Lesson Plan Format

NAME: Hannah Weinberg-Kinsey

Lesson Title: Figurative Language Object Writing Grade level: 8
Total Time: 96 minutes
# Students: 25
Learning Goal:
(Content
Standard/Common
Core)

Craft and Structure: Literacy.RI.8.4 analyze the impact of

specific word choices on meaning and tone.
Writing Standards: Text Types and Purposes: Literacy.W.8.3d Use
precise words and phrases, releveant descriptive details, and
sensory language to capture the action and convey experiences and
events.
Vocabulary Acquisition and Use: Literacy. L.8.4c Consult general
and specialized reference materials (thesaurus), both print and
digital, to find the pronunciation of a word or determine or clarify
its precise meaning or its part of speech.

Target Goal or Skill:

Write a personal narrative.

Essential Question(s):

How does descriptive language communicate accurate messages?

Topical question(s):

How can descriptive language accurately describe one object?

Instructional
Objective(s):

SWBAT
1. Write a descriptive paragraph about an object in their
personal narrative WITHOUT using the name of that object.
2. Edit that paragraph by changing at least two words utilizing
a thesaurus.
Formative Assessment:
Evaluate paragraphs about object in their personal narrative.

Assessment
(Criteria / Look Fors/
Performance Tasks)

Disabilities/Diverse
Needs Represented
Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)

Summative Assessment:
(Not in lesson, but in futureplanned by Ms. Bilda) Extended
Personal Narrative
Hispanic population
Game. Quick Write Prompts. For students needing motivation.

Introduction:
(including motivational
hook where applicable)

20 minutes --Taboo Game: Were going to a play a game to help

us think word choice and descriptive language.
Game directions: One person tries to get the group to guess a word
on the card, but that person cannot say that word or a list of related
words. Teacher models before students play in small groups.

Learning Activities:

10 minutes Group Discussion/Analysis of Game: (In big circle).

Ask questions and call on students.
--Describe the rules of the game.
--Why did the game maker choose the words on the list on the
card? (The words relate to and describe the topic.)
--Was it difficult to describe the word without those descriptive
words? (YES)
--Would it have been easier to get the person to guess the topic
word if you could have used the words on the list? (YES)
BIG IDEA: Communication is successful when we are accurate
with our language. We can become more accurate in
communicating messages if we use descriptive words. If we use big
juicy adjectives, figurative language, and lots of description, writers
have a good chance of readers understanding their message. As
writers ourselves, we need to practice using lots of juicy words to
makes sure readers know what we mean.
Im going to pick something in the word and describe. First Im
only going to use one word and then Im going to use lots of
descriptive language. See if you can guess what it is
10 minutesMini LessonUsing a Thesaurus (in print and on
Chrome books) One way to get ideas for descriptive language is
using a thesaurus
A Thesaurus is a book of synonyms and antonyms. You can look
up a word you know and find others words that mean the same or
the exact opposite.
--Demonstrate use with print thesaurus
--Demonstrate use of the following websites
------ http://www.thesaurus.com/
------https://www.wordnik.com/
20 minutesGuided Writing. Choose an OBJECT from your
personal narrative Write a paragraph that describes this object, but
you CANNOT EVER use the NAME of that object.
--At the end of the exercise, hear student paragraphs and try to
guess what your object is.
--Purpose: accurately tell us what your object is, but not directly

(like saying it is a necklace). Tell us using descriptive language.

--Use the thesaurus to edit your paragraph.
--3min brainstorm
--10 min fast and furious writing
--5 min thesaurus edit
Closure:

20 minutesSharingGive students the opportunity to share in

front of whole class. See if other students can guess the object.
--If applicable, explain how descriptive language makes writing
interesting and even explains more than simply what something is
but why its important.
15 minutesIndependent Reading

Language Demands:
Function
Vocabulary
Syntax
Discourse
5 Questions (Blooms or
DOK)

Describingdescribing an object
Synonym, Antonym, thesaurusDefinitions on board and
explained by teacher. Taboo card words.
Sentences. Words (game).
Discussion with teacher as leader. Group work--Read paragraphs to
each other.
1. Remembering: What is a synonym? What is an antonym? What
is descriptive language? What is a thesaurus?
2. Understanding: How can you make your writing more
descriptive?
3. Applying: How would you apply what you learned when writing
a personal narrative?
4. Analyzing: What evidence can you find that word choice
matters?
5. Evaluating: Can you assess the value or importance of editing for
word choice and descriptive language?
6. Creating: What words would you change in your paragraph to
improve descriptive language?

Curriculum (APA)
e.g.

Follows Idea from Ms. Bilda and Ms. Bennets unit plans, which
follow the Common Core.

Investigations in
Number, Data, and
Space. (2012).
Pearson.

Materials

Notes

Taboo Cards. Chrome books. Laptop/Projector.