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

Vivid VerbsVivid Verbs

Many verbs are over-used and boring.Many verbs are over-used and boring.

Vivid verbs are descriptive verbs substituted for Vivid verbs are descriptive verbs substituted for those boring verbs.those boring verbs.


Many verbs are over-used and boring.Many verbs are over-used and boring.

Vivid verbs are descriptive verbs substituted Vivid verbs are descriptive verbs substituted for those boring verbs.for those boring verbs.

Boring VerbsBoring Verbs

Walk, Talk, Went, Said, Like, Run, Jump, Walk, Talk, Went, Said, Like, Run, Jump, Yell, ETC..Yell, ETC..

LINKING VERBSLINKING VERBS= Am, Is, Are, Were, Be, = Am, Is, Are, Were, Be, Being, Been, Has, Have, Had, Should, Being, Been, Has, Have, Had, Should, Could, Would, ETC.,Could, Would, ETC.,

STEP 1:STEP 1: Make a list of verbs Make a list of verbs commonly associated w/ animalscommonly associated w/ animals

HibernatesHibernates SwoopSwoop PreyPreyPerchPerch

LapsLaps GrazeGraze HowellHowell Charge Charge SlinksSlinks PouncesPounces SwarmsSwarms DriftDrift RoamsRoams GallopsGallops Slithers WagsSlithers Wags SpraySpray SquirmsSquirms HoverHover Shriek Shriek CircleCircle FloatFloat Shriek RoostsShriek Roosts SwarmsSwarms PouncesPounces Gallops Gallops

CrawlsCrawls

STEP 2STEP 2: Decide upon some aspect of : Decide upon some aspect of the weather for the subject of your the weather for the subject of your

poem.poem. Avalanche FlurriesAvalanche Flurries TornadoTornado StormStorm Tsunami Tsunami HailHail BlizzardBlizzard FrostFrost WindWind RainRain SunSun SnowSnow DraughtDraught FloodFlood HurricaneHurricane HazeHaze MistMist FogFog

STEP 3:STEP 3: Choose verbs from the Choose verbs from the list to start writing your poem.list to start writing your poem.

USE UNCOMMON VERBSUSE UNCOMMON VERBS

STEP 4:STEP 4: Create 5 sentences about Create 5 sentences about your subject using the senses. Write your subject using the senses. Write as if you really are that aspect of the as if you really are that aspect of the

weather.weather.

I smell like…(VERB)..I smell like…(VERB).. * I look * I look like…like…

I taste like…(VERB)…I taste like…(VERB)… * I sound * I sound like…like…

I feel like…(VERB)…I feel like…(VERB)…

STEP 5STEP 5

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

STEP 6STEP 6

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

STEP 7STEP 7

Title what your poem isTitle what your poem is

VERB POEMVERB POEM

““Tornado”Tornado”

The tornado gallops over large and small housesThe tornado gallops over large and small houses Then hibernates in the high clouds.Then hibernates in the high clouds. Smells like burning housesSmells like burning houses Tastes like death after the destructionTastes 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 I see pain in others glowing eyes, for they have lost so many

wonderful things.wonderful things. I the tornado have swirled back into the pale, dark skyI the tornado have swirled back into the pale, dark sky

VERB USAGEVERB USAGE

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


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


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

VERB USAGEVERB USAGETEATEA

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


Short Story RevisionShort Story Revision

Directions: Write a sport’s storyDirections: Write a sport’s story

Describe a dramatic tackle shown in the next Describe a dramatic tackle shown in the next slide/picture. Pretend you are a sports reporter slide/picture. Pretend you are a sports reporter

known for your creative use of verbs not usually known for your creative use of verbs not usually associated with sports, such as “Logan associated with sports, such as “Logan microwaved microwaved the ball to the receiver. “the ball to the receiver. “

PART IPART I

PART IPART I

Be sure to tell what teams were Be sure to tell what teams were playing, when and where, and who playing, when and where, and who won.won.

Use a variety of interesting VIVID Use a variety of interesting VIVID ACTION VERBSACTION VERBS to make your news to make your news report lively. report lively.



PART IPART I

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



Part IIPart II

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

PART IPART I Directions: Write a sport’s storyDirections: Write a sport’s story Describe a dramatic tackle shown in the Describe a dramatic tackle shown in the

next slide/picture. Pretend you are a sports next slide/picture. Pretend you are a sports reporter known for your creative use of reporter known for your creative use of verbs not usually associated with sports, verbs not usually associated with sports, such as “Logan such as “Logan microwaved microwaved the ball to the ball to the receiver. “ the receiver. “

ALTERNATIVE IDEASALTERNATIVE IDEAS Race Car Driver, Sunken treasure Hunter, Race Car Driver, Sunken treasure Hunter,

White water Canoe Guide, Jungle ExplorerWhite water Canoe Guide, Jungle Explorer

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