Unit

Writing Workshop--Descriptive Essay

Local Objective

At the end of this unit, students will be able to...

a.  Use appropriate prewriting and drafting skills to create a descriptive essay.

b.  Revise the descriptive essay by arranging details in clear order, adding figures of speech and sensory details, and concluding with a statement explaining why the subject is significant to you.

c.  Review and assess one's writing process and descriptive essay.

Objective used to evaluate students


Yes

Assessment Activity

1.  The students will be assessed by participating in class discussions and completing each step of the writing process.  Students will be assessed on their ability to use appropriate prewriting and drafting skills in creating a descriptive essay, on revising the descriptive essay by arranging details in clear order, by adding figures of speech and sensory details, and by reviewing and assessing one's writing process and descriptive essay.

Level of Expectation

80%

List of concepts and Evaluation Types


ConceptEvaluation Type
Final WritingPE

Learning Activity

The students will:

1.  Participate in describing any object.  Observe as the teacher records all sensory details (descriptive words and phrases) on the markerboard.  Participate in class discussion as how those sensory details helps the listeners to picture the object begin described.

2.  Choose a subject to write about.  Think about a subject you have knowledge of.  Make a list of descriptive details that would entice readers to want to learn more about your subject.  Use your notes when writing your essay.

3.  Freewrite for a few minutes to get your ideas down on paper.  Gather details about your subject by observing or pulling from your memory.

4.  Organize your information according to one of the three ways:  spatial order, order of importance, or chronological order.  Elaborate if you can.

5.  Write your first draft.  Focus on your main idea, set the scene, and use transitions.

6.  Once you have finished the first draft, check your writing with the content and organization guidelines.  Make necessary revisions and write a final draft.

7.  Include your final draft in your writing portfolio.

Instructional Method

The teacher will:

1.  Guide students as they participate in verbally describing objects.  Write all sensory details on the markerboard for students to visualize.  Guide class discussion on how those sensory words enable the listeners to visualize the object of discussion.

2.  Encourage students to select a subject that they have positive feelings about and would like to share with their readers.  Tell students to make a list of descriptive details that could entice readers to want to learn more about the person, place, thing, or event.  Have students refer back to notes when they are writing their essays.

3.  Guide students in collecting details.  They should take a notepad if they are going to directly observe a subject to jot down notes, if they are recalling something, encourage them to use a phote or picture to remember their details.

4.  Introduce to students that their are three ways to organize this essay through spatial order:  one, near to far or far to near; two, left to right or right to left; and three, top to bottom or bottom to top.  You can also organize  by order of importance and chronological order. Introduce to students how to elaborate.

5.  Guide students as they write their first draft.  Help them to stay focused on their main idea, develop the scene, and to use transitions when linking ideas.

6.  Assist students will comparing their first drafts to the content and organization guidelines.  Discuss any necessay revisions and guide students as they write their final drafts.

7.  Collect writings to be added into student writing portfolios.

Content Standards

CA 1, CA 4

Process Standards

1.8, 2.2, 2.1, 2.6, 4.8, 1.6

Equity/Workplace Readiness


MSIP CodeMSIP Indicator
R/IResearch/Information Skills

Resources

Holt Elements of Literature

Markerboard

Correction Exercise

Tutoring

Peer Coaching

Spell Check

Special Needs

Tutoring

Peer Coaching

Modified Assignments

GLEs v1.0


GLE CodeDisciplineStrandBig IdeaConceptGrade Level/CourseGLE
CA/2/1/A/07/aCommunication ArtsWritingApply a writing process in composing textWriting ProcessGrade 7Follow a writing process to - create appropriate graphic organizers to provide a structure for information - apply writing process to write effectively in various forms and types of writing
CA/2/2/B/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsCapitalizationGrade 7Use conventions of capitalization in written text - titles (magazines, newspapers, songs, works of art - proper nouns (brand names of products, nationalities)
CA/2/2/C/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsPunctuationGrade 7In composing text, use - comma rules for punctuating various sentence structures - correct format in writing titles - quotation marks in dialogue - lons in business letter salutations
CA/2/2/D/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsParts of SpeechGrade 7Use parts of speech correctly in written text - pronouns and antecedents - consistent verb tense
CA/2/2/E/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsSpellingGrade 7In writing, use dictionary, spell-check and other resources to spell correctly
CA/2/2/F/07/aCommunication ArtsWritingCompose well-developed text using standard English conventionsSentence ConstructionGrade 7In composing text, use - complex sentences in writing - precise and vivid language - editing to eliminate run-on sentences - cohesive devices
CA/2/3/E/07/aCommunication ArtsWritingWrite effectively in various forms and types of writingAudience and PurposeGrade 7Compose texts - that contain a created chart, graph and/or other graphic organizer based on printed information - and write a formal business letter and address an envelope - that address two different audiences and purposes using appropriate forms (e.g., explain the differences between seventh grade and second grade to a parent and to a second grader)

GLEs v2.0 and CLEs


GLE CodeDisciplineStrandBig IdeaConceptGrade Level/CourseGLE
CA/W/1/A/7/a.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to use appropriate pre-writing strategies as needed
CA/W/1/A/7/b.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to generate a draft
CA/W/1/A/7/c.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to reread, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice
CA/W/1/A/7/d.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to edit for conventions (W2E)
CA/W/1/A/7/e.Communication ArtsWritingApply a writing process in composing textWriting Process7th GradeFollow a writing process to share writing
CA/W/2/A/7/a.Communication ArtsWritingCompose well-developed textAudience and Purpose7th GradeCompose text showing awareness of audience
CA/W/2/A/7/b.Communication ArtsWritingCompose well-developed textAudience and Purpose7th GradeCompose text choosing a form appropriate to topic and specific audience
CA/W/2/B/7/a.Communication ArtsWritingCompose well-developed textIdeas and Content7th GradeCompose text with strong, controlling idea
CA/W/2/B/7/b.Communication ArtsWritingCompose well-developed textIdeas and Content7th GradeCompose text with relevant, specific details
CA/W/2/C/7/d.Communication ArtsWritingCompose well-developed textOrganization and Sentence Structure7th GradeCompose text with a variety of sentence structures, including complex sentences
CA/W/2/C/7/eCommunication ArtsWritingCompose well-developed textOrganization and Sentence Structure7th GradeCompose text with cohesive devices, especially transitions
CA/W/2/C/7/c.Communication ArtsWritingCompose well-developed textOrganization and Sentence Structure7th GradeCompose text with appropriate paragraphing
CA/W/2/C/7/b.Communication ArtsWritingCompose well-developed textOrganization and Sentence Structure7th GradeCompose text with a logical order
CA/W/2/C/7/a.Communication ArtsWritingCompose well-developed textOrganization and Sentence Structure7th GradeCompose text with an effective beginning, middle, and end
CA/W/2/D/7/a.Communication ArtsWritingCompose well-developed textWord Choice7th GradeCompose text using precise and vivid language
CA/W/2/D/7/b.Communication ArtsWritingCompose well-developed textWord Choice7th GradeCompose text using writing techniques, such as figurative language, sensory detail, and purposeful dialogue
CA/W/2/E/7/a.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, capitalize within dialogue
CA/W/2/E/7/b.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, use commas and quotation marks in dialogue, and semi-colon in compound sentences
CA/W/2/E/7/c.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, use correct agreement of pronoun and antecedent, and consistent verb tense
CA/W/2/E/7/d.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, use standard spelling and classroom resources, including dictionary, to edit for correct spelling
CA/W/2/E/7/e.Communication ArtsWritingCompose well-developed textConventions7th GradeIn written text, write legibly
CA/W/3/A/7/a.Communication ArtsWritingWrite effectively in various forms and types of writingForms/Types/Modes of Writing7th GradeCompose a variety of texts, using narrative, descriptive, expository, and/or persuasive features

Objective Notes/Essential Questions


DateNote/Question
6/25/2007 9:32:03 AM2) Can you observe this subject or can you recall it enough to describe it?       Is the subject interesting and would interest my reader?      Does this subject involve enough sensory details for a good description?
6/25/2007 9:42:12 AM6)  Does your introduction identify the subject?      Does your choice of words bring sensory details and figures of speech to life?      Are the details arranged in a clear order?      Have you included your thoughts and feelings about the subject?      Does your conclusion state why the subject is significant to you?      Does it convey an overall impression of the subject?