Learned-Theory to Work Lesson Plan 1/30/11

Title: Description that is Good Enough to Eat!

The Goal Orientation Theory connects with this lesson. Students make the connection that they need to master the description (mastery-approach) of the item at hand (a donut) in order to fully encompass the use of sense imagery. The Self-Determination theory can also be attributed, considering students can feel competent, self-directed and can relate to others in the class performing the same task. Objectives: To apply the use of gurative language in describing something. To analyze the details of an inanimate object. To create a visual image of an object through words. Anticipatory Set: Review with students simile and metaphor examples from previous class. Explain that these types of gurative language will directly impact the activity for class. Read After Apple Picking by Robert Frost while projecting it on the SmartBoard for students to see. Have students write one line where they could either see, hear, taste, touch or smell what was going on in the poem on a notecard. Share in a whip around. Materials and Resources: A variety of fancy, assorted donuts/danishes (a different one for each student) in a large, brown paper bag, paper, pencils, notecards, paper towels, After Apple Picking by Robert Frost (preferably projected on the board) Procedure: ACTIVITY: After whip around, hand out four new notecards and a paper towel to each student. Explain that in this bag, is something extraordinary, amazingly wonderful to look at, to smell, touch and especially EAT. Let them know that their goal is to write a description that is good enough to eat! Just like the donut/danish. Outline the parameters of the exercise to the class: You are only allowed to write about ONE sense at a time. There is a specic order that creates the ULTIMATE description of the item. It must remain silent and focused, pencils to the paper at all times.

Learned-Theory to Work Lesson Plan 1/30/11 Move on to the next sense when directed by the teacher. Have students point to which donut /danish they would like and you place it on the paper towel (this is on purpose to control the order of senses that are used in the exercise-touch is one of the last senses). Explain that sight is the rst sense that they will describe. Walk around the room and tell students to look at every angle, detail, feature of the donut (without touching it) and then describe what it looks like on a notecard. Give students a few minutes to write their descriptions. Remind them that use of similes and metaphors can enhance their descriptions. Collect cards. Smell is the next sense. Have students use a new notecard (one for each sense). Follow same instructions as in Step 6, modifying for smell. Touch comes next. Have students focus texture with their ngers, how hard it is, smooth, sticky, etc. Finally, end the exploration with taste. Have students take ONE bite only. Tell them to hold the bite on their tongue, savor it in their mouth for a few seconds, making note of how it tastes, and then chew and swallow. Have them then take a few minutes to describe the taste on their notecard. Hand out the cards to students randomly (trying to make sure that they don't get the cards for their donut). Have students walk around the room, matching the descriptive cards to the donuts (leaving them on the table with the donut itself). Have students leave a star sticker on the notecard if they felt they could sense the description. REVIEW: Once the cards are matched with their donuts, have a discussion that revolves around description and how sense imagery can make items come alive visually for the reader. Ask: Why did I choose a donut for this lesson? How easy was it to match the notecards to the donuts? What other things/events can a description using your senses enhance (create a list on the board to be used in future writing)? Students may eat their donuts while discussion takes place. Informal Assessment: Collect notecards to informally assess how students are utilizing similes/metaphors and expressive words in their descriptions.