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Alicia Hewitt & Lauren Reavis

Narrative Mini-Lesson
Descriptive Writing
6th grade ELA

Mini-lesson
Strand/Content Area: Language Arts
Grade: 6th
Essential Standard: CCSS.ELA-LITERACY.W.6.3: Write narratives to develop real or
imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences.

Clarifying Object: CCSS.ELA-LITERACY.W.6.3.D: Use precise words and phrases,


relevant descriptive details, and sensory language to convey experiences and events.
Materials: Hersheys kisses, Lifesavers, note cards, pencil, PowerPoint presentation
Review: Display a video of a puppy on the screen. Ask students to describe the puppy.`
(what it looks like, how it moves, sounds, etc.) Make a bubble chart on the board to write
down students ideas.
Focus: Go over the bubble chart with the class. Discuss how descriptive words help identify
it.
Teacher Input: PowerPoint presentation:
What is descriptive writing?
Puppy video
Edit of UFOs in space with music (visual & audio aids)
You are an alien who has landed in a deserted forest.. On the ground is a single,
lonely UFO your task is to describe this UFO. Remember, you have never seen or
heard of Hersheys kisses before!
Guided Practice: Students will choose one partner to work with. Each student will receive a
Hersheys kiss or Lifesaver and a note card.
Powerpoint slide for: how does it smell, feel, taste sound. Students will write their
best descriptive words/phrases on their note cards.

After note cards are filled out, the class will come together and share their best
words for each category.

Independent Practice: Students will then independently write a story describing how the
UFO got to be in the forest Remembering to show not tell!!!
Rationale: Writing descriptively, or showing and not telling, is an important aspect of writing
a narrative and appealing to an audience. According to Janet Black, students are able to
write better descriptive words when they are presented with sensory aids like visuals and
sound. By having students watch a video of a puppy, they will be able to see and hear what
the dog is doing. By giving them tangible items like Hersheys Kisses or Lifesavers, they
have objects to hold and interact with by touching, smelling, tasting, listening, and seeing.
This will help them learn how to write descriptively by appealing to all of the senses.
Formative Assessment: Through class discussions of the puppy video and their note
cards, students will share with the teacher if they understand how to use descriptive
language.
Summative Assessment: As a part of a larger unit on writing narratives, students will write
a narrative in which they are an alien and find a UFO. They will be required to include all of
the aspects of a narrative, including the descriptive language they learned in this lesson.

Teaching Point:

CCSS.ELA-LITERACY.W.6.3.D: Use precise words


and phrases, relevant descriptive details, and
sensory language to convey experiences and
events.

CONNECT Students learn why todays


instruction is important to them as
writers and how the lesson relates to
their prior work. The teaching point is
stated.

CCSS.ELA-LITERACY.W.6.3: Write narratives to


develop real or imagined experiences or events
using effective technique, relevant descriptive
details, and well-structured event sequences.

TEACH The teacher shows the students


how writers go about doing whatever is
being taught. We may teach by
demonstrating (modeling how and when
writers use this strategy or concept in
their work rather than simply telling
what writers do); explaining and showing
an example; involving the class in a
shared inquiry; or taking them through
guided practice

Review: show dont tell


Dog video
Class bubble chart

ACTIVE ENGAGEMENT After we teach


something, students are given a chance
to quickly practice what has just been
taught or to share noticings about the
demonstration in order to understand a
kind of thinking about the demonstration
in order to understand a kind of thinking
about writing that they can try in their
own work.

Hersheys and peppermint


You are an alien who has landed in a
deserted forest.. On the ground is a single,
lonely UFO your task is to describe this
UFO. Remember, you have never seen or
heard of Hersheys kisses before!
Students will choose one partner to work
with. Each student will receive a Hersheys
kiss and note card.
Each person fills out their note card with
words that describe sigh, touch, sound,
smell, taste
Class will share their best words/phrases

LINK The teacher reiterates what has


just been taught, adding it to students
growing repertoire. Students are
reminded that todays lesson pertains
not only to today, but to every day and
to strengthen their writing for the
specific unit inquiry.

Students will independently write a story


about how the UFO got to the forest
A part of a larger unit on narratives

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