Course: English Language Arts Unit: Descriptive Writing & Science Integration Date: The Unit will Start

at the Beginning of October Grade Level: 4 Lesson(s) Topic/ Idea and Outcomes Gain an understanding of students prior knowledge and begin to introduce descriptive writing and figurative language Learner Activities Students will create individual KWL charts to demonstrate prior understanding of the topic. Bring them back to a larger group to watch YouTube videos as an introduction, followed by first power point lesson Materials Comments

-Writing/drawing journals, We want to be able to assess -Pens/pencils/coloring tools where students are, and what - KWL Chart they want to get from the unit. http://www.youtube.com/wat ch?v=7UaKYOEc5h8 By knowing where our http://www.youtube.com/wat students are we will know ch?v=p50_yNQLj5c where to begin scaffolding, by seeing their level of concept knowledge

Time: 1-2 days (2- 60 min sessions) Mystery Bag & Five Senses Chart Activity

Students will listen to informative picture book, Spiky, Slimy, SmoothWhat is texture? by Jane Brocket & the The Black Book of Colors by Menena Cottin

Spiky, Slimy, SmoothWhat is texture? By Jane Brocket

Picture books will allow students to see the importance of descriptive writing and how it is use in The Black Book of Colors both formative texts and By Menena Cottin picture books.

Students will be in groups and will have an object from mystery bag. Using the 5 senses chart- make notes on senses. Nominate recorder & speaker. Have a larger group discussion- share ideas

Mystery Bag with Students will be pushed to objects use unique descriptive words Creative Journals while working Visual aid of 5 senses collaboratively to generate web ideas. Pencil/Eraser See others perspectives and Dictionaries/Thesaur have an understanding that uses there are multiple ideas. Pencil/eraser Creative Journals 5 Senses Chart We want to push students to use juicy words If partner does know what you are describing, maybe students should go back and add/change words Encourage to use classroom word wall

Time: 1 day (60 min) Individual Writing Piece Students will create a web in their journal- center of web will be their favorite food, color or room in their house. Come up with ideas that reflect their 5 senses. Students will then create sentences. Show me sentences, rather than tell me. Students will share these sentences with a partner, have partner close their eyes and see if they can develop a Time: 1-2 days (60 min) picture in their minds. Individual Writing Piece Students will develop paragraphs from Final Paragraph their descriptive sentences. Without using the name of the food, color, or room in the house in the writing. They will create a rough draft that will

Pencil/Eraser Creative journal Computers/I-pads Pastels, pencil crayons, water paints (art supplies)

Will document pictures or take video clips of students working on activity Ask questions: What do you like

be peer edited by 2 classmates and the 3rd edit will by the teacher. Students will get time in the class to use computers and type up their paragraph.

Dictionaries/Thesaur uses

about this project? What is the importance of descriptive writing?

They will get to create a illustration that goes with their writing piecepencil crayons, water paints, or pastels. Time: 4 Days Introduction to prompt Student may take notes as a reminder -Writing/drawing journals project, objectives, show or to clarify key concepts. They will -Pens/pencils/coloring tools example, and revisit then shift into group work and choose - PowerPoint lesson & 3 PowerPoint lesson on picture prompts, sharing with the picture prompts figurative language, the group. senses, and how they can be incorporated into descriptive writing pieces.

This final piece will be showcased outside the classroom. Students should be displaying some level of understanding at this point in the unit. Their understanding of descriptive writing should be able to be described using the prompts.

Time: 1 day (60 minute session) Students will use picture prompts to demonstrate their knowledge of descriptive writing.

Recap last days class, summary of -Picture prompts notes, & have groups share their best -Paper bags prompt. Use this to re-introduce the project & have students select two picture prompts (unseen) out of a paper bag. Have students brainstorm ideas Time: 2 Days (2, 30 minute sessions) independently and then share with

At this stage, encourage students to select prompts that they can most creatively utilize to formulate the best piece of descriptive writing. By having them brainstorm, the students will get an idea

group.

of which one will be best used. This opportunity for choice will hopefully get them excited. It will be important to make sure the students have selected a picture, and are on task, especially during group time. This is a time where I can walk around and have 1 on 1 time with students who may be struggling.

Students will participate These days will be used as writing -Picture Prompt in a writers workshop to workshops for students. I will be able -Journal generate their writing to work, write, and check to ensure -Writing tools pieces. Students will students are on task. Using their -Thesauruss on have the opportunity to brainstorming, students will begin to computer/iPad/book work in groups and write their descriptive writing narrative independently, as well as via the picture prompt. On day one 1 on 1 with the teacher to they may choose to work in groups for assist those with needed the class to work with ideas they supports. have brainstormed. Time: 2 Days (2, 1 hour sessions) This final component Students will share, provide feedback -Edited descriptive writing will generate an online for each other, and help edit each -Laptops from laptop cart or forum for the students others work. Students will then be classroom computers writing through a utilizing the laptops from the laptop -Any additional resources technological component. cart to insert there voice thread & students want to add to Students will go through picture. VoiceThread (ie, additional a peer editing process a) find picture prompt from class folder pictures, music, etc.) before posting, and be containing all pictures able to utilize various b) insert picture & writing into voice forms of expression to thread, which will already be set up for speak to their writing and them picture prompt. c) add voice, quotes, or other

Students may need help using technology, however the program will be familiar to the students so they will know how to upload their pictures. This component of the project will especially assist students with varied levels of writing needs as they can speak to their writing, and add quotes or music. This may play to

components if so desired Time: 1-2 Days (2, 45 minute sessions) Day 1: Shadow Walk -Participate in the shadow walk -Markers -Make observations about their -Poster paper shadows -Journals Using knowledge of -Share findings from the shadow walk descriptive writing and/or past experiences with the class students will be -Understand that shadows are created incorporating into the from the absence of light science unit promoting -Review the concepts opaqueness, interdisciplinary translucency, and transparency -Write/draw findings in journals (Combination of Grade 4 utilizing descriptive language Unit Light and Shadows and ELA)

different students strengths.

Taking what students have worked on in Language Arts and Science, we hope to expand upon these connections already introduced in previous lessons

Time: 45 mins Day 2: Exploring the Size of Shadows

Time: 45 mins

-Explore shadows with flashlights in -Flashlights groups using opaque, translucent, and -Writing tool to record transparent objects observations -Understand that the size of the shadow -Journals of an object changes depending on multiple factors allow students to explore those factors -Experiment and write findings in journals which will be used towards

-Focus on the Program of Studies (e.g. student curiosity, open-mindedness, flexibility) in regards to Science -I will be looking for students abilities to work well in groups

their final descriptive writing project

Day 3 -Warn and explain to students why -Mirrors or mirror chips/ Focusing on the sun as a they should never look directly at the Plasticine/ paper / tape light source sun (individual responsibility and -Mirror chips/ pocket safety) mirrors/ cardboard boxes/ -Create a Sun-Camera binoculars/ papers -Take students outside to plot the -Journal entries Time: 75 mins movement of the sun Day 4 -Students will plot the length of a day -Shadow sticks/chalk/metric Exploring length of day for a period of time (possibly over rulers several work periods). Ensure students -Journals understand that the length of day is related to the sun Time: 75 mins -Draw and/or write observations and inferences in journals Day 5 & 6 They will write a descriptive story Descriptive Writing Final about light and shadows using rich Project adjectives, figurative language and their senses. Based on students collection of findings and observations they have recorded in their journals students will apply skills and knowledge to the -Journals -Computer/internet access -Writing utensils

-This activity will have to be done on a sunny day

-This activity is designed to engage as many learners as possible and to promote learner differentiation -Focus on inquiry-based learning

-ELL students can decide to write their story by hand, on the computer, or tell it to me orally This project will incorporate what skills the students have acquired throughout the unit and will continue to use throughout the year

final writing piece **The Light and Shadow Unit may be expanded over a longer period of time

Time: 2 60 min periods each day Learning Objectives: (Program of Studies)

General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

Students will have the opportunity to transform visual prompts, to written expression, and then integrate technology and aural components. Visual prompts include; pictures, story books, mystery bag items, and flashlight activities Exploration of thoughts and feelings will be explored using figurative language and sensory descriptors in their writing Previous experiences or connections will be utilized for reference point in students writing Creative voice and individuality will be expressed throughout various activities in the unit that address a wide range of student learner needs

General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. Students must respond critically to visual prompt in order to describe to the reader what the prompt is showing Students can critically evaluate his or her writing, as well as their peers, to provide feedback to generate a higher level of descriptive writing General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information. Students will have to learn to manage and transform ideas from visual, to written, as well as integrate other disciplines

(Science), as well as technological components Students will have the opportunity to demonstrate their understanding through various forms; ie. Journals, observations, charts and maps.

General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. Students are provided the opportunity to practice effective strategies for using language with precision, clarity, and artistry throughout the descriptive writing unit. The unit has been developed to scaffold skills, and in turn enhance the clarity of their communication General Outcome 5 Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Students will have the opportunity to share ideas, brainstorm, edit, and work co-operatively to achieve a higher level of writing The showcasing of writing activities will give students an opportunity to represent themselves and better understand their classmate, supporting respect in the classroom while building community connections

Outcomes Students will be able to know how to display an understanding for descriptive writing utilizing sensory details and figurative language Students will be able to describe and use their senses to create writing pieces, including webs, charts, and prompts Students will demonstrate their acquisition of writing skills throughout the scaffolded lessons Students will know how to utilize technology to be support and display their writing pieces, providing them with an opportunity to take ownership for their work Students will know how to form connections from different disciplines and use them to create a highly descriptive piece of work Students will know how to inquire to gain understandings, record observations, and transform the learning into writing inquiry based learning.