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  • Sweet Words

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    Using a candy bar as their focal point students will use descriptive writing to describe the look, physical and emotional feel, smell, and taste of their candy bar.

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    Using a candy bar as their focal point students will use descriptive writing to describe the look, physical and emotional feel, smell, and taste of their candy bar.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    101 views3 pages

    Sweet Words

    Uploaded by

    api-213590776
    Using a candy bar as their focal point students will use descriptive writing to describe the look, physical and emotional feel, smell, and taste of their candy bar.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 3

    Cameron Bancroft

    SWEET WORDS Grade Level- 4th Time: 40- 50 minutes CORE: W 4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W4.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. d- Use concrete words and phrases and sensory details to convey experiences and events precisely Materials: Paper Pencil Candy bars Writing journal/ Candy bar writing sheet

    Cameron Bancroft

    Objectives: Teach the students to be more descriptive in their writing. Using a candy bar as their focal point students will use descriptive writing to describe the look, physical and emotional feel, smell, and taste of their candy bar. Introduction: Leaving the candy in plain sight through our first few hours of the day will draw some questions and build anticipation for the writing lesson. I will hold up the container of candy and explain that everyone will be receiving a piece of candy; however, they are not allowed to touch it once I place it on their desk. As I pass out the candy the anticipation will build. Once all the candy is passed out I will give the instruction that we are going to be using the wrapper later so they must be careful when opening it. At this point the students will be allowed to open the candy but they are not allowed to eat it. Students are to place it on top of the wrapper and look at it. Procedure: The students did an activity last week where they looked at me and then tried to write a picture of what they saw. I am going to refer back to this lesson to help me describe what we are going to be doing with the candy. Their first instruction for writing will be that they are going to write a few sentences about what the candy bar looks like. I will tell them not to touch it, but they should be describing what it looks like with great detail. Next, I will tell the students that we are going to be describing how it physically feels. They may pick up the candy and touch it, focusing only on how it feels. I will suggest closing their eyes so they can focus on just one sense. The students will then smell the candy and describe how they perceive the scent. I may ask them to compare it to something to give others a better idea. Finally, the students will get to the sense they have been longing for. I will tell the students that we are about to taste the candy, but we are only allowed to take a small bite. They will describe how it tasted to them. After they have described the taste they may enjoy the rest of the candy in silence. This, however, is not the end. The students are going to describe how they are emotionally feeling now that their candy is all gone.

    Cameron Bancroft

    Closure: We will talk about using description in our future writing activities and also about using different synonyms to make our descriptions stand out. We will do peer and group sharing of the students writing. Time may become a factor; however, we will share during our next writing lesson. The students will also put a hook on the beginning of their story. They have a list of hooks from a previous lesson in their ELA folder. They will also add a closing to round out their story. If time runs short we will continue this activity the next day. I will collect the wrappers to make a bulletin board later.

    Assessment: I will be walking around the room observing how each student is using descriptive words to see if they are able to use detail to describe what they are experiencing. I will also be collecting the writings after we have spent more time refining them.

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