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Descriptive Writing Lesson Plan

Grade: 2

Subject:
Language
Overall Expectation(s):From The
Ontario Curriculum
(1) Generate, gather, and organize
ideas and information to write for an
intended purpose and audience

Big Ideas/ Essential/ Enduring Understandings:


Descriptive Writing
Specific Expectation(s): From The Ontario Curriculum
(1.4) Sort ideas and information for their writing in a variety
ways, with support and direction (e.g. by using simple grap
organizers)

(2.7) Make simple revisions to improve the content, clarity,


and interest of their written work, using several types of
strategies
(3.6) Proofread and correct their writing using a simple
checklist or a few guiding questions developed with the
teacher and posted for reference

Catholic Graduate Expectations:


A self-directed, responsible, lifelong
learner

Cross-Curricular Connections:
Science- Life Systems Unit

Learning Goal: (We are learning)


(Based on curriculum expectations)
We will learn how to create descriptive writing pieces about our favourite animals
I am successful when I can:
(Based on learning goals)
I will be successful if I
sort ideas and information by using a graphic web organizer
include many descriptive words & sentences in my paragraph
follow the descriptive writing checklist
Learning Skills:

Assessment / Evaluation:

Responsibility Organization Independent Work


Initiative
Self-regulation
Collaboration

Resources/Materials:
Chart Paper to write the format of the
descriptive writing activity

Recording Devices:
Anecdotal Record (throughout the writing
process)
Checklist (for the graphic organizer and during
paragraph writing)
Writing Rubric (for evaluating final paragraphs
________________________________________
For Learning
As Learning
Of Learning
_______________________________________

D.I./Accommodations (content/process/produc

Explain new vocabulary Use visuals, models, graphic organ


Extension/challenge
Scribe for student
Use of manipulatives
Wait time or extra time

Peer tutor
Chunking
Use Technology

Model highlighting key points


Change grouping, seating, quiet
Use a timer Other:

Teaching/Learning Strategies:
Accountable Talk
Presentations
Jig Saw
See/Think/Wonder
Think/Pair/Share
Class Discussion Role Playing
4 Corners
Problem Solving
Textbook
Placemat
Field Trip
Brainstorming
KWL
Gallery Walk
Hot Seating
Read-Aloud/Think Aloud/Interactive Read-Aloud Shared Reading/Writing

Essential Questions:
Do I organize my ideas using a graphic web
organizer?
Do I follow the checklist when Im writing the
paragraph?

Timing:

Video
Drama/Tableaux
Exit Card
Small Groups
Debate
Inside-Outside Circle
Choral Reading Readers Theatre
Guided Practice Independent Practice

Next Steps (Extension/Homework):


Descriptive Writing Final Copy

The Learning Activities: Sequence

2 lessons 1
hour each

Minds On:
Explain that descriptive writing includes descriptions of a person, place, or thing, so
that a picture is formed in the readers mind. The students task is to write about
their favourite animal (different from the mammal they chose for their science
project, and could be a fish, reptile, etc.). The students are to use lots of descriptive
words in their writing. Remind students that these descriptive words are also called
adjectives.
To begin, tell students that before writing, it is best to organize our ideas about our
topic, so that we have something to look back to when we begin to write out our
sentences. Create a graphic web organizer and model an example for students.
Diet
1 point

Habitat
2 points
Favourite
Animal

Interesting
Fact
2-3 points

Appearance
3 points

Descriptive Writing Model


Model a descriptive writing sample about a chosen animal. Show students the
format for their descriptive writing, which will be written on chart paper (with a
Beginning, Middle, and End).
Go through each part and ask students to create the sentences, using information
from the graphic organizer. Write down their ideas on chart paper and create a
paragraph (Shared Writing).
Make this sample paragraph on chart paper and the paragraph format as
references for students to follow (or use them as mental checklists) when they
begin to write their own.
*Remind students to bring their research (books, animal cards) on Monday to begin
their graphic organizers
Action:
Students will create their own graphic organizers in their writing books about their
animals, using their books and animal cards.
Check the graphic organizers to make sure students have filled in each section
properly.
Lesson 2
Students will begin to write their paragraphs independently, using their graphic
organizers. They will follow the format on the anchor chart. They can also use the
sample paragraph we created last Friday for reference.
Guide students who need extra help or prompt them to follow the checklist.
Consolidation:
Time Permitting
(or for students
who finish
early)

Have a writing conference with students who are finished.


Students can share their final descriptive writing with a partner.

Return to the success criteria for the day to check for understanding and completion.

Paragraph Format
My Favourite Animal

Introduce the animal you chose and describe why you chose it
Identify what animal group it belongs to and how you know
Did you know..(interesting fact)

Describe what the animal eats (diet)


Describe where the animal lives (habitat)
Write 3-4 sentences describing the physical appearance of the animal
Describe something interesting about the animal that you havent already
described (ex. Behaviour)

I wonder

Writing Rubric
Categories

Level 1

Level 2

Level 3

Level 4

Reasoning

The students
writing:

-uses very few


supporting details

-uses some
supporting details

-uses sufficient
supporting details so
that the description
makes sense

-uses many
supporting details
that enhance the
description

-does not use


connecting words
to link simple
sentence

-uses few
connecting words to
link simple
sentences

-uses some connecting


words to link simple
sentences

-uses a variety of
connecting words to
link sentences
effectively

-uses few
descriptive words
effectively

-uses some
descriptive words
effectively

-uses many descriptive


words effectively

-all or almost all


descriptive words
are used effectively

-is unable to
accurately follow
class outline

-follows some of the


outline accurately

-usually follows the


outline accurately

-completes all
components of the
outline accurately

-follows 1-2/8
components of the
outline

-follows 3-5/8
components of the
outline

-follows 6-7/8
components of the
outline

-follows 8/8
components of the
outline

-uses a few of the


conventions studied

-uses some of the


conventions studied

-uses most of the


conventions studied

-uses all or almost


all of the
conventions studied

-shows some
evidence of
spelling strategies
(High-Frequency
Words/ Word Wall
Words)

-uses both phonetic


and conventional
spelling for familiar
words

-uses conventional
spelling for familiar
words and phonetic
spelling for unfamiliar
words

-uses conventional
spelling for most
words

-makes many errors

-makes some errors

-makes few errors

-makes almost no
errors

number and
relevance of
supporting facts
and details

Communication

sentence
structure

Organization

structure
(follows
classroom outline)

Conventions

grammar

spelling

punctuation