DAILY LESSON PLAN

Date: 4-24-2014

Teacher(s): Parker Carpenter

Lesson Title: Descriptive Writing

Grade: 9

(Projected/Current Unit of Study): Creative Writing

ELA Standard(s):
Learning Objectives: (Students will:)
Describe actions in detail using specific words
Dramatize actions so others can describe them
Infer actions based on descriptions
Write creative pieces using description
Delivery Strategies (mark with X; lesson specifics on next page):
Lecture
Socratic Lesson
Overhead/PowerPoint Note
Group Discussion
X Group Activity
Jigsaw

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X Role Play
Reading Analysis
Audio-Video Analysis
X Writing Activity
Debate
Worksheet

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Assessment and/or Evaluation Strategies (mark with X):

Observation
Anecdotal Notes X
Work Samples
Interview/Conference
Checklist
Oral Questioning
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Learning Log/Journal
Self-assessment
Peer-assessment X
Assessment Rubric
Evaluation Rubric
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Resources/Materials:
A sheet of paper, a pencil, a camera, and a tripod,

Presentation
AV Presentation
Written Submission
Oral Report
Test/Quiz
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| Lesson Delivery Specifics:

Timing | 45 minutes
Segment 1: | 5 Minutes-Intro: I will begin by asking students what
aspect of creative writing we went over in class yesterday, and I would
collect the examples that they would have completed for homework.
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Segment 2: | 5 Minutes-New Lesson: Next, I would explain the
importance of descriptive writing to students, using myself as an
example. I would then announce that we would be playing a game in
class to work on our descriptive writing skills. The game will proceed as
follows: Students will be split up evenly into 3 groups (if the class
contains more than 25 kids, then 4 groups will work). Two groups will
remain in the classroom, while the third (and fourth) group will stand in
the hall outside. One of the groups inside will act out an action assigned
by me without saying what the action is. The group will have a few
moments to prepare, then they will get roughly ten seconds to present
their action to the second group. They will repeat the action as many
times as asked. The students in the second group will each pick a
student performing and will describe what that student is doing without
naming any specific action (for example: He is throwing a ball). They
will also have to identify the student they are studying without using his
or her name or shirt color. After they are done writing, the third group
will come in from the hall and, with their only resource being the notes
taken by group two, will try to piece together what the first group acted
out. After they have been given time to guess, I will show them the video
tape to check if they are right. Then all of the groups will rotate and
repeat the actions.
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Segment 3: |32 minutes-Activity: Students will complete the activity
described above, working on their descriptive writing skills as they go
along. If there is time left over (if the groups guess quicker than I
expected them to, or if one group is filled with fast writers), then I will
allow students to make up their own appropriate activities to act out,
and I will take the place of a guesser.
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Homework/Extension/Reminders: 3 minutes: I will explain the new
homework assignment, which is to write a paragraph describing any
appropriate action without naming such action. It will be due the next
day in class.
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Common Core: Writing Standards Grade 9

3. Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plot lines, to develop experiences, events,
and/or characters.
c. Use a variety of techniques to sequence events so that they build
on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and sensory
language to convey a vivid picture of the experiences, events,
setting, and/or characters.

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