Dear Mr. Wilson
A Lesson on Descriptive Writing
{grade level} (Arkansas Frameworks} {materials}{procedures} {grading} {experience} {reflection} {sources}
7th-9th Grade
W1.2= Write in a variety of forms
W1.3= Write to reflect personal, multicultural, and universal ideas
W1.6= Maintain and evaluate a collection of writing samples
W1.7= Apply a variety of prewriting activities
W1.14= Synthesize information from a variety of sources
W1.16= Write to persuade, inform, and to explain from thoughts,
experience, and research.
W2.1= Use developmentally appropriate spelling, usage, and
mechanics in writing.
W2.2= Use reference materials such as a thesarus and dictionary.
The teacher must supply a prewriting handout for the students. A painting or picture must also be provided. Projecting this on a multimedia device is best.
Day 1
-Begin the class with a story. It can be true or false, but must accomplish two things.
1. Capture students' attention
2. Use a lot of description in the story (adjectives, adverbs, similes, etc.) (sample story}
-Review the story with the sudents by asking for specific details about it. Use this question time to review adjectives, adverbs, similes, etc. with the students. For instance, if the story is about a dog, ask the students to recall the color of the dog. Explain that the color describes what the dog looks like, and is therefore and adjective. Be careful not to ask any questions that were not covered in the story. (sample questions)
-Pass out the prewriting handouts, and then provide the students with the picture or painting (sample painting). Allow the students to study the picture. Using the handout, have them write down and describe the things they see (nouns and adjectives). Next, have them write things that are happening and describe them (verbs and adverbs). Then, ask them to imagine themselves to be in the painting. Have them describe what they feel, hear, smell, or taste (sensory stimulation). After this, have them write a simile pertaining to the painting. Finally, ask them if they like the painting. If there is any time left in class, have an open share time for the students to discuss what they have written on their papers. Sample Prewriting (mine) (student)
Day Two
-Put the students into groups of three or four. Tell them to imagine that they are on a group trip. They have just visited a museum and have seen a painting that they believe you would like. Their job is to write a letter to you, explaining the painting in as much detail as possible. Students must include one item from each section of their prewriting sheets in the letter. For example, Suzie must include one noun and adjective, one verb and adverb, and one sensory stimulation into the draft. Ralph and Pat must include the same. To prove that the students contributed what they were supposed to, they must place a check by their included items on the prewriting sheets, and turn them in with the letter. Only one simile from the group is required, however, more would be a plus.
-Read a {sample letter} to give them an idea of what is expected. Encourage them to write a better letter than the one you have read.
-As they write, encourage students to look in the thesarus for alternative words to use in their descriptions. The dictionary is also beneficial to this task.
-After all letters have been written, have one student from each group present the letter to the class. (student letters)
-Have students turn in prewriting with the letter.
-Teachers may modify the length of time for the total activity to fit their schedules. They may also expand the lesson to include letter format, metaphors, idioms, or other.
Students will be checked on their spelling and grammar, but not graded on them. The activity is to encourage better use of description in writing, not proper mechanics. Teachers should grade students on participation, completion of prewriting, and inclusion of required material into the letter.
I presented this lesson to the 7th grade students of Springhill Junior High School in Springhill, LA on Feb. 14 and 16, 2001. The experience was good for the students and me. The following links are sample of what I used to teach this lesson.
Sample Prewriting- (Mine) (Students)
Sample Letter- (Mine) (Students)
-I enjoyed teaching this lesson. There were many things that I liked. It promotes imagination in that the students must place themselves inside the painting to be able to describe it accurately. This is necessary for them to be able to explain what is happening inside the painting.
-The assignment is great in that it clearly maps out the activities for the students. They know exactly what to do on the prewriting and letter. They are also very aware of the audience (teacher), the purpose (describe the painting), and the grading criteria.
-The prewriting, drafting, and revision procedures are also good. Not only do the students do individual work, but they also collaborate to do the finished product. They also make decisions about which of their descriptions are most vivid. This is a good form of peer review.
-Several models are given to help the student understand the assignment. First of all, they are given a story to show them how description works. Next, they prewrite. Then, they practice the writing themselves, based on a model presented by the teacher.
-Specification of deadlines could be improved upon. However, deadlines for assignments in high school are hard to date. So many things are being taught simultaneously that it is hard to set definite deadlines without knowing what else is going on.
-There are always problems with assignments. I had problems with grouping the students. Clicks are hard to eliminate, and many students are left out. Random grouping is the best solution. I used a computer program to group my students. Also, other considerations are taken into account for students with disabilities. The prewriting charts may solve organizational problems. When largely displayed on a screen, the painting becomes easier to see. Students with vision and hearing problems may benefit from sitting in the front.
This lesson was adapted from a methods and materials lesson in the spring of 2001 at Southern Arkansas University in Magnolia, AR by Dr. Elizabeth Davis. Her lesson was adapted from "The Forces Were with Us: Learning to See Connections Between Art and Technology Through Our Students' Eyes" by Donna Reiss.