Beaconhouse School System

Defence Ring road Campus

Grade 5 (Week 14)

Online Lesson#2 (Time duration 80 mins) Descriptive Writing (First draft)
Online Lesson#1 (Time duration 80 mins) The power of imagination
Join the meet session using the link given below.
Join the meet session using the link given below.
What You Need
What You Need
Copy/ Laptop
Workbook 5B (23-24)
Warm-up:
Copy/ Laptop
 Discuss with the class the idea of ‘showing’ rather than ‘telling’ in writing.
Warm-up:
 Why we add sensory details in our writing?

Leslie hasSensory
Adding mentioned Narnia, Moby Dick and Hamlet so far in the novel.
details
 What does it tell you about her interests?
 How
Teacher willdo
model first. this love of reading affects her imagination?
you think
 Do you think reading makes a person more creative, imaginative and insightful?
Theteacher
Whatwill
kindpresent
of ideasawasscene on able
Leslie her screen for students
to generate due to hertoreading?
read. (an example from her make belief stories in Terabithia)

Drew
Videorushed out the door
+ Discussion as hedetails)
(Sensory headed to his first day of college. He slung his book bag over his shoulder and quickly made his way to the school
auditorium.
Students will watch a video using the link and will share their learning points later
Although this is a great scene, I need to add more details so I can visualize and understand what Drew is feeling as a character. First, I need to add
https://www.youtube.com/watch?v=kWIGhi0lVmw
what he feels and hears. I could add the following sentence to the scene.
Write
The the of
chill five
thesenses in a row
wind froze himacross
to the the
boneWhiteboard
as his feet (or the teacher
crunched on thecaniceuse MS his
under Word)feet.toThis
writetells
underneath each sense.
me a lot about Ask students
the scene. to tell
I know it’s you
winter
descriptive
and Drew isdetails of acold
probably place
asthey wouldblows
the wind all beinfamiliar
his facewith
and (such
he hasastothe cafeteria,
walk slower athan
parkthe
in wants
the neighborhood).
because there Explain
is ice onthat
the students
ground. will need
details listed under each sense.
I can also include what he smells and tastes, but sometimes it isn’t necessary to include all the senses. We don’t want to be overly descriptive.
Main Task:
Ask the class to help rewrite the sentence so that the description comes alive.
Students will be asked to solve workbook pg. # 23 -24
“The car lands awkwardly, causing it to roll.”
Along with the teacher they will identify senses on page#23 and then using their imagination they will describe Terabithia using sensory details on
Ask, “What does lands awkwardly look like? Think of an image in your mind and let’s capture it in words.”
pg. #24.
Ask,
Wrap“Is
up the car :driving itself? Does the driver matter?”
+ HW
Ask, “Is enough
The teacher will detail
ask theprovided to question:
following visualize what happened?”

In thissays
 Leslie manner, actively
to Jess, solicit
“We need sensory details
a place…just for us…. (visual, auditory,
It might tactile,
be a whole secretolfactory descriptions)
country, and from students.
you and I would Write
be the leaders of the
it.” new ‘show’ sentence next
to the original ‘tell’ sentence.
Teacher will discuss this dialogue with the students before assigning this as a HW.
Sample:Keeping in the mind the dialogue mentioned above. Write in your exercise book what Terabithia represents for Jess and Leslie? Why is it so
important to them?
The car blasted through the guardrail, went into a free-fall, then spun around in the air and landed sideways, causing the weight to shift. Freddy felt the