English lesson plan · 4th grade (Year 5 in England) · 45 minutes
Choose a precise verb (went → trudged, said → whispered)
Vocabulary
CCSS L.4.3.AEngland: Y4 Writing (vocabulary choices)England: Y3/4 Writing (composition)
Objective and success criteria
Students will: Choose a precise verb (went → trudged, said → whispered).
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Ways to move: walk, tiptoe, stomp, dash; Shades of meaning
Leads to: the next skill in this area.
Materials: Word cards, A thesaurus or dictionary, A short text with the target words, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Ways to move: walk, tiptoe, stomp, dash; Shades of meaning). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Read the question and pick the best word. Which word means walking in step, like a band in a parade? (tiptoe / crawl / march / slide) → marchPrompt: All of the words are ways to do something. Picture each one.
- Which word is the STRONGEST? exhausted, sleepy, tired (exhausted / sleepy / tired) → exhaustedPrompt: These words mean nearly the same thing but some are stronger.
- Read the question and pick the best word. Which word means walking very quietly on your toes? (march / dash / tiptoe / stomp) → tiptoePrompt: All of the words are ways to do something. Picture each one.
Hook · 5 min
- Show an interesting word in a sentence and ask what it might mean from the clues around it.
- Share the objective: Choose a precise verb (went → trudged, said → whispered). Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the verb that fits the meaning best. The mouse ___ at a tiny crumb of cheese.
- Step 1: A precise verb shows the reader exactly how something happened.
- Step 2: Put it back into the sentence and read it aloud: "The mouse nibbled at a tiny crumb of cheese."
- Step 3: So the answer is: nibbled
- Answer: nibbled
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the verb that fits the meaning best. The thief ___ past the sleeping guard. (thundered / stomped / marched / crept) → creptPrompt: Look for clue words: exhausted, excited, silent, hungry, angry.
- Read the question. Which verb shows that Sam was unsure and quiet? Sam ___, "I think it's this way…" (roared / mumbled / boasted / yelled) → mumbledPrompt: What feeling does the question ask about?
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Choose the verb that fits the meaning best. The hungry children ___ their sandwiches in seconds. (tasted / nibbled / sipped / gobbled) → gobbledPrompt: Look for clue words: exhausted, excited, silent, hungry, angry.
- Read the question. Which verb shows that Sam was unsure and quiet? Sam ___, "I think it's this way…" (mumbled / yelled / boasted / roared) → mumbledPrompt: What feeling does the question ask about?
Watch out for
- Picking a "bigger" synonym that doesn't fit the meaning.
- Ignoring the clues in the rest of the sentence.
Support and stretch
Support
- Review first: Ways to move: walk, tiptoe, stomp, dash.
- Use concrete materials: word cards.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder