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Writing Unit Plan

Writing Unit Plan

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Published by: Ally Elizabeth Shinar on Feb 26, 2012
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Grade Level: Fourth GradeIowa Core Literacy StandardsReading Standards- Refer to details and examples in a text when explaining what thetext says explicitly and when drawing inferences from the text.Writing Standards- Use concrete words and phrases and sensory details to conveyexperiences and events precisely.Continuum of Literacy Learning (Pages 84-85)Language Use-
use concrete sensory details and descriptive language
show through language instead of telling
use examples to make meaning clear
use words in figurative ways to make comparisons (simile, metaphor,
personification, hyperbole)Word Choice-
use memorable or vivid words
use figurative language to make comparisons (simile, metaphor, personification,
hyperbole)
choose words with audience
ʼ
s background knowledge in mind
use words that convey an intended mood or effectObjectives/Purpose:
*Students will understand that a descriptive writing text vividly portrays a person,
place or thing in such a way that the reader can visualize the topic and enter into
the writer
ʼ
s experience.
*Students will write a descriptive piece by selecting a secret topic about food that
they will not share with their peers. At the end of the lesson they will be sharing
their piece with the class, while the class guesses what is being described.
*Students will understand how the use of the 6+1 traits relates to descriptive
writing.
*Students will demonstrate understanding of personification, simile, hyperbole,
and metaphor by incorporating each in sentences that they write
*Students will use a graphic organizer to formulate their thoughts and ideas and
help them start writing their paperPre-requisite Skills:
*Background on descriptive writing
*Some practice/experience with figurative elements such as simile, hyperbole,
personification and metaphor*Understanding of what the 6+1 traits
 
Mentor Texts:
*Charlotte
ʼ
s Web by E.B. White
*The Red Racer by Audrey Wood
*Owl Moon by Jane Yolen*A Turkey for Thanksgiving by Eve Bunting
*Mike Mulligan and his Steam Shovel by Virginia Lee Burton
*Where the Sidewalk Ends: Poems and Drawings by Shel Silverstein (“No
Differences”)
UNIT PLAN
Day 1
: Review Descriptive Writing CharacteristicsResources needed: The Red Racer by Audrey Wood
Charolettes
ʼ
s Web by E.B White
Discuss with students the characteristics of descriptive writing.The general characteristics of descriptive writing that we would cover as a class include:
*Elaborate use of sensory language
*Rich, vivid, and lively detail
*Figurative language such as simile, hyperbole, metaphor, and
personification
*Showing rather than telling through the use of active verbs and
precise modifiersWhen discussing these characteristics with students, use examples from literaturepreviously read in class. Next, read two of the mentor texts listed above. (The RedRacer by Audrey Wood and Charolette
ʼ
s Web by E.B White)These texts are read to the class to help reinforce the concept of descriptive writingalong with familiarizing students with descriptive texts.
Discuss with students the following questions after reading each of these texts:What do you notice about this style of writing?What is the purpose of this writing style?Did you notice any of the elements we reviewed earlier?How is this writing style different from others texts you may know or been exposed to?
 

Day 2
: Elaborate use of sensory languageDETAILED LESSON PLANGrade Level: 4th gradeLesson OverviewSkill from grade level learning continuum: Language Use- Pg.84
use concrete sensory details and descriptive language
show through language instead of tellingSkill from Iowa Core/Common Core: Use concrete words and phrases and sensorydetails to convey experiences and events precisely.Resources Needed: vase of lilacs, graphic organizer, variety of items to pass out toeach groupLesson Objective/Outcome:Students will understand what sensory language is and how it is used.Students will demonstrate understanding of sensory language by completing theirgraphic organizerFocus Lesson:Teacher Models and Demonstrates (I do) “Today we are going to learnabout Sensory language! What do you think the word sensory means?”Wait forstudent
ʼ
s responses. “Sensory language is when 5 senses are used to describe objects,places, and experiences. Can someone tell me what the 5 senses are?” Have studentslist off 5 senses. Write the five sense on the board. “We can use words to describe howsomething tastes, smells, feels, looks, and sounds like. For example, Let
ʼ
s look at myvase of lilacs over here. If I wanted to describe the lilacs using the five senses I wouldsay, (Write this on the board) The lilacs are purple. They smell laundry detergent. WhenI touch the lilacs, they feel smooth and soft. If I were to eat a lilac, I think it would tastegross! Can someone tell me how I used the senses to describe my vase of lilacs?” Waitfor student responses. Now we are going to describe an object in the classroomtogether using the five senses!Guided Practice (We Do)Have student pick an object in the room- Say it is a desk. Write the words, Taste, Smell,Sound, Sight, Touch on the board. “What are some words we can use to describe adesk using our sense of Sight?” Call on students- write down the words they say under

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