LESSON #1

Date:

Class: Form 2

Teacher:

Lesson Duration: 70 minutes

Lesson: Descriptive Writing, using the 5 senses to describe.

Content Strand: Writing

Purpose: To activate students’ prior knowledge of the five senses and illustrate how they can be

utilized when writing descriptively.

Rationale: Students often fall short when writing descriptions as they tend to write the obvious

features of a given prompt. For them to effectively describe what they see, they must learn how to

engage their senses.

Teaching Point: When writing descriptively, using the senses enables the writer to create more

vivid descriptions.

Anticipated Difficulty: Students may experience problems expressing themselves adequately while

engaging the senses to describe a given prompt because of limited vocabulary.

Prior Knowledge: Students would have knowledge about the five senses and how to write a

paragraph with the main idea and supporting details and adjectives.
Resources: White board, markers, picture prompt, list of descriptive words, writing paper, samples

of descriptive and non-descriptive pieces.

Instructional Objectives:

Students will be able to:

1. Evaluate the effectiveness of engaging the senses to describe a picture

2. Identify the senses used in a descriptive piece

3. Create descriptive paragraphs for a given picture

Set Induction: A picture of a messy bedroom will be shown to students and the teacher will ask

students to describe the room. These answers will be written on the board.

Procedure:

STEP 1: Based on the students’ responses written on the board the teacher will ask the students to

identify which sense they would have used to describe the scene. These answers will be matched to

the relevant descriptions.

STEP 2: The teacher will go into more detail with using the senses to describe by giving further

examples of sentences which employ the senses.

STEP 3: The teacher will then discuss with students the difference between the sentences which

engaged the senses against those that did not and explain how using the senses to describe enhances

a description.
 Step 4: While doing step 3 the teacher will also include a quick revision of adjectives and how to

appropriately use them in their descriptions.

STEP 5: The teacher will read sample descriptive and non-descriptive pieces to the class and discuss

with them the difference that engaging the senses make in the pieces.

STEP 6: The teacher will use the same picture from the set induction to model for students how to

write a paragraph describing the scene using the senses.

STEP 7: The students will be divided into groups and given the task to describe a given scene in

approximately two paragraphs.

STEP 8: Students will read their paragraphs for the class.

Closure: Teacher will ask for volunteers to answer questions based on lesson to recap what was

taught. (why do we write descriptively, why do we use the senses when describing)

Student Activity: Students will work in groups to write descriptive paragraphs on a given prompt.

Student Assessment: The group leader for each group will read out loud the descriptions written, and

the class will determine if the description was effective or not.

Contingency Plan: if time is running out the teacher will ask only one group to volunteer to read

their piece and ask for two comments only.

LESSON 2
Date:

Class: Form 2

Teacher:

Lesson Duration: 70 minutes

Lesson: Descriptive Writing, incorporating literary devices and feelings and emotions to enhance

descriptions

Content Strand: Writing

Purpose: To illustrate to students how they can incorporate literary devices such as simile and

metaphor into their descriptions and how to use their feelings and emotions about the scene to make

their descriptions better.

Rationale: Students need to know that incorporating literary devices into their descriptions as well as

their emotions and feelings about what is being described will help them create more accurate and

effective descriptions.

Teaching Point: When writing descriptively, the use of literary devices and engaging the writer’s

feelings and emotions towards the scene will produce more effective descriptions.

Anticipated Difficulty: Students may experience problems when trying to express their feelings

about what they are describing and also how to create proper similes and metaphors in their

descriptions.

Prior Knowledge: Students would have knowledge about similes and metaphors.
Resources: White board, markers, picture prompt, writing paper, samples of descriptive and non-

descriptive pieces with literary devices, worksheets.

Instructional Objectives:

Students will be able to:

1. Evaluate the effectiveness of descriptions containing literary devices

2. Express their feelings about a given prompt in writing

3. Create descriptive pieces using literary devices and their feelings about s given prompt

Set Induction: A picture of a polluted ocean will be shown to students and the teacher will question

students about how they feel about what is taking place in the picture. Responses will be written on

the board around the picture.

Procedure:

STEP 1: Based on the students’ responses written on the board the teacher will ask students to

brainstorm words that will help describe the way they feel about the scene. These will be written

next to the feelings they shared.

STEP 2: The teacher will point out to students that because they said how they felt towards the

scene, it made it easier for them to find words to describe the scene. The teacher will explain the

importance of including emotions and feelings when creating descriptive pieces.

STEP 3: The teacher will read samples of descriptive and non-descriptive pieces containing literary

devices and ask students to identify the devices used and comment on their effectiveness.
STEP 4: The teacher will then use the words and feelings the students came up with about the

picture and model for them how to create descriptive sentences using similes and metaphors.

Step 5: The teacher will then model for students how to take the sentences created and join them to

create a cohesive paragraph using transitional words and phrases. The entire paragraph will be

written on the board.

STEP 6: The students will be divided into groups and given the task to describe a given scene in

approximately two paragraphs.

STEP 7: Students will read their paragraphs for the class and critique each other’s work.

Closure: Teacher will ask for volunteers to answer questions based on lesson to recap what was

taught.

Student Activity: Students will work in groups to write descriptive paragraphs on a given prompt.

Student Assessment: The group leader for each group will read out loud the descriptions written, and

the class will determine if literary devices and feelings were included and if they were effective or

not

Contingency Plan: if time is running out the teacher will ask only one group to volunteer to read

their piece and ask for two comments only.

Lesson 3
Date:

Class: Form 2

Teacher:

Lesson Duration: 70 minutes

Lesson: Simple and Complex sentences

Content strand: Grammar, reading, writing

Purpose: To show the differences between simple and complex sentences and the

steps needed to stretch simple sentences into complex ones for the use in

descriptive writing in particular.

Rationale: Students must have the ability to produce higher writing skills in all forms.

Teaching point: Students must realise that it only takes a few steps to elevate simple

sentences and thoughts to higher level ones.

Anticipated difficulty: Some students may have problems being creative with their thoughts and

expressions.

Prior knowledge: Parts of speech, the functions of a sentence, simple sentences

Resources: Projector, cut-out images, worksheets, table of clauses, list of

subordinators, glue, pens, paper.

Instructional objectives

Students will be able to,

1. Differentiate between simple and complex sentences

2. Use a base simple sentence to create a complex sentence.

3. Create complex descriptive sentences using prompts.

Set induction: Teacher projects the image of a plain cheese sandwich on the board and asks the

students to describe what they see and how to go about making it. Teacher then

projects an image of another cheese sandwich but this one contains more than just

bread and cheese, it includes other ingredients. The students proceed to describe

the second image and discuss the differences.

PROCEDURE

STEP 1: Set induction

STEP 2: Teacher write the words ‘the boy is eating’ on the board and asks the students to

identify the type of sentence on the board.

STEP 3: After eliciting some answers the teacher proceeds to project the following:

A simple sentence has a subject, a verb, and it makes a complete thought. A

simple sentence can also be called an independent clause. The teacher then
 breaks downs the sentence on the board by identifying the subject and the verb

and asserts that it is a complete thought.

STEP 4: Students then complete a graphic organizer comprised of 5 sentences in which

they identify the subject and verb and state whether it is a complete thought by

writing in a C for complete or N for not complete. Students then switch

worksheets with their neighbours and teacher corrects it orally.

STEP 5: Teacher then writes the word ‘complex’ on the board and asks students what they

understand by it. After eliciting some feedback, teacher projects the image of the

second cheese sandwich and says that this sandwich is an example of a complex

sandwich.

STEP 6: Teacher then projects the following: A complex sentence has an independent

clause joined by one or more dependent clauses. Uses the image of the sandwich

to explain.

A dependent clause is a group of words with a subject and a verb. It does not

express a complete thought so it is not a sentence and can't stand alone.

Teacher then gives a few examples of dependent clauses while projecting the

image of a parent holding a baby. The baby symbolizes a dependent clause.

STEP 7: Teacher then write the following on the board: ‘When Pam made the cookies, she

baked them too long’ and underlines the independent clause on the sentence, i.e.,

the part that can stand alone and is a complete thought. She baked them too long.
STEP 8: Teacher then writes the following on the board: A complex sentence always has a

subordinator such as because, since, after, although, or when (and many others).

Teacher distributes copies of subordinators list to students.

STEP 9: Teacher breaks down the sentence into the components of a complex sentence.

Subordinator: When

Dependent clause: When Pam made the cookies

Independent clause: She baked them too long.

STEP 10: Once students understand the differences between simple and complex sentences,

students can complete the activity that focuses on the complex sentence.

Activity: Making Complex Sentences

The complex sentence activity asks students to pick from a “menu” to create their

own complex sentences. Students should make five or more sentences from the

list of independent clauses and dependent clauses. Students then come to board to

write one of their sentences and identify the parts.

STEP 11: Teacher proceeds to explain to students that complex sentences can enhance their

descriptive essays if used effectively alongside adjectives, adverbs and other

components of descriptive writing. Teacher projects a graphic organiser on the

board and proceeds to model a sentence from it.

Who What When Where Why How

Rover barked last night outside noise loudly

Descriptive sentence: Last night, Rover barked loudly outside because he heard some noise.

STEP 12: Teacher explains that this sentence expresses complex thoughts and is more

descriptive than a simple sentence of: Rover was barking.

STEP 13: Students come up to the teacher’s table and pick a piece of paper from a box. On

each piece of paper there is an image of a person or animal or object. They then

use their chosen image as the prompt to create complex descriptive sentences

based on the graphic organizer in step 11. Students then display their organizers

on charts in the classroom.

CLOSURE: Teacher reviews the key elements of the lesson. Teacher tells students that now

they are equipped with the knowledge to organize sentences and they will next
 move on to organizing their story/descriptive writing. In doing so, they will be

introduced to the POW (Plan, Organize and Write) strategy in the next class.

STUDENT ACTIVITY

Students will: Complete worksheets, create complex sentences from a table provided.

STUDENT ASSESSMENT: Creation of effective sentences using prompts.

CONTINGENCY PLAN: In the event of the projector is not available or properly functioning, all

images can be printed and displayed as charts on the board or 1 plain and 1 complex cheese

sandwiches can be brought to class by the teacher for a more tantalizing set induction.
Instructions: Use the following table to create your own complex sentences. Add your own

subordinators.
Independent Clauses: Dependent Clauses

 he brought doughnuts to the meeting  after we finished dinner,

 she looks like she is sick  although he/she was running late,

 Tommy likes to wrestle  because it is family tradition,

 Stephanie uses her cell phone to  if anyone is paying attention,

send thousands of texts each month

 since he/she has been gone,

 we make our own holiday cards

 unless it is a holiday,

 Bella loves to fetch her stuffed

 though he/she sometimes spends too
animals
much time doing it,

 the family watches television each

 while cleaning his/her room,
night
 when they get home,
 Brent and Shawn work in the garage
 whenever he/she gets excited,
on their old car

 she found a missing ring

 Mark and Sharon cook diner

 Rex runs around in circles

 Marla runs in the morning

Lesson 4
Date:
Class: 2
Teachers:
Lesson Duration: 70 minutes
Lesson: Vocabulary

Content strand: Writing Skills

Purpose: To show students how to incorporate tier 2 word clusters into their

vocabulary when describing a scene and emotions or feelings.

Rationale: Students often utilize tier 1 words when writing and speaking, students

will now be able to enhance their descriptive writing by incorporating tier

2 words and word clusters.

Teaching point: Tier 2 words can be substituted with tier 1 words in descriptive writing to

convey a more nuanced meaning to the descriptive pieces.

Anticipated difficulty: Students may have difficulty transitioning from the use of tier 1 words to

tier 2 words when describing something.

Prior knowledge: Students are familiar with basic words and clusters for describing a scene

and the feeling of fear

Resources: Whiteboard, markers, graphic organizer

Instructional objectives
Students will be able to:
1. Identify tier two words for describing a scenery or feeling.
2. Define tier two words used for describing scenery or feeling.
3. Create descriptive paragraphs using tier two words.

SET INDUCTION: Teacher asks students to briefly describe places that they would have visited that
were beautiful and not so beautiful and express how they felt.

PROCEDURE
STEP 1: Based on the descriptions given the teacher elicits from students words they
would use to describe a scene and emotions that may link to the scene described.
STEP 2: Teacher utilizes a graphic organizer which provides tier two substitutes for tier
one words.
Tier 1 Tier 2 option for tier 1 word Meaning
A beautiful place Majestic A place you may have
visited that was beautiful.

A nice view Enchanting You have gone to a place

and the scenery is
charming incredible
views and pure delight.
A perfect scenery Picturesque A scene so picture-
perfect that you feel an
impulse to reach for your
camera or double check
to make sure it's real.
Run down scene Dilapidated A place that is run down
and needs repair because
it is old.
A dirty scene Squalid A place that is dirty,
overcrowded and where
there is evidence of
poverty.
A lonely place Bleak A place that is dead, no
one lives there and it’s
empty and lonely.
 A dangerous voyage Perilous Full of Danger or risk
A feeling of fear Petrified Someone is so frightened
that they are unable to
move; terrified.
A feeling of hopelessness despondent in low spirits from loss of
hope or courage.
Happy Exhilarated Very happy

STEP 3: Teacher offers further explanation for the definitions of the unknown words.

STEP 4: Teacher models sentences using tier two words from the graphic organizer.

1. The majestic scenery was interrupted by unwanted company.

2. I swam through the enchanting waters and took in the magnificent scenery.

3. The river is crossed by two bridges, and its banks are bordered by picturesque old

houses.

4. He continued through the streets and slowed when he reached a dilapidated, boarded-

up church on a corner.

5. He wanted to work hard and get into a good school so that he could get out of the

squalid environment of his home.

6. The feeling of failure settled into his bleak thoughts.

7. It was obvious she was petrified to venture anywhere near the shark.

8. I sat on the curb and felt despondent when I realized I had nowhere to go.

9. There was much sunshine and the atmosphere was exhilarating.

10. Since the journey was perilous we stuck together.

11. Jim found himself in a perilous situation he had to choose life or death.
STEP 5: Teacher places pictures of various scenes on the board and students are given cards with

the tier two words to label each picture with the appropriate words taken from the graphic

organizer.

STEP 6: Students then justify why they choose to label the picture with the tier two word taken

from the graphic organizer.

STEP7: Students are placed in groups of four and are asked to then choose one word from the list

and make a sketch of a scene depicting the word they have chosen.

STEP 8: Students present their sketches with a brief explanation.

STEP 9: Teacher uses one of the explanations to model a descriptive paragraph on the board using

some of the tier two words identified.

STEP 10: Students attempt their descriptive paragraph using an animated visual stimulus taken

from the movie Little Mermaid.

STEP 11: Student presents their pieces.

CLOSURE: Students asked to recall what was learnt in this session.

STUDENT ACTIVITY

Students will:

- Answer Questions posed by teachers

- Write down definitions

- Make sketches to depict the words used

- Write paragraphs

STUDENT ASSESSMENT: Students present their paragraphs and sketches to the class.

CONTINGENCY PLAN: Teacher will review definition if students are still having difficulty with the

tier 2 words.

The following are the pictures for students to perform their task.
LESSON 5

Date:

Class: Form 2

Teacher:

Lesson Duration: 70 minutes

Lesson: Descriptive Writing, using the POW mnemonic.

Content Strand: Writing

Purpose: To show students how they can brainstorm using the POW mnemonic to organize

and arrange their ideas effectively in writing improved descriptive essay.

Rationale: Students are often unable to express their ideas into various paragraphs, write on

the topic given and organize their ideas appropriately.

Teaching Point: The POW mnemonic can be used to systematically write improved descriptive

essays. The use of self-talk, think a louds and self-monitoring statements will

encourage students to work more intently.

Anticipated Difficulty: Students may have difficulty in understanding how to use the mnemonic.

Prior Knowledge: Students would have knowledge of the writing process, five senses and literary

devices (simile & metaphor).

Resources: White board, markers, picture prompt, writing paper, samples of descriptive and

non-descriptive pieces.
Instructional Objectives:

Students will be able to:

1. Understand the use of the POW strategy in writing improved descriptive essays.

2. Create descriptive paragraphs from a given prompt using the POW strategy

Set Induction: Teacher asks students, “Do you have any special technique that you use to develop

your writing?” to initiate class discussion.

Procedure:

STEP 1: Teacher introduces students to the mnemonic POW and explain what it means.

P-Pull apart prompt

O-Organize ideas and generate notes

W-Write and say more

Teacher discusses the use of self-talk, think a louds and self-monitoring statements when writing and give

students examples that they may use.

STEP 2: Teacher presents students with a prompt and demonstrates how the mnemonic can be used

to write a descriptive piece on the board. Teacher demonstrates how self-talk, think a louds

and self-monitoring statements can be used when writing their essays.

STEP 3: Students are given a prompt to create a descriptive piece and work in groups. They are to

use the POW mnemonic, self –talk, think a louds and self- monitoring statements in

creating their pieces.

Step 4: Students present in groups and their classmates discuss whether the POW mnemonic was

used appropriately.

STEP 5: Students are given a prompt to work on individually.

STEP 6: Students will present individually and critique each other’s work.

Closure: Teacher encourages students to review the mnemonic and create their own self-talk

statements that will help them remember the mnemonic and also in their writing.

Student Activity: Class discussion, group work and individual work.

Student Assessment: Students must creative a descriptive piece using a given prompt and employ

the use of the POW mnemonic in their writing.

Contingency Plan: If time does not permit, students will complete the individual task for home- work.