Enriching Descriptive Writing

With the Five Basic Brushstrokes and Art

9th grade
Kelsey Barmann

CIED 4093
Professor Willingham
 Unit Data

UNIT TITLE:
Enriching Descriptive Writing with the Five Basic Brushstrokes and Art

UNIT GOALS:
 Students will identify the five basic brushstrokes: adjectives out of order,
specific action verbs, participles, absolutes, and appositives in the writing of
others.
 Students will appreciate the complexity in using adjectives out of order, specific
action verbs, participles, absolutes, and appositive in the writing of
contemporary authors.
 Students will enrich the descriptive writing about characters and settings
through the implementation of the five basic brushstrokes in their own
personal writing.
 Students will analyze visual art and music art to expand their imagination of
writing while incorporating the five brushstrokes.

Pre-test and post With inspiration from the same painting, students will write a
test data collection descriptive paragraph, at least five sentences, about a
requirement character’s thoughts in the painting incorporating the five
brushstrokes before the unit begins and after it ends.

Materials for Lesson 1: kahoot to review and introduce important terms &
formative final draft of writing after drawing it
assessments Lesson 2: kahoot to review and introduce important terms &
brainstorming handout of nouns and specific action verbs
Lesson 3: kahoot to review and introduce important terms &
scenic description of country
Materials for Lesson 5: Students will complete a short text over the
summative brushstroke definitions and examples, and then write a
assessment(s) descriptive paragraph using all five brushstrokes at least once
correctly.
Daily Lesson Information for Lesson #_1_, in a series of_5_.
Lesson title “Drawing to Enhance Details in Descriptive Writing”
Lesson The purpose of this lesson is to gets students to begin thinking
Purpose/Rationale of what features make up descriptive writing. Students will
work to improve their use of vivid adjectives to become more
specific and purposeful writers.
Lesson description Students tend to not recognize the elements of rich language
(include concepts in descriptive passages. To address that, Students will go
and skills and where through a four step process involving describing a character to
this lesson fits within begin to understand the mechanics of descriptive writing.
the curriculum) Students will focus on using vivid adjectives. Revision will
happen throughout the writing process that will make the
student improve how they use adjectives.
Lesson length 50 minutes
Grade level and 9th grade English Language Arts
course
Source of lesson Noden, H. R. (2011). Image grammar: Teaching grammar as
plan and how I part of the writing process. Portsmouth: Heinemann.
modified it - This source provided the background information of the
terms and the lesson process. This lesson plan
modified the four step process to focus more closely on
adjectives that are specific and purposeful.

Atwood, M. (2009). The blind assassin. Hachette UK.

- This source gave the passage used in the bell ringer
that began students to think about what makes up
description.

Daily Lesson Plan Summary

Prior knowledge A basic knowledge of adjectives is required to write the

needed for success description of the character in the lesson. Students will
need to know what descriptive writing about a character
looks like.
How will you Students will do a short Kahoot quiz to solidify their
address students definitions of vivid adjectives and image blank adjectives.
who do not have The bell ringer will provide an example of descriptive
this prior writing about a character, so students begin to form an
knowledge? idea of how to introduce a character. The lesson plan will
use an enlarged list of image blank adjectives that the
teacher has to display in their classroom which will help
students to know what adjectives to avoid.
Materials for For bell ringer:
instruction (include - Copies of instructions and passages for each
rationale for why student
- Pen and notebook paper
 the materials are
appropriate) For the informal assessment through Kahoot:
- Computer
- Smartboard
- Student’s personal electronic devices (they can
share with another student if they do not have their
own to use)

For “Making Art to Enhance Details”

- Smartboard displaying presentation of steps
(Appendix C)
- Notebook paper and pencils
- Drawing supplies: colored pencils, markers, etc.
- Copy paper to draw on
- A list of image blank adjectives will be hung up in
the classroom
Accommodations All IEPs will be followed.
and modifications
Accommodations: A student may take more time on each
step of the lessons involving writing. If needed, a student
will be provided a physical copy of the instructions, so they
can read them closer and spend as much time as they
need to understand each step of the lesson.

Modifications: If needed, a student can write less and add

less vivid adjectives in the main lesson. In the bell ringer,
the student can answer one or two questions, instead of all
of the questions.

Daily Lesson Plan Details

Lesson Assessments
Oklahoma Learning Objective – in Activities and (Visual,
Academic terms of what students will Materials Formative or
Standard do Needed Summative)
Writing Independently, students Character Visual: The
9.4.W. 2 will complete their first description: teacher will
Students will draft of descriptive writing Notebook walk around
select with a paragraph and paper, and see if each
appropriate using purposeful language something to student
language to in ten minutes about a write with, and completed a
create a particular character. prompt description that
specific effect will later be
according to displayed on revised. The
purpose in smartboard teacher will
writing. focus on the
completion of
the draft and if
they wrote
about a
particular
character.
Writing Inspired by their drawing, Edit of draft: Formative:
9.2.W.4 each student will revise a first draft, Students will
Students will description of a character notebook turn in final
edit and that is at least five paper, draft for the
revise sentences and has 10 something to teacher to read
multiple drafts uses of vivid adjectives write with, and and give
for while finishing it in class or prompt feedback on as
organization, as homework. displayed on a grade.
transitions to smartboard
improve
coherence
and meaning,
sentence
variety, and
use of
consistent
tone and
point of view.
Writing Individually, students will Edit of draft: Formative:
9.2.W.5 identify image blank final draft, Students will
Students will adjectives in their own something to turn in final
use resources writing by crossing out at write with, and draft for the
to find correct least two examples of a list of image teacher to read
spellings of image blank adjectives, if it blank adjectives and give
words (e.g., is present in their writing, will be hung up feedback on as
word wall, and reference the image in the a grade.
vocabulary blank adjectives poster if classroom
notebook, necessary.
print and
electronic
dictionaries,
and spell-
check)

Today’s Essential Questions and Anticipatory Set

Essential Questions: Anticipatory set:
 - What can I add to my
description that is powerful
enough to paint an image?
- How can I make my writing
become specific and
purposeful?
- Which adjectives and action
verbs will elevate my
description to become an
image?
There will be a bell ringer that requires
students will look at a description of a
character from an award-winning novel.
The students will make sense of the
colors and adjectives used by an
experienced writer. There will be three
questions that ask students to think
about the quality of the description and
the words used. (Appendix A)

Today’s Minute by Minute (Tick Tock)

Time Additional
(minutes) The teacher will… The students will…. information…
5 have bell ringer get bell ringer while Appendix A: Blind
sheets printed and coming in, sit down in Assassin
by door for their seat, complete passage and
students to bell ringer, and wait questions
retrieve. Teacher for others to be done
will take quietly.
attendance,
monitor student
work, and
complete the
same bell ringer,
as well.
2 Ask students to Will pass in bell ringer, Appendix B:
pass in bell ringer students in front will Kahoot
and prepare bring up to the Questions
Kahoot quiz by teacher’s desk,
asking students to students will get out
get out personal personal electronic
electronic devices devices, and go to
and bringing up “kahoot.it” online.
website on the
smartboard.
5 Will start Kahoot Listen to questions Appendix B:
quiz, read and answers, answer Kahoot
questions and all questions, listen to Questions
answers from quiz explanations, and put
allowed, and away devices when
explain why finished with quiz.
answer is correct
when necessary.
 10 Teacher will put Will listen to Appendix C:
up and read the instructions of first PowerPoint
first step of activity step. Students will get presentation of
on the a blank sheet of Instructions
smartboard. They notebook paper and
will explain that write their description
each step must be until the teacher
done before announces that the
moving on to the provided ten minutes
next one. The are over.
teacher will
announce when
ten minutes are
over, so the class
can move on to
the next step.
10-15 The second step Will listen to the Appendix C:
and slide will be instructions of the PowerPoint
put on the second step. They will presentation of
smartboard. The collect materials as Instructions
teacher will read needed and draw the
the description character of their
and lead students description. They will
to the art supplies ask questions if they
in the classroom. are unclear and work
Teacher will until the next set is
visually assess presented.
student progress
and help if
needed. Then, will
move class to
next step when
most of the class
is done.
5 Teacher will show Students will listen to Appendix C:
third step on instructions, find a PowerPoint
smartboard, read partner, and talk about presentation of
directions, and what they drew until Instructions
ensure that the teacher decides to
students are in move on to the next
pairs. Teacher will step.
informally monitor
conversations and
keep students on
task.
 15 Teacher will Student will listen to Appendix C:
display final step and read instructions. PowerPoint
on board, read Individually, students presentation of
directions, and will write revised Instructions
visually assess version of description
student progress. on notebook paper.
Teacher will They may turn in work
collect complete when finished that
descriptions and class or if they do not
images that day finish, they will turn in
and let students, both descriptions and
who do not finish, images stapled
turn in the next together the next day.
day.
3 Teacher will ask Students will write Teacher will have
Closing students to write their name and a vivid an exit bucket for
Activity: down on a slip of adjective they like on each class that
Exit Ticket paper a vivid any spare slip of will be used.
adjective that they paper. They will drop
like. Teacher will in the correct bucket
collect in a bucket before they leave the
as students leave. classroom
 Appendix A

Read the passage below that describes a character from Margaret Atwood’s Blind
Assassin then answer the questions that follow on a separate sheet of notebook paper.

‘I could picture the smooth oval of Laura’s face, her neatly pinned chignon, the dress
she would have been wearing: a shirtwaist with a small rounded collar, in a sober color
– navy blue or steel grey or hospital-corridor green. Penitential colors – less like
something she’d chosen to put on than like something she’d been locked up in.’

1. Atwood uses several colors in the selected passage. How do those colors make you
feel and do they say anything about the character?

2. List two descriptive words that you can visually imagine.

3. Do you think if you were given this description only, could you draw the character
from the passage? Yes or no?
 Appendix B

Kahoot Questions
The questions will be set up in a multiple choice format with twenty seconds to answer
each question correctly. The correct answers are highlighted on this page.

1. Which part of speech most likely fits the following definition: “a word or phrase
naming an attribute, added to or grammatically related to a noun to modify or describe
it”?
a. adjective
b. noun
c. adverb
d. verb
2. Which of the following is not an adjective?
a. soft
b. colorful
c. timely
d. gentle
3. Which part of speech matches the following definition: “word used to describe an
action, state, or occurrence, and forming the main part of the predicate of a sentence”?
a. adjective
b. noun
c. adverb
d. verb
4. Which of the following is not an action verb?
a. flopped
b. crumbled
c. smiled
d. dry
5. Image blank adjectives are descriptive words that do not paint an image? Which of
the following is an image blank adjective?
a. skinny
b. pretty
c. dark
d. rusty
6. How confident do you feel about using vivid adjectives and action verbs? Answers
range as 1 is the most confident and 4 is least confident/ scared.
a. 1
b. 2
c. 3
d. 4
 Appendix C

PowerPoint Presentation of Instructions

Daily Lesson Information for Lesson #2, in a series of 5.
Lesson title “Adding Specific Verbs and Absolutes in Writing”
Lesson The purpose of this lesson is to advance students’
Purpose/Rationale knowledge of descriptive writing. Students will work to
improve how they use nouns and then will learn how to
use absolutes in their writing to see the powerful effects
of action verbs.
Lesson description Students tend to struggle writing with specific verbs and
(include concepts participles when writing. Therefore, this lesson will delve
and skills and where into specific verbs in their effects and will finish with
this lesson fits within students using participles in their writing, as well.
the curriculum) Students understand verbs, but their knowledge will be
elevated through using what they know to add
participles in their writing.
Lesson length 50 minutes
Grade level and 9th grade English Language Arts
course
Source of lesson Noden, H. R. (2011). Image grammar: Teaching
plan and how I grammar as part of the writing process.
modified it Portsmouth: Heinemann.
- Students will explore two out the five basic brush
strokes feature in the first chapter. Students will
do an expanded and modified version of an
activity focused on adding details with specific
verbs.

Daily Lesson Plan Summary

Prior knowledge A basic knowledge of action verbs and nouns are required
needed for success to complete this lesson. Students will need to know basic
writing skills of descriptive writing to make their writing
illustrative.
How will you Students will complete a Kahoot quiz to review what noun
address students and action verbs. The bell ringer will ask students to look at
who do not have the painting and describe what characters are doing to
this prior begin developing descriptive writing skills involving action.
knowledge? Students will be reminded of what nouns and action verbs
are because a couple of examples of each will be listed on
the whiteboard.
Materials for For bell ringer:
instruction (include - The painting “A Sunday Afternoon on the Island of
rationale for why La Grande Jatte” by Georges Seurat will be posted
the materials are on the smartboard
appropriate) - A physical copy of the description of the bell ringer
assignment from Appendix A
- Pen and notebook paper
For informal assessment:
 -Computer
-Smartboard with the questions from Appendix B
-Student’s personal electronic devices (they can
share with another student if they do not have their
own to use)
For brainstorming:
- Personal copy of brainstorming clouds from
Appendix C
- Something to write with
For expanded description:
- Personal copy of expanded description instructions
from Appendix D
- Pen and notebook paper
Accommodations All IEPs will be followed.
and modifications
If needed, a student may take more time with writing each
part of the assignment. They can turn the final description
in at a later time. A student may also be paired with
someone who feels confident in the assignment and work
with them. The student can brainstorm less examples and
produce less combinations of those examples. The student
may also write less in their description.

Daily Lesson Plan Details

Lesson Assessments
Oklahoma Learning Objective – in Activities and (Visual,
Academic terms of what students will Materials Formative or
Standard do Needed Summative)
Language Individually, each student Writing Formative:
9.5.W.4 Students will include at least two assignment: Students will
will use various absolute phrases in their Expanded turn in
types of phrases paragraph description description description
(e.g., appositive, while finishing it in class or instructions, paragraph so
adjectival, at home as homework. notebook the teacher can
adverbial, paper, and gage how the
participial, something to student uses
prepositional) and write with action verbs
clauses (e.g., and absolutes.
independent,
dependent,
adverbial) to
convey specific
meanings and
add variety and
interest to writing
or presentations.
Writing Through brainstorming Brainstorming Formative and
9.2.W.1 Students nouns and vivid action handout: visual: The
will apply verbs, each student will brainstorming teacher will see
components of a have 12 examples of handout for that each
recursive writing nouns and action verbs each student student
process for during the allotted time in and something complete some
multiple purposes class to enrich the to write with of the
to create a language of their writing. brainstorming
focused, before moving
organized, and on in an
coherent piece of effective way,
writing. but will later
collect that
handout to use
as a grade.
Writing Each student will develop Writing Formative: The
9.2.W.3 Students a draft of a paragraph assignment: student will turn
will develop drafts description with a sentence With the in the
by choosing an inspired from their description of expanded
organizational brainstorming with at least the paragraph, description
structure (e.g., 7 sentences by the end of students with they wrote
description, class or the next day as will write a when finished.
compare/contrast, homework. description of a
sequential, setting,
problem/solution, character, etc.
cause/effect, etc.) inspired by the
and building on sentence they
ideas in multi- choose.
paragraph
essays.

Today’s Essential Questions and Anticipatory Set

Essential Questions
- How do I put action verbs in my
writing to make it more specific?
- What phrases and part of speech
make my writing about action
better?
- What are ways to add absolutes
in my writing to elevate it?
Anticipatory set
In the bell ringer, the students will
analyze the actions of the painting to
begin thinking about the writing of
actions. Students will get to write
about what they like and will have
choice of what they are inspired by.

Today’s Minute by Minute (Tick Tock)

Time Additional
(minutes) The teacher will… The students will…. information…
6 Ensure that each Get a copy of the bell Appendix A:
student has the ringer instructions as Questions to
bell ringer they walk through the analyze painting
instructions and door. Students will
the painting will be read instructions and
displayed before then complete the
students walk into questions.
the classroom.
The teacher will
walk around the
classroom to
make sure
students clearly
understand the
questions.
4 Ask students to Will pass in bell ringer, Appendix B:
pass in their bell students in front will Kahoot
ringer. The bring up to the Questions
teacher will set up teacher’s desk,
the kahoot quiz students will get out
and ask students personal electronic
to get their devices, and go to
personal “kahoot.it” online.
electronic devices
linked with the
kahoot quiz. The
Kahoot quiz will
be on the smart
board.
5 Pass out the Students will listen to Appendix C:
brainstorming instructions and Brainstorming
handout and then complete the first Nouns and Action
read out the cloud of Verbs
instructions for the brainstorming.
first page only. Students can move on
The teacher will to the next cloud if
visually assess they are ready.
student progress Students will ask
and help when questions when they
needed. have them.
7 Now that most Students will move on Appendix C:
students should to the next brainstorm Brainstorming
be halfway cloud. They will listen Nouns and Action
through their to instructions, follow Verbs
lesson, the them, and ask
teacher will read questions to peers
 the instructions for and the teacher when
the second cloud they have them.
and stress not
referring to the
first cloud. The
teacher will
visually assess
student progress
and help when
needed.
10 Instruct students Combine nouns and
to attempt to action verbs in
combine various sentences on
formations of the notebook paper.
nouns and action Students will have at
verbs they listed least three examples.
on a spare sheet
of notebook
paper. Teacher
will ask student to
have at least three
sentences.
14 Read instructions Listen to instructions Appendix D:
out loud to class and complete the Expanded
and pass out a description of a scene, Description
physical copy of setting, or character.
the instructions. Students will help
Teacher will move others if necessary
around the room and ask questions
to assist and when they have them.
answer questions.
4 Will instruct Will write down on a Teacher will have
Closing students to an spare slip of paper an an exit bucket for
Activity: example of an absolute in a sentence each class that
Exit Ticket absolute in a and put it in the bucket will be used.
sentence and as they leave.
drop it in the
bucket as the
students leave
class.
 Appendix A

Bellringer- follow the steps. Please don’t skip ahead.

First Step: Study the painting displayed on the smartboard. Think about what you like
and what you don’t about the work. Is there any part of the painting that particularly
catches your attention?

Second step: Get out a spare piece of notebook paper and something to write with.
Begin writing about the actions of the people of the painting. Each description of a
character’s actions does not have to be a cohesive with other descriptions that you
write.

Third Step: Write as much as you can until time runs out. Don’t stop writing!
 Appendix B

Kahoot Questions
The questions will be set up in a multiple choice format with twenty seconds to answer
each question correctly. The correct answers are highlighted on this page.

1. Which of the following is not a specific action verb?

a. sauté
b. weave
c. go
d. chat

2. Which of the following is a being verb?

a. curled
b. was
c. danced
d. laughing

3. How can one paint with action verbs?

a. using passing voice
b. using being verbs like “was”
c. using whatever verbs you want
d. eliminating passive voice and reducing “being” verbs

4. Which of the answer options fits this definition: “a two-word combination- a noun and
an ing or ed verb added to a sentence”?
a. appositive
b. adjective
c. participle
d. absolute

5. Which of the answer options has an example of an absolute in its sentence?

a. “The mountain climber edged along the cliff, hands shaking, feet trembling.”
b. “The dog went on a walk.”
c. “I painted you a gift.”
d. “The boy is dribbling the ball a lot.”
 Appendix C
Brainstorming Nouns and Action Verbs

In the storm cloud below, brainstorm and list ten nouns. Think about things you like that
are nouns.

Nouns

________________________ _______________________

___________________________ __________________________

________________________ _______________________

________________________ _______________________

________________________ ____________________

________________________ ____________________
 Appendix C Continued

In this brainstorm cloud, list twelve specific action verbs. Without referring with the first
list you made, choose an occupation (like a chef, teacher, etc.) and the list of action
verbs should match that occupation. Don’t look at your first cloud!

Selected occupation: _____________________________________________

Action Verbs
________________________ _______________________

___________________________ __________________________

________________________ _______________________

________________________ _______________________

________________________ ____________________

________________________ ____________________
 Appendix D
Expanded Description
Instructions: Choose your favorite sentence you wrote from combining your nouns and
action verbs. Then, you will write a paragraph (7-9 sentences) long description of a
person or setting with your chosen sentence inserted anywhere within that paragraph.
Add two uses of an absolute in your description. Use your own sheet of notebook paper.

Absolutes-
Definition: a two-word combination- a noun and an ing or ed verb added to a sentence
Example: “The mountain climber edged along the cliff, hands shaking, feet trembling.”
Daily Lesson Information for Lesson #3, in a series of 5.
Lesson title “Incorporating Brushstrokes in Noun Collages”
Lesson The purpose of this lesson is to further advance students’
Purpose/Rationale knowledge of descriptive writing. This lesson will have
students learn how to use adjectives out of order and
participles to become better at writing about places. Students
seem to struggle to write about scenes fully, and this lesson
will give them the tools to change this.
Lesson description Students will add how to use participles and adjectives out of
(include concepts order to their knowledge of brushstrokes. While writing a noun
and skills and where collage about a place randomly selected on a world map,
this lesson fits within students will be able to exhibit four out of five of the
the curriculum) brushstrokes. They will learn how to use appositive and
brushstrokes all together in the next lesson. Students’
descriptions of scenes when writing will improve through
practicing the brushstrokes when writing about places.
Lesson length 50 Minutes
Grade level and 9th grade English Language Arts
course
Source of lesson Noden, H. R. (2011). Image grammar: Teaching grammar as
plan and how I part of the writing process. Portsmouth: Heinemann.
modified it - Students will bring together their knowledge of four out
of the five basic brush strokes featured in the first
chapter of this book. They will be learning how to use
participles and adjectives out of order, but use what
they already know which is absolutes, specific action
verbs, and vivid adjectives. This lesson was inspired by
one of the strategies from chapter five, but was
modified to use more movement with a map and for the
inspiration of the writing to be more specific.

Daily Lesson Plan Summary

Prior knowledge Students will need to be able to use their knowledge of
needed for success brushstrokes from the previous two lessons. Students will
need to have an idea of what writing about a scene works.
How will you Students will interact with a descriptive writing piece about
address students a scene in the bell ringer. As a class, we will do a kahoot
who do not have quiz, which will review the previous brushstrokes and
this prior introduce one of the new ones. Both of the new
knowledge? brushstrokes being introduced will be on the activity sheet.
Materials for Bell ringer:
instruction (include - A personal copy of the passage and questions
rationale for why (Appendix A)
the materials are - Something to write with
appropriate) Review:
- Kahoot.it with questions (Appendix B)
 - Smartboard
- Personal devices or classroom devices
For selecting where to write about:
- Map of the world hung up on a wall in the classroom
- Thumb tacks
- Several ties for a blindfold
For learning about the place selected:
- Google image search on personal devices or
classroom computer
For description:
- Personal copy of instructions for each student
(appendix c)
- Paper and pencil
- Select image from google image search
Accommodations All IEPs will be followed.
and modifications
Example passage in bell ringer and instructions will be
passed out loud. Students may have more time to do the
description as homework. Student can write less during
their scene description or do less examples of each of the
brushstrokes, while still doing all of them.

Daily Lesson Plan Details

Assessments
Oklahoma Learning Objective – (Visual,
Academic in terms of what Lesson Activities and Formative or
Standard students will do Materials Needed Summative)
Multimodal Individually, students Country search: Visual:
Literacies will research their Selected country, Teacher will
9.7.R.2 randomly selected Device to look up visually asses
Students will country for an image country, Copy of if students pick
analyze the using an electronic scenic description impactful
impact of device through writing (Appendix C) pictures to
selected search engines in write about for
media and less than ten minutes their
formats on that will inspire them. description.
meaning.
Language Each student will use Writing assignment: Formative:
9.5.W.4 at least two of each Personal copy of Teacher will
Students will of the following writing instructions assess their
use various brushstrokes: (appendix c), final scenic
types of participles, Something to write description for
phrases and absolutes, adjectives with, Notebook completion and
clauses to out of order, and paper, and Inspiration correct usage
convey specific action verbs picture of
specific to enhance their brushstrokes.
meanings and writing and to create
add variety a passage that is at
and interest least six sentence in
to writing or at least fifteen
presentations. minutes.

Today’s Essential Questions Anticipatory Set

Essential Questions
- How do I write a rich and
detailed description of a
scene?
- How do I use participles and
adjectives out of order to
better improve my writing?
- Can I use the past skills I
have learned from the past
two lessons to write about a
scene?
Anticipatory set
In the bell ringer, students will read an
exemplary example of a descriptive
writing passage of a scene. Then, they
will review what they have previously
learned by choosing what brushstrokes
examples they choose to highlight.
Students will be introduced to do the
main activity of the lesson, and then be
further excited by the physical activity
included in the lesson, as well.

Today’s Minute by Minute (Tick Tock)

Time The students Additional
(minutes) The teacher will… will…. information…
6 Pass out the bell ringer Get a physical Appendix A:
work as the students copy of the bell Joseph Conrad’s
walk through the door, ringer, read the The Lagoon with
ensure that each passage, and questions
student has a bell then complete
ringer, will read the the step to the
passage out loud as best of their
students work, and then ability in the time
walk around to answer allotted.
questions as students
finish their bell ringer
during the remainder of
the time.
4 Ask students to pass in Will pass in bell Appendix B:
their bell ringer. The ringer, students Kahoot
teacher will set up the in front will bring Questions
kahoot quiz and ask up to the
students to get their teacher’s desk,
personal electronic students will get
devices linked or have out personal
them use a nearby electronic
classroom device with devices, and go
the kahoot quiz. The to “kahoot.it”
online.
 Kahoot quiz will be on
the smart board.
2 Review the correct Will put up
answer and devices, ask
justifications for why questions, and
they are right from the listen to correct
quiz, answer any answers from
questions, and have Kahoot quiz.
students put up
devices.
10 Have students pair up Will find a The spinning and
then pass out partner and pinning will all
blindfolds. Teacher and come up when take place in front
remainder of class called the of the world map.
watch as pairs come up teacher calls on
slowly with no more them. The
than three pairs up at student will take
once. Teacher will turns spinning
supervise as one their partner,
student spins the other, and then being
so that the blindfolded spun. They will
one can randomly pick be told what
a country from the map country they
to write about. The picked randomly
teacher will put a and watch the
thumbtack on the spot teacher
the spun student’s pick thumbtack the
of the map. spot they picked.
5-10 Will begin passing out Will use
scenic description personal device,
instructions, ensure that classroom
all students find an computer, or
image to be inspired by, another
and answer any classmate’s
questions if needed. device with
permission to do
a google image
search of their
selected
country. They
will pick a single
photograph and
then proceed
with the next
step.
 15-20 Will ensure everyone Will read Appendix C:
has a copy of instructions, Scenic
instructions to write, will write description Description
write their own with inspiration Instructions
description to share as in mind, and
a model in case anyone finish description
needs help, and be fully.
available for questions.
3 Will instruct students to Students will Teacher will have
Closing an example of a particle write a particle in an exit bucket for
Activity: in a sentence and drop a sentence on a each class that
Exit Ticket it in the bucket as the spare slip of will be used.
students leave class. paper, and then
drop it in the exit
bucket as they
leave.
 Appendix A
Bell Ringer-

Read the following passage of a scene from Joseph Conrad’s The Lagoon.

The creek was like a ditch: tortuous, fabulously deep; filled with gloom under the thin strip of

pure and shining blue of the heaven. Immense trees soared up, invisible under the festooned

draperies of creepers. Here and there, near the glistening blackness of the water, a twisted root of

some small tree showed amongst the tracery of small ferns, black and dull, writhing and

motionless, like an arrested snake. The short words of the paddlers reverberated loudly between

the thick and somber walls of vegetation. Darkness oozed out from between creepers, from

behind the great, fantastic and unstirring leaves; the darkness, mysterious and invincible; the

darkness scented and poisonous of impenetrable forests.

Now do these following steps:

1. Add one absolute and label it when you write between the lines.
2. Underline three vivid and specific action verbs you like.
3. Circle three vivid adjectives that you enjoy.
4. Write below how this scene makes you feel in two sentences.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________
 Appendix B
Kahoot Questions
The questions will be set up in a multiple choice format with twenty seconds to answer
each question correctly. The correct answers are highlighted on this page.

1. What is an absolute?
a. “a two-word combination- a noun and an ing or ed verb added to a sentence”
b. “a descriptive word”
c. “”an example of passive voice”
d. I don’t remember

2. Which of the following is an example of an absolute used in a sentence?

a. “The cat is in the tree.”
b. “Claws digging, feet kicking, the cat climbed the tree.”
c. “The cat is climbing the tree.”
d. “Cats climb trees all the time.”

3. Which of the terms listed below matches the following definition: “an –ing verb placed
at the beginning or end of a phrase”? It can be a phrase or a single word in the correct
placement.
a. absolute
b. adjective
c. participle
d. action verb

4. Which of the following is an example of a participle used in a sentence?

a. “Shifting her weight in her chair, she finally felt comfortable in her chair.”
b. “I moved closer to the whiteboard.”
c. “I like her hair.”
d. “Beautiful waves came up on the shore.”

5. Which of the following is a specific action verb?

a. walk
b. do
c. is
d. curl
 Appendix C
Scenic Description Instructions

Choose a picture of the country you picked that you liked and that you found on google
images. You will be writing a scenic description, so make sure it is very scenic and
maybe even impactful to you.

Think about these sentences when writing:

Does your picture make you feel something when you look at it?
Do you want to go to this place or would you prefer to stay far away from it?

Please write at least six sentences that are full and describing your picture on a
separate sheet of notebook paper.

Include at least…
- 4 specific action verbs
- 3 absolutes
- 2 particles
- 2 adjectives out of order

Reminder!

Adjectives shifted out of order are…

-after the noun
- At least two adjectives at once
Example: “The large bull moose, red-eyed and angry, charged the intruder.”

Participles are…
-An –ing verb placed at the beginning or end of a sentence
Example: “Hissing, slithering and coiling, the diamondback snake attacked its prey.”
Daily Lesson Information for Lesson #4, in a series of 5.
Lesson title “Jigsaw Review and Beginning Final Projects”
Lesson Students need to practice Noden’s five brushstrokes to
Purpose/Rationale fully understand how all brushstrokes can be used
simultaneously.
Lesson description After a bell ringer to review absolutes, students will
(include concepts review brushstrokes in a jigsaw review. Then, students
and skills and where will begin a final project for the unit where they will
this lesson fits within make an adventure scrapbook and use the brush
the curriculum) strokes they have learned to describe each picture.
Lesson length 50 Minutes
Grade level and 9th grade English Language Arts
course
Source of lesson Noden, H. R. (2011). Image grammar: Teaching
plan and how I grammar as part of the writing process.
modified it Portsmouth: Heinemann.
- Noden’s five brushstrokes for writing were used
to make student writing more varied and the
lesson idea was borrowed from one of Noden’s
strategies.

Daily Lesson Plan Summary

Prior knowledge Students need to know what the five brushstrokes are and
needed for success be able to use them in their writing.
How will you Students may use review materials from previous classes,
address students but the students will work in small groups to create review
who do not have material to share before their final assessment next class
this prior period.
knowledge?
Materials for Bell ringer:
instruction (include - Printed copies for each student “Bell Ringer with
rationale for why Absolutes” (Appendix A)
the materials are - Pen/pencil
appropriate) Jigsaw Review:
- Technology cart with Google Chromebooks (at least
two devices for each group)
- Smartboard to display directions (appendix a)
Scrapbook Project:
- Google Chromebook for accommodations
- Printed directions for assignment for each student
(appendix c)
- Pictures that students brought
- Magazines and newspaper
- Scrapbook paper
- Scissors
 - Glue
- Pens and markers to do writing
- Stickers to decorate
Accommodations All IEPs will be followed.
and modifications Student may complete less questions on bell ringer, work
with group of choice, or use a Google Chromebook to
create their scrapbook electronically on PowerPoint or
another application.

Daily Lesson Plan Details

Oklahoma Assessments
Academic Lesson Activities (Visual,
Standard Learning Objective – in terms and Materials Formative or
(Prefixes & text) of what students will do Needed Summative)
Speaking and During class, students will Jigsaw review: Visual: To
Listening work in small groups to Google chrome ensure students
9.1.R.3 research a definition, books with review all that is
Students will examples, and an image to technology cart necessary to
engage in put on a shared google that students will create a
collaborative document work on shared thorough review.
discussions google doc and
about classroom picture
appropriate
topics and
texts,
expressing
their own ideas
clearly while
building on the
ideas of others
in pairs,
diverse
groups, and
whole class
settings.
Language During class, students will Scrapbook: Summative: This
9.5.W.4 begin a scrapbook Google will allow
Students will demonstrating the use of the Chromebook for students to show
use various five brushstrokes that will accommodations, how they use all
types of enhance and vary their Printed directions of what they
phrases (e.g., writing with less than three for assignment have learned
appositive, spelling and grammar for each student, during the unit in
adjectival, mistakes. Pictures that a genuine writing
adverbial, students brought, assignment.
participial, Magazines and
prepositional) newspaper,
and clauses Scrapbook paper,
(e.g., Scissors, Glue,
independent, Pens and
dependent, markers to do
adverbial) to writing, and
convey Stickers to
specific decorate
meanings and
add variety
and interest to
writing or
presentations.

Today’s Essential Question(s)

Question(s) - What is important to know to be able to write with all five
that guide(s) brushstrokes at once?
this lesson: - How do I best describe what I think is important?
- What events are important to the adventure I am telling a story
about?

Today’s Anticipatory Set (Bell Ringer, Hook)

Students will complete a creative bell ringer using absolutes. Also, students will be
hooked by recreating something from a movie and making something that is a craft.

Today’s Minute by Minute (Tick Tock)

Time Additional
(minutes) The teacher will… The students will…. information…
6 Distribute individual Get a printed copy of Appendix B: Bell
printed copies of bell the bell ringer and Ringer with
ringer, ensure students complete it to the best Absolutes
are on task, and assist of their abilities.
as needed.
2 Encourage students to Share one of their A student will be
share one of their answers and listen to picked to go
answers and pick the answers of others. around and pick
volunteers to speak up bell ringers
when necessary. after this is done.
2 Count the class off so Get into assigned Appendix A:
they are in five groups group, listen to Jigsaw review
of equal size, display directions, and make
directions on sure their group has at
smartboard, and help least two google
distribute google chrome books to use.
chrome books.
 8-10 Have students fill out Work in their group to
requirements for term find the requirements
on class google doc listed on the direction
sheet and type those
out to put on the class
shared google doc.
10 Have students re- Get in new group, make
divide groups so each sure someone has a
member of the term google chrome book to
groups is in a small share information,
group, instruct students share about term when
to be the leader of their it is time.
term, and assist as
needed.
5 Distribute directions, Listen to directions, Appendix C:
show video link to watch video, get Your Adventure
show the connection to supplies, and begin Book
the movie, and help activity.
students get supplies Video link:
they need. https://youtu.be/zg
qXYUzki14
15-20 Visually assess and Pick pictures to write Teacher will print a
assist when needed. about, write about copy of the review
pictures, use for the final
brushstrokes, decorate, assessment for the
and make sure all next class during
requirements have this time.
been met.
3 Will instruct students to Students will write an Teacher will have
Closing an example of an absolute in a sentence an exit bucket for
Activity: Exit absolute in a sentence on a spare slip of each class that will
Ticket and drop it in the paper, and then drop it be used.
bucket as the students in the exit bucket as
leave class. they leave.
 Appendix A
Jigsaw Review
With your group, you will investigate the definition and several examples of the term
online and use your best judgement from best activities to know what is correct. Type
the definition, examples, and an image to help remember the term on the class shared
google doc.
Groups:
1- Absolutes
2- Participles
3- Adjectives out of order
4- Appositives
5- Specific action verbs
 Appendix B
Bell Ringer with Absolutes
In a blank of your choice for each problem, make the sentence more descriptive by
adding an absolute.

Example: Smile growing, it seems the mouse found a piece a cheese.

1. __________________________ The mother went home to her children

_________________.

2. ________________________ The tree with its roots planted firmly in the ground

_______________________.

3. ___________________________ the car rammed its front into the back of the car

before it _____________________________.

4. ____________________________ It was his time to give his presentation

____________________________.

________________________________ the giraffe ate the bundle of leaves

____________________.
 Appendix C

Your Adventure Book

Using the pictures you were told to bring, magazine clippings, or newspaper clippings,

you will tell the story of a trip, an interesting day, or the span of a relationship by using

at least ten images and scrapbooking them like the adventure book in the movie “UP”.

Under each image will be a two to five sentence description describing the picture,

commenting on it, and explaining what it does with the sequence of other pictures.

Students will use…

- Appositive at least 4 times

- Absolutes at least 7 times

- Participles at least 7 times

- Adjectives out of order at least 5 times

- Specific action verbs at least 5 times

Daily Lesson Information for Lesson #5, in a series of 5.
Lesson title “Finishing Final Projects and Final Assignment”
Lesson Students need to finish their final projects which are the
Purpose/Rationale scrapbook. Finally, students will test their knowledge of
the brushstrokes to prove that they understand how to
use the brushstrokes without referring to them when
completing the assignment.
Lesson description After a bell ringer to enter the lesson in the right mood,
(include concepts students will finish their scrapbooks. Then students will
and skills and where get time to review and then their skills will be tested.
this lesson fits within
the curriculum)
Lesson length 50 Minutes
Grade level and 9th grade English Language Arts
course
Source of lesson Noden, H. R. (2011). Image grammar: Teaching
plan and how I grammar as part of the writing process.
modified it Portsmouth: Heinemann.
- The brushstrokes were taken as an idea to
teach, the scrapbook idea was a strategy
modified for this lesson, and the final assignment
was modified to ensure that students know the
five brushstrokes.

Daily Lesson Plan Summary

Prior knowledge For the final assignment, students will need to know the
needed for success final brushstrokes without needing to refer to them.
How will you Students will have completed several assignments to
address students review the brushstrokes, but they will also be given five
who do not have minutes to review the brushstrokes by looking at the
this prior review they created the lesson before to be ready to
knowledge? have their skills tested.
Materials for Bell Ringer:
instruction (include - Smartboard to display bell ringer (appendix a)
rationale for why - Pen/pencil
the materials are - Blank notebook paper
appropriate) Scrapbook:
- Google Chromebook for accommodations
- Printed directions for assignment for each student
- Pictures that students brought
- Magazines and newspaper
- Scrapbook paper
- Scissors
- Glue
- Pens and markers to do writing
 - Stickers to decorate
Final assignment:
- Notebook paper
- Pen/pencil
- Printed copies of “Final Writing and Review”
(Appendix B)
Accommodations All IEPs will be followed.
and modifications Student may complete scrapbook and/or review
electronically. Review could be completed with writing
only.

Daily Lesson Plan Details

Oklahoma Assessments
Academic Learning Objective – in Lesson Activities (Visual,
Standard terms of what students and Materials Formative or
(Prefixes & text) will do Needed Summative)
Language During class, students will Scrapbook: Summative:
9.5.W.4 complete a scrapbook Google This will allow
Students will demonstrating the use of Chromebook for students to
use various the five brushstrokes and accommodations, show how they
types of edit the writing by Printed directions use all of what
phrases (e.g., reviewing the scrapbook for assignment they have
appositive, before turning it in with for each student, learned during
adjectival, less than three spelling Pictures that the unit in a
adverbial, and grammar mistakes. students brought, genuine writing
participial, Magazines and assignment.
prepositional) newspaper,
and clauses Scrapbook
(e.g., paper, Scissors,
independent, Glue, Pens and
dependent, markers to do
adverbial) to writing, and
convey Stickers to
specific decorate
meanings
and add
variety and
interest to
writing or
presentations.
Reading and During class, students will Scrapbook: Summative:
Writing complete a scrapbook Google This will allow
Processes demonstrating the use of Chromebook for students to
9.2.W.1 the five brushstrokes and accommodations, show how they
Students will edit the writing by Printed directions use all of what
apply reviewing the scrapbook for assignment they have
components before turning it in with for each student, learned during
of a recursive less than three spelling Pictures that the unit in a
writing and grammar mistakes. students brought, genuine writing
process for Magazines and assignment
multiple newspaper, and show what
purposes to Scrapbook they know in a
create a paper, Scissors, different way.
focused, Glue, Pens and
organized, markers to do
and coherent writing, and
piece of Stickers to
writing. decorate
Language Students will complete a Final writing and Summative:
9.5.W.4 short review of writing review: notebook Students will
Students will components and then will paper, test their
use various incorporate the pen/pencil, and knowledge of
types of brushstrokes in their printed copies of the
phrases (e.g., descriptive writing to “Final Writing and brushstrokes
appositive, show what they know review” for all without
adjectival, when they do not use students. referring to
adverbial, reference materials with reference
participial, less than five grammar materials and
prepositional) and spelling mistakes. to show what
and clauses they know in a
(e.g., different way.
independent,
dependent,
adverbial) to
convey
specific
meanings
and add
variety and
interest to
writing or
presentations.
Multimodal During the bell ringer, Bell Ringer: Formative:
Literacies students will write a smartboard, analysis will
9.7.R.2 description inspired by notebook paper, happen during
Students will the music being played and pen/pencil writing in bell
analyze the without more than three ringer.
impact of usage mistakes and that
selected is at least four sentences.
media and
formats on
meaning.

Today’s Essential Questions

Question(s) - How do I finish my adventure book to have all of the
that guide writing requirements in the time allotted?
this lesson: - How do I best show what I know when I write?

Today’s Anticipatory Set (Bell Ringer, Hook)

Students will enter the lesson by analyzing a song and will use writing skills
with tone analysis of the song to be ready to complete their scrapbook.

Today’s Minute by Minute (Tick Tock)

Time Additional
(minutes) The teacher will… The students will…. information…
4-6 Read directions Analyze art work and Appendix A:
aloud, play song, follow the directions of Song Bell Ringer
and assist when bell ringer on
needed. notebook paper. A student will be
picked to go
around and pick
up bell ringers
after this is done
20 Instruct students Complete scrapbook
to complete with the time allowed.
scrapbook,
visually assess,
and assist when
needed.
5 Ask students to Get a partner, look at
get in pairs, share their work, show
their work, and personal work, and
read their give constructive
partner’s work. feedback.
5 Give students Review in the way Students will be
time to review with they prefer with the reviewing the
a partner or review sheet they review the made
individually and made in the class in the lesson
before. before through
 answer questions jigsaw groups.
as they come up. The teacher
printed reviews
during that class
to give students
plenty of time to
review.
15-20 Read directions On blank sheet of
out loud, distribute notebook, students
review, and will complete the task
writing exercised individually.
and assist as
needed.
3-5 Will instruct Students will write Teacher will have
Closing students to write down how they plan to an exit bucket for
Activity: about a brush use a brush stroke each class that
Exit Ticket stroke that they they liked in their will be used.
would like to writing, and then drop
incorporate in it in the exit bucket as
their writing and they leave.
drop it in the
bucket as the
students leave
class.
 Appendix A

Song Bell Ringer

Directions: Listen to the song being played and write a description of the scene the
music is describing on the blank sheet of notebook paper.

Song link: https://youtu.be/fCE7Wgh84m4

 Appendix B

Final Review and Writing

1. What is an absolute?
a. “a two-word combination- a noun and an ing or ed verb added to a sentence”
b. “a descriptive word”
c. “”an example of passive voice”
d. I don’t remember

2. What is an appositive?
a. a noun that adds a second image to a preceding noun
b. a descriptive word to make the image clearer
c. an –ing ending
d. I don’t know

3. Which of the terms listed below matches the following definition: “an –ing verb placed
at the beginning or end of a phrase”? It can be a phrase or a single word in the correct
placement.
a. absolute
b. adjective
c. participle
d. action verb

4. How can one paint with action verbs?

a. using passing voice
b. using being verbs like “was”
c. using whatever verbs you want
d. eliminating passive voice and reducing “being” verbs

5. Image blank adjectives are descriptive words that do not paint an image. Which of the
following is an image blank adjective?
a. skinny
b. pretty
c. dark
d. rusty
 Writing assignment:

Directions: Study the image below and on a blank sheet of notebook paper write a six to
eight sentence description of the scene using at least one absolute, participle,
appositive, adjectives out of order, and specific action verbs each.
 Review Question key

Answers are highlighted

1. What is an absolute?
a. “a two-word combination- a noun and an ing or ed verb added to a sentence”
b. “a descriptive word”
c. “”an example of passive voice”
d. I don’t remember

2. What is an appositive?
a. a noun that adds a second image to a preceding noun
b. a descriptive word to make the image clearer
c. an –ing ending
d. I don’t know

3. Which of the terms listed below matches the following definition: “an –ing verb placed
at the beginning or end of a phrase”? It can be a phrase or a single word in the correct
placement.
a. absolute
b. adjective
c. participle
d. action verb

4. How can one paint with action verbs?

a. using passing voice
b. using being verbs like “was”
c. using whatever verbs you want
d. eliminating passive voice and reducing “being” verbs

5. Image blank adjectives are descriptive words that do not paint an image. Which of the
following is an image blank adjective?
a. skinny
b. pretty
c. dark
d. rusty
Writing Assignment Rubric for Summative Assessment

Advanced Satisfactory Unsatisfactory

Use of specific Student uses specific Student uses Student does not
action verbs action verbs at least specific action use specific action
once and uses them to verbs at least once. verbs at least once
create more meaning in
the writing.
Use of Student uses absolutes Student uses Student does not
Absolutes at least once and uses absolutes at least use absolutes at
them to create more once. least once.
meaning in the writing.
Use of Student uses participles Student uses Student does not
participles at least once and uses participles at least use participles at
them to create more once. least once.
meaning in the writing.
Use of Student uses Student uses Student does not
appositives appositives at least once appositives at least use appositives at
and uses them to create once. least once.
more meaning in the
writing.
Use of Student uses adjectives Student uses Student does not
adjectives out out of order at least once adjectives out of use adjectives out
of order and uses them to create order at least once. of order at least
more meaning in the once.
writing.
Understanding Student notices details Student notices Student does not
of art of art and the effects on details of art and notice details of art
the viewer with the effects on the and the effects on
understanding to elevate viewer. the viewer.
description to make the
reader see the art
without seeing it
physically.
Descriptive Student practices Student does not
elements descriptive practice descriptive
elements and elements and
reflects on details reflects on details
of the setting. of the setting.