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K–12 teaching and learning · from the UNC School of Education

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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Related pages

  • Word Bank: The Word Bank provides students with a classroom resource for "researching" the correct spelling of words that students want or need to use in their writing on a daily basis.

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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 Betsie 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 to show it on this lesson plan Web site.)
  • 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)

Pre-activities

Students should have been given previous writing opportunities based on given topics.

Activities

Quadrant One, Right Mode (CONNECT)

  Objective:

Students will be able to make two drawings of the same scene based on two descriptions of the scene as read by the teacher.
  Activity:
  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)

  Objective:

Students will be able to discuss the similarities and differences between two drawings based on the degree of accuracy and details given.
  Activity:
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)

  A. Objective:

Students will be able to depict a visualized scene of a setting in a drawing and in writing.
  Activity:
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.
  Evaluation:
Each student has completed a drawing and a written description for the scene he or she has visualized.
  B: Objective:
Students will be able to compare two drawings of the same scene noting the similarities and the differences and noting the importance of accuracy and details in descriptive writings.
  Activity:
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:
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)

  Objective:

Verbally and/or in writing, students will be able to state the steps and cues in writing a descriptive paragraph/theme based on the Paragraph Writing Strategy.
  Activity:
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)

  Objective:

Students will be able to write a whole-group descriptive paragraph/theme as guided by the teacher.
  Activity:
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)

  Objective:

Students will be able to complete a paragraph diagram and word bank picture based on the selection of a landscape scene.
  Activity:
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)

  Objective:

Students will be able to independently write a descriptive paragraph.
  Activity:
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)

  Objective:

Students will be able to share written descriptive paragraphs/themes.
  Activity:

  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

See attached file:

Descriptive Writing Lesson Plan.rtf

Supplemental information

Attachments:

See optional listing of Web sites for landscape scenes if your students have access to computers and the Internet.

**Be certain to preview first for appropriateness.

Related websites

http://www.clarksburg.com/photo3.htm

http://www.wormley.com

http://www.aldercreek.net/

http://donb.furfly.net/

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).

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 4

  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.03: Consider the ways language and visuals bring characters to life, enhance plot development, and produce a response.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.06: Compose a draft that conveys major ideas and maintains focus on the topic with specific, relevant, supporting details by using preliminary plans.

Grade 5

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.06: Compose a draft that elaborates on major ideas and adheres to the topic by using an appropriate organizational pattern that accomplishes the purpose of the writing task and effectively communicates its content.
    • Objective 4.08: Focus revision on target elements by:
      • improving word choice.
      • rearranging text for clarity.
      • creating simple and/or complex sentences for clarity or impact.
      • developing a lead, characters, or mood.

Grade 6

  • Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
    • Objective 1.01: Narrate an expressive account (e.g., fictional or autobiographical) which:
      • uses a coherent organizing structure appropriate to purpose, audience, and context.
      • tells a story or establishes the significance of an event or events.
      • uses remembered feelings and specific details.
      • uses a range of appropriate strategies (e.g., dialogue, suspense, movement, gestures, expressions).

Grade 7

  • Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
    • Objective 1.01: Narrate an account such as a news story or historical episode which:
      • creates a coherent organizing structure appropriate to purpose, audience, and context.
      • orients the reader/listener to the scene, the people, and the events.
      • engages the reader/listener by establishing a context and creating a point of view.
      • establishes the signficance of events.