DIFFERENTIATED Name: Marina Culhane

LESSON PLAN FORMAT Grade I Subject Area:

s" grade

ELA

Type of Setting: PS 19 Bronx, New York 5th grade CTT classroom 27 students 12 IEP students Date of Lesson: September 25,2013

1. PURPOSE (concepts-Essential Questions): A descriptive essay "shows" the reader with creative and sensory images. Writers describe people,

places, things, experiences, emotions, situations and events. Writers use all five senses to paint vivid images that involve the readers' emotions and set their imaginations into high gear.

How do you make your writing more interesting for your readers? How do you describe something using your senses?

2. VOCABULARY & KEY TERMS:

Descriptive writing uses details to help the reader clearly imagine a certain person, place or thing. Five senses involve the use of seeing, hearing, smell, taste, touch Mental image is a picture we form in our minds

3. SKILLS: Listening Speaking Describing Applying Writing Working collaboratively 4. OBJECTIVE (S) (performance indicators-what the learner will be able to do as a result of this lesson):

Students will describe a scene using a picture by writing a descriptive essay Students will learn how descriptive words make their written work clearer and more interesting. Students will write to describe using all five senses.

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Students will identify and write topic sentences for descriptive paragraphs. Students will identify and write supporting sentences for descriptive paragraphs. Students will identify and write closing sentences for descriptive paragraphs. Students will write descriptive titles. Students will prepare for writing success on standardized tests.

5. COMMON CORE STANDARDS (identify which learning standards are being addressed within this lesson): SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. W.5.3 Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences. 6. PRE-ASSESSMENT (how you determined (I) that the objective(s) is/are appropriate for the leamer(s) or (2) at what level the learner(s) may be expected to meet the objective(s): Students have previously experience listening to the first paragraph of Patricia Polacco's book, The Graves Family rewritten by the teacher without the use of descriptive language and then reread the same story as written by Patricia Polacco and asked to compare and analyze which was the better piece of writing. Students have been led to see how the author's choice oflanguage is so important in creating images in our minds. Although the students have been practicing these skills, they have not yet mastered them and need more practice.

7. LESSON PRESENTATION: a) SET-INDUCTION (how you will get the leamer(s) interested and attentive and how you will activate prior knowledge:

I will start out by asking the students to come to the meeting area with their ELA notebooks. I will ask them to close their eyes and draw a picture in their minds about the story I am about to read. I will then proceed to read them a narrative that I wrote about an amusement park photograph. This narrative is lacking in detail and descriptive

language. After the reading I will call on volunteers to tell the class what they pictured in their minds. Since this first reading lacked descriptive elements, I expect the student responses to be vague. I will ask them why they are not clear about the place I have described? What was lacking?

Now I will read a narrative I have written about the same picture, this time using descriptive language utilizing my five senses to create and show, not tell the story. Again I will call on volunteers to describe the picture they have formed in their minds. I will ask them which story was more interesting and why? What made the second story a more vivid picture in your head? descriptive elements in the story? CalIon volunteers to give examples of some of the

I will place the picture of the amusement park experience on the document viewer. Then I will have them Turn and Talk with a partner about how accurate the images in their mind were to the actual picture. Talk about the elements that made the second

picture come to life, word choices the use of the five senses (sight, sound, smell, taste, and touch) that bring a story to life. They will have the opportunity to discuss with the class what they talked about with their partner.

b) PROCEDURE (detailed description of what you and the students will do during the lesson-this should include a description of activities, organization of the lesson. Provision for individual differences, process and products, tiered assigmnents and essential questions): I will focus the students' attention to the smart board where we will focus on techniques for adding details and descriptions in our writing pieces.

Tell them that authors often use the five senses to engage us and make us feel that we were there taking part in the experience, event or the action. I will place my descriptive essay on the document viewer and underline the words that are descriptive and utilize the 5 senses. Show students that these word choices and techniques bring a story to life.

Students will be asked to copy both the five senses into their notebook and the definitions into their ELA notebooks.

Students will then be asked to go to their groups that I have assigned. park experience. The graphic organizer

They will be

given a graphic organizer and each group will get a different picture of an amusement asks the students to write down details This will help them get their ideas down involving their five senses. They will also be given a sheet with the five senses on it; this will help them convey their thoughts. about the photograph. Once they are done using their graphic organizer, I will have them silently read the directions provided with the photographs. in will determine their instructions. Depending upon what level they are grouped I will expect my advanced students to be able to Students will then be expected They will

write more details and relate it to more memories than my students in the lower groups and the individual lessons will allow for differentiation. to write a well-organized, detailed descriptive essay about their photograph.

be allowed to use a thesaurus. I will go around and check students work progress.

c) Closure (what you will do or say to close the lesson and clarify objectives): Teacher will then call the class to attention and ask the following questions? How did using your five senses improve your thoughts and descriptions about your photographs? How did your writing improve when you used descriptive language in your writing? Ask the students to give you examples of descriptive language they used using the five senses: I.e.. SOUNDS: All around me there were kids laughing and squealing while screams rang out from this wooden beastly structure. SIGHTS: The lights from the wooden roller coaster lit up he darkening evening sky. SMELLS: The aroma of the freshly popped corn made my mouth water. 4

TASTE: Giant goose bumps formed on my tongue when I bit into the bitter tart sauerkraut on my hotdog. TOUCH: The cold slippery feel of the seats on the rides made me shiver.

8. MATERIALS and RESOURCES needed:

Pictures of amusement park scenes Smartboard Document Viewer Paper & Pencils Graphic organizer Rubric Thesaurus

9. FOLLOW-UP ACTIVITY OR ASSIGNMENT: Using the skill taught, the student will write an organized descriptive paragraph consisting of the following: Creative title Write an interesting topic sentence that tells the main idea. 5 descriptive sentences using word choices containing descriptive words utilizing as many of the five senses. (How does it look, sound, smell, feel or taste) A closing sentence that give closure or summarizes what you are describing.

10. EV ALUA TIONI ASSESSMENT (how you will determine and lor record whether, or to what extent the learner( s) met the objective( s) Students can be assessed in the following ways: Orally through their responses to questions asked in regard to and or the five senses.

Looking at the descriptions on their graphic organizers . Rubric to assess their individually written descriptive paragraphs .

11. DIFFERENTIA TED-have you made accommodations for different learning styles and disabilities? (Specify what strategies you incorporated to differentiate, and attach):

Group 1: Advanced group will write a three paragraph descriptive essay at home using all 5 senses and descriptive word choices. Group 2: Middle Group will write a one paragraph essay with an introductory sentence, use at least 4 sensory details and write a conclusion sentence.

Group 3: Low & Special Needs Students: will write a one paragraph essay with an introductory sentence, use at least 3 sensory details and write a conclusion sentence Have students underline or highlight key words or phrases in their written work. Use flexible grouping, peer tutoring, learning buddies, etc. Shorten or lengthen assigmnents while still maintaining the objective of the lesson Rewrite directions using less/more complex language Use sentence starter worksheet.

12. RESOURCES (annotated bibliography and annotated webliography) Works Cited "C&I." Curriculum Instruction and Instructional Technology:CI&IT:NYSED. N.p., n.d. Web. 24 Sept. 2013. <http://www.pI2.nysed.gov/ciailcommon_core_standards/>. "Teaching How to Write Descriptive Essays :eslflow Webguide." Descriptive Essays :esljlow Webguide. N.p., n.d. <http://www.eslflow.comldescriptivewriting.htrnl>. Teaching How to Write 24 Sept. 2013.

Web.

A Ride The sun had just gone down. The lights from the ride lit up the sky. All around there were kids. It amazes me why anyone would give up the safety and tranquility of the ground. My friend and I walked slowly over to seats to get ready for our ride. These chairs are not comfortable and have seatbelts. My friend sit. Once the worker fastened all of us into our seats, I knew that it's too late to change our minds. There's people screaming. Our ride just started. I tried to keep my mind calm. I suddenly realize that we are traveling at great speeds. The wind pushed my head against the seat. My hair blew in the wind. While I was scared at the same time I loved the feeling. This isn't so bad. Why was I even afraid in the beginning? I'm starting to like this. I touched the bar that layed across my lap but immediately brought my hands up around the seat belt. This was my first ride and now all I want to do is go on more rides.

A Thrilling Ride The sun had just gone down. The lights from the wooden roller coaster lit up the darkening evening sky. All around there were kids laughing and squealing while screams rang out from this giant wooden beastly structure. It amazes me why anyone would give up the safety and tranquility of the ground only to be tossed around like vegetables in a food processor My friend and I walked slowly over to a row of two seats to get ready for the ride of our lives. These chairs are not the most comfortable and have black and grey seatbelts that go around our shoulders. My friend, Shannon sits on the left side of me and my friend, Sean sits directly behind us. Once the ride worker fastened all of us into our seats, I knew that it's too late to change our minds. I looked over at Shannon. She smiled widely and said, "I lied. This is the scariest roller coaster here." AHHHHHHH!!!!! There's people screaming everywhere. In front, in back and on both sides of me. Our ride just started and people are already screaming their lungs out. I tried to keep my mind calm as we began to slowly rise up. Higher and higher. Prom my point, I could see most of the park. People are as tiny as ants from here. As we reach the peak, I suddenly realize that we are upside down traveling a great speeds. The strong wind pushed my head against the rubber black seat. My head bangs into the back of my seat multiple times. I could feel every sharp turn and twist because with each turn my head would sway along also. My long brown hair blew briskly in the shrieking wind. While I was scared at the same time I loved the feeling. It was exhilarating! This isn't so bad. Why was I even afraid in the beginning? I'm starting to like this. With eyes wide open I could see and feel us go up, down, left, right, upside down and all around. I sawall the lights of the rides far down below, heard all the shrieking screams of my fellow riders, smelled the cotton candy that Shannon held tightly on her lap. Quite honestly
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the smell made me nauseas. I touched the metal safety bar that layed across my lap but immediately brought my hands up around the seat belt to further secure my safety. Roller coasters aren't horrible, they just seem frightening from the outside. This was my first major roller coaster ride and now all I want to do is go on more amazing roller coasters.

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GRAPHIC ORGANIZER

SENSORY DETAILS CHART

EVENT TITLE VISUAL DETAILS SOUNDS

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SMELLS

1.

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2.
3.
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TASTES

1. '2.
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FEELINGS/ ,TEXTURES
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Descriptive Essay Rubric

CATEGORY
I

Title

I,
I

I:-itle is creative, sparks interest land is related to the topic.

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113
Title is related to the topic but lacks creativity

112
Title is present

Ir

No title present

l
I

Introduction

I
I
Sensory Details

Introductory paragraph clearly states subject of essay and captures reader's attention.

Introductory paragraph states su bject of essay but is not particularly inviting to the reader. Includes details that appeal to fewer than three of the five senses.

Introductory paragraph attempts to state subject of essay but does not capture reader's attention. Includes details that appeal to only one of the five senses.

No attempt is made to state the subject of the essay in an introductory paragraph.

I II
IWord Choice

Essay includes details that appeal to at least th ree of the five senses (taste. touch. sound, sight, smell).

Includes no details that appeal to one of the five senses.

! Sentence
I

Writer uses vivid Writer uses vivid words and phrases words and phrases that draw pictures that draw pictures in the reader's in the reader's mind. and the mind. but choice and occasionally the placement of the words are used words seems inaccurately or accurate, natural !seem overdone. and not forced. All sentences are well-constructed with varied structure.

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

I (Sentence

Structure Fluency)

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or cliches may be present and detract from the meaning. Sentences lack structure and appear incomplete or rambling.

Most sentences are Most sentences are well-constructed well-constructed with varied but have a similar structure. structure.

I
I,

IGrammar, Spelling, ICapitalization, & I Punctuation

There are no errors There are some in grammar, errors; however, spelling. these errors do not capitalization, or distract the reader. IPunctuation.

There are errors that distract the reader.

There are serious errors that interfere with the reader's understanding of the essay.

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Group 1 What to do next: Look carefully at your picture and your completed graphic organizer.

Write an introduction to include why this place is important or interesting. Paragraph 1: Describe the activities and what happens here. Paragraph 2: Describe the sensory details: sights, sounds, smells, tastes, sounds Paragraph 3: Summarize why this place is important or interesting and why you like it.

Group 2 What to do next: Look carefully at your picture and your completed graphic organizer.

-----~~-

~~

~=.- -~-

Write a one paragraph essay to include: an introduction to include why this place is important or interesting 5 sensory details sights, sounds, smells, tastes, sounds you observe in the photograph Conclusion summarizing why this place is so exciting

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Group 3 What to do next: Look carefully at your picture and your completed graphic organizer.

Underline all your descriptive words that talk about the sights, sounds, smells, tastes, sounds you observe in the photograph Complete the sentence starters Use the sentence starters to write a paragraph Be sure to have an introductory that describes your photograph.

sentence and a conclusion.

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