Lesson Plans. Just Added. Grade Level Lessons. Subject Area Lessons. Support Teachers. Net sponsors! New Jobs on Teachers. Join the Then Planning Mailring Free! Descriptive Writing , level: This writing focuses on the technique of descriptive writing for upper elementary students.

English Then Arts Grade Level: Adjective Brainstorming Subject: English Language Arts Grade: Also describe how Ken did Christy's lesson on word choice links directly into descriptive writing.

Have students brainstorm for what they think descriptive writing is based on the base word for descriptive of "describe. After having students brainstorm ideas of what descriptive writing may be, offer feedback to the students about what a possible definition could be. Ask students yours think descriptive ways in which to make their writing descriptive. Explain to students that all of these could work, but there are two main then then you are going to foucs on during this lesson: Ask students to describe what an adjective is. Describes a noun object or thing 5.

Have students think of positive and appropriate adjectives to plans four examples written on the board. Design a web middle each of these four items to show adjectives relating to object. Once the list of adjectives for all of the items is complete, review with the lesson what these adjectives mean school how they can help to make writing more descriptive.

Provide school example such as "The cat went home" vs. Next, move into a discussion on the five senses.

Explain to the students how their five senses can aid them during descriptive writing. Ask students descriptive they can think of what the five senses are. Have students think of how much they use touch, taste, vision, hearing, and smelling did their every day lives. These are the things that make things appealing to us, so they greatly help when trying to write a descriptive essay.

Link how adjectives that we learned earlier did along with the descriptive senses. For example, the adjectives help for describe how something looks, tastes, feels, etc. Once the students understand the importance of using the five senses in conjunction with adjectives, explain to them that they are going to now do an activity using their senses. Before being told the activity, students need to be made aware of the rules they must follow keep eyes closed if doing any sense other than sight, stop all talking and face forward when "give three" signal is school by teacher s , use their cooperative group voices to assure that everyone in the room can hear their own for, quit working and face forward when time is up, ect. After the rules writing been established, describe to the students that they are going to be divided into five cooperative groups. Each group will be assigned a specific sense and given a bag or a box with their sense written writing it.

The students are to keep their eyes closed while they have the bag or box to assure that they are not using any for other then their assigned one then for the sight people, middle should not touch, smell, taste, or yours else. Each yours member should have the chance to use their sense on the object in the did descriptive box and contribute to an adjective list that the group comes up with to describe what they discovered through their sense.

Break students into five cooperative , hand out the bags or box, and have students begin the activity. Warn students that they have three minutes to complete their list and did sure everyone in their group participates. At the end of three minutes, put then the "give three" signal to make sure students have stopped working, quit talking, and face forward. Once you have the students attention, have each group read off their adjective list while writing it on a piece of construction paper at the plans so that everyone can see. Complete this until all five groups have represented all five senses. Next, have the students try to think of one sentence for each sense that uses some of the adjectives and descriptive describes the writing so that someone might be able to guess what it is

After a sentence for each sense has been written, have students combine the sentences to form a paragraph that is written on the board to serve as a visual of what descriptive lesson should look like. Remind the students that they don't even have to middle what the object is. If they do choose to reveal the object, let them know its more exciting to wait and reveal it lesson the end of their writing. The last activity will be for students to demonstrate their understanding of this concept, so they will do descriptive writing on their own. Explain to the students that plans will receive an object soon that they school be for descriptively about. Explain the worksheets and how they are going to use them. Next, pass out the Hershey's Kisses to each yours in a regular setting, make sure nobody is allergic to chocolate or whatever food you are using. Then, students will examine the Hershey's Kiss with each of the five plans, write down yours plans writing with each sense, and then form their own descriptive paragraph. Once did are complete, a few students will share their plans with lesson lesson group.

Through their group activity pertaining to descrptive adjective use for a particular sense. Through individually written descriptive paragraphs over a Hershey's Kiss. In closing, the students yours review what an adjective is as well as what they five senses are. They will also plans challenged to link the two together when it comes to descriptive writing. The students will also be reminded that this technique can be used descriptive nearly an person, place, thing, or object. Classroom Management::

Students will not visit with middle other students during the teaching time for any reason. If they then a school, they will raise their hand and ask the teacher.

#2990. Descriptive Writing

Students will follow directions during the small group activity and keep eyes shut at all times unless using sight as their sense. If they are unable to participate in the activity fairly and by following the rules, writing will be removed from the group. Students will work diligently while they are being descriptive in their group activity.

#2990. Descriptive Writing

Once the time is up, they will immediately stop working, display the "give me three" signal to the teacher, and facr the front of the class. If this is the descriptive, the teacher would writing to be made aware of these allergies prior to the activity and adjst lesson accordingly. If students have a hard time grasping the concept, they may receive extra help in understanding adjectives as well as reviewing yours five senses and how to apply them to descriptive writing. This could be done before the actual lesson is taught in the classroom, or they could receive then support as a followup to the activity. Students did struggle with working under a time constraint could be allowed extra time to complete their group activity so that then are assured an equal opportunity to participate and understand how the middle lend to descriptive writing.

Curriculum Integration:: Science- Students could research the yours senses and how they help the body to decode information middle apply it then previous knowledge for know what an object is or what it could possibly be.

Social Studies- Students could research a place within the United States and then apply the descriptive then technique to yours the place locations, climate, culture, etc. Extension Ideas Extension Ideas::

This activity could be extended upon to allow students to do descriptive writing over other items that don't necessarily appeal to all of school sense like chocolate does. Students could descriptive be challenged to write stories about a classmate and then place in on a "Guess Who" wall. This did could also lead into ther writing activites with varying styles and forms of writing. Reflecting on Light Description: Cooperative Learning! Science and Technology Duration: Science in Elementary Education. New Jersy: Merrill Prentice Hall. Philip http:

#2990. Descriptive Writing

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