Grade 5 English Language Arts | FL B.E.S.T. Standard: ELA.5.R.3.1
Analyze how the author's use of words and phrases provides meaning to a text.
By the end of this unit, students will be able to:
| Term | Definition | Student-Friendly Explanation |
|---|---|---|
| Word Choice | The specific words an author selects to convey meaning | The exact words the author picks on purpose to make you think or feel a certain way |
| Tone | The author's attitude toward the subject or audience | How the author feels about what they're writing (serious, playful, angry, hopeful) |
| Mood | The feeling or atmosphere created for the reader | How the writing makes YOU feel when you read it |
| Connotation | The emotional associations attached to a word beyond its definition | The feelings or ideas a word makes you think of (cheap vs. affordable) |
| Denotation | The literal, dictionary definition of a word | What a word actually means in the dictionary |
Same Basic Meaning, Different Connotation:
| Positive | Neutral | Negative |
|---|---|---|
| confident | sure of oneself | arrogant |
| thrifty | careful with money | cheap |
| curious | interested | nosy |
| determined | persistent | stubborn |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Word Choice | Define terms. Compare sentences with different word choices. Use Student Concept Worksheet. |
| 2 | Connotation vs. Denotation | Word sorting activity. Discuss positive, neutral, negative connotations. |
| 3 | Identifying Tone | Read passages and identify author's tone. Practice with Practice Worksheet passages 1-2. |
| 4 | Mood and Reader Response | Analyze how word choice creates mood. Complete Practice Worksheet with partner support. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Give students a sentence and challenge them to swap key words to change the tone. Example: "The child walked into the room" becomes "The child crept into the room" (suspenseful) or "The child bounded into the room" (energetic). Discuss how one word changes everything.
Create anchor charts with tone words (serious, humorous, hopeful, suspenseful, angry, peaceful). When reading, have students hold up cards or point to the tone they identify. Always follow up with "What words made you think that?"
Create a line on the board from negative to positive. Give students synonym sets and have them place words on the continuum. Example: Where does "skinny," "thin," "slim," and "scrawny" go? This builds understanding of word power.
Connect word choice to author's purpose. Ask: "Why did the author choose THIS word? What are they trying to make the reader think or feel?" This helps students see word choice as intentional and strategic.
Correction: Tone is the author's attitude (how THEY feel). Mood is the feeling created for the reader (how YOU feel). Use the memory trick: Tone = Author's Attitude, Mood = Reader's Response.
Correction: Synonyms have different connotations. "Home" and "house" both mean a place to live, but "home" feels warm and personal while "house" is neutral. Word choice matters!
Correction: Authors of informational texts also make deliberate word choices to persuade, inform, or engage readers. News articles, advertisements, and essays all use word choice strategically.
Correction: Tone identification should always be supported by evidence. Students should point to specific words that create the tone, not just guess based on the topic.
On the FAST assessment, word choice and tone questions typically ask students to:
Key Strategy: Teach students to always ask "Why THIS word?" and look for the emotional impact of word choices, not just their definitions.