Date: April 12, 2017,

Teacher: Mrs. Sharamand

Lesson: Figurative Language and Descriptive writing/ small groups Cooperative and
creative learning
Grade: 5 ELA
Subject/Topic: English Language, Writing
Timeline of Lesson: Two 90 to 180 minutes/ block class, additional time might be needed for
presentations

TEKS Objectives /grade 5 English Language Arts and Reading

(A) plan a first draft by selecting a genre for a particular topic, purpose, and
audience using a range of strategies such as brainstorming, free writing, and
mapping
(B) develop drafts of varying lengths by organizing ideas into a focused, structured,
and coherent piece of writing
(C) revise drafts by adding, deleting, combining, and rearranging ideas for
coherence and clarity;
(D) edit drafts using standard English convention
(E) publish and evaluate written work in response to feedback
(F) use the elements of craft to advance the writers purpose when composing

Lesson Objectives:
After displaying an audio about a certain weather condition in class, students are able to
use their imagination to describe the scene in 20-25 minutes

After reading a passage on the class screen, students replace adjectives with alternate
terms to realize the importance of appropriate word choice in creating an effective
descriptive piece, in a time of 35 minutes

After providing resources to the students, they are able to work collaboratively to build
their invention within a period of 60 minutes.

After finishing their invention students are able to describe their using figurative
language in their work in 15 minutes, then students will be able to work individually on
their drafts using similes, hyperbole, rhyme scheme, and personification in their
descriptive writing
Materials:
Overhead projector
Smartboard
Blank papers/textbook/notebooks/whiteboard
An audio used for auditory learners and that allows visuals to imagine
descriptive passage from Roald Dahl Charlie and the Chocolate factory
Different Resources for building a project in class

Introduction (Set Induction) Anticipatory Set +

Opening activity Ask the students to close their eyes and try to imagine the scene you are going
to present then Play the sound of rain with thunder and wind. Each student should use his/her
senses in describing the scene then share their thoughts with others in class.
Teacher leads a discussion to show that students didnt use same descriptive words or adjective
to express their imaginations although they are talking about the same scene.
Students will recognize that each had different perspective than the other as some students
described the scene as terrible and very scary with dim lights and blurry vision on the other hand
others visualized it as maybe romantic, cool and cozy others focused on the sounds of thunder
and wind. At the end the teacher asks the students to jot down all the vivid words and verbs they
used in their descriptions and then display what is a descriptive writing in a power point
presentation and relates it with a descriptive passage from Roald Dahl Charlie and the
Chocolate factory that contain several descriptive aspects.

Specific Content to be taught)

Teacher encourages the students to underline the main idea of what is being described in
the passage and highlight the words being used.
The students are encouraged to replace the words of the passage with alternative from
their own choice. Discuss the result and take feedback if any changes occurred in the
passage. The teacher turn now is to comment on the importance of word choice.
Teacher use direct teaching in introducing the figurative and literal Language in writing,
she gives examples like the car is blue and He caught the football, then move to
figurative use like Ive got your back, youre a doll
Definitions of Figures of speech are given in class and displayed on charts
A Metaphor is a comparison between two things which are not really alike, but have some point
of similarity. You might point out the first metaphor of the poem the moon was a ghostly
galleon then ask the students to find more
 The road was a ribbon of moonlight

A Simile is a metaphor which uses the words like or as. Again, you can point out one,
His hair like mouldy hay
Dumb as a dog he listened
Onomatopoeia is when words sound like their meaning, like plop and pow, or when sounds
are written out phonetically like achoo. Define onomatopoeia, then ask the students to find
examples
The tlot-tlot of the horses hooves as the Highwayman approaches the inn
clattered and clashed of stanza III, Part I.
Repetition is the repeating of words, phrases and sounds in a poem. This is easy to spot in The
Highwayman. Ask students what purpose they think repetition serves here?

Instructional Activities and Procedure

Students are divided into groups of 4, they should sit and discuss how can they can create a small
invention and describe it in class. They take 25 minutes to discuss what they want to do and draw
an outline of the materials they want to use to build their invention, jot down the advantages and
write a small description which later each should elaborate individually.
Teacher provides different resources for groups to choose from. they have 10 minutes to go the
resource area and choose their materials, they can always change and add their resources
throughout the activity. This activity can take from 30 to 90 minutes to be done with in class.
After building their inventions students sit and write their presentations that describe the
invention. There is also the rubrics that the teacher handed out to students to know what should
they focus on. Grades are distributed accordingly

Modification / differentiated Instruction

Teacher allows visual students to imagine the scene and the auditory ones to listen to the
part and then evaluate the same scene each according to his type of learning.

The teacher assign groups based on readiness for direct instruction on the writing
process, and allow students to choose their own groups and methods for acquiring
background information on a writing topic

The teacher when displaying the passage on the screen, together she and the students
read through the piece and cross off 'dead' adjectives and replace them with 'lively' ones.
After demonstrating a few times, she allows students to come to the front and practice
with their group.
 Interactive writing can also be used to create writing. When using it in this way the
teacher will use group input to collectively write a piece. For example, the class is
learning how to write a descriptive passage, the teacher will guide students how to
develop and co-create their piece. Group work will allow students with limited abilities to
get help from others in the group, they can brainstorm their ideas easily and start
organizing them accordingly

Kinesthetic learners can use their physical skills in building the 3D project, this will give
them a chance to write and organize their writing skills in a better way.

Formative Assessment:
teacher grades students projects according to the rubrics provided in the beginning of the
activity
Teacher checks and grades the writing papers of the students, teacher provides feedback
about each essay which is also based on a writing rubric

Summative Assessment:

Drop quiz is prepared by the teacher to allow students to explain their understanding and to
assess their knowledge for the day.

Closure:
When students are done with building their projects and finished writing their descriptive essays,
they take turns first as a group to stand in front of their class and show what did they invent.
Each takes time to talk about a part. Ex:
1. Why did they think of this invention?
2. What are the materials they use?
3. What are the steps they made to build their invention?
4. What is it used
After they finish presenting their invention they submit their final drafts to the teacher.
The teacher in her/his turn shows that each member in a group used different language and
distinctive styles in writing to describe the same object which again highlights the objective of
this lesson
Descriptive
Essay Rubric

Title of Essay
reflects
content: Yes
No

CATEGORY 4 3 2 1
Introduction Introductory Introductory Introductory No attempt is
paragraph clearly paragraph states paragraph made to state the
states subject of subject of essay attempts to state subject of the
essay and but is not subject of essay essay in an
captures reader's particularly inviting but does not introductory
attention. to the reader. capture reader's paragraph.
attention.

Sensory Details Essay includes Includes details Includes details Includes no details
details that appeal that appeal to that appeal to only that appeal to one
to at least three of fewer than three of one of the five of the five senses.
the five senses the five senses. senses.
(taste, touch,
sound, sight,
smell).

Word Choice Writer uses vivid Writer uses vivid Writer uses words Writer uses a
words and words and that communicate limited vocabulary
phrases that linger phrases that linger clearly, but the that does not
or draw pictures in or draw pictures in writing lacks communicate
the reader's mind, the reader's mind, variety, punch or strongly or capture
and the choice but occasionally flair. the reader's
and placement of the words are interest. Jargon or
the words seems used inaccurately cliches may be
accurate, natural or seem overdone. present and
and not forced. detract from the
meaning.

Simile/Metaphor/Personification Writer effectively Writer uses one Writer may try to Writer does not
uses simile, example of simile, use simile, include simile,
metaphor, and metaphor, or metaphor, and metaphor, or
personification to personification to personification but personification in
describe the describe the does so essay.
subject. subject. incorrectly.

Sentence Structure (Sentence All sentences are Most sentences Most sentences Sentences lack
Fluency) well-constructed are well- are well- structure and
with varied constructed with constructed but appear incomplete
structure. varied structure. have a similar or rambling.
structure.

Grammar, Spelling, There are no There are some There are errors There are serious
Capitalization, & Punctuation errors in grammar, errors; however, that distract the errors that
spelling, these errors do not reader. Rubric is interfere with the
capitalization, or distract the reader. attached to essay. reader's
punctuation. Rubric is attached Essay is understanding of
Rubric is attached to essay. Essay is completed on the essay. Rubric
to essay. Essay is completed on time. is not attached to
completed on time. essay. Essay is
 time. completed on
time.

Name:_____________________
Date: ______________________ 10

Drop Quiz
I. Identify whether the following example is a metaphor, personification,
hyperbole, or understatement. ( /8)

1. He drew a line as straight as an arrow ___________________

2. Knowledge is a kingdom and all who learn are kings and queens. _________________
3. Can I see you for a second? ___________
4. The sun was beating down on me. _______________
5. A flag wags like a fishhook there in the sky. ________________
6. The tree of liberty must be refreshed from time to time with blood patriots and tyrants.
_______________
7. Its raining cats and dogs. _______________
8. I can eat a horse. ______________________

II. Construct your own sentences using one of the figurative languages. ( /2)

1. ________________________________________________________________________

________________________________________________________________________
2. ________________________________________________________________________

________________________________________________________________________