Writing Unit - 5th Grade Descriptive Writing Purpose: Descriptive Writing Word Choice, Language Use Common Core

e Standards: - Grade 5, Writing, 3b: use narrative techniques, such as dialogue, pacing, and description, to develop experiences and events or show the responses of characters to situations. - 3d: Use concrete words and phrases and sensory details to convey experiences and events precisely. - 10: Write routinely over extended time frames (research, reflection, revision) and shorter time frames (single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Objectives: Students will be able to: compose a paragraph using exciting descriptive words. analyze the mood of a passage. propose and choose a mood to focus their story on. determine exciting words to include in their writing. integrate different words into their existing writing. analyze similes and metaphors. construct their own similes and metaphors to use in their stories. find interesting words in their independent reading books. use interesting words in their writing. determine interesting words to use in their writing. collaborate with their partner to include exciting words in their writing. analyze their own work and a peers work CCL Goals: - Use a range of descriptive words that enhance the meaning - Use strong verbs and nouns - Learn new words from reading and try them out in writing - Use memorable or vivid words - Vary word choice - Use figurative language - Use words that convey an intended mood of effect - Use language typical of written texts, sometimes imitating writers of books - Show through language instead of telling - Use descriptive language and dialogue - Write texts that have energy Mentor Texts: (with description) 1. Owl Moon by Jane Yolen - This book shows very clear descriptive language, as well as similes and metaphors.

2. The Winter Room by Gary Paulsen - This book has really straightforward descriptive language that is really well thought-out and really evokes a feeling from the audience. 3. The Secret Garden by Frances Hodgson Burnett - This book has many really detailed descriptive language that flows effortlessly. 4. The Hunger Games by Suzanne Collins - This book has descriptive language that makes you feel involved in the action. 5. Im as Quick as a Cricket by Audrey Wood - good example of similes and figurative language Resources: - How are you feeling today? Chart - Graphic Organizer for descriptive words - My Favorite Descriptive Words - Assessment Rubric Day One: Descriptive Words Objective: Students will be able to compose a paragraph using exciting descriptive words. - Brainstorm a list of exciting vs. boring words o What makes these words exciting? o How can these words help your writing? o Write down some of your favorites on the graphic organizer - Getting Started Writing: o Pick five words to include in a short descriptive paragraph o Write consistently o GRRM: I do: Model writing for the students (2 mins): rapid, swiftly, exceeded, fascinating, exquisite (use whatever words the students come up with) As I peered closely into the fascinating depths of the river, I was shocked by a sudden scream. I watched in horror as a boat approached the swiftly flowing rapids. In exquisite detail, I saw the boat overturn and the girl and her dog fell under the water. o GRRM: We do: Model writing using student ideas (pick a different 5 words) and student volunteers to write the sentences (4 mins) o GRRM: you do together: Students work collaboratively to write a paragraph using 5 exciting words (5-6 mins) o GRRM: you do: students work independently to write a paragraph using some of their favorite words - 4-5 mins (graphic organizer) o Share your paragraph with your partner - Discussion: what did you notice about the paragraph? How did the exciting words affect your reaction to the paragraph? (Talk in groups and share with the class) - Our goal today is to write with energy in our text - What does that mean? - For the rest of class (15 mins): work with a partner to write a short story with lots of energy - remember the exciting words!! - Differentiation: GRRM with explicit teaching and supported scaffolding so students are explicitly aware of the expectations for the class.

Day Two: Mood Objective: Students will be able to analyze the mood of a passage. Students will be able to propose and choose a mood to focus their story on. - Materials: o Books: The Winter Room, The Secret Garden, The Hunger Games o Mood Chart (attached) o List of exciting words from Day One o Graphic orgaizer - Read-aloud from The Winter Room. - How does that passage make you feel? (write responses on the board) - Read aloud from The Secret Garden. - how does that make you feel? - Read aloud from The Hunger Games - Compare all books - How the author makes you feel is called the mood. Writers use mood in their stories to make their audience (the reader) feel a certain way. Mood also helps the reader connect to the book. The mood can be thoughtful, happy, or exciting, like we looked at in our examples, or it can be any other emotion that you as the writer want your reader to feel. - Power Writing: o Pick 3 moods - 1.5 mins to write about each o Use Mood Chart!!! (How are you feeling today?) - Take a moment to talk with your partner and think about what kind of mood you want to write about today. o Once you know what mood you would like your story to have, work with your partner to brainstorm a few key words or phrases that you can use to communicate that to your reader. - Use your graphic organizer o Keep in mind the exciting words that we brainstormed yesterday - can you use any of those in your story as well? o You can use this to improve on your story that you wrote yesterday, or start an entirely new story. o The story that you work on today is the one youll be working on for the rest of the unit, so choose wisely. - Once students have an idea of what theyre going to be working on, dismiss them back to their desks and work with individual pairs while the group is writing - Make sure the mentor texts are available for students to look back on during the activity mark the passages you read with a bookmark or post-it note. - Students work in partner groups for 10 or 15 minutes - Differentiation: Students are choosing the mood that they want to write about and what they think would fit best in their story. Mentor texts are available for students to re-read. Day Three: Vary Word Choice Objective: Students will be able to determine exciting words to include in their writing. Students will be able to integrate different words into their existing writing. - Generative writing- to get students thinking about word choice: o Pick a word from your graphic organizer/ word list o Use that word as the third word in a sentence

o Use that sentence as the first sentence in a paragraph o Repeat with one additional word o How does choosing a word before you start help you think about what you want to write? (think, pair, share) o How does the word that you choose affect the quality of your sentence? o How would your sentence change if you chose a different word? - Look at thesaurus - either online or the textbook - brainstorm similar words that you could use in your writing o Why is it important to look for other words you could use in the sentence? o -Other words have slightly different meanings, and one might better communicate your specific meaning for the word - Using the thesaurus, students will go through their stories and analyze their word choice and identify words that they want to switch out or replace. - While students are working, circulate through the room and help out where needed - Differentiation: Students choose the word that they want to work with and choose their own words out of the thesaurus. o Extension: Direct students to imitate a particular authors style in their writing o Scaffolding: Students are working in groups to figure out the thesaurus and use new words in their writing. Thesaurus was demonstrated in a whole group setting first. Day Four: Use figurative language Objective: Students will be able to analyze similes and metaphors. Students will be able to construct their own similes and metaphors to use in their stories. - Read aloud: Owl Moon - During the read aloud, ask students to write down any similes or metaphors that they hear - After the read aloud, ask students to share the similes and metaphors with the class - Brainstorm as a class and share other similes and metaphors - Read aloud: Im as Quick as a Cricket - Go through your story with your partner to find areas where you use comparisons, and exchange those with similes and metaphors. Highlight the similes or metaphors that you insert into your writing. Talk about revision- going back to add details that will make the end result a better story. - Give students about 10 mins to work on their writing and find similes and metaphors. Leave the example books out as a resource for students to use while theyre writing. - As students are writing, walk around the room and observe students progress/ assist them in the writing process - Differentiation: o Extension: advise students to use other forms of figurative language such as analogies, and encourage them to add more details to their story if they seem stuck o Scaffolding: remind students that they can use some similes or metaphors directly from the mentor text if they fit into their story, have them go back to the text to refresh their memories. Leave the list of similes and metaphors that the class brainstormed on the board for students to look at.

Day Five: Try out new words from your reading in your writing Objective: Students will be able to find interesting words in their independent reading books. Students will be able to use interesting words in their writing. - Read!!!! (Students read from their independent reading book) - As the students read, have them mark interesting words that they find with a post-it. (Students could also be doing this during their reading time during the other days of the uint as well.) At the end of the free-reading period, direct students to write down their words in their notebook to use for class the next day. - While the class is reading, pull students individually for conferences on their writing - Differentiation: Students are reading books that are at their independent reading level and are picking out words that are interesting and exciting to them specifically. Day Six: Try out new words from your reading in your writing Objective: Students will be able to determine interesting words to use in their writing. Students will be able to collaborate with their partner to include exciting words in their writing. Students will be able to analyze their own work and a peers work - Write!!! - Students should share the words (and definitions) from their reading with their partner and decide on at least three to include in their story. When they have added the words into their story they should highlight them and come get a self-assessment rubric from me - Students will self-assess their story and then turn the finished product in to me. - When all the groups have finished, have pairs of students exchange their papers for a peer assessment - Differentiation: Students choose their own words to include in the story, so the words are at the right level for the student. Students are also self-assessing and peer-evaluating their work before it is turned in to the teacher. - Display finished work in the classroom - Review concepts from the unit: exciting words, mood, word choice, similes and metaphors Additional Assessment and Scaffolding: - During class every day, I will be meeting with students individually to discuss their writing - I will also be available during the work time each class period to help students with their writing, and see how much they understand from the unit, and what they might need help on or if I need to re-teach or work with a small group of students on a particular concept. Additional Differentiation: Students who need additional support will work with the reading teacher or the ESL teacher as a small group. They will write their story together with scaffolding and support from the teacher as needed. The reading or ESL teacher will be able to make sure that they are reading books that are at their level and choosing words and descriptive language that they understand.

Assessment: Self-Assessment: Name: ______________________________ Name: ______________________________ Color: _______________ Peer Assessment: Name: ____________________________ Name: ____________________________ Color: _______________ Directions: Circle one descriptor in each row (category) that best describes your own writing. Hand the paper to your grading partner. They will circle (in a different color) the descriptor that they think best describes your writing. Then, hand both the writing and the rubric to the teacher. Dont forget to write your name and what color you used. Excellent (5pts) Descriptive Words The writing uses ten or
more vivid descriptive words. The words fit well with the text. The writing uses thoughtful similes or metaphors as comparisons The writing appeals to an audience. The reader feels connected to the writing The writing has few spelling and grammar mistakes

Good (3pts)
The writing uses five or more descriptive words. Words may or may not fit with the text. The writing uses few similes or metaphors. Most fit well with the text. The writing mostly appeals to an audience. The reader sometimes feels connected to the writing The writing has some spelling and grammar mistakes

Poor (1pt)
The writing uses less than five descriptive words. The words do not fit very well with the text. The writing has no similes or metaphors. Comparisons dont flow with the text The writing does not keep an audience in mind. The reader feels little or no connection to the writing The writing has many grammar and spelling mistakes

Similes and Metaphors

Audience Appeal

Spelling and Grammar

Explanation: ___________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Peers Explanation: _____________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________