Lights, Camera, ACTION!!!!!!!!!!!!!!!!

 

  Introduction    Task    Sources    Process    Guidance    Conclusion

     What is an action verb?

Introduction:    Action verbs are very important in order to show the audience exactly what you mean.  Action verbs provide more detail and portray a vivid example from the writer's mind.  The writer then has control over the reader and his/her work.  Implementing action verbs is crucial in creating a successful paper and they are the key to becoming a powerful writer.  In this activity, the user will become more aware of action verbs and dead verbs.  The student will design a powerful piece of work that shows action and promotes his/her thoughts. 

        Can you identify an action verb?

Task:    Take One!!!

    Standards 6 and 8 

        6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

        8. Students use a wide variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.

    The task of each child is to design their own resume to apply for a position that has been posted.  The jobs vary from director, actress/actor, writer, editor, camera man, etc.  Each individual will design their own resume to apply for a particular job. The goal of the student's resume is to improve his/her use of action verbs.  This is designed for sixth grade students.

Sources:        Here's the ticket!

BNA Policy and Practice Series. (2004). Glossary of action verbs.  Retrieved March 16, 2004, from www.mgt.buffalo.edu/CRC/Glossary%20of%20Action%20Verbs.pdf

Boston College. (2004). Resume action verbs. Retrieved March 29, 2004, from www.bc.edu/offices/careers/skills/resumes/verbs

Emelior. (2003). Action verbs!   Retrieved March 17, 2004, from www.emelior.com/shopcart/actionverbs.html

Feldman, D. (2004).  Quintessential careers your job search starts here.  Retrieved March 16, 2004, from www.quintcareers.com/action_verbs.html

Homeschool teachers.  (2004).  Action verbs.  Retrieved March 17, 2004, from www.homeschoolwriting.com/Sampleverb.pdf

Nelson, B. (2003).  Action verb lessons.  Retrieved March 17, 2004, from http://phsd144.southcook-ed.org/doc/7049

Staff @ Job seekers. (2004).  Job search tools, essential resources for technical job seekers.  Retrieved March 29, 2004, from www.technicaljobsearch.com/resumes/action-verbs.htm

Sunda, M.  (2004).  Action verb practice test.  Retrieved March 16, 2004, from www.kyrene.K12.az.us/schools/brisas/sunda/verb/1action.htm

 

 

 

Process:  Acting out the verbs 

    Click on each clip art to create your own resume.  Each link gives information, examples, hints, and details for establishing the proper resume using action verbs.

       

                                                                           

 

Guidance: "Quiet on the set!"      Reflection

    Paragraph - The purpose of this product is for each student to create their own resume while increasing the understanding of action verbs.  While designing the product, each student will develop their writing skills and establish the importance of action verbs.

    Statement - Each individual will refer to the links to enable their ability of designing the resume.  The students will use the provided information to broaden their vocabulary and word usage.  This activity will also enhance each user's writing skills as well as technology knowledge.

    Debriefing - This product will help each student by enabling them to work at his/her own pace and instilling the information at a rate they can understand.  This activity promotes individuality, creativity, and vocabulary.  Creating the resume will show the importance of word choice and it is an activity that can be used in the "real world."  This product promotes social and educational skills.

    Description: - This activity could be improved by having each student look through the classifieds and various resumes online.  This would enhance their understanding of a resume and the students could develop various ideas from looking at many examples.  This would provide the individuals with a hands-on model.

                                                                                                                How can the teacher further this lesson?

Conclusion:  "That's a wrap!"

    After the students create their resume, they will print a copy and turn it in.  Each student will present his/her resume to their group.  Each group will consist of the applicants for whose job they are trying to fulfill.  The groups will be as follows: directors, writers, camera men, actors, actresses, props directors, costume designers, and hair and makeup artists.  The groups will read their resumes and "hire" the most qualified applicant. The groups should look for the following criteria in each resume:

              Total                                                                         50

 

    The applicant with the closest score to a 50 will be hired for the job and then the job interviews will be complete.