Grade: 3 Subject: Language Arts
Unit: Communities
Lesson Focus: Using Descriptive words in your writing – Part 2
Students use an online interactive brainstorming site where students post descriptive words to
describe a scene. They then write a descriptive paragraph describing the scene.
Timeframe: 60 Minutes
“I can” statements
I can generate appropriate “sparkle words” (descriptive words)
I can write a descriptive paragraph that will allow the reader to visualize the scene.
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· visualize, to support comprehension, with a variety of culturally relevant texts
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
· understand and apply readers’/listeners’ comments to clarify meaning
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write a variety of poetry, fiction and non-fiction texts
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· Prewriting: talk about the ideas they plan to write about, draw pictures to develop ideas for writing, choose, use, and create simple graphic organizers
· Drafting: Writing is connected to pre-writing, Write on a single topic re-read their writing to monitor meaning and message and include information that is relevant and purposeful for an intended audience
· Revision: make changes to writing to clarify meaning through strategies such as, crossing out words, inserting words using a caret, adding details, replacing overused words
· Editing: use the word wall and personal spelling references to check high frequency words, use self-editing checklists to edit for grade level conventions
· Publishing/information sharing: publish student-selected final pieces of writing that demonstrate grade level traits and conventions
Resources:
Playground picture
Padlet (online collaboration tool)
Rubric
How to revise & edit chart (displayed in classroom)
21st Century Skills
· Communicate and Collaborate ·Create&Publish
· Citizenship ·Find&Validate
·Apply and Interconnect ·Evaluate & Leverage
Mini-lesson:
Explicit Teaching (I do)
Read the paragraph “My Park” to the students. Students draw a quick sketch of what think this park looks like.
Show students the picture of the park on the SmartBoard. What does this picture have that your picture did not include?
Was this a good descriptive paragraph? Explain.
We need to include more detail and descriptive words, using all of our senses. These words should describe what you see, sounds you may hear, how things feel and/or smell.
Groups (We do)
Students generate “sparkle words” to describe the park, using padlet. Padlet is displayed on SmartBoard
Time to Share (We share)
Read the words the class has generated on padlet. Do these words help create a better picture for you?
Independent (I do)
1. Write a descriptive paragraph, using these words and other words that are appropriate. (Students don’t have to use all of the words)
Time to Share (We share)
Teacher instructs students to share their paragraphs with a partner. The partner must tell the writer something that they liked about the paragraph and something they could do to improve the piece. Writer makes revisions to his/writing. (It is up to the writer if they want to make the changes suggested by their partner) Switch partners and share with another classmate, following the same procedure. (Teacher circulates, listening to conversations and making notes in the iDoceo app.
Volunteers can share with the whole class during circle time.
Extension: Students think of a place in their community and write a descriptive paragraph. Do not mention the name or location of the place you are describing. Pass out the finished writing pieces to the students; ensure that they do not receive their own piece. Students draw a picture based on the piece of writing they have been given and try to guess where the place is.
Differentiation
Students on an adaptation for writing are able to you an Assistive Tech writing program, such as Kurzweill.
Teacher ensures he/she checks in with students who have difficulty generating ideas, and or creating detailed sentences.
Assessment
Writing piece
Notes taken during conferences
Rubric
Unit: Communities
Lesson Focus: Using Descriptive words in your writing – Part 2
Students use an online interactive brainstorming site where students post descriptive words to
describe a scene. They then write a descriptive paragraph describing the scene.
Timeframe: 60 Minutes
“I can” statements
I can generate appropriate “sparkle words” (descriptive words)
I can write a descriptive paragraph that will allow the reader to visualize the scene.
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· visualize, to support comprehension, with a variety of culturally relevant texts
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
· understand and apply readers’/listeners’ comments to clarify meaning
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write a variety of poetry, fiction and non-fiction texts
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· Prewriting: talk about the ideas they plan to write about, draw pictures to develop ideas for writing, choose, use, and create simple graphic organizers
· Drafting: Writing is connected to pre-writing, Write on a single topic re-read their writing to monitor meaning and message and include information that is relevant and purposeful for an intended audience
· Revision: make changes to writing to clarify meaning through strategies such as, crossing out words, inserting words using a caret, adding details, replacing overused words
· Editing: use the word wall and personal spelling references to check high frequency words, use self-editing checklists to edit for grade level conventions
· Publishing/information sharing: publish student-selected final pieces of writing that demonstrate grade level traits and conventions
Resources:
Playground picture
Padlet (online collaboration tool)
Rubric
How to revise & edit chart (displayed in classroom)
21st Century Skills
· Communicate and Collaborate ·Create&Publish
· Citizenship ·Find&Validate
·Apply and Interconnect ·Evaluate & Leverage
Mini-lesson:
Explicit Teaching (I do)
Read the paragraph “My Park” to the students. Students draw a quick sketch of what think this park looks like.
Show students the picture of the park on the SmartBoard. What does this picture have that your picture did not include?
Was this a good descriptive paragraph? Explain.
We need to include more detail and descriptive words, using all of our senses. These words should describe what you see, sounds you may hear, how things feel and/or smell.
Groups (We do)
Students generate “sparkle words” to describe the park, using padlet. Padlet is displayed on SmartBoard
Time to Share (We share)
Read the words the class has generated on padlet. Do these words help create a better picture for you?
Independent (I do)
1. Write a descriptive paragraph, using these words and other words that are appropriate. (Students don’t have to use all of the words)
Time to Share (We share)
Teacher instructs students to share their paragraphs with a partner. The partner must tell the writer something that they liked about the paragraph and something they could do to improve the piece. Writer makes revisions to his/writing. (It is up to the writer if they want to make the changes suggested by their partner) Switch partners and share with another classmate, following the same procedure. (Teacher circulates, listening to conversations and making notes in the iDoceo app.
Volunteers can share with the whole class during circle time.
Extension: Students think of a place in their community and write a descriptive paragraph. Do not mention the name or location of the place you are describing. Pass out the finished writing pieces to the students; ensure that they do not receive their own piece. Students draw a picture based on the piece of writing they have been given and try to guess where the place is.
Differentiation
Students on an adaptation for writing are able to you an Assistive Tech writing program, such as Kurzweill.
Teacher ensures he/she checks in with students who have difficulty generating ideas, and or creating detailed sentences.
Assessment
Writing piece
Notes taken during conferences
Rubric