Descriptive Writing
OVERVIEW: This activity gives students the opportunity
to think creatively and work in small groups. It
provides constructive out of seat activity and builds
student's knowledge of adjectives or descriptive words
and their use in creative writing.
OBJECTIVES:
1. Students will learn what an adjective is and how
it can be used to make creative writing more
interesting.
2. Students will be able to work cooperatively in a
small group.
3. Students will use their creative ability and
vocabulary to describe a picture.
RESOURCES/MATERIALS:
1. 4 foot piece of heavy newsprint or butcher paper
for each group.
2. Masking tape or other means of attaching paper to
wall.
3. A different colored marker for each group
4. A scenic picture to be mounted on the top of each
piece of long paper (I like to use a variety of
pictures including fantasy, rustic, even formal
outdoor pictures.)
ACTIVITIES AND PROCEDURES:
1. Mount pictures at the top of the long sheets of
paper and hang them around the room or in hall
ways. Students will be writing on them so make
sure the surface is smooth, markers do not fade
through the paper, and there is enough space for
students to stand in front of their picture with
out bothering the next group.
2. Divide students into workable groups equal to the
number of pictures being used. Select a student
to write and give him a marker. Be sure each
group is a different color. Emphasize the need
for all students to contribute not just the one
who is doing the writing.
3. Students are to make a list of words that describe
what they see in the picture. These must be
single words not phrases and they can only be used
once. Ex. The word green may be used to describe
the grass and the trees in a picture, not green
grass and green tree. Depending on the length of
the class period and the follow up activities I
set a timer for about 10 minutes.
4. When time is up groups move to the next picture
and continue the word list. The only catch is
that they can not use the same words as the
previous group. They must come up with original
ones of their own.
5. Continue the rotation until each group has had an
opportunity to work on each picture.
6. When the lists are completed the teacher should
read through the lists reviewing them with the
students. The following are suggestions on what
to look for:
a. Does the word describe the picture?
b. Is the word listed only once? If not the
second listing is crossed out.
c. Is each word found in the dictionary or
did students make them up?
d. Discuss which group made the best and most
contributions to the pictures: the group
who worked on a picture first or last.
e. Which pictures were the easiest to
describe?
7. The rest of the activity may be done in small
groups or individually. Do one or all of the
following.
a. Write a poem about one of the pictures
using as many of the adjectives as
possible from the list.
b. Write a story about one of the pictures
making sure that none of the words on the
list are used. Rewrite the story using
appropriate adjectives from the list to
see how much more interesting the story
becomes.
c. Have the student become part of the
picture then write a story including the
who, what, when, where, and why format.
d. Same as above except from the prospective
of a news reporter
SPREADING IT ACROSS OTHER SUBJECT AREAS:
Math:
a. Use a bar or line graph to show the number of
words each group got on each picture. Use the
same colors as the markers for easy comparisons.
b. Figure the percentage of words each group had on
each page or total number of words. Make a circle
graph showing the results.
c. Count the syllables or number of letters in each
word and find out what the average number of
syllables or letters each word has or which group
averaged the highest number.
Study Skills:
a. Look up each adjective in a thesaurus and make a
list of synonyms.
b. Arrange the words in alphabetical order or divided
into syllables
c. Students may make individual word lists including
the group generated ones as well as any they may
think of. The process may continue by listing
action words and adverbs.
Social Studies:
a. Instead of scenic pictures use period pictures or
post certain years at the top of the paper. Have
students describe the era using single words.
Science:
a. Place the words: Moneran, Protist, fungus, Plant,
and Animal on the sheets of paper. Have students
list characteristics or examples of each--good
review of the Classification system or as a
research project.
TYING IT ALL TOGETHER: Surprisingly, this
activity becomes a favorite among students. It
generates more and more creative thought each time it
is used. Teachers may encourage students to make their
own word lists before beginning a creative writing
assignment. It is also an spring board for teachers
creativity and the development of new projects.
Source: Academy Curricular Exchange
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