DAILY LESSON PLAN

DAILY LESSON PLAN

Date: 4-24-2014Teacher(s): Parker Carpenter

Lesson Title: Descriptive WritingGrade: 9

(Projected/Current Unit of Study): Creative Writing

ELA Standard(s):Learning Objectives: (Students will:)

Describe actions in detail using specific words Dramatize actions so others can describe them Infer actions based on descriptions Write creative pieces using description

Delivery Strategies (mark with X; lesson specifics on next page):Lecture X Role PlaySocratic LessonReading AnalysisOverhead/PowerPoint NoteAudio-Video AnalysisGroup Discussion X Writing ActivityX Group ActivityDebateJigsawWorksheet________________________________________________________________________

Assessment and/or Evaluation Strategies (mark with X):

ObservationLearning Log/JournalPresentationAnecdotal Notes X Self-assessmentAV PresentationWork SamplesPeer-assessment XWritten SubmissionInterview/ConferenceAssessment RubricOral ReportChecklistEvaluation RubricTest/QuizOral Questioning________________________________________________________________________________________________________________________________

Resources/Materials:A sheet of paper, a pencil, a camera, and a tripod,

| Lesson Delivery Specifics:Timing | 45 minutesSegment 1: | 5 Minutes-Intro: I will begin by asking students what aspect of creative writing we went over in class yesterday, and I would collect the examples that they would have completed for homework. |Segment 2: | 5 Minutes-New Lesson: Next, I would explain the importance of descriptive writing to students, using myself as an example. I would then announce that we would be playing a game in class to work on our descriptive writing skills. The game will proceed as follows: Students will be split up evenly into 3 groups (if the class contains more than 25 kids, then 4 groups will work). Two groups will remain in the classroom, while the third (and fourth) group will stand in the hall outside. One of the groups inside will act out an action assigned by me without saying what the action is. The group will have a few moments to prepare, then they will get roughly ten seconds to present their action to the second group. They will repeat the action as many times as asked. The students in the second group will each pick a student performing and will describe what that student is doing without naming any specific action (for example: He is throwing a ball). They will also have to identify the student they are studying without using his or her name or shirt color. After they are done writing, the third group will come in from the hall and, with their only resource being the notes taken by group two, will try to piece together what the first group acted out. After they have been given time to guess, I will show them the video tape to check if they are right. Then all of the groups will rotate and repeat the actions. |Segment 3: |32 minutes-Activity: Students will complete the activity described above, working on their descriptive writing skills as they go along. If there is time left over (if the groups guess quicker than I expected them to, or if one group is filled with fast writers), then I will allow students to make up their own appropriate activities to act out, and I will take the place of a guesser. |

Homework/Extension/Reminders: 3 minutes: I will explain the new homework assignment, which is to write a paragraph describing any appropriate action without naming such action. It will be due the next day in class.

Common Core: Writing Standards Grade 9

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

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