Date: April 29, 2017,

Teacher: Mrs. Sharamand

Lesson: Descriptive writing/ small groups Cooperative and creative learning
Grade: 6 ELA
Subject/Topic: English Language, Writing
Timeline of Lesson: 15 minutes/

TEKS Objectives /grade 5 English Language Arts and Reading

(E) publish and evaluate written work in response to feedback
(F) use the elements of craft to advance the writers purpose when composing

Lesson Objectives:
After displaying an audio about a certain weather condition in class, students are able to
use their imagination to describe the scene in 5minutes

After reading a passage on the class screen, students replace adjectives with alternate
terms to realize the importance of appropriate word choice in creating an effective
descriptive piece, in a time of 5 minutes

Students sit in groups to write a one descriptive passage based on the experience they had
in class, they have to describe a time or an experience they had in nature(5 minutes)
.
Materials:
Blank papers/textbook/notebooks/whiteboard
An audio used for auditory learners and that allows visuals to imagine
A passage from Roald Dahl Charlie and the Chocolate factory that contain several
descriptive aspects.
Introduction (Set Induction) Anticipatory Set +

Opening activity Ask the students to close their eyes and try to imagine the scene you are going
to present then Play the sound of rain with thunder and wind. Each student should use his/her
senses in describing the scene then share their thoughts with others in class.
Teacher leads a discussion to show that students didnt use same descriptive words or adjective
to express their imagination although they are talking about the same scene.
Students will recognize that each had different perspective than the other as some students
described the scene as terrible and very scary with dim lights and blurry vision on the other hand
others visualized it as maybe romantic, cool and cozy others focused on the sounds of thunder
and wind. At the end the teacher asks the students to jot down all the vivid words and verbs they
used in their descriptions and then display what is a descriptive writing in a power point
presentation and relates it with a descriptive passage from Roald Dahl Charlie and the
Chocolate factory that contain several descriptive aspects.

Specific Content to be taught)

Teacher encourages the students to underline the main idea of what is being described in
the passage and highlight the words being used.
The students are encouraged to replace the words of the passage with alternative from
their own choice. Discuss the result and take feedback if any changes occurred in the
passage. The teacher turn now is to comment on the importance of word choice.
Teacher use direct teaching in introducing the figurative and literal Language in writing,
she gives examples like the car is blue and He caught the football, then move to
figurative use like Ive got your back, youre a doll
The tlot-tlot of the horses hooves as the Highwayman approaches the inn
clattered and clashed of stanza III, Part I.
Repetition is the repeating of words, phrases and sounds in a poem. This is easy to spot in The
Highwayman. Ask students what purpose they think repetition serves here?

Instructional Activities and Procedure

Teacher allows visual students to imagine the scene and the auditory ones to listen to the
part and then evaluate the same scene each according to his type of learning.

The teacher assign groups based on readiness for direct instruction on the writing
process, and allow students to choose their own groups and methods for acquiring
background information on a writing topic
 The teacher when displaying the passage on the screen, together she and the students
read through the piece and cross off 'dead' adjectives and replace them with 'lively' ones.
After demonstrating a few times, she allows students to come to the front and practice
with their group.

Interactive writing can also be used to create writing. When using it in this way the
teacher will use group input to collectively write a piece. For example, the class is
learning how to write a descriptive passage, the teacher will guide students how to
develop and co-create their piece. Group work will allow students with limited abilities to
get
help
from

others in the group, they can brainstorm their ideas easily and start organizing them
accordingly

Kinesthetic learners can use their physical skills in building the 3D project, this will give them a
chance to write and organize their writing skills in a better way.

Modification / differentiated Instruction

Teacher allows visual students to imagine the scene and the auditory ones to listen to the
part and then evaluate the same scene each according to his type of learning.

The teacher assign groups based on readiness for direct instruction on the writing
process, and allow students to choose their own groups and methods for acquiring
background information on a writing topic

Formative Assessment:
Teacher checks and grades the writing papers of the students, teacher provides
feedback about each essay which is also based on a writing rubric

Closure:
When students are done with their writing activity the teacher can ask questions and sum up
with students the objectives of the lesson, students can repeat what they have learned for the day.