Lesson Plan #3 – Descriptive Writing

Kayla Pfeifer

EDU 34600

Ottawa University

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 Introduction

In their English class, the students which I will be teaching are currently studying descriptive

writing. This is a short unit which will introduce them to more formal writing throughout their high

school careers. I decided to base this lesson off what students are currently learning because I wanted

them to have a simple transition into this lesson. I decided to make this a creative writing-based lesson

because I understand that the students appreciate assignments which provide them with a creative outlet,

and I figured that giving them a creative assignment would help me to connect with them. In comparison

with some of my previous lessons, I do not anticipate this being a long lesson as I plan to dedicate most of

the time to providing feedback to students and reading their work.

Differentiated Instruction Component

As this is a higher-level English course, I may encounter some students who complete this

assignment quickly or need a bigger challenge outside of this work. To contribute to their learning

experience, I would have them develop another story, this time with an entirely different meaning to

explore how descriptive writing can fit in to many stories, regardless of the beginning and end. If this

student would like, I would also allow them to provide feedback to their classmates if they would like this

student to read their work.

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 OTTAWA UNIVERSITY
TEACHER EDUCATION DEPARTMENT
LESSON PLAN OUTLINE
Level 1

Name: Kayla Pfeifer Grade Level: 9-11 (Varies)

Date: 11/25/19 Approximate length of time: 30 minutes
School: Imagine Prep - Surprise Subject: English

Title: Adjectives and Descriptive Writing – Short Story

Unit Goal: Students will be able to apply their knowledge of descriptive writing and adjectives to
their creative writing.

STANDARD, BENCHMARK, INDICATOR(S):

9-10.W.2 - d. Use precise language and domain‐specific vocabulary to manage the complexity of the
topic.
9-10.W.3 – d. Use precise words and phrases, relevant descriptive details, and sensory language to convey
a vivid picture of the experiences, events,
setting, and/or characters.
(From the Arizona Department of Education English Language Arts Standards)

WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON?

The student will be able to use an array of descriptive vocabulary as they write accordingly with a
prompt. The student will be able to follow a short, specific prompt while remaining detailed with
descriptions.

HOW WILL YOU ASSESS STUDENT LEARNING?

As a formative assessment, I will have students read from a prompt that I will keep up on the board for
reference. This prompt will ask them to begin their story with a specific line and end their story with a
specific line, describing the setting, smell, feeling, and what they see around them in this situation. If
there are people or animals within their story, then they should pay extra attention to their vocabulary so
that readers can have a clear picture of their intended character.

WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS

LESSON?
*PowerPoint slide – I will use this to introduce myself to the class, explain the importance of descriptive
writing/why ‘good’ writers are descriptive, and display the assignment.
*Computer w/ internet connection

Students will need: Writing utensils; paper

WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED?

For students who are struggling to find adjectives that will expand their vocabulary in their story (the goal
is to not repeat any descriptive words), they can refer to an online thesaurus (using their phones or a
computer if needed).

WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED?

Using direct instruction, I will be able to go off the subject (descriptive writing) which students have been
studying for this past week to introduce my assignment. Technology will be integrated as students
find it necessary for their writing.

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WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON?
Students will need to understand what descriptive writing is and how it applies to fictional writing.
Students will have this knowledge from previous classes and from review in this current class. To check
for understanding, I will ask students throughout the lesson if they need clarity and circle around the
classroom to answer questions and provide feedback.

From here on, write as if you are talking to the children/students.

FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE)

(This is where I introduce a bell ringer question and introduce the lesson for today.)

PURPOSE (THE “WHY” OF THE LESSON)

(This is where I will go through the PowerPoint slides and introduce the importance of descriptive writing
in fiction.)

DELIVERY OF INFORMATION
(I will recap on what students have previously learned this week. We will briefly go over how adjectives
can replace each other and the importance of using adjectives that maintain relevance to the intended
point.)

MODELING/DEMONSTRATION/SKILL CUES
I will provide my example of how I would write in response to a lesson like this (using an example that is
like but not the same as our prompt).

GUIDED PRACTICE
(I will introduce the lesson with the prompt and provided beginning and ending lines.) Are there any
questions as to how this should be written?

INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS

(Students will take this time to use a thesaurus and write independently. I will circle the classroom to
provide feedback and answer students’ questions about the writing. I can read through their writing if they
would like me to.)

CLOSURE/WRAP-UP (ENDING THE LESSON)

(If extra time is available, this is where students can share their creative stories to the class. I can close up
this lesson by asking students if they can tell me why descriptive writing is important and how it relates to
our daily lives.)

REVIEW, EVALUATE, AND REFLECT

I know from previous experience that creative writing prompts are the best way for me to get to know
students and what their interests are. I have found that students tend to enjoy writing prompts because
they allow for a creative outlet without being vague. I want to become more comfortable with pacing
myself throughout this lesson, and I think that having a lesson which is heavily based upon students’ prior
knowledge will really help me with this as I will not be rushed to share loads of content. My goal for
myself is to frequently check up with students to ensure that they understand what I am teaching them.

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