LESSON PLAN OUTLINE

JMU Elementary Education Program

● Quinn Albo
● Grade 4

A. TITLE/TYPE OF LESSON: Writing - Striking Words and Phrases

B. LEARNING OBJECTIVES

Understand ​- What are the broad Know ​- What are the facts, rules, Do ​- What are the specific
generalizations the students specific data the students will thinking behaviors students will
should begin to develop? gain through this lesson? be able to do through this
lesson?

Students will understand that:
- Stylistic elements (word
choice, sentence variation)
are necessary for
developing a solid work
- Revising writings to
include better word choice,
more descriptive elements,
including striking words,
leads to better pieces
D. ASSESSING LEARNING
Students will know that:
- The use of striking words
and phrases is important for
creating entertaining and
thoughtful pieces of writing
- Applying striking words and
phrases can be done in the
drafting process, throughout
revision, and while writing
Students will be able to:
- Use striking words and
phrases to enhance a given
sentence
- Incorporate striking words
and phrases into at least one
element (character, scene,
etc.) from their own science
fiction stories
- Identify the advantages of
using striking words and
phrases

Student can: Identify what is Rewrite a model Incorporate striking Identify the advantages of
meant by “striking sentence to include words and phrases into striking words and phrases
word or phrase” more detail through the their own writing and during what portions
use of striking words of the writing process they
can be incorporated

Student A

Student B

Student C

Learning will be assessed through observations during discussions and peer-to-peer conversations, as well
as through writing. I will be walking to each table during their time to rewrite the model sentence to listen
to their reasoning and application of striking words and phrases. Additionally, I will take note of the
contributions of students during the lesson and subsequent whole group discussion. Lastly, learning will
be assessed when I read drafts of their science fiction stories, which will also allow us to discuss more
ways to incorporate this skill in their final draft if needed.

E. RELATED VIRGINIA STANDARDS OF LEARNING

Virginia Writing SOL
4.7 The student will write cohesively for a variety of purposes
c) Use a variety of pre-writing strategies
i) Utilize elements of style, including word choice and sentence variation
j) Revise writing for clarity of content using specific vocabulary and information
k) Include supporting details that elaborate on the main idea

F. MATERIALS NEEDED
- Science fiction writing materials - planning sheets, brainstorms, drafts, pencils, erasers (students)
- Practice/model texts (written on board)
G. PROCEDURE
*Adapted slightly from the Benchmark lesson guide
➢ Introduce: Explain the use of striking words and phrases
○ Say: “Writers use striking words and phrases to get readers’ attention and sometimes to
help readers imagine unusual characters and scenes. What do I mean when I say
striking?”
○ Allow for students to think and then take some ideas about the meaning of “striking,”
then give a clear definition
○ Say: “For example, I could describe my friend’s new puppy as ‘small’ or ‘cute’ but if I
said her puppy was ‘roly-poly’ or ‘has fluffy, soft fur and never stops wiggling,’ you
would have a much better picture of what her puppy looks and acts like. In science fiction
stories, writers use striking words and phrases to help readers imagine the unusual
characters, settings, and themes these stories describe. Today we’re going to work on
how to use striking words and phrases to bring your science fiction stories to life.”
➢ Begin the lesson: Model how writers use striking words and phrases
○ Display modeling text for students:
■ “‘But they look like cuddly, little baby dinosaurs,’ his mother said, examining the
Dino-Pal images onscreen. ‘They aren’t much bigger than baby bunny rabbits.’”
○ Say: “Listen for striking words and phrases as I read the text aloud. The mother in this
scene from the story uses some interesting phrases to describe the Dino-Pals. She says
they look like “little baby dinosaurs” and that they “aren’t much bigger than baby bunny
rabbits.” I’ve seen pictures of young dinosaurs and I know they’re still fairly big and
don’t look much like rabbits. I don’t usually think of dinosaurs as “cuddly” like bunnies.
Si it’s striking that the writer makes this comparison. Still, it gives me some idea of what
these toys look like - and tells me that they are unusual. It is very important to the story
that the readers focus on the Dino-Pals, so the writer must have used striking language to
grab my attention and help me understand these odd creature-toys. This is a good
example of a science fiction writer using striking words and phrases to describe
something that is far from normal.”
 ➢ Practice using striking words and phrases
○ Display practice text for the class
■ “The planet’s clouds were gray.”
○ Ask students to work with partners to rewrite and add to the sentence using striking
words and phrases. Invite them to imagine details about the strange planet. THey will
write down their sentences and read them to the class, so they should be prepared to
explain their word choices and how these additions will add to the story.
○ Students will read their revised sentences aloud and we will discuss.
➢ Incorporate striking words and phrases in their own writing (9:15)
○ Ask students to retrieve their science fiction writing materials (planning sheets, any
drafts, etc.). Tell students you would like them to choose an element from their science
fiction story (a scene, a piece of technology, a character, a setting) from their planning
sheet and write a sentence introducing this component while incorporating striking words
and phrases that will grab the reader’s attention and give a clear picture of these elements.
After students have practiced using striking words and phrases for at least one element of
their story, they may continue to work on their drafts.

H. DIFFERENTIATION
What may challenge my lower students the most will be the vocabulary needed for creating these
descriptions. However, striking descriptions can still be created with limited vocabulary. If I notice that
students are struggling with rewriting the model sentence to incorporate striking words and phrases, I will
help prompt the student to describe a picture of a planet or an illustration from Dino-Pals using whatever
imagery and vocabulary they have. I will prompt thinking with questions about color, size, and shape, as
well as other sights or images it reminds them of. When they are crafting their own striking words/phrases
for their science fiction story, I will support them by guiding their verbal explanation of the imagery, then
helping them put this together to form a logical descriptive sentence. For those students who will not be
challenged enough during this lesson, I will encourage them to brainstorm striking words or phrases for
their characters, scenes, and other elements of their story. Instead of stopping at one full sentence with
this skill, I will ask the students to begin a list of striking words and phrases that come to mind when they
imagine their story, and to continue to add to this list of descriptions throughout their writing process.