Teacher: Sarah Banes

Date: 3-15-16

School: Mountain View High School

Grade Level: 10

Content Area: Pre-AP English 10 & English 10

Title: Narrative Writing-Sensory Details

Content Standard(s) addressed by this lesson:

10.3.3d Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
10.3.3e Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
10.3.1b Write literary and narrative texts using a range of stylistic devices (poetic techniques, figurative
language, imagery, graphic elements) to support the presentation of implicit or explicit theme

Inquiry Questions:
How does an author use description and detail to enhance a narrative?
Understandings:
Students will understand that using sensory details and thorough description in writing brings the
narrative to life for the reader.
Evidence Outcomes:
I am able to rewrite dull sentences into more vivid, descriptive sentences using sensory details.
I am able to write a descriptive narrative to accompany a picture using sensory details (sight,
sound, touch, smell and taste).
Assessment of Evidence Outcomes:
1. Gregory the cat, Sensory details chart
2. Showing vs. Telling task
3. Picture Prompt task
Planned Lesson Activities
Activity Name
Approx. Time

Narrative Writing-Sensory Details

45 minutes

Anticipatory Set

Review of narrative writing from yesterday (3)

What is it?
Descriptive writing-how is it effective?

Procedures

Closure

Materials
Accommodations
&
Modifications

1) Instructor will go over what showing rather than telling

means (1)
2) Sensory details (sight, sound, touch, smell and taste) (2)
3) The importance of sensory details (1)
4) Example 2: Writing Sample (5)
5) Open your ears, and close your eyes. Instructor will read short
descriptive paragraph about Gregory the Cat while students
eyes are closed. (3)
6) Next, instructor will read paragraph again. This time, students
will have paragraph projected for them and with a partner, they
will pick out words and phrases that illicit sensory details in
them while filling out the table. (6)
7) Students will share out and instructor will fill out table on
projector as they share. (8)
8) Student practice: Students will then practice using sensory
details by rewriting dull sentences into descriptive ones using
sensory details. (rest of class, 15-20 mins)
Journal #5
What is your general feeling about writing?
PowerPoint, Gregory the cat paragraph, descriptive sensory paragraphs,
descriptive writing showing vs. telling activity
To modify, students can choose 2/3 showing vs. telling sentences to
revise.
To modify, students can create an artistic depiction of Gregory the Cat
instead of filling out the Sensory Details chart.
To accommodate, students who need paragraphs in front of them will be
provided with them.