The Importance of Word Choice -- Part 2

On August 12, 2012, I posted a blog entry with a lesson on teaching the importance of word choice. Below are some other activities that support that lesson. The final one includes the poem Dear Mrs. McKinney of the Sixth Grade, by David Kheridan.


A. Prepare a chart with the ten words below. One column in the chart should be labeled, “Does the word describe you?” and students should respond “yes” or “no.” Then the students should look up synonyms for each word. The next column in the chart should be labeled, “Are there synonyms of the word that describe you? If so, list them here.” The final column on the chart should say, “Are there synonyms of the word that do NOT describe you? If so, list them here.” Once students have completed their charts, they can discuss the words, their synonyms, and the different shades of meaning with each-- and why it is that certain synonyms describe them and others don't.

Here are the ten words :

Competitive
Enthusiastic
Independent
Bashful
Imaginative
Casual
Assertive
Critical
Calm
Determined

B. In a similar exercise to “B” above, have the students create a chart with a list of ten words that describe themselves. Then have them fill in the other columns (as above) with synonyms of the words that either do or do NOT define them.

C. Have the students read the poem below, Dear Mrs. McKinney of the Sixth Grade. After reading the poem, have them list synonyms for the following words from the poem (I have noted the words in bold in the poem):

Favorite
Stern
Austere
Objective
Patient
Respect
Punishment

For each of the words, have students write about or discuss the differences in meanings between the words that poet David Kherdian used and the words’ synonyms. Other questions for discussion: “What words (anywhere in the poem) did Kherdian use that you think are particularly effective? Why? Are there words you would change and replace with a synonym? If so, give examples and explain why.”

Here’s the poem :

Hands down, you were my favorite
teacher at Garfield Elementary,
or at any school since:
your stern, austere face, that
held an objective judgment of
everything in charge;
the patient way you taught,
out of a deep belief and respect
for learning,
and the good books you chose
to read aloud –
in particular, Mark Twain;
and the punishment you handed
out (a twin cheek twist, just
once, with forefingers and thumbs)
embarrassed us only because
we had failed ourselves,
for we had wisely learned from you
the need for discipline and regard.

Long after I left that place
I saw you once waiting for a bus,
and though I returned your warm
smile, I hurried on.
Why didn’t I stop, as I could
see you wanted me to? I deeply
regretted it for weeks, and there
are moments when I remember it still.
And nothing, not poem, not time,
not anything for which I might
stand proud, can erase that seeming
failure of feelings and regard on
my part.
I loved you, I really did, and I
wish now that in stopping and chatting
with you for a moment I could have
shown it to you then,
instead of now, in this poem,
in which only time and loss, not
you and I, are the subject to be held.


D. Have students compare the following pairs of sentences and write or discuss explanations as to how the meanings of each pair changes by using the words in bold.

1a. Mary wears old-fashioned clothes.
1b. Mary wears outdated clothes.

2a. Ben’s comments angered Shawn.
2b. Ben’s comments enraged Shawn.

3a. Marva negotiated with the salesperson.
3b. Marva haggled with the salesperson.

4a. Jim took the pen from Waylon.
4b. Jim snatched the pen from Waylon.

5a. Monica is stingy with her money.
5b. Monica is careful with her money.

6a. Ben’s comedy act was amusing.
6b. Ben’s comedy act was hilarious.

7a. The child is alone.
7b. The child is lonely.

8a. Ann had a plan to raise the money.
8b. Ann had a scheme to raise the money.