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
Concept | Evaluation Type |
Final Writing | PE |
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 Code | MSIP Indicator |
R/I | Research/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 Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
CA/2/1/A/07/a | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | Grade 7 | Follow 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/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Capitalization | Grade 7 | Use 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/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Punctuation | Grade 7 | In 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/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Parts of Speech | Grade 7 | Use parts of speech correctly in written text
- pronouns and antecedents
- consistent verb tense
|
CA/2/2/E/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Spelling | Grade 7 | In writing, use dictionary, spell-check and other resources to spell correctly |
CA/2/2/F/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Sentence Construction | Grade 7 | In composing text, use
- complex sentences in writing
- precise and vivid language
- editing to eliminate run-on sentences
- cohesive devices
|
CA/2/3/E/07/a | Communication Arts | Writing | Write effectively in various forms and types of writing | Audience and Purpose | Grade 7 | Compose 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 Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
CA/W/1/A/7/a. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to use appropriate pre-writing strategies as needed |
CA/W/1/A/7/b. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to generate a draft |
CA/W/1/A/7/c. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow 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 Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to edit for conventions (W2E) |
CA/W/1/A/7/e. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to share writing |
CA/W/2/A/7/a. | Communication Arts | Writing | Compose well-developed text | Audience and Purpose | 7th Grade | Compose text showing awareness of audience |
CA/W/2/A/7/b. | Communication Arts | Writing | Compose well-developed text | Audience and Purpose | 7th Grade | Compose text choosing a form appropriate to topic and specific audience |
CA/W/2/B/7/a. | Communication Arts | Writing | Compose well-developed text | Ideas and Content | 7th Grade | Compose text with strong, controlling idea |
CA/W/2/B/7/b. | Communication Arts | Writing | Compose well-developed text | Ideas and Content | 7th Grade | Compose text with relevant, specific details |
CA/W/2/C/7/d. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with a variety of sentence structures, including complex sentences |
CA/W/2/C/7/e | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with cohesive devices, especially transitions |
CA/W/2/C/7/c. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with appropriate paragraphing |
CA/W/2/C/7/b. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with a logical order |
CA/W/2/C/7/a. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with an effective beginning, middle, and end |
CA/W/2/D/7/a. | Communication Arts | Writing | Compose well-developed text | Word Choice | 7th Grade | Compose text using precise and vivid language |
CA/W/2/D/7/b. | Communication Arts | Writing | Compose well-developed text | Word Choice | 7th Grade | Compose text using writing techniques, such as figurative language, sensory detail, and purposeful dialogue |
CA/W/2/E/7/a. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, capitalize within dialogue |
CA/W/2/E/7/b. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, use commas and quotation marks in dialogue, and semi-colon in compound sentences |
CA/W/2/E/7/c. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, use correct agreement of pronoun and antecedent, and consistent verb tense |
CA/W/2/E/7/d. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, use standard spelling and classroom resources, including dictionary, to edit for correct spelling |
CA/W/2/E/7/e. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, write legibly |
CA/W/3/A/7/a. | Communication Arts | Writing | Write effectively in various forms and types of writing | Forms/Types/Modes of Writing | 7th Grade | Compose a variety of texts, using narrative, descriptive, expository, and/or persuasive features |
Objective Notes/Essential Questions
Date | Note/Question |
6/25/2007 9:32:03 AM | 2) 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 AM | 6) 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? |