English 11 Unit 4 Lesson 2 Description

Lesson 2
Description
Distinguish between
Learning patterns of development in
Competency writing, namely, narration,
1 description, definition,
exemplification, and
classification (EN11/12RWS-
IIIbf-3).
Objectives
● identify the patterns of descriptive writing; and

● write a simple descriptive paragraph.
Essential Question
How do we expand on a thought using the descriptive

pattern of development?
Warm Up!
1. Select one object in the classroom. Provide details to make

this object’s existence seem more significant than it merely is.
Use the graphic organizer below, and be creative.
Warm Up!
2. Pair up with a classmate.

3. Talk about the process you did to make your chosen
object more significant.
4. Also, talk about the importance of the details you
included.
Review
● What is descriptive writing?

● What should we take into account when writing a
descriptive paragraph?
Learn about It!
A description provides information on what a person, an

object, a place, or a situation is like. It appeals to the
reader’s senses, allowing him or her to see, hear, taste,
smell, or feel the subject.
Learn about It!
Love at First Sight

Learn about It!
Guidelines in Descriptive Writing

1. Include vivid sensory details. Include descriptions that
appeal to the readers’ senses of sight, hearing, touch, taste,
and smell.
Example:
● When she walked past me, her lavender-scented perfume
tantalized my nose, as if it will bleed anytime soon.
Learn about It!
2. Use figurative language. Include descriptions that appeal

to the reader's senses of sight, hearing, touch, taste, and
smell.
Example:
● In fact, she was like an enchantress who enchanted my
heart and soul.
Learn about It!
3. Use precise language. Include descriptions that appeal to

the reader's senses of sight, hearing, touch, taste, and smell.
Examples:
● Incorrect: The first thing that really caught my attention as
she entered the door was her amazing hair.
● Correct: The first thing that really caught my attention as
she entered the door was her midnight-black hair that
flowed over her broad shoulders.
Learn about It!
4. Organize the description. Include descriptions that

appeal to the reader's senses of sight, hearing, touch,
taste, and smell.
Learn about It!
5. Write an introduction that grabs attention.
Example:
● People say that “love at first sight” is not real but it seems
time has played me once more when I saw this beautiful
lady at a local salon yesterday. The word beautiful does
not even do justice to the beauty that she has. In fact, she
was like an enchantress who enchanted my heart and soul.
Learn about It!
6. Plan your descriptive using an outline or graphic

organizer.
Beautiful Lady
Sight Smell Touch Hearing Taste
like a lavender- smooth serenading saccharine
goddess scented saccharine voice lips
perfume lips
Writing Prompts
Using a graphic organizer, plan a composition about the

topic below.
Topic: Describe Yourself
Write a personal recount about the topic below.
Topic: Describe an Object That Is Special to You

Writing Prompts
Write a descriptive paragraph about the topic below. Make

sure to use a graphic organizer before writing the actual
paragraph.
Topic: The Most Ideal Country for You

Writing Prompts
Criteria Beginning Developing Accomplished
(0–1 point) (2–3 points) (4–5 points)
Content The output is barely The output is fairly The output is
interesting and interesting and interesting and
creative. Not enough creative but would shows the creative
details are given benefit from more use of the prompt.
about the topic. details about the Enough details are
topic. given about the
topic.
Organization The events or details The events or details The events or details
are not logically are logically are logically
organized, and organized, but some organized, and
transitional words parts need to make transitional words
Writing Prompts
Criteria Beginning Developing Accomplished Score

Use of vivid The output barely The output contains The output contains
language makes use of descriptive details, enough descriptive
descriptive details but some sentences details to help the
that show readers are not descriptive reader imagine
what is happening. enough. clearly what goes
on.
Language The output contains The output contains The output contains
(spelling, seven or more four to six language zero to three
mechanics, language errors. errors. language errors.
grammar, and
word choice)
Values Integration
How can our knowledge and skills on descriptive

writing help us tell stories in an entertaining and
interesting way?
Synthesis
1. Pair up with a classmate and write a descriptive paragraph about

a topic you are interested in.
2. Make sure to follow the guidelines in writing a descriptive
paragraph.
3. After completing your paragraph, exchange with another pair.
Revise the paragraph of the other pair by replacing specific
adjectives with generic ones.
4. Then, compare the paragraphs with specific descriptions to the
one with generic descriptions.
5. Present your work in class.
Synthesis
After the activity, answer the following questions.

● How did you decide on the topic?
● How did you plan before writing the actual paragraph?
● Which description, specific or generic, was easy to give? Why?
● Which description, specific or generic, was difficult to give?
Why?
● What aided your group to successfully write the paragraph?
● What should one remember when writing a descriptive
paragraph?
Assignment
1. Ask your parents, grandparents, or siblings to

describe a topic of your interest.
2. Then, replace the generic descriptions with specific
ones.
3. Write a complete paragraph by adding more details.
4. Make sure to follow the guidelines in descriptive
writing.
Criteria Beginning Developing Accomplished
Content The output is barely The output is fairly The output is
interesting and interesting and interesting and
creative. Not enough creative but would shows the creative
details are given benefit from more use of the prompt.
about the topic. details about the Enough details are
topic. given about the
topic.
Organization The events or details The events or details The events or details
are not logically are logically are logically
organized, and organized, but some organized, and
transitional words parts need to make transitional words
are used improperly use of transitional are used properly.
or not used at all. words.
Criteria Beginning Developing Accomplished Score
Use of vivid The output barely The output contains The output contains
language makes use of descriptive details, enough descriptive
descriptive details but some sentences details to help the
that show readers are not descriptive reader imagine
what is happening. enough. clearly what goes
on.
Language The output contains The output contains The output contains
(spelling, seven or more four to six language zero to three
mechanics, language errors. errors. language errors.
grammar, and
word choice)
Score: /20

English 11 Unit 4 Lesson 2 Description

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Lesson 2

● identify the patterns of descriptive writing; and

How do we expand on a thought using the descriptive

1. Select one object in the classroom. Provide details to make

2. Pair up with a classmate.

● What is descriptive writing?

A description provides information on what a person, an

Love at First Sight

Guidelines in Descriptive Writing

2. Use figurative language. Include descriptions that appeal

3. Use precise language. Include descriptions that appeal to

4. Organize the description. Include descriptions that

5. Write an introduction that grabs attention.

6. Plan your descriptive using an outline or graphic

Using a graphic organizer, plan a composition about the

Topic: Describe Yourself

Write a personal recount about the topic below.

Topic: Describe an Object That Is Special to You

Write a descriptive paragraph about the topic below. Make

Topic: The Most Ideal Country for You

Criteria Beginning Developing Accomplished Score

How can our knowledge and skills on descriptive

1. Pair up with a classmate and write a descriptive paragraph about

After the activity, answer the following questions.

1. Ask your parents, grandparents, or siblings to

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