WRITING LESSONDescriptive Writing using Figurative Language and

Sensory DescriptionThis lesson demonstrates the Gradual Release Model and utilizes various components of High

Impact Instruction, including:

• Brainstorming• Discussing• Writing

• Cooperative Learning/Kagan• Graphic Organizers/Learning Maps• Nonlinguistic Representation

• Visuals

• Modeling/Chunking/Scaffolding

MODELING, CHUNKING, SCAFFOLDING

Lesson Purpose: To utilize figurative language and sensory description to strengthen writing.

*Handout-(Taught in previous lessons and each child has a copy of this resource.)

Focus Lesson: I do it

Teacher uses an image and models the process of the brain-storm and then composes a rough descriptive paragraph based on brain-storm results. (Possible resource: circle map)

Focus Lesson: I do it

Waving stalks of grass dark pewter clouds

misty barrior

muted sunlight

distant light

green carpet

dancing grain

Earth waiting in anticipation

surging horizon

threatening storm

line of trees

emerald waves

scent of rain

spray of mist

icy gust of wind

Photograph

There are rolling waves of emerald green carpet

stretched across the landscape. Long stalks of dancing grain

welcome a coming storm. Dark pewter clouds are like a low-lying

canopy over the earth. The tang of threatening rain permeates

the air as a gust of icy wind raises goose bumps on one’s skin. In

the far distance a wall of mist casts the sunlight into a muted

glow.

KEY

Red-Figurative Language

Green-Sensory Description

Teacher uses a second image and guides a collaborative process between teacher and students of the brain-storm and paragraph composition. (Possible resources: Tree Map or Classifying Map, Bubble Map, Circle Map)

Guided Instruction: We do it

Descriptive

Figurative Language

Sensory Description

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Next, students have two examples for reference material as they work in pairs or small groups to develop a third descriptive paragraph using figurative language and sensory description.(Good activity for Kagan practices, ie Sage-n-Scribe, Think/Pair/Share, Carousel, etc.)

Collaborative Learning:

You do it together

Teacher provides a third image, or students can pick from a set of images.

Last, students are provided with a set of dozens of photos that they can choose from in preparation to brainstorm and compose their own descriptive paragraphs incorporating figurative language and sensory description.

Students will have multiple examples to reference, and they will also have their descriptive language toolbox handout. In addition they will be able to organize their ideas through thinking maps.Independent Learning:

You do it alone

You can end this lesson with a quick

Fan-n-Pick Kagan activity using a pre-

made set of cards. This could be an exit

strategy, as well. Hold a set of cards

and as each student leaves, they draw

one. Each card contains a phrase. The

student would read the phrase and then

identify it as either figurative language

or sensory description. They could then

specify what type of figurative

language it is, or state what sense the

description provokes.

SHARE TIME

1.How is this different from what you currently do?

2.How does this method provide opportunities to check for understanding and reteach?

3.How could you use this in other content areas?4.How would this look in different grade levels?5.What other instructional strategies tie into this

method?6.How would the way you plan change?