Planning by Verbivore – stormy words by Verbivore – stormy words

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REMEMBER: Always insist that children use the target word in every answer they give you at every stage of the session.

1. 1 min. Display word.

I say: delugeWe say: delugeYou say: deluge

Say it. Shout it. Clap it (del-uge). Squeal it.

2. 1 min. Display COBUILD definition.

‘A deluge of things is a large number of them which arrive or happen at the same time.’

3. 2 min. Connections and word mapping.

Perfect opportunity for making spelling and meaning links with other words.

refuge rush sudden violentdeluged flood catastrophic nonstophuge avalanche torrential overnight

4. 3 mins. ‘Pointless’.

Show children a list of situations where things arrive/happen at the same time. Ask the children to give each one a score out of 100 (lowest for the situation most deluge-like). Before you reveal the score for each situation, ask one group/pair/child what they scored it and why. Reveal score and see who was closest.

Situations and scores (feel free to change if you wish and remember to update PPT):

Your tweet goes viral and you get eighty notifications in the first minute (0 - POINTLESS). You forget you’ve left the bath running. It starts to spill over the edge (50). The washing machine breaks and water bursts out all over the floor (10).

Permission granted to reproduce for personal and educational use only. Commercial copying, hiring, lending is prohibited.

verbivore

teacher

deluge

words to describe storms

(noun)


The discussions about the scores children have opted for should be interesting, and will allow you to gain a formative understanding of how they are putting the new word into context.

5. 3 mins. Word pairs discussion.

Display the word pairs for ‘deluge’ (sudden, catastrophic, torrential, violent, nonstop, overnight). Explain that ‘deluge’ is a noun, and that these words can be used to describe it e.g. a nonstop deluge.

Ask children to work together and create three examples of a deluge. Model: The gymnast received a deluge of awards.

6. 4 mins. The 4-minute show me showdown!

To independently show their understanding of the new word, children must choose one of the listed options. Encourage children to pick a different option each day.

drama: act out a scene where it’s someone’s birthday and they’re receiving a deluge of gifts. doodle: sketch a picture which involves a deluge of water. dictate: the local river has broken its banks and a deluge of water is coursing through the town,

how do you react? What do you do first? decide: look at the images and decide how they relate to ‘deluge’. divulge: write down everything you can think of about the word ‘deluge’.

7. 1 min. Choose two children. They have 30 seconds to explain their choices for the showdown. Use a visualiser to show the whole class if possible. This is perfect for if the child has been successful or hasn’t been because either way it’ll open discussion.Notes / reflection:




verbivore

teacher





I say: electrifyingWe say: electrifyingYou say: electrifying

Say it in a shocked voice. Say it in a robotic voice. Say it like a wasp. Say it whilst shaking your whole body.2. 1 min. Display COBUILD definition.

‘Something that is electrifying is thrilling or stunning.’



electric thrilling storm thrillerelectricity exhilarating performance storyexciting invigorating effect atmosphere

It’s worth pointing out that ‘electrifying’ is different to ‘electrocuting’.4. 6 mins. Video comparison and discussion.

Watch these two videos from YouTube and discuss how they are ‘electrifying’. Both videos give a different understanding of the word ‘electrifying’.

https://www.youtube.com/watch?v=Nnm-JLMGE9Q - roller coaster in first person view.

https://www.youtube.com/watch?v=fVsONlc3OUY - aurora borealis



drama: act out a scene where you are on a thrilling rollercoaster. doodle: design a roller coaster designed to electrify people. dictate: how would you describe the aurora borealis? divulge: write down everything you can think of about the word ‘electrifying’.

6. 1 min. Choose two children. They have 30 seconds to explain their choices for the showdown. Use a visualiser to show the whole class if possible. This is perfect for if the child has been successful or hasn’t been because either way it’ll open discussion.


https://www.youtube.com/watch?v=fVsONlc3OUY

https://www.youtube.com/watch?v=Nnm-JLMGE9Q


Notes / reflection:



I say: incessantWe say: incessantYou say: incessant

Say it in a fast voice. Say it over and over again until your teacher tells you to stop.


verbivore

teacher

incessant


(adjective)



‘An incessant process or activity is one that continues without stopping.’



ongoing nonstop chatter rainconstant everlasting downpour noiseendless continuous repetition ringing

Is ‘incessant’ more likely to be used to describe a positive or negative situation?4. 3 mins. Image analysis.

Ask the children to study the images and work out how they relate to ‘incessant’. Which would you find the most incessant?

5. 3 mins. Discussion: word difference.

Compare ‘incessant’ with ‘deluge’. They could both be used to describe storms, but how are they different? What would you expect in an incessant storm? How is that different to a deluge? Draw and annotate a diagram of an incessant storm and a deluge. Could incessant rain cause a deluge?



drama: act out as many incessant things as you can think of. doodle: sketch a baby crying and its parents tearing their hair out. dictate: pretend you’re having a picnic on a hot summer’s day and wasps and flies keep flying

around you. How does it make you feel? How do you react? divulge: write down everything you can think of about the word ‘incessant’.






I say: tempestuousWe say: tempestuousYou say: tempestuous

Say it normally. Say it in an angry voice. Say it and stomp it (tem-pes-tu-ous). Say it and slam your hands on the table.2. 1 min. Display COBUILD definition.

‘If you describe a situation as tempestuous, you mean that very strong and intense emotions, especially anger, are involved.’3. 2 min. Connections and word mapping.



verbivore

teacher

tempestuous


(adjective)


tempest turbulent sea friendshiptemper stormy mood relationshipstrenuous violent wind weather

Interesting discussion to be had about how ‘tempestuous’ can be used to describe abstract concepts such as friendships, relationships, and mood as well as concrete things such as the wind or the sea.4. 3 mins. Image ranking.

Rank these images from calm to tempestuous.

5. 3 mins. Discussion: Word lines.

How would you describe these situations?

calm tempestuous

A family are arguing at the dinner table over a game of Monopoly. The referee makes the wrong decision during a match between Liverpool and Everton (change

to fit your local football teams if necessary). You think you dropped a five pound note, but your friend thinks they did, too.



doodle: sketch a tempestuous scene where the last shop open on a Sunday has sold out of bread.

drama: act out a tempestuous scene involving a family playing an intense board game. dictate: pretend you’re outside and suddenly, the sky turns black, thunder begins to rumble,

and rain starts lashing down. Describe the scene. divulge: write down everything you can think of about the word ‘tempestuous’.






I say: torrentialWe say: torrentialYou say: torrential

Say it normally. Say it whilst tapping rapidly on the table. Say it whilst taking a breath in. Say it slowly.


‘Torrential rain pours down very rapidly and in great quantities.’



torrent heavy downpour waterfallconfidential relentless rain floodpotential teeming thunderstorm deluge

4. 3 mins. Word order.


verbivore

teacher

torrential


(adjective)


Place these words in the order of how wet you would get if you were outside during the type of rain:

spittingshowersprinkledrizzletorrentialbiblical (optional)tipping it downdeluge

This activity could also lend itself to a discussion of colloquial terms to describe the rain.5. 3 mins. Draw it.

The children will need a template (available on the relevant slide on the PPT) and a pencil. All they will need to draw are small straight lines and a simple stick figure. They will have six boxes under which they will write six of the words used to describe rain in the previous activity. One of the words must be ‘torrential’. Children to draw what the rain looks like for each of those words. At the end, focus on how the children have depicted ‘torrential’ by holding up examples or using a visualiser.6. 4 mins. The 4-minute show me showdown!


drama: act out a scene where the rain is heavy and you get drenched/soaked/very wet. doodle: sketch a storm involving torrential rain. Think about what that torrential rain could

cause. dictate: you are outside in torrential rain wearing only a vest and shorts. Describe how you feel. divulge: write down everything you can think of about the word ‘torrential’.





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Planning by Verbivore – stormy words by Verbivore – stormy words