ference among them. Let’s put them in order from least intense to most intense.\u003Cbr>Move the word boxes on the slide to arrange the verbs by intensity. Facilitate further discussion of the nuances in word meanings. Move words on the slide as necessary to demonstrate these nuances. |\n| slide 8 | Use the following steps to discuss each of the three (or more) words on the slide.\u003Cbr>1. Read the word. |\n\nVocabulary & Language U2 W7 D4  \nFocus on Second/ 2nd Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \n\n|  | 2. Ask a child to dramatize the word.\u003Cbr>3. Ask another child to use the word in a sentence.\u003Cbr>These three verbs have similar meanings, but there is some di ference among them. Let’s put them in order from least intense to most intense.\u003Cbr>Facilitate further discussion of the nuances in word meanings. |\n| --- | --- |\n| Closing | Today we discussed the shades of meaning among similar verbs. Thinking about how similar words have slightly diferent meanings can help us use more precise language when we are speaking and writing. |\n| Standards | L.5.2.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) . |\n| Ongoing assessment | Reflect on the lesson.\u003Cbr>Do children use these verbs in sentences?\u003Cbr>How do they order the verbs?\u003Cbr>What do children notice about the nuances in word meanings? |\n\nNotes  \nVocabulary & Language U2 W7 D4  \nFocus on Second/ 2nd Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education  \nVocabulary & Language U2 W7 D4  \nFocus on Second/ 2nd Grade for ME | Boston Public Schools Department of Early Childhood P-2/ Maine Department of Education","cbCaiia15djNNnPb","https://ap.wps.com/l/cbCaiia15djNNnPb","pdf",180233,"English","# Vocabulary & Language\n## Weekly Question\n## Language Objective\n## Vocabulary\n## Materials and Preparation\n## Opening\n## Discussion (slide 7)\n## Discussion (slide 8)\n## Closing\n## Standards\n## Ongoing assessment","[{\"question\":\"What is the weekly question in this lesson?\",\"answer\":\"How can people prevent or slow erosion?\"},{\"question\":\"How do students learn shades of meaning among similar verbs?\",\"answer\":\"They read the verbs, dramatize them, use them in sentences, and then order them from least intense to most intense on a continuum.\"},{\"question\":\"What does the lesson emphasize as a result of using more precise verb meanings?\",\"answer\":\"Noticing slight differences in meaning helps students use more precise language when speaking and writing.\"}]","Early Learning - 2nd For Me Unit 2 Week 7 Day 4 - Shades of Meaning: Verbs | PDF",1790836485]