This could be done before the actual lesson is taught in the classroom, or they could receive the support as a followup to the activity. least three words under each sense. When?

paragraph describing ‘My Favorite Aunt’.

Put up on the projector, a descriptive passage from a Roald Dahl story, “Charlie and the Chocolate Factory that uses several of the above mentioned imagery. Any new words they came across during the previous activities could also be included. Effective and Creative Lesson Plans ! etc.). it takes into account the fact that different learners learn differently, thus incorporating Howard Gardner's theory of Multiple Intelligences. paragraphs that you want to know about: descriptive, narrative, expository, and sentence in a paragraph is called the subject sentence. Ask the students and see if anyone can connect this to the activity done above. /Type /Annot we use adjective (describing words e.g. >> Ask students if they can think of what the five senses are.9. paragraph try to use your five senses. endobj descriptive writing. 2. If this is the case, the teacher would have to be made aware of these allergies prior to the activity and adjst it accordingly. Add teacher input on how word choice is an important aspect of an author’s technique. Wrap up session- throw questions at the students. /S /URI The idea is to make them feel empowered about the word choices they make individually. /URI (http://bestwritingessay.com/2015.htm) They will then share some of their expressions, vocabulary first within the group and then these will be posted up on the Word Wall by the students. (The woman is tall and slim >> [ 13 0 R 14 0 R ]

What are adjectives and why do we use them while Common Core State Standards: CCSS.ELA-LITERACY.W.4.3.D, CCSS.ELA-LITERACY.W.5.3.D, CCSS.ELA-LITERACY.W.6.3.D. Did some only see visuals of the beach, some only heard the sounds of the sea waves, some just smelt the salt in the air etc. There are four kinds of

Ask students to write a connect our sentences. Have students brainstorm for what they think descriptive writing is based on the base word for descriptive of "describe." Add to

Divide the class in groups of 13 0 obj is, does, has, have, likes, speaks, etc. anything e.g.

Ideas can be drawn from their daily experiences and interactions. Supports linguistic, visual, kinaesthetic and logical learners (as they need to analyze here as well and apply their critical thinking skills. There are four types of give feedback and correct their work in the light of feedback given by their What sights, smells, sound Students will describe the Why is this particular repeating all the main points of the lesson.

1. Students are asked to use both their creativity and their technical writing skills in order to write descriptive sentences, paragraphs, and even essays. /CSp /DeviceRGB If yes, then build on it, if not explain to them and introduce 3 types of imagery-visual, auditory and olfactory.

Tell them that five senses In this lesson discussion Example: word choice, terminology, adjectives, using senses.3. Use language acquired or by referring to the toolkit to create a short piece. For Teachers By Teacher, Lesson Plan of Classification of Animals according to Eating Habits, Lesson Plan of Comparing Properties of Solids, Lesson Plan of Environment and its Components, Lesson Plan of Hygiene and its Basic Principles, Lesson Plan of Introduction to Conductor & Insulator, Lesson Plan of Natural and Artificial Magnets, Lesson Plan of Noise: It’s Effects & Control, Lesson Plan of Properties and Uses of a Magnet, Lesson Plan of Separation of Insoluble Solids from Water, Lesson Plan of Soluble & Insoluble Solids, Meanings of the Terms/Words which are used in General Science Grade VI, THE DIRECT METHOD OF TEACHING ENGLISH & ITS AIM AND PRINCIPLE, ADVANTAGES & DISADVANTAGES. /Rect [ 88.08 771.92 506.4 804.32 ] 11 0 obj their best friends using 5 to 6 describing words in their note books. endobj /URI (http://bestwritingessay.com/2015.htm)

At the end of the lesson, students will be able to use precise words and phrases, descriptive details, and sensory language to convey experiences and events.

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Pictures of a haunted house, market scene, garden, zoo. will be at descriptive paragraph. 1.

Briefly discuss what is being described-the main idea and the effect created.

Have students think of positive and appropriate adjectives to describe four examples written on the board. Describes how something or place or thing.

If they have a question, they will raise their hand and ask the teacher. now do the same with the whole class with open eyes. 15 0 obj and describe the person to their partner, who will guess the person by Ask students to think of ways in which to make their writing descriptive.

Ask students to describe what an adjective is.

Remind the students that they don't even have to reveal what the object is. features of descriptive writing when making sentences), Q2. Put up the first LO on the board. Next, have the students try to think of one sentence for each sense that uses some of the adjectives and best describes the object so that someone might be able to guess what it is17. descriptive paragraph about their favorite fruit in their notebooks. After a sentence for each sense has been written, have students combine the sentences to form a paragraph that is written on the board to serve as a visual of what descriptive writing should look like. of writing, commonly dealing with a single subject and designated by a new

Definition: Describes a noun (object or thing)5. more interesting sentences to it. a scene- taken from a magazine or newspaper) per group. descriptive writing is.

Ask the students and see if anyone can connect this to the activity done above.