Descriptive+Paragraphs

Descriptive Paragraphs Definition: binoculars: a sentecne in which the author focuses in on one detail. Example: a deer's antlers, its tail, ects. snapshot: a paragraph where the author describes a scene, person, etc. A snapshot is made up of several binoculars.

Note: Write steps does this a little differently. See pages 109-122.

Day 1 The learner will draw a picture from a descriptive paragraph. The learner will define a snapshot. Input 1. Read the following paragraph to students:

The great, dark trees of the Big Woods stood all around the house, and beyond them were on the trees and beyond them were more trees. As far as a man could go north in a day or a week, or a whole month, there was nothing but woods. There were no houses. There were no people. There were only trees and wild animals who had their homes among them.

Point out that it consists of several binoculars put together into a paragraph this creates a picture of an entire scene just like a camera would. The author is showing the reader a picture this is called a snapshot. A binocular focuses on just one thing and a snapshot focuses on the whole pictures. 2.Another example--snapshot of a house She found the house in a pleasnat street where each smallish building was separated from its neighbors by a bit of garden. It was a mondern brick house that could not have been cheap to buy and the name on the gate said COSY NOOK.

3. Read a description from James and the Giant Peach. (I have hand out for this if you want it.) Have students draw a picture based on this descritpion. (from James and the Giant Peach) Aunt Sponge was enormously fat and very short. She had small piggy eys, a sunken mouth, and one of these white flabby faces that looked exactly as though it had been boiled. She was like a girate white soggy overboiled cabbage. Aunt Spiker, on the other hand, was lean and tall and bony, and she wore steel-rimmed spectacles that fixed onto the end of her nose with a clip.

Independent activity write in journal

Day 2 TLW write a descriptive paragraph. Input 1. Brainstorm possible topics to write about. As a class write a descriptive paragraph on the overhead. 2. With a partner, write a descriptive paragraph of a messy room. 3. If time, share these paragraph.

Day 3 (Note: Depending on how well the students are understanding this concept, you may be able to skip this day.) TLW write a descriptive paragraph. Input 1. Have students choose calendar picture. With a partner, write a description of the picture 2. Share pictures.

Day 4 TLW write a descriptive paragraph. Input 1. Students choose a picture to independently write a descriptive paragraph of. They are going to secretly do this. After students finish, hand the pictures up. Read the descriptions and everyone tries to guess which picture it is.