Lesson Topic: Descriptive writing

Grade: 9th
Time: 50 minutes

STAGE 1: Desired results

Content standards:
9.7.3.3.: write narratives and other creative texts. Develop read or imagined experiences
or events using effective language, well-chosen details, and well-structured event
sequences.
9.11.1.1.: Demonstrate command of the conventions of standards, English grammar and
usage when writing or speaking.

Understanding(s)/Goals/Central focus:
Students will understand that
- Descriptive language can be used in many forms of writing
- Literary techniques make writing more engaging
Essential Questions:
- What makes a piece of writing more interesting??
- How many different writing techniques should you use in a piece of writing?
Student objectives (outcomes):
(All, most, some) students will be able to:
- All students will be able to incorporate imagery and sensory detail into their
writing
- Most students will be able to demonstrate proper usage of English grammar

STAGE 2: Assessment evidence

Formative assessment(s): Assessment for learning
- A finished in-class worksheet demonstrating their interpretations on descriptive writing
Summative assessment(s): assessments of learning - only 1-2 per unit
(At the end of the unit) a completed personal narrative using proper grammar techniques
and illustrating descriptive language
Assessment justification:
Practice and refining of a skill should not be graded, but the final presentation of
applying these skills should be assessed
STAGE 3: learning plan
Materials & resources:
- Individual student journals and YouTube link to Wild m ovie clip on mute.
- Classroom examples written on white board
- Show-Me Sentences handout
Assumptions of knowledge & content:
Students will already know how to set up and format journals and their entries.
Students will already have a basic knowledge of different types of descriptive language,
such as simile, adjectives, adverbs, etc.
 This lesson is estimated to take place at the end of the first week of the unit o
r at the
beginning of the second week depending on the time needed to cover the terminology
and gather a proper understanding.
Procedures of the lesson:
Concept Exploration: (15 min)
Have students grab their journals as they walk into class. Provide a quick
explanation of the purpose of the activity. (2 min)
We're going to start today with watching a clip from the movie Wild with
Reese Witherspoon. In your journals, I would like you to describe to me
what you see. We will watch the clip a couple times so don't rush and be
as detailed as you can.
Start the clip for the first time. Write along with the students and create your own
descriptions. (4 min)
After the clip is finished, give the students a few moments and then play it again.
Continue to model with your students so you may later show them your process if
they need help. (4 min)
Once entries are finished, even if they aren't completed or perfect, have
students turn to a partner and share what they wrote. Walk around and join a
conversation if possible. (5 min)
Alright, so even if you are not completely finished, please turn to a partner
or two and share the sentences that you wrote. Listen carefully to any
interesting phrases or descriptions.
Transitional question: Did any group have the same descriptions for the clip? (~5 min)
(Students will answer with a variation of answers, mostly no)
EQ: So how can this make writing more interesting? Have a short couple minute
discussion about the ways it can be interesting:
There's never just one way to say something
There can almost always be more or less information to add
Lets try out a few ways we can use the moves we talked about the other day
Concept Introduction: (15 min)
I do: using the projector, put up the first sentence that needs more description
Joe was upset while he waited for the train in the rain.
- Walk the class through how you would add more description.
- For example: illustrate upset, visualize the rain, what it feels like
waiting for the train.
We do: Once the first sentence is done, put up the second sentence.
Mary and Susan rode the bus to the mall.
- Have the students help you add more description to the sentence.
- Allow the students time to contribute and add to the discussion.
- Dont do this step by yourself, reword questions to guide the
students to help to you create the new sentence
Concept Application: (15 min)
 You do: Hand out the Show-Me sentences worksheet. Explain to the students that they
will be rewriting each sentence and adding more details and information to the sentences. Allow
them to work in pairs of 2 or 3 depending on the class size.
- Formative Assessment: Have the students turn the worksheet in if they finish is before
the end of class, if they dont finish, have them finish it for the next day.
Closure: (~1 min)
- Allow the students a few minutes to ask you questions or for you to address any
common concerns or struggles the class had as a whole.

Learner Needs:
1) Diversity/differentiation:
While the students are working, walk around to show that you are available to your
students while they work.
If the students are struggling, guide them on how to add more description.
Continue to encourage the students to create the sentences themselves
2) Developmental appropriateness:
This lesson helps develop the students writing abilities. In 9th grade, students begin to
do more writing as well as using different writing styles. This lesson helps lead students
into understanding how to integrate descriptive language into their writing to keep it
interesting. I intentionally planned the 3 step release of responsibility so that the students
dont feel overwhelmed or blindsided by a process they have just learned about. It also
allows more practice for the students that already know how to add more description.