Lesson Plan : Monster Project/Descriptive Writing
Teacher Name: | Krissy McGrath |
Grade: | Grade 2 |
Subject: | Language Arts |
Topic: | Descriptive Writing |
Content: | The students will create a descriptive writing piece using the computer along with a drawing. |
Goals: | The students will be able to write a descriptive writing piece with little or no help. Standards: ELA: Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. NCTE National: 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. NETS III:TEACHING, LEARNING, AND THE CURRICULUM |
Objectives: | Given a computer and the assignment �create a monster and use descriptive words to describe it� the students will do so with little or no help. |
Materials: | stapler, markers, computers, chart, construction paper, pictures/postcards, banana, ice, paper bags, blindfold, lemon, half of a cut tomato, paper clip |
Introduction: | The teacher will have five students at a time come up and put the blindfold on to feel and smell what is in a paper bag. The students need to describe it using all of their senses. The teacher will write on the board smell, touch, texture, sound. The teacher will do this for a number of objects so that each student has a chance to do at least one onject. The teacher will then explain that some of these words can be added to your writing to add details. It will help you create a descriptive story. |
Development: | The teacher will read two written pieces describing a picture/postcard. The one piece will be non-descriptive. The second one will have descriptive words. The teacher will then ask the students which piece they liked better. The teacher will explain how much better their work can be by using descriptive words. The teacher will explain how to use descriptive words to add details which will help their story sound more interesting and fun. The teacher will ask the students for some descriptive words and will put them on a chart. They will write a sample story describing one of the pictures. |
Practice: | The students will each create their own monster using the computer. After they finish their monster, they will use the computer to write about what their monster looks like using descriptive words. The teacher will hang up their monsters on the wall so they can be viewed. Once all of the students are finished they will take turns reading about their monsters. The students will have a chance to guess which monster belongs to each student by listening to their description. |
Accommodations: | The students that finish early, can create another monster or they can help other students type. If students are having trouble with the written part, they can work with the teacher. The students that are having trouble typing, can ask someone who is fisnished for help or the teacher can help them. |
Checking For Understanding: | The teacher will check for understanding by looking at what they wrote for guided practice and individual practice. If the students are using descriptive words in their stories, and it makes sense, the teacher can move on. |
Closure: | The teacher will have a number of pictures/postcards. The teacher will read a story describing one of the pictures. The students will have to guess which one it is. The teacher will ask the students to tell him/her why it is better to use descriptive writing. The teacher will also ask the students what some good descriptive words are. |
Evaluation: | N/A |
Teacher Reflections: | I will take time at the end of the unit to look for new opportunities of making connections. |
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