Descriptive writing using landscape scenes

This lesson focuses on the descriptive writing process through the use of landscape scenes, the Paragraph Writing Strategy from the University of Kansas Institute for Research in Learning, and the 4MAT Instructional Model.

A lesson plan for grades 4–7 English Language Arts

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Learning outcomes

Students will collaboratively and independently write descriptive paragraphs that are well organized, formatted, and structured with appropriately described details.

Teacher planning

Time required for lesson

2 weeks

Materials/resources

• Drawing paper (2-4 sheets per student)
• Writing paper and pens/pencils per student
• 1 colored calendar landscape scene (I used Steven Wayne Rotsch’s photo of Point Bessie Lighthouse, Michigan. He has given me permission to use it on this site.)
• 1 second colored landscape scene (I used a 1993 Amoco calendar photograph of “Boone Hall Plantation” by Wallace Garrison, but have been unable to locate him for permission)
• 1 black and white sketch of the second landscape scene for each student
• 1 classroom set of various landscape scenes
• Adequate training and materials from the University of Kansas Paragraph Writing Strategy
• Adequate training in the use of the 4MAT Instructional Method

Technology resources

• Overhead projector and screen for group work guidance
• Computer workstations with word processing program for students to work in teams or pairs, and then independently (rotation basis or in a lab) (optional)
• Internet access on workstations (optional)

Activities

Quadrant One, Right Mode (CONNECT)

1. Teacher reads a description of a scene in a random manner with few details while the students visualize and draw the scene.
2. Teacher reads a second description of the same scene in a well-sequenced manner using appropriate space transitions and well-defined details while the students visualize and draw the scene again on a separate paper.

Evaluation: Students have completed two drawings of the same scene.

Quadrant One, Left Mode (EXAMINE)

Students discuss the similarities and differences in the two drawings made of the two descriptions which have been read to them about the same scene. A color calendar photo of the described landscape scene is shown for additional comparison.

Evaluation: Students provide a list of similarities and differences for each of the two descriptions read to them and the subsequent drawings based on these descriptions.

Quadrant Two, Right Mode (IMAGE)

1. Students are to individually visualize a place that can make them feel a specific emotion (e.g. happy and relaxed) and draw a picture of this place including many details. Each student is to then write a paragraph to describe the picture that he or she has drawn.
2. Students take turns reading a written description of their scenes to a partner without showing the drawing. Partners visualize and draw the scene based on the description read to them. Next, students compare the two drawings of the same scene noting the similarities and differences based on the written description and the importance of accuracy and details in descriptive writing.

Evaluation: Each student has completed a drawing and a written description for the scene he or she has visualized. Students provide a list of similarities and differences for each drawing and verbalize the importance of accuracy and details in descriptive writing.

Quadrant Two, Left Mode (DEFINE)

Following the Paragraph Writing Strategy teacher’s manual developed by the University of Kansas Institute for Research in Learning, the teacher provides cues, notes, and exercises for the students to study and complete.

Evaluation: Students can state (verbally and/or in writing) the steps in writing an appropriate descriptive paragraph through the use of a topic sentence, detail sentences using space transitions, and a concluding sentence prefaced with a concluding transition.

Quadrant Three, Left Mode (TRY)

With the teacher’s guidance, students complete a word-bank picture using copies of a black and white sketch of a second landscape scene shown to the students. Next, through a teacher-guided lesson, students organize the framework for writing a descriptive paragraph or theme using the word-bank picture and a blank paragraph diagram form. Then, with teacher guidance in a whole-group lesson, students write a descriptive paragraph/theme based on the completed paragraph diagram.

Evaluation: Students complete a whole-group paragraph diagram and descriptive paragraph/theme based on a given scene.

Quadrant Three, Right Mode (EXTEND)

Students individually select a scene from a given collection of landscape scenes. In small groups, students work together to build word-bank pictures by writing descriptive words for objects in the scenes on rough sketches or copies of the scenes and then complete individual paragraph diagrams.

Evaluation: Students complete a word-bank picture and a paragraph diagram to match their selected scenes.

Quadrant Four, Left Mode (REFINE)

Working independently, students use their completed word-bank pictures and their completed paragraph diagrams from Step 6 above and the steps learned from the Paragraph Writing Strategy to write a paragraph or theme describing their given scenes. As needed, the teacher works with students in refining their individual paragraphs/themes.

Evaluation: Each student completes a written descriptive paragraph following the Paragraph Writing Strategy with at least 80% accuracy.

Quadrant Four, Right Mode (INTEGRATE)

1. Landscape scenes are collected, numbered, and displayed on classroom walls.
2. Students are provided with an alphabetized list of all students in the class. Beside each name is a blank space.
3. Students take turns reading their individual paragraphs/themes to the class.
4. Using the scenes displayed on classroom walls, listening class members locate their choice of the scene being described and write the number of the picture next to the reader’s name on their list of names.
5. After all paragraphs/themes have been read, the lists are collected and prizes are given to the writers with the highest number of correct matches awarded by their peers.

Evaluation: Students share new expertise in using the Paragraph Writing Strategy and celebrate their success.

Assessment

Evaluations are listed under each individual activity.

Supplemental information

Attachments:

• Descriptive Writing Lesson Plan
• Descriptive Writing Activity Examples

Comments

Students have always been much more enthusiastic about their writing of paragraphs/themes when using this combination of strategies as opposed to traditional methods of instruction. A successful follow-up lesson can use pictures of people (e.g. magazine pictures that have been cut, pasted on 8-1/2″ x 11″ card stock paper, and laminated into classroom sets).

See Descriptive Writing Lesson Plan attachment for the objective of each activity.