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Vivid Verbs Many verbs are over-used and boring. Vivid verbs are descriptive verbs substituted for those boring verbs.

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Presentation on theme: "Vivid Verbs Many verbs are over-used and boring. Vivid verbs are descriptive verbs substituted for those boring verbs."— Presentation transcript:

1 Vivid Verbs Many verbs are over-used and boring. Vivid verbs are descriptive verbs substituted for those boring verbs.

2 Vivid Verbs Many verbs are over-used and boring. Vivid verbs are descriptive verbs substituted for those boring verbs.

3 Boring Verbs Walk, Talk, Went, Said, Like, Run, Jump, Yell, ETC.. LINKING VERBS= Am, Is, Are, Were, Be, Being, Been, Has, Have, Had, Should, Could, Would, ETC., LINKING VERBS= Am, Is, Are, Were, Be, Being, Been, Has, Have, Had, Should, Could, Would, ETC.,

4 STEP 1: Make a list of verbs commonly associated w/ animals  HibernatesSwoopPreyPerch LapsGrazeHowell Charge LapsGrazeHowell Charge Slinks PouncesSwarmsDrift Slinks PouncesSwarmsDrift RoamsGallopsSlithers Wags RoamsGallopsSlithers Wags SpraySquirmsHover Shriek SpraySquirmsHover Shriek CircleFloatShriek Roosts CircleFloatShriek Roosts SwarmsPouncesGallops Crawls SwarmsPouncesGallops Crawls

5 STEP 2: Decide upon some aspect of the weather for the subject of your poem. Avalanche FlurriesTornadoStorm Avalanche FlurriesTornadoStorm Tsunami HailBlizzardFrost Tsunami HailBlizzardFrost WindRainSunSnow WindRainSunSnow DraughtFloodHurricaneHaze DraughtFloodHurricaneHaze MistFog MistFog

6 STEP 3: Choose verbs from the list to start writing your poem. USE UNCOMMON VERBS

7 STEP 4: Create 5 sentences about your subject using the senses. Write as if you really are that aspect of the weather. I smell like…(VERB)..* I look like… I smell like…(VERB)..* I look like… I taste like…(VERB)…* I sound like… I taste like…(VERB)…* I sound like… I feel like…(VERB)… I feel like…(VERB)…

8 STEP 5 Fill your poem in w/ descriptive details (Adj. or Adv.) Fill your poem in w/ descriptive details (Adj. or Adv.)

9 STEP 6 Last line of your poem should end w/ describing how your subject (weather) blends in w/ its surroundings. Example= absorb, evaporate, etc. Last line of your poem should end w/ describing how your subject (weather) blends in w/ its surroundings. Example= absorb, evaporate, etc.

10 STEP 7 Title what your poem is Title what your poem is

11 VERB POEM “Tornado” The tornado gallops over large and small houses The tornado gallops over large and small houses Then hibernates in the high clouds. Then hibernates in the high clouds. Smells like burning houses Smells like burning houses Tastes like death after the destruction Tastes like death after the destruction It feels like sadness and warmth-the red hot debris. It feels like sadness and warmth-the red hot debris. I see pain in others glowing eyes, for they have lost so many wonderful things. I see pain in others glowing eyes, for they have lost so many wonderful things. I the tornado have swirled back into the pale, dark sky I the tornado have swirled back into the pale, dark sky

12 VERB USAGE Directions: Read the poem “Do Not Go Gentle into That Good Night” by Dylan Thomas. Ask the students to identify the verbs in the poem and to label them as action verbs or linking verbs. Directions: Read the poem “Do Not Go Gentle into That Good Night” by Dylan Thomas. Ask the students to identify the verbs in the poem and to label them as action verbs or linking verbs.

13 VERB USAGE Ask students why they think Thomas chose to include so many action verbs in the poem. Ask students why they think Thomas chose to include so many action verbs in the poem.

14 VERB USAGE Does Thomas’s choice of verbs support the theme of the poem? Does Thomas’s choice of verbs support the theme of the poem?

15 VERB USAGE TEA Directions: “Do Not Go Gentle into That Good Night” by Dylan Thomas. Ask the students to identify the verbs in the poem [go, burn, rage, know, forked, crying, danced, caught, sang, grieved, blaze, be, curse, bless, pray] and to label them as action verbs or linking verbs. [There are fifteen action verbs and one linking verb (be).] Ask students why they think Thomas chose to include so many action verbs in the poem. Does Thomas’s choice of verbs support the theme of the poem? [The vibrant action verbs help convey Thomas’s message-which the dying man should struggle with all his energy against the inevitability of death.] Directions: “Do Not Go Gentle into That Good Night” by Dylan Thomas. Ask the students to identify the verbs in the poem [go, burn, rage, know, forked, crying, danced, caught, sang, grieved, blaze, be, curse, bless, pray] and to label them as action verbs or linking verbs. [There are fifteen action verbs and one linking verb (be).] Ask students why they think Thomas chose to include so many action verbs in the poem. Does Thomas’s choice of verbs support the theme of the poem? [The vibrant action verbs help convey Thomas’s message-which the dying man should struggle with all his energy against the inevitability of death.]

16 Vivid Verbs Short Story Revision Directions: Write a sport’s story Describe a dramatic tackle shown in the next slide/picture. Pretend you are a sports reporter known for your creative use of verbs not usually associated with sports, such as “Logan microwaved the ball to the receiver. “ PART I

17 Be sure to tell what teams were playing, when and where, and who won. Be sure to tell what teams were playing, when and where, and who won. Use a variety of interesting VIVID ACTION VERBS to make your news report lively. Use a variety of interesting VIVID ACTION VERBS to make your news report lively.

18 Vivid Verbs Short Story Revision

19 PART I After completing your story, underline all the action verbs and circle the helping and linking verbs. After completing your story, underline all the action verbs and circle the helping and linking verbs.

20 Vivid Verbs Short Story Revision

21 Part II Directions: Trade with a partner and revise his/her paper. Try to get rid of all linking verbs. Directions: Trade with a partner and revise his/her paper. Try to get rid of all linking verbs.

22 PART I Directions: Write a sport’s story Directions: Write a sport’s story Describe a dramatic tackle shown in the next slide/picture. Pretend you are a sports reporter known for your creative use of verbs not usually associated with sports, such as “Logan microwaved the ball to the receiver. “ Describe a dramatic tackle shown in the next slide/picture. Pretend you are a sports reporter known for your creative use of verbs not usually associated with sports, such as “Logan microwaved the ball to the receiver. “ ALTERNATIVE IDEAS ALTERNATIVE IDEAS Race Car Driver, Sunken treasure Hunter, White water Canoe Guide, Jungle Explorer Race Car Driver, Sunken treasure Hunter, White water Canoe Guide, Jungle Explorer


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