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8y Savannah Posklns Besciiptive Wiiting 0nit

This unit was created to give students the
skills needed to recognize descriptive text
and write descriptively. The lessons involve
working with and perfecting the use of
adjectives, adverbs, nouns, verbs, similes,
metaphors, and strong descriptors with the
intent of enabling the readers with the
ability to visualize the authors focus. My
goal in the creation of these lessons was to
make the activities as hands-on as possible
for the students. By allowing students to
actively participate in their lessons, students
automatically become more involved in the
learning process. Some of the hands-on
activities involve cotton balls, Mad Libs,
and Hershey Kisses, all designed to bring
descriptive writing to a real-world level.
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this piocess, no cutting
anu pasting. This hanus-
on pioject woulu bieathe
anu sing. It woulu be fun!"
-Kaien E. Noynihan

Teaching Besciiptive
Wiiting to Niuule School
Stuuents
1he 1hemaLlc unlL

moie on 2
! Students see
the big picture
so they can
make sense of
English
language
instruction
! Teachers can
connect
curriculum to
students lives.
! Lessons and
activities can
be adjusted to
different levels
of English
language
proficiency.
! Students have
time to gain a
deeper
understanding
of the material
presented.



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2
Introduction to Teaching Descriptive Writing for Middle School Students
This unit is intended for use in any public or private school in the United States.
Though it was originally intended for seventh grade students, it can easily be changed
and adapted to fit any middle school or high school level classroom. This unit is
organized around 13 days of lesson plans. Each lesson plan takes no more than fifty
minutes to complete.
This unit was created to give students the skills needed to recognize descriptive
text and write descriptively. The lessons involve working with and perfecting the use of
adjectives, adverbs, nouns, verbs, similes, metaphors, and strong descriptors with the
intent of enabling the readers with the ability to visualize the authors focus.
Many of the lesson plans, as well as the final project, are inspired by Joanna
Smiths unit on writing with a purpose (Smith). Students are assigned to individually
interview a staff member in order to write a descriptive essay about a class, club, sport, or
any other extracurricular activity of their choosing. At the end of the unit, the students
essays will be collected and compiled in order to create a New Student Handbook to be
kept in the main office. Every lesson plan is designed to aid the students in this final
essay. Along the way, students will take part in several activities and complete
worksheets to help further their understanding of descriptive writing and what it entails.
One very crucial part of this lesson may go almost unnoticed to those who are not
looking for it. Conferencing plays an important role in the success of this unit. Creating
an environment conducive to the sharing and exchanging of thoughts and ideas is crucial
to any effective in-class writing time. During the in-class writing day (Day 7) the teacher
should allow students the opportunity to come to the teachers desk, or the teacher can go



S
to the students, and discuss where they are in their paper. Make sure the student sits
beside the teacher, not in front of them, as this is much less threatening and provides a
more open environment for sharing (Romano 86).
My goal in the creation of these lessons was to make the activities as hands-on as
possible for the students. By allowing students to actively participate in their lessons,
students automatically become more involved in the learning process (Miur). Some of the
hands-on activities involve cotton balls, Mad Libs, and Hersheys Kisses, all designed to
bring descriptive writing to a real-world level.

































4


Unit Planning Calendar








Monday

Tuesday

Wednesday

Thursday

Friday
Intiouuce
unit
uo ovei
intiouuction
PP
Bo paitnei
activity
!"# chait
Show goou
uesciiptive
text
Show bau
uesciiptive
text
+,-.(/?, @,
Woiksheet
7;'/2 B'2,
woiksheet
Sign up foi
essay topic
Rubiic
explanation
Questions
activity +
hanuout
Wiite letteis
to faculty
K2A2582
0,(-52 mini
lesson
Play 2u
questions
S new
questions
aftei game
Type
questions in
computei lab
Nau Libs
example
Nau Libs
with paitnei
Similes mini-
lesson
Inteiview
uay with
staff membei
Complete at
least S
questions
In-class
wiiting uay
Nini-
confeiences
IF9
woiksheet
uiab Bag
activity
Netaphoi
mini-lesson
2 oiiginal
metaphois
Peei euiting
of fiist uiaft
Peei euiting
sheet
Type Thank
You Notes
Beishey kiss
activity
Beishey Kiss
Paiagiaph
Fai anu
Away
Wiiting
Activity
Shaie with
Paitneis
Tuin in
essays
Complete
KWL chaits
ieflection
jouinal entiy
(1 pg)
Foluei check
Shaie Bay
Shaie with
positive
feeuback
Enu of 0nit
foou uay




S


Descriptive Writing Unit
Day 1

Time Needed: 50 MIN

Objectives: After completing this lesson, students will be able to better select words to
help with descriptions. Students will verbally describe a picture to another classmate,
enabling them to more accurately produce descriptors in the future.

Required Materials: PowerPoint, blank white paper, pen/pencil, folders for each
student, KWL worksheet, PowerPoint note sheet

Indiana State Standards: 7.5.6, 7.6.4, 7.7.7

Step-by-Step Plan: Teacher will begin the lesson by handing out the KWL chart and
instructing the students to complete the Know and Want columns. While the students are
filling out the columns, teacher will distribute one folder to each student, instructing them
to write their name on the folder. (5 MIN) This folder will be used to hold all of the
students projects and notes throughout the unit (Descriptive Writing Folder). It will be
collected at the end of the unit.

Teacher will first go over the PowerPoint with class, having them fill in the blanks of
their handout. Students will be instructed to hold on to their note sheets. (10 MIN)

Next, teacher will explain the directions for the activity (2 MIN):

Pass out the blank white paper (One sheet for each student)
Have students form groups of two with the student next to him/her
Have them sit facing one another
Explain that the students are to draw a simple picture on one side of the paper.
Students should not show the picture to their partner. One person will use
descriptive words to describe what the picture looks like while his/her partner will
try to draw a duplicate picture using the directions they are given.
o No gestures allowed
o Student who is drawing is not allowed to ask questions. Can only use
directions given
When finished, students will switch roles and try again.

After explaining the directions with the class, teacher will model what kinds of
descriptive words may be most helpful. For example (5 MIN):
In what part of the paper is the image located?
Approximately what are the dimensions of the picture?
What are some of the characteristics of the subject of the picture?
How should I draw? (press hard/ dark lines, press lightly/ light lines)



6
More specific descriptors lead to more accurate duplications because it makes it
easier for your partner to understand.

Students will have 3 minutes to draw alone before beginning partner work. (3 MIN)
Students will work with their partners for first round (7.5 MIN)
Students will switch roles (7.5 MIN)

Evaluation: Teacher will evaluate the success of the activity by leading a class
discussion and questioning the students about the activity and their progress.
Some questions to ask include (10 MIN):
Which group had the most similar pictures?
What kind of words did the partner who described the picture use?
o What kinds of words were most helpful?
What did the students find to be hard?
What could have been done differently to make the activity more successful?
How does this activity relate to descriptive writing?
o How can what we learned today be useful?

Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.





















7
















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W
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h
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r
t

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a
m
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_
_
_
_
_
_
_
_
_
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_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
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_
_
_




8
Name:





/BCDEFBGHIJ Fill in the blanks with the answeis fiom the PoweiPoint.
Nake suie you KDDL MGNC HGFDI FG IFNOM PBFQR

SQTF BI /DIECBLFBUD SCBFBHVW
Cleaily uesciibes a peison, place, oi thing in a way that helps the ieauei
_________________________ the topic.
Paints a pictuie with woius!
*QTCTEFDCBIFBEI GX /DIECBLFBUD SCBFBHV
0ses sensoiy language
o
o
o
o
o
0ses lots of uetails, like ___________________________________!
o Aujectives: uesciibes a noun
o Example:

SQM 0ID $OYDEFBUDIW
Aujectives help to
ZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZZ
&DF[I 3CTEFBEDR
Bow can we make the sentence, "It was night" moie uesciiptive.






9






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11






12

Descriptive Writing Unit
Day 2

Time Needed: 40-50 MIN

Objectives: After completing this lesson, students will be able to select effective
descriptor words after discussing the differences between effective and ineffective
descriptive writing. Students will also be able to apply descriptors to complete a
descriptive paragraph about an everyday object.

Required Materials: PowerPoint or overhead with colored markers. Cotton balls,
Describe Me worksheet, Plain Jane worksheet, Red Wheel Barrow

Standards: 7.6.4

Step-by-Step Plan: Teacher will begin class by reminding students what they talked
about yesterday and how to verbally use good descriptors (3 MIN). Today, the class will
learn how those same abilities can be adapted to writing. Start the lesson by having the
students get into pairs with the person beside them. Pass out a few (2 or three) cotton
balls to each group. Have the students use their senses to answer part A of the Describe
Me worksheet. Students will then use the descriptors they came up with for part A to fill
out Part B (10 MIN).

After the worksheet is finished, have the students place their worksheets in their folders
to keep for later.

Next, pass out the Red Wheel Barrow sheet containing the poem by William Carlos
Williams. Use the overhead projector or a PowerPoint to model the text as a good
descriptive text (10 MIN).
Explain the effectiveness of the text by:
Pointing out important aspects such as strong adjectives, adverbs, and verbs.
o Have the students underline the critical grammatical structures with a
different colored marker or pen.
Discuss the mental image that the words create
Discuss how the words used in the poem make the image easy to draw

Use the overhead projector or PowerPoint to model an ineffective text using the Plain
Jane worksheet (10 MIN). Explain the weaknesses of the sentences by pointing out:
The lack of strong adjectives, adverbs, and verbs
The difference in the amount of descriptors used compared to the first text
No mental image is gained
o Have students correct the sentences by asking for volunteers to suggest
more adjectives, adverbs, and verbs. Then use those descriptors to enhance
the sentences on the worksheet in the spaces provided.




1S
Students should then be instructed to place the Plane Jane worksheet, along with the Red
Wheel Barrow, in their folders.

Students will then to begin thinking about a teacher, class, club, or sport that they are
interested in at the school for their final project. Students are to take the rest of class and
write a short paragraph on their first and second choice topic (10 MIN). Students should
address:
Their possible first and second choice topics
Why it is interesting to them
Why it would be beneficial information for incoming students

Evaluation: The teacher should collect the paragraphs at the end of class. Paragraphs
will not be graded, but they will be read and checked over. The teacher should check for
appropriateness of the topics, as well as the range of topics being submitted. If too many
students are choosing the same thing, this is a good chance to come up with alternatives
for the students to choose from.

Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.























14
William Carlos Williams (1883-1963)

Red Wheel Barrow



So much depends upon

a red wheel barrow

glazed with rain water

beside the white chickens









1S
Name:

Describe Me!

A. Directions: Use your five senses to help fill out the
questions below!

1. How do the cotton balls look?



2. How do the cotton balls feel?



3. Do the cotton balls have a taste? If so, how is it?



4. Do the cotton balls make a noise? If so, how does it
sound?



5. Do the cotton balls have a smell? if so, what is it like?


B. Directions: Use the descriptors you came up with in
questions 1-5 to fill in the missing information below and
complete the descriptive paragraph!


The cotton balls look ____________ and _____________.
They feel _____________ in my hands. The cotton balls taste
____________ on my tongue. They smell ___________ if I
hold them under my nose. The cotton balls sound
_____________ when I rub them near my ear.



16


Example: The boy went to the market
The lazy boy slowly crept to the store

The girls were playing soccer.



The principle came into the room.



My Parents ate the food in the school cafeteria.



The students reacted to seeing the bears.



A man walked through the woods.





17

Descriptive Writing Unit
Day 3

Time Needed: 45-50 MIN

Objectives: After completing this lesson, students will be able to know what they need to
prepare for their final descriptive writing assignment by developing a list of questions
they will need to answer in their paper. Also, students will have completed a rough draft
of a short letter addressed to the subject of their paper.

Required Materials: pen/pencil and paper, Assignment Sheet, Rubric, Suggested
Questions handout, overhead/PowerPoint

Standards: 7.4.4

Step-by-Step Plan: Teacher will begin by asking the class to remember what it was like
to come to the middle school as a sixth grader. Discuss with the class how it felt and how
uncertain they were. Then introduce the students to their final project:

Students will be creating a New Student Handbook for incoming sixth graders and new
students. The handbook will be kept in the front office so that any new students will be
able to access it easily.

There should be a sign up sheet posted on the board or somewhere in the front of the
room that lists the teachers, classes, clubs, and sports, of the middle school. The teacher
should point out the sheet to the students, reminding them that they should have thought
about their topic as their homework last night. The teacher should explain the following
(10 MIN):
Each student will have a topic
The topic must be researched and interviewed.
Each student will be required to write a 3-5 paragraph descriptive essay about
their topic
Students must complete the requirements stated in the rubric:
o Teacher should take this opportunity to pass out the rubric
o The rubric should be discussed in class, giving the students time to ask
questions

After all questions have been answered, students will be allowed to get up one at a time
and sign up for their topic. If a students first choice of topic is taken, they must select
another one from the available list (5-10 MIN). After the students have finished, the
teacher will pass out the Question Suggestions handout. After the teacher has passed out
the handout, they will have them read the section that is relevant to their assigned topic
and write five more questions on their own. The teacher should circulate around the room
as the students work, answering any questions they may have. Questions will be collected
at the end of class (10 Min).



18

After students have completed the five additional questions, teacher will introduce the
students to their next activity. Next week, each student will be interviewing a staff
member or club president about his or her topic. Students will be writing a short letter
asking the staff member or club president for permission to interview them on the topic.
Teacher will use the overhead/PowerPoint to illustrate a good example of a letter, only
about a paragraph long (10 MIN). Students will take the rest of class to complete a rough
draft of their letter. The letter will be handed in at the end of class. The teacher should
circulate around the room as the students work, answering any questions they may have
(10 MIN).

Evaluation: The teacher should evaluate the students on their successful completion of
the five questions and their letter rough draft. Teacher should look over the questions and
letters and give any needed feedback. Both papers will be passed back the next day in
class and placed in folders.

Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.
























19
Final Descriptive Essay

-6 #QD $IIBVH\DHF
Coming to a new school can be a confusing anu scaiy time foi many stuuents.
New stuuents aie suiiounueu by people, places, anu customs that aie new
anu unfamiliai to them. To help, we as a class will be cieating a New Stuuent
Banubook foi new stuuents of oui school, as well as incoming 6
th
giaueis.
The hanubook will be available to anyone inteiesteu anu will be kept in the
school office!

--6 SQTF OG A(0 OGW
Each peison in the class will inuiviuually inteiview a staff membei in oiuei
to wiite a S-S paiagiaph ODIECBLFBUD essay about a class, club, spoit, oi
othei extiacuiiiculai activity of theii choice. These essays will be combineu
at the enu of the unit in oiuei to cieate the Banubook.
T6 #G %DVBHJ
B6 *QGGID T FGLBE MGN XBHO BHFDCDIFBHVJ When you uon't know
what to wiite about, a goou place to stait is to think of what
you finu to be inteiesting anu fun. Chances aie, the new
stuuents will to!
]6 #QD /DIBVH 3QTIDJ
B6 #QBHK ^BKD T HDP IFNODHFJ Tiy anu iemembei what it was like
when you fiist came to this school. Bow uiu being in a bianu
new place feelW What kinu of infoimation uo you wish someone
hau given you.
BB6 -HFDCUBDP T KHGP^DOVDT]^D LDCIGHJ When wiiting a
hanubook, it is veiy impoitant to get the insiue scoop! Nake
suie you take goou notes when you inteiview youi peison.
E6 #QD SCBFBHV 3QTIDJ
B6 0ID MGNC ODIECBLFBUD HGFDIJ Thioughout the unit we will be
completing seveial activities to help you gain a ueepei
unueistanuing of what uesciiptive wiiting is anu how to use it.
Nany of these activities will involves woiksheets that you will
neeu to incluue in you Besciiptive Wiiting Foluei. Nake suie
you keep ';; of youi notes anu woiksheets, as they will be
helpful when you begin wiiting youi papei.
BB6 SQTF MGN HDDO FG BHE^NODJ
<6 _NIF ]D ?78 3TCTVCTLQI
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BBB6 ,DD .N]CBE XGC \GCD VNBOD^BHDI





2u

NAME______________________________________

Descriptive Writing Rubric

Excellent Average Needs Improvement



The author uses effective 5 4 3 2 1
and original descriptors.

The reader can create a
mental image. 5 4 3 2 1

The author has an intro.
that strikes the readers interest. 5 4 3 2 1

The essay is well organized
and 3-5 paragraphs long. 5 4 3 2 1

There are few or no
grammatical errors. 5 4 3 2 1

The author uses at least one simile
and one metaphor. 5 4 3 2 1

The essay was completed on time. 5 4 3 2 1


The author included all four
QAR sentences 5 4 3 2 1

All of the necessary materials are
in the D.W. Folder 5 4 3 2 1

Peer editing responses were insightful,
helpful, and showed a true effort to
help the author. 5 4 3 2 1




#GFT^ a8>



21


REQUIREMENT SCORE COMMENT

The author uses effective ___________ ____________________________
and original descriptors ____________________________

The reader can create a ___________ ____________________________
mental image ____________________________

Author has an intro. ___________ ____________________________
that strikes the readers ____________________________
interest

Essay is well organized and __________ ____________________________
3-5 paragraphs ____________________________

There are few or no __________ ___________________________
grammatical errors ____________________________

The author uses at least __________ ____________________________
one simile and one metaphor ___________________________

Essay was completed on time __________ __________________________

The author included all four __________ __________________________
QAR sentences __________________________

All of the necessary materials __________ __________________________
are in the D.W. Folder __________________________

Your Peer Editing responses _________ __________________________
were insightful, helpful, and __________________________
showed a true effort to help
the author.












22

Suggested Questions

For a Club:
Who is in Charge?
Who can join?
Who is currently in it?
When does the club meet?
What do they do during a meeting?
What do they do outside of meetings?
What opinions do members have about the club?

For a Sport:
Who is the coach?
Who is the captain?
When does the teach practice? How often?
How many people are on the team?
What is the overall record of the team? Historically?
What happens during a regular practice?
How many games does the team play during a season?

For an Interview with a teacher:
How long have you been teaching at this school?
How long have you been a teacher?
From where did you graduate?
Where else have you taught? Other subjects/grades?
What do you enjoy doing outside of class?
Are you in charge of any extracurricular activities?
What is your favorite aspect of teaching?







2S
Descriptive Writing Unit
Day 4

Time Needed: 50 MIN

Objectives: After completing this lesson, students will be able to justify their choice of
questions from yesterday with todays activity, as well as develop three additional
questions to aid in the completion of their final project. Students will also complete their
letters for the interviews.

Required Materials: computer/ printer, small strips of paper, pen/pencil.

Standards: 7.4.8, 7.4.9, 7.5.6, 7.5.7

Step-by-Step Plan: Begin class by handing back the students Questions and letter rough
draft from yesterday. Have the students put the questions in their D.W. Folders and bring
their rough drafts to the computer lab (If you have computers in your classroom, this can
be done in class). Once in the computer lab, have the students type out their corrected
letters. When finished, print them off and go back to the classroom. Collect the students
letters to be distributed to the correct recipients at your earliest convenience (30 MIN).

Next, the teacher should lead the class in a game of 20 Questions. Before beginning, pass
out one small strip of blank paper to each student and go over the rules of the game with
the students.
The teacher will think of a certain person ( a student).
Each student will think of a yes or no question to ask the teacher.
The response to the questions will narrow down the characteristics so that
there is only one student who could be the answer.
After 20-25 questions (accommodate to class size), each student is to write
down a guess on a slip of paper and turn it in to the teacher.
The teacher will tally the results, and whoever is correct wins a prize
(small candy).

Teacher will explain that the list of questions they asked all contribute to the
characterization of a person. A characterization is a description of the qualities of a
character. The teacher must also stress that students can think of characterizations of
other topics, such as the ones found in their Descriptive Essays (10 MIN).

After the game is finished, students will be instructed to use the rest of the class time to
write down 3 questions they thought of during the game that could be used in their
essays. These 3 questions will be collected at the end of class and returned the next day
(10 MIN).





24
Evaluation: The teacher should evaluate the days lesson based on the completion of the
letters and three questions. Teacher should look for: student comprehension of the written
assignment and the correct adaptation of the game to the three questions.

Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.


































2S
Descriptive Writing Unit
Day 5

Time Needed: 40-50 MIN

Objectives: After completing this lesson, students will be able to discover the importance
of using descriptor words in their writing by practicing with Mad Libs. Students will be
able to decide on effective and accurate descriptors to enhance writing. Students will also
discover the importance of using similes in descriptive writing.

Required Materials: PowerPoint or overhead, Mad Libs book, paper, pen/pencil

Standards: 7.5.6, 7.6.4

Step-by-Step Plan: To start the lesson, ask the students who has played Mad Libs before.
Then (10 MIN):
Ask the students to take out a blank piece of paper
Ask students to write down a series of parts of speech according to the Mad Libs
book (adj, adv, noun, verb, etc.) and answer any questions they might have.
Ask for volunteers to contribute a word so that the class can complete the Mad
Libs activity as a team.
Read the group Mad Lib aloud.
Then, read the class the same Mad Lib completed with different word that you
inserted.
Discuss how the different versions changed the Mad Lib.
o How the different adjectives/adverbs/verbs/nouns can change the overall
meaning of the text.
o How strong descriptors make the text more interesting. Have the students
give some examples.
o What kinds of words, now that they know the text, could be changed to
create an effective, descriptive, paragraph that makes sense?

Then have student write a one paragraph descriptive story. They should underline all of
the adjectives, adverbs, verbs, and nouns, and erase some of them (5 MIN). Then, with a
partner, ask for the parts of speech to fill in the blanks (5-10 MIN). Then they have
created their own Mad Lib ! When finished, have students place their homemade Mad Lib
in their D.W. Folder.

When finished, lead the students in a mini lesson on Similes:
Place the Similes overhead on the projector, or open the PowerPoint if you have one.
Explain what a simile is, how it is used, why it is used, and that students will be required
to include their own similes in their descriptive essays. Have students take notes (10
MIN).
When finished, remind the students that they need to have their questions ready for their
interview day on Monday. If any time is left, allow the students time to work on any last



26
minute questions or changes they want to make for the interview (5 MIN). Students
should place any changes in their D.W. folder to make sure they have them for Day 6

Evaluation: Students should be evaluated on their general participation and completion
of their original Mad Lib. Before students leave the room, have them answer the
following three questions on a sheet of paper to test their comprehension of the mini
lesson. This sheet of paper will be their ticket to leave for the day (3-5 MIN).
What is a simile?
How do you identify a simile?
Why do author include similes in writing?

Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.




























27






28

Descriptive Writing Unit
Day 6

Time Needed: 50 MIN

Objectives: After completing this lesson, students will be able to complete at least 5
interview questions with their designated staff member or club member.

Required Materials: Interview Questions sheet, pencil/pen

Standards: 7.5.7, 7.7.1, 7.7.2

Step-by-Step Plan: Begin class by going over the plans for the day. Students will be
meeting with their designated staff member or club member to interview them for their
Descriptive Writing project. Before allowing students to begin their interviews, make
sure the student know to be polite and courteous. Also, students should be sure and thank
their interviewee when the interview is finished. Students should take a few minutes and
write the questions they plan to ask on their Interview Questions sheet. Walk around the
room and make sure everyone is on task and answer any questions or concerns. Students
should write at least 5 interview questions, although the worksheet has space for up to 10
(10 MIN).

When the students are ready, they may begin their interview. If your school allows
students to leave the classroom for such purposes, give the students a hall pass and they
may leave for the teacher or club members room. If the students leave for their
interview, make sure the student has the interviewee sign their questions sheet to show
that they completed the interview. If the student is interviewing a teacher or staff
member, you can have that teacher or staff member call you when the student arrives and
leaves. If the interviewees are available, they may come to your classroom to conduct the
interview (20-30 MIN).


When students are finished with their interviews, they may begin working thank you
notes to send to their designated staff member or club member. Have an example of a
good thank you note on the overhead or PowerPoint so the students can see it as soon as
they enter the classroom (10 MIN).

Evaluation: At the end of class, collect the students Interview Question sheets and
check for signatures. Also collect students thank you notes and read over them. Give
back the thank you notes and questions the next day.








29
Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.

Costas, Elaine Fowler. "Teaching Interviewing Skills to Elementary Students."
www.eric.ed.gov. US Department of Education, n.d. Web. 25 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED399583&ERICExtSearch_SearchType_0=no
&accno=ED399583>.





































Su
NAME:_________________________________

I ntervi ew Questi ons


Topic:___________________________________________

Person Interviewed:__________________________________________


Question 1:

Answer:


Question 2

Answer:


Question 3:

Answer:


Question 4:

Answer:


Question 5:

Answer:


Question 6:

Answer:


Question 7:

Answer:



S1




Question 8:

Answer:


Question 9:

Answer:


Question 10:

Answer:


Additional Notes
























Signatuie of Inteiviewee: _______________________________________________________________




S2
Descriptive Writing Unit
Day 7

Time Needed: 50 MIN

Objectives: Students will begin to write their Descriptive Writing essays by using their
acquired notes and the QAR worksheet. Students should write at least 2 QAR sentences
from their notes, if not all four. Student will be able to discuss their sentences as well as
other questions during a teacher/student mini conference concerning their essays.

Required Materials: D.W. folders, paper, pen/pencil, QAR worksheet, and notes.

Standards: 7.4.3, 7.4.4, 7.4.5, 7.5.6, 7.6.7

Step-by-Step Plan: The teacher will have music playing softly while the students come
into the room. Teacher will allow a period of free writing, an opportunity for students to
begin completing their Descriptive Writing assignment. The teacher should also check at
the beginning of class to make sure everyone has their D.W. folders with the necessary
information. If a student does not have the information needed to work on their project,
the student will be assigned a one-page descriptive essay (on the topic of their choice)
that will be turned in at the end of the period.

After the students are settled, the teacher will explain the following information about the
QAR (10 MIN):
QAR is short for Question-Answer Relationships.
Students should write four sentences from their notes and include them in their
rough drafts.
o The first sentence should be directly from their notes (verbatim).
o The second sentence must be a combination of two different ideas from
their notes
! Example: a teacher begins one job in 1978 and leaves in 1988. The
student may write about the teacher being in one school for 10
years.
o The third sentence must be a personal conclusion about the topic (it is not
directly in the text).
o The fourth sentence must be a sentence based on the students own
experience with the interview/research.

Once all questions have been answered, students will begin working on their papers
independently (40 MIN). While the class works, one by one students will take a break
from their writing and have a mini conference with the teacher. The teacher should
conduct the mini conferences sitting beside the student, either at his or her desk or the
teachers. The mini conferences are to give the student a chance to ask any questions they
may have, and allow the teacher a chance to check that the students are on task and
understand the assignment (about 5 MIN each).




SS
Teacher should remind the students that this first draft must be included in their folders,
and that the final product will be due in 5 days.

Evaluation: The teacher should evaluate the students based on the amount and quality of
the completed work at the end of the period. While walking through the classroom, the
teacher should look for the start of the rough drafts and at least 2 of the 4 required QAR
sentences.

Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.


































S4



SS
Descriptive Writing Unit
Day 8

Time Needed: 50 MIN

Objectives: After completing the lesson, students will be able to choose, select, and test
descriptor words to describe an unknown object to their classmates. Student will also be
able to write two original metaphors.

Required Materials: Grab-Bag filled with 25-30 small objects (fit to class size),
pen/pencil, paper, overhead or PowerPoint.

Standards: 7.7.1, 7.7.4, 7.7.6

Step-by-Step Plan: The teacher should begin the lesson by modeling how to play the
game (5 MIN):
The teacher will pick an object out of the grab bag
The teacher must keep it hidden from everyone.
The teacher must then describe the object well enough that the students can guess
what it is.
After the teacher has successfully modeled the game, volunteers will come to the front of
the room to pick and describe. If the students seem hesitant to volunteer, allow them to
come up one by one, pick an object, and go back to their desks to think about what they
are going to say (20 MIN).

After the game, the teacher will conduct a mini lesson on Metaphors:
Using the overhead or PowerPoint, the teacher will explain what a metaphor is, why
metaphors are used in writing, and the differences between a metaphor and a simile (10
MIN):
A metaphor is a comparison of two unlike things.
A metaphor is different from a simile because a metaphor does not use like or
as.
A metaphor enhances descriptive writing by creating a more detailed or clear
image for the reader.
After the mini lesson, students should write two metaphors that they feel could be used in
their final paper. If students finish early, they may work on inserting their metaphors into
their rough draft (15 MIN).

For homework, students must have their rough drafts finished because, tomorrow they
will peer edit each others papers. Students should also be prepared to type their Thank
You notes tomorrow.


Evaluation: The teacher should walk around the room and look at each students original
metaphors to check for comprehension of the material presented. The teacher should not



S6
collect the paper because the students will need it to insert their metaphors into their
rough draft.

Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.



































S7




S8
Descriptive Writing Unit
Day 9

Time Needed: 50 MIN

Objectives: After completing this lesson, students will have edited each others rough
drafts. Students will assess each others use of effective descriptors, recommend stronger
descriptors, support what the student has written, and evaluate the overall effectiveness of
their peers papers using the Peer Editing Sheet. Students will also type the final copies
of their Thank You notes.

Required Materials: Thank You notes, Peer Editing worksheet, Rough Drafts,
pen/pencil.

Standards: 7.4.8, 7.4.9, 7.4.10

Step-by-Step Plan: The first part of this class will be spent in the computer lab typing
the final drafts of the students Thank You notes. Students should type and proof read
their letters, print them off, and hand them in to the teacher. The teacher should collect all
of the notes and distribute them to their recipients at their earliest convenience (15 MIN).

After the letters are completed and collected, students will begin peer editing each others
rough drafts. The teacher will pass out the Peer Editing sheet and quickly go over the
questions that the students will be answering. The teacher should be sure that everyone
understands the requirements of this activity and that the worksheet will be included in
their overall grade for the assignment. The more they try to help their peers, the better.

The teacher should then have half of the class turn in their papers, making sure that their
names are on them, and will mix them up. Then, the teacher will give the students who
kept their papers a donated paper from the mixed up pile. The student who receives
another paper will then give his or her own paper to the corresponding student.

Students will read each peers paper and then fill out the Peer Editing worksheet to the
best of their ability. Students will then meet with their editor, receive the paper of
suggestions, and ask questions if need be. After they have both explained their
suggestions, the students may begin to revise their rough draft (35-40 MIN).

Evaluation: The teacher will evaluate the students after the folders have bee turned in.
The teacher should look for:
helpful peer editing
appropriate changes made to the paper
and completion of the peer editing worksheet







S9
Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.





































4u









41






42
Descriptive Writing Unit
Day 10

Time Needed: 40 MIN

Objectives: After completing this lesson, students will be able to use descriptor words to
describe, in detail, the experience of eating a Hersheys Kiss. Students will evaluate how
the different descriptions explain the same experiences in different ways.

Required Materials: Hersheys Kisses, blank paper, pen/pencil

Standards: 7.5.6, 7.6.4, 7.7.3

Step-by-Step Plan: The teacher should begin class by instructing the students that they
will be writing a description of the experience of eating a Hersheys Kiss. The students
do not need to write full sentences, but they do need to use as many descriptors as they
can to describe ALL FIVE SENSES. The students must not chew the Kiss, they must let
it melt in their mouths. Students should think and answer questions concerning:
What does the Kiss feel like in your mouth?
What does the Kiss taste like?
What is the texture of the Kiss at any moment in time?
What do you hear while you eat your Kiss?
Do you smell anything?
Students should remain as quite as possible during this activity in order to receive sensory
information as accurately as possible. The notes from this activity should be included in
the D.W. folders (15 MIN).

Once students have had about 15 minutes to write down sensory information, students
should be given another Hersheys Kiss. This time they will be aloud to chew the
chocolate. The students should use the same sensory questions to describe the experience
of chewing the chocolate (15 MIN).

The teacher should then ask for volunteers to share some of the things they found. If no
one volunteers, call on different people to explain their experiences. The class should
compare and contrast the experiences. The students should note that while everyone
explained the same experiences, the descriptions changed from person to person. The
teacher should write some of the different adjectives that people used on the board (10
MIN)

Evaluation: The students should be evaluated on the notes they took during the
experiences. Did the students describe all five senses and use accurate descriptors?




Resources:



4S
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.







































44
Descriptive Writing Unit
Day 11

Time Needed: 40 MIN

Objectives: After

Required Materials: Far and Away worksheet, pen/pencil

Standards: 7.7.3, 7.7.4, 7.7.2

Step-by-Step Plan: Begin by discussing what you learned about the power of descriptors
during yesterdays lesson (5-10 MIN). Have the students get into pairs. Pass out the Far
and Away worksheet to each group. Read the directions aloud to the class, answering any
questions the students might have. Discuss the questions the students should keep in
mind while completing the worksheet:
What does the place look like?
What does it smell like?
How does it feel?
What sounds do you hear?
Are there any tastes?
Does it remind you of anywhere you have been before?
What were you feeling at the time?
What words and images can you use to convey these feelings?

The students will complete the Far and Away worksheet as a team (20 MIN). When
students have had time to complete the worksheet, ask for volunteers to read their
paragraphs. For each volunteer, allow the class to say things they like about the
paragraph. Point out the different descriptors that the team used to convey their
experience (10 MIN).

After all of the teams that want to volunteer have had a turn, allow the students to use the
rest of the class time to work on their final drafts. The teacher should walk around or
allow students to come to his or her desk to discuss their papers and ask any questions
they might have before their papers are turned in.

Evaluation: Students should be evaluated on their work with their partner, as well as
their participation during the discussion.

Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=tru
e&_&ERICExtSearch_SearchValue_0=ED448475&ERICExtSearch_Sear
chType_0=no&accno=ED448475>.




4S
NANE_____________________________________


Far and Away

/BCDEFBGHIJ uet with a paitnei anu imagine that the two of you have just aiiiveu in a
uistant place fai away, anu eveiyone back home can't wait to see what it is like!
0nfoitunately, you foigot youi cameia. Wiite a shoit uesciiption, about S oi 6
sentences, of this place (whethei ieal oi imaginaiy) to give youi fiienus anu families
back home a cleai pictuie of what it is like in this fai-away lanu!

































46
Descriptive Writing Unit
Day 12

Time Needed: <50 MIN

Objectives: After this lesson has been completed, students will turn in their completed
essays, placing them in their Descriptive Writing folder. Students will be able to
complete their KWL chart (the learned column) and reflect on the past two weeks of
descriptive writing in a one-page journal response.

Required Materials: Writing paper and the students Descriptive Writing Folders

Standards: 7.4.8, 7.4.9

Step-by-Step Plan: The teacher will have the journal-writing prompt on the board:
What have I learned to improve my descriptive writing abilities during the last two
weeks. Underneath the prompt, the teacher should write:
The most exciting part of this experience has been
The most interesting thing I have learned about descriptive writing
Descriptive writing will play a role in my life because
The students will choose one bullet point to center their journal entry around.

Before the class begins their journal entries, the teacher will instruct them to fill out the
Learned column of the KWL charts (5 MIN). When finished, the students should be
sure to place their KWL charts in their Descriptive Writing Folders. The teacher should
remind the class that today they will be turning in their final papers and tomorrow will be
the folder check and answer any questions the students may have (2 MIN). The teacher
will instruct the class to bring their attention to the writing on the board. The teacher
should then go through the directions and explain what the students are to write for their
journal entries. This journal response should focus on the students personal experience
with the unit. It does not have to be edited or typed, nor does it need to be grammatically
perfect. The teacher should allow the students the rest of the class period to work on their
journals (Rest of class*).

Evaluation: At the end of class, the teacher should collect the students journal entries
and final essays. The students should be given 5 points for their journal entries if they are
completed on time and turned in. The final essays should be read over and given back to
the students tomorrow before they turn in their D.W. folders.

*If the teacher has an activity they would like to do with the remainder of the class time,
it can be inserted after the journals are complete.








47
Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.











































48
Descriptive Writing Unit
Day 13

Time Needed: <50 MIN

Objectives: Students will turn in their completed Descriptive Writing Folders at the end
of class. Students will also take part in a Share Day, receiving positive feedback from
their classmates.

Required Materials: Checklist, Descriptive Writing Folders, Treats (optional)

Standards: 7.4.8, 7.7.2, 7.7.12

Step-by-Step Plan: The teacher will begin class by passing back the students essays
they turned in yesterday (5 MIN). The teacher will then ask the students to open their
Descriptive Writing Folders and take a look at their Checklist. Slowly go over the
checklist with the students to make sure they have everything placed into their folders (10
MIN). The students should have:
The KWL Chart
Far and Away Worksheet
Homemade Mad Lib
The Rubric
The First Rough Draft
The Peer Editing Worksheet
Hershey Kiss Notes
The QAR Worksheet
The completed essay
After the students have organized everything, they are to place their Descriptive Writing
Folders under their desk, with their final essay on top of it. Students may then take a few
minutes to get snacks and a drink, if they are provided. If not, students may simply stay
seated while you introduce the activity. Once students are settled, the class will be taking
part in a Share Day. Students will all have a chance to come to the front of the room (if
you have a special chair, allow students to sit in it) and read the essay they have written.
After the student has finished, his or her classmates will give the author POSITIVE
feedback. After the reading is finished, all students will place their essays into their
Descriptive Writing Folders and turn them into the teacher

Evaluation: Students will be evaluated once the folders have been turned in. The teacher
will look for the items listed on the rubric, plus the journal response. The journal
response will be worth 5 points.









49
Resources:
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource
Information Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no
&accno=ED448475>.










































Su
Name___________________
Date_________________

Checklist for Descriptive Writing Folders

Do you have

! The KWL Chart?

! The Far and Away Worksheet?

! Homemade Mad Libs?

! The QAR Worksheet?

! The Rubric?

! The First Rough Draft?

! The Peer Editing Worksheet?

! Hersheys Kiss Notes?

! The Completed Essay








S1
Annotated Bibliography and Reference Page

Conner, Jennifer. Instructional Reading Strategy: KWL (Know, Want to Know,
Learned). www.indiana.edu. Indiana University, 06 07 2006. Web. 25 Apr 2011.
<http://www.indiana.edu/~1517/KWL.htm>
Jennifer Conner, a Distance Learning Instructor at Indiana University, has written
several publications on topics including reading comprehension and instructional
effectiveness. Conner explains that KWL is an instructional reading strategy that
is used to guide students through a text. The KWL strategy sets a purpose for
reading and allows students to assess their understanding of a text. By completing
KWL charts, students are required to retrieve prior knowledge of the text, assign a
purpose to the text, and reflect on what has been learned. Conner specializes in
work such as this for the elementary and secondary level. This source would be of
use to educators teaching at these levels.
Benson, Tammy R. "Integrated Teaching Units." PBS. PBS, 09 2004. Web. 27 Apr
2011.<http://www.pbs.org/teachers/earlychildhood/articles/integratedunits.html>.
Tammy R. Benson, Ed.D. is an associate professor at the University of Central
Arkansas. Tammy teaches Early Childhood Education and reading classes. Her
research interests include play, emergent literacy, and assessment. Benson
explains that thematic units involve a group of correlated activities that are
designed around topics of themes and cross several areas of curriculum. Teachers
have long used correlated activities to motivate children. Integrated teaching
works for teachers and children, and is an excellent medium for bringing children



S2
and skills together. Benson focuses much of her research on B. Shoemakers work
for the Oregon School Study Council entitled Integrative Education: A
Curriculum for the Twenty-First Century.
"A Resource for Portfolio Development in the Language Arts Classroom; Grade 6."
sachemreads.com. N.p., n.d. Web. 27 Apr 2011.
<http://www.sachemreads.com>.
Sachemreads.com is maintained by Betsy Gennosa, a Literacy coach at Sagamore
and Sequoya Middle School. She is also a doctoral candidate at Hofsta University.
The site provides visitors with AIS surveys, writing assistance, vocabulary help,
portfolio development, and more. Sachemreads.com also provides lesson plans
and teaching guides for educators. This site even has a section for homework
help. Sachemreads.com is a literacy resource for students, teachers, and parents.
Costas, Elaine Fowler. "Teaching Interviewing Skills to Elementary Students."
www.eric.ed.gov. US Department of Education, n.d. Web. 25 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED399583&ERICExtSearch_SearchType_0=no
&accno=ED399583>.
Elaine Fowler Costas was an associate professor in the Department of Curriculum
instruction at Kansas State and University of Texas. Her paper, Teaching
Interviewing Skills to Elementary Students, can easily be adapted to Middle
School and High School classrooms. Costas explains that students are generally
not taught how to conduct an interview. The planning and preparation must
include research about the subject of the interview and the person being



SS
interviewed. Costas provided classroom applications and example questions for
students to use. Teaching Interviewing Skills to Elementary Students is a valuable
resource for teachers.
Muir, Mike. "What Do Underachieving Middle School Students Believe Motivates Them
to Learn?." Main Center for Meaningful Engaged Learning. University of Main at
Farmington, n.d. Web. 25 Apr 2011.
<http://www.mcmel.org/motivatingUA.html>.
The Main Center for Meaningful Engaged Learning is a project of the University
of Main at Farmington. The director of the Main Center for Meaningful Engaged
Learning is Mike Miur. Miur, along with the MCMEL, works to bring quality
information to educators on teaching and learning practices that engage learners
in meaningful learning. Mike Miurs article summarizes a study of what
underachieving students themselves believe motivates them to learn. The article
explains that improved instruction, which involves students in meaningful,
engaged learning, is viewed as a remedy to the growing concern over the high
social and economic cost of large numbers of disengaged and at-risk youth (North
Central Regional Educational Laboratory, 1997; Williams, 1996). Identifying
practices which help these diverse populations learn well is a step toward creating
an educational system intent on serving all students. This article would be
beneficial to educators at all levels, especially middle school instructors.

North Central Regional Educational Laboratory. (1997). At risk children and youth.
http://www.ncrel.org/sdrs/areas/at0cont.html. 25 Apr 2011).



S4
Shoemaker, B. Integrative Education: A Curriculum for the Twenty-first Century. Oregon
School Study Council. 25 Apr 2011
Smith, Joanna J. "Descriptive Writing: A Thematic Unit.." Education Resource Information
Center. N.p., 12 2000. Web. 20 Apr 2011.
<http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExt
Search_SearchValue_0=ED448475&ERICExtSearch_SearchType_0=no&accno=ED448
475>.
Romano, Tom. The Crucial Role of Conferencing. Clearing the Way: Working with Teenage
Writers.






























SS


This unit is intended for use in any
public or private school in the United
States. Though it was originally
intended for seventh grade students, it
can easily be changed and adapted to
fit any middle school or high school
level classroom. This unit is organized
around 13 days of lesson plans. Each
lesson plan takes no more than fifty
minutes to complete. Students are
assigned to individually interview a
staff member in order to write a
descriptive essay about a class, club,
sport, or any other extracurricular
activity of their choosing. At the end
of the unit, the students essays will be
collected and compiled in order to
create a New Student Handbook to be
kept in the main office. Every lesson
plan is designed to aid the students in
this final essay. Along the way,
students will take part in several
activities and complete worksheets to
help further their understanding of
descriptive writing and what it entails.
3CGYDEFI -HE^NODJ
! Besciiptive Pictionaiy
! Cieate Youi 0wn Nau Libs
! 0sing Senses to Besciibe
Beishey Kisses
! Inteiviewing a Teachei oi
Classmate
! 0nit Finale Paity!
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lor mosL sLudenLs
academlc learnlng ls
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need Lo see, Louch
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read and wrlLe
abouL." !ohn
Coodland