Download Writing to Create Imagery

Grade 2
Module 4-1
Lesson D: Writing to Create Imagery
Content Overview for Lesson
In this lesson, use excerpts (minus the descriptive words) from a previous
read aloud to demonstrate the importance of using precise words when
writing for an audience. Students will generate precise words to describe
objects and then use this strategy to revise a piece of their own writing.
Teacher Preparation
Obtain Miss Tizzy by Libba Moore Gray or another picture book that uses
precise words to create visual imagery.
Write a few excerpts from Miss Tizzy or a book of your choice without the
descriptive words on a chart or overhead transparency. Here is an example
from Miss Tizzy without the descriptive adjectives. Miss Tizzy always wore a
hat with a flower in it and tennis shoes. Miss Tizzy’s house sat in the middle
of the street. Miss Tizzy’s cat slept in a box. Sometimes he climbed on her
shoulders.
Create a Two Columned Chart labeled: Details, More Specific
Generate a list of nouns such as car, dog, house, etc. that students will add
descriptive details.
Create a short paragraph without descriptive words that you will use to
demonstrate revision. Make a transparency or use a Document Camera.
Instructional
Considerations
(Misconceptions/Common
Errors,
Additional Instructional Strategies)
Students tend to use the first words that come to their mind when writing
because they usually know how to spell those words. Students need to hear
books read aloud and to discuss the specific language that the author uses in
order to be able to use it in their own writing.
Key Vocabulary and Concepts
Revise: reworking a written draft to improve it by adding or taking out
information, combining and reordering words, sentences, or paragraphs,
and/or improving word choice.
Think aloud: making your thinking visible to demonstrate a strategy.
Objective for Lesson D
The student will use precise words in a piece of writing that will allow the
reader to create visual images.
Materials Needed
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Miss Tizzy by Libba Moore Gray or another picture book that uses
precise words to create visual imagery.
A few excerpts from Miss Tizzy or a book of your choice without the
descriptive words. For example, Miss Tizzy always wore a hat with a
flower in it and tennis shoes. Miss Tizzy’s house sat in the middle of
the street. Miss Tizzy’s cat slept in a box. Sometimes he climbed on
her shoulders.
2 Column Chart labeled: Details, More Specific
Teacher created rubric for precise words.
Teaching Lesson Introduction to the lesson
Demonstration and Guided Practice:
Reread Miss Tizzy and ask the students to listen for the descriptive words in
the text that helps the reader create a visual image when they are reading.
List the descriptive words on a piece of chart paper.
After you have read the book, show the students the excerpts without the
adjectives and adjective phrases on the overhead or on a piece of chart
paper. List the noun on the chart under detail and ask the students to think
of words that would go in the second column that would help the reader
create a visual image of the object. Discuss the words that the author chose
to use. Have students discuss the difference between the excerpts and the
real text. When students are allowed to talk with each other it expands their
thinking and deepens their understanding.
Put students in pairs and give them several details and have them work
together to write a more specific description. For example if you gave them
the word car, they might write fire engine red mustang convertible.
Have students share with whole group and discuss the visual images
represented.
Display the paragraph of your own writing without the descriptive words and
demonstrate using a think aloud how you would revise the writing by using
more precise words.
Have students look through their writing folder and choose a piece of writing
that needs more precise description. Have students locate the words and
revise for more descriptive details.
At the end of writing time, have students share with their partner the
changes they have made. Select a few to share with the whole group.
Confer with individual students during independent writing to determine
whether they are able to use this strategy to revise their writing. Record
notes in your conference notebook. Use the conference notebook to plan
instruction.
Assessing
the Lesson Formative Assessment and Summative
Assessment
Formative Assessment
Observe students during completion of chart for precise word choice.
Observe partners during completion of chart for precise word choice.
Confer with individual students to determine student’s ability to revise for
precise word choice.
Summative Assessment
When students are ready, use a teacher created rubric or the South Carolina
Extended Writing Rubric to assess a piece of their writing for precise word
choice.
Extending the Learning
Differentiation and Enrichment
Provide a variety of fiction and nonfiction books at all levels for students.
Intervention
Provide small group or one-on-one instruction for those students needing
more assistance with revising for precise word choice.