In this lesson the teacher reads another book, “Dog Breath, the Horrible Trouble with Hally Tosis” to students that exhibits the use of descriptive details in writing. Students need to pay close attention to the words that the author uses to help paint a picture in their mind, as to what Hally the dog looks like and what his silly problem is. I think it is important to not only provide students with samples of writing that include strong details, but also to read it to them so they can hear it in the writing. Students enjoyed this lesson because it was a funny story about a dog with bad breath. Most of the students could relate to the story because they have pets at home, and I think it's more beneficial when students are able to relate to the reading.
Date: Tuesday-December 8th, 2009 GLCEs: W.PS.03.01 Exhibit personal style and voice to enhance the written message in both narrative (e.g. varied word choice and sentence structure, character description) and informational writing (e.g. examples, transitions, grammar and usage). Objectives: Students will be able to recognize descriptive details within a text and be able to discuss the text and how using descriptive words helps paint a picture in their mind of what is written. Students will be able to model this by writing descriptive paragraphs to a prompt. Materials: “Dog Breath, the Horrible Trouble with Hally Tosis” by: Dav Pilkey Writing journals Pre-Assessment/ Prior Knowledge: Students will be familiar with words that are used to describe actions and characters. They will also be familiar with the task of creating a mental image of a story being read to them. Procedure:
Students will remain in their seats while I read “Dog Breath, the Horrible Trouble with Hally Tosis” by: Dav Pilkey.
We will talk about the book and discuss important parts in where it gave us a lot of descriptive detail. After discussing the book I will give them directions on their writing activity.
Students will be given the prompt: Write a detailed descriptive story about an animal with a silly problem. I will provide examples such as a cat with stinky toes, the horse with bad purple teeth, or a bear with no fur. They will be able to use any animal except for a dog and they can not use the problems of farting too much or having smelly breath.
Students will be expected to write for 30 minutes, continuously and quietly, in their writing journals. They will need to be able to generate ideas on their own and spell the best they can. I will expect at least two good paragraphs that give me a mental picture of what they are writing about.
Homework: None Assessment: I will be able to informally assess them by observing participation, focus on the lesson, and by walking around conferencing with students as they write. Formally I will have their two paragraph story to look at. Extensions & Simplifications: If time permits in their writing journals they will write a short paragraph about themselves using the descriptive word list created yesterday, if they did not get to that I will first have them make the list and then write the paragraph.
Writing
Lesson: Descriptive Details
In this lesson the teacher reads another book, “Dog Breath, the Horrible Trouble with Hally Tosis” to students that exhibits the use of descriptive details in writing. Students need to pay close attention to the words that the author uses to help paint a picture in their mind, as to what Hally the dog looks like and what his silly problem is. I think it is important to not only provide students with samples of writing that include strong details, but also to read it to them so they can hear it in the writing. Students enjoyed this lesson because it was a funny story about a dog with bad breath. Most of the students could relate to the story because they have pets at home, and I think it's more beneficial when students are able to relate to the reading.
Date: Tuesday-December 8th, 2009
GLCEs: W.PS.03.01 Exhibit personal style and voice to enhance the written message in both narrative (e.g. varied word choice and sentence structure, character description) and informational writing (e.g. examples, transitions, grammar and usage).
Objectives: Students will be able to recognize descriptive details within a text and be able to discuss the text and how using descriptive words helps paint a picture in their mind of what is written. Students will be able to model this by writing descriptive paragraphs to a prompt.
Materials:
“Dog Breath, the Horrible Trouble with Hally Tosis” by: Dav Pilkey
Writing journals
Pre-Assessment/ Prior Knowledge: Students will be familiar with words that are used to describe actions and characters. They will also be familiar with the task of creating a mental image of a story being read to them.
Procedure:
- Students will remain in their seats while I read “Dog Breath, the Horrible Trouble with Hally Tosis” by: Dav Pilkey.
- We will talk about the book and discuss important parts in where it gave us a lot of descriptive detail. After discussing the book I will give them directions on their writing activity.
- Students will be given the prompt: Write a detailed descriptive story about an animal with a silly problem. I will provide examples such as a cat with stinky toes, the horse with bad purple teeth, or a bear with no fur. They will be able to use any animal except for a dog and they can not use the problems of farting too much or having smelly breath.
- Students will be expected to write for 30 minutes, continuously and quietly, in their writing journals. They will need to be able to generate ideas on their own and spell the best they can. I will expect at least two good paragraphs that give me a mental picture of what they are writing about.
Homework: NoneAssessment: I will be able to informally assess them by observing participation, focus on the lesson, and by walking around conferencing with students as they write. Formally I will have their two paragraph story to look at.
Extensions & Simplifications: If time permits in their writing journals they will write a short paragraph about themselves using the descriptive word list created yesterday, if they did not get to that I will first have them make the list and then write the paragraph.