Author:
Isaac Simpson
Subject:
English Language Arts, Composition and Rhetoric, Language, Grammar and Vocabulary
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
3
Tags:
ELA, Iowa K-12 E-Ciurriculum, NE ELA, Narrative, Nebraska Department of Education, Writing, ela, iowa-k-12-e-ciurriculum, narrative, writing
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Formats:
Graphics/Photos, Video

Education Standards

Writing Using Descriptive Language

Writing Using Descriptive Language

Overview

The attached Lesson Plan is designed for 3rd grade writing students. Students will go through the writing process to write a descriptive personal narrative piece and they will be able to use descriptive words to describe an event or place that they have experienced. This lesson plan addresses the following NDE Standards: NE LA 3.2.1.a, d, h, j, NE LA 3.2.2.a

It is expected this lesson plan will take approximately 90 minutes to complete.

The Lexile Measure for Magic Tree House: Dinosaurs Before Dark is 510L

Standards and Objectives

Standards:

  • LA 3.2.1 Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level.
  • LA 3.2.2.a Communicate information and ideas effectively in analytic, descriptive, informative, narrative, poetic, persuasive, and reflective modes to multiple audiences using a variety of media and formats.

Objectives:

Students will go through the writing process to write a descriptive personal narrative piece.

The student will be able to use descriptive words to describe an event or place that they have experienced.

 

Materials Needed

Magic Tree House: Dinosaurs Before Dark chapters 1 and 2 read alouds:

Dinosaurs Before Dark Chapter 1
Dinosaurs Before Dark Chapter 2

Graphic Organizer for Brainstorming

 

Anticipatory Set

The teacher will play the first two chapters of Magic Tree House: Dinosaurs Before Dark.

Students will try and pick out as many descriptive words as they can and share them with the class.

 

Instructional Input and Modeling

The teacher will explain that, when writing, we need to be detailed and grammatically correct.

The teacher will then hand out the graphic organizers for the students and do one example for the class.

The teacher will have the students brainstorm an idea to put inside the web and then allow the students to help give details to their idea.

 

Independent Practice

After completing their graphic organizer on their own, the teacher will tell the students to begin writing a rough draft about one of the items on their graphic organizer.

The story should be about one paragraph long.

Example rough draft:

The beach:

            I took a trip to the beach. The beach was filled with people. There were waves crashing into the sand. The sand was hot on my feet but once I got into the water they cooled off. I jumped over the waves and they knocked me over. I had never tasted water like this before. It tasted really salty. When I got out of the water the sand stuck on my wet feet. I didn’t need to use a towel to dry off because the ocean breeze and the bright sun helped dry me off quick. The seagulls were trying to eat the sandwich I brough for myself but I made it fly away. I packed up and went back home.

Once students are finished writing their rough drafts, they will revise their work.

After self-revision, students will trade papers with a partner and they will revise each other's work.

The students will make final edits and proofread before transferring their rough drafts into final drafts.

Example Revision:

The beach:

I took a trip to the beach. The beach was filled with hundreds of people. There was a constant rush of noise and laughter from all the beachgoers and there were hugewere waves crashing into the sand. The sand was scorching hot on my feet, so I sprinted into the water. but Oonce I got into the water my feet instantly cooled off and I could feel the nice, cold water rushing between my toes.they cooled off. I tried my best to jumped over the waves, butand they knocked me over and my whole body sank into the ocean. My mouth filled with water. I had never tasted water like this before. It tasted extremelyreally salty. When I gotI stood up and walked out of the water. Tthe sand stuck to my wet feet, but it did not feel as hot as before. I didn’t need to use a towel to dry off because the cool ocean breeze and the bright, warm sun helped dry me off quickly. I laid a towel out so I could sit down and eat the lunch I packed for myself. The seagulls were trying to eat the sandwich I brought for myself but I flailed my arms around made themit fly away. I packed up and prepared for the long trip back home. It was a great day at the beach. and went back home.

Example Final Draft:

The beach:

I took a trip to the beach. The beach was filled with hundreds of people. There was a constant rush of noise and laughter from all the beachgoers and there were huge waves crashing into the sand. The sand was scorching hot on my feet, so I sprinted into the water.  Once I got into the water my feet instantly cooled off and I could feel the nice, cold water rushing between my toes. I tried my best to jump over the waves, but they knocked me over and my whole body sank into the ocean. My mouth filled with water. I had never tasted water like this before. It tasted extremely salty. I stood up and walked out of the water. The sand stuck to my wet feet, but it did not feel as hot as before. I didn’t need to use a towel to dry off because the cool ocean breeze and the bright, warm sun helped dry me off quickly. I laid a towel out so I could sit down and eat the lunch I packed for myself. The seagulls were trying to eat the sandwich I brought but I flailed my arms around made them fly away. I packed up and prepared for the long trip back home. It was a great day at the beach.

Reflection

The teacher will allow any volunteers to read their final draft out loud.

Once students have shared, the teacher will ask the students to write a short reflection on what they learned and the importance of being descriptive in their writing.