Guide
Name
Descriptive Writing
Description
Descriptive writing presents people, places, things, or events with enough detail to enable the reader to create a mental picture and to share the writer's sensory experience (e.g., sights, smells, sounds, tastes, and feelings) of the subject of the writing. Descriptive writing provides opportunities for students to express their feelings creatively and to experiment with language to convey those feelings to the audience. The writing form may be a paragraph, essay, poem, character portrait/sketch, etc.
Purposes Specific Learning Outcomes LICT Descriptors How To Do Related Information
Share and reflect on examples of descriptive writing in quality literature. Model pre-writing strategies (e.g., brainstorming, conferencing, drawing, reading/listening to examples of descriptive writing, observing/viewing, etc.) and use of planning structures (e.g., outlining, mapping, story frames, etc.) to assist students in the writing process. Model, guide, and offer time to practice descriptive writing. As students engage in the writing process, encourage them to share their drafts with peers and revise their writing to create the desired mood. Concept Organizers link to file Enhancing/Revising and Editing link to file Expository Writing link to file Narrative Writing link to file Persuasive Writing link to file Writer's Workshop link to file
Variations Assessment / Think Abouts
Construct student-generated assessment criteria (e.g., what does quality descriptive writing look/sound like?) Criteria Setting link to file Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.doc Offer descriptive feedback based on criteria/goals. Record focused observations on students' growing competence in descriptive writing. Focused Observation Form blm/ela/g/blm_5 TBLMFocused Observation Form Sample blm/ela/g/blm_5a T Orally guide/facilitate reflection in journals by posing reflective questions (e.g., What are you discovering as you write? What surprises you? What might your readers think as they read this piece? What goals do you have for your next writing piece?).Reflection link to file Self-Assessment link to file Reflection Metacognition blm/ela/g/blm_1 SBLM Have students self- and -peer assess their descriptive writings. First Draft Review blm/ela/g/elablm24 SBLMFirst Draft Writing Planner
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -
Guide
blm/ela/g/elablm23 SBLMMystery Setting Map blm/ela/7/msetting SBLMPeer Writing Assessment blm/ela/g/elablm30 SBLMRevision Record blm/ela/g/elablm84 SBLMWriting Frames Samples blm/ela/8/grade8p310 SIWriting Self-Assessment (continued) blm/ela/g/elablm28b SBLMWriting Self-Assessment blm/ela/g/elablm28a SBLM Have students select descriptive writing pieces and reflections for inclusion in their portfolios as evidence of their growth and understanding. Portfolio link to file References Keywords
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