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

Teaching voice

This lesson helps students to develop an effective voice by selecting words that are clear, concrete, and exact. Exercises are based on model sentences from world literature selections.

A lesson plan for grade 10 English Language Arts

By Pamela Beal

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Learning outcomes

Goal

  • Students will develop effective voice by using sensory detail in their writing.

Objective

  • Students will analyze model sentences from literature to find sensory detail.
  • Students will emulate model sentences to begin shaping their own voices.
  • Students will write their own sentences demonstrating use of sensory detail.

Teacher planning

Time required for lesson

1 hour

Materials/resources

Model Sentences from Literature

Pre-activities

Brainstorming:

  • Teacher will ask students to name the five senses. She will write these on the overhead.
  • Students will then brainstorm images that connect to each of the five senses (e.g. Taste: buttery popcorn)
  • Students will choose three of the images from the brainstorming activity to use in a sentence in their journals.

Activities

Modeling

  1. Teacher will distribute handout, Model Sentences from Literature to students.
  2. Using the overhead, teacher and students will underline examples of sensory images in the first sentence on the handout.
  3. Next, students will define images according to their sensory category.
  4. Teacher will ask students to substitute new images to replace the underlined original images in the sentence. Using feedback from the whole class, teaacher will write the “new” sentence on the overhead.
  5. Students will refer to this model to define images in sensory categories and to replace the original images with “new” images of their own in the remaining model sentences on the handout.
  6. At the teacher’s discretion, students may be assigned one sentence per day for journal work or they may revise all sentences at once.
  7. As a culminating activity, students will write an original paragraph in which they use three of the five senses and a minimum of six sensory images.

Assessment

Grading Rubric:

Teacher will collect students’ paragraphs and handout, Model Sentences from Literature, and may use the following rubric for assesssment.

4 — Consists of specific, developed sensory details and vocabulary is precise and purposeful.

3 — Consists of some specific sensory details and reasonable use of vocabulary that is precise and purposeful.

2 — Consists of general and/or undeveloped sensory details and minimal use of vocabulary that is precise and purposeful.

1 — Consists of sparse sensory details and lacks use of vocabulary that is precise and purposeful.

Teacher will translate to a grade point scale according to the school’s grade-point system. Recommendation:
4=A, 3=B, 2=C, 1=D.

Supplemental information

Comments

This lesson was created as part of the NCDPI Writing Lessons for Writing Features Workshop. The target features for this lesson were voice and imagery.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 10 — English II

  • Goal 5: The learner will demonstrate understanding of selected world literature through interpretation and analysis.
    • Objective 5.01: Read and analyze selected works of world literature by:
      • using effective strategies for preparation, engagement, and reflection.
      • building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures.
      • analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.
      • analyzing the importance of tone and mood.
      • analyzing archetypal characters, themes, and settings in world literature.
      • making comparisons and connections between historical and contemporary issues.
      • understanding the importance of cultural and historical impact on literary texts.
  • Goal 6: The learner will apply conventions of grammar and language usage.
    • Objective 6.01: Demonstrate an understanding of conventional written and spoken expression by:
      • employing varying sentence structures (e.g., inversion, introductory phrases) and sentence types (e.g., simple, compound, complex, compound-complex).
      • analyzing authors' choice of words, sentence structure, and use of language.
      • using word recognition strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idioms, denotation, connotation).
      • examining textual and classroom language for elements such as idioms, denotation, and connotation to apply effectively in own writing/speaking.
      • using correct form/format for essays, business letters, research papers, bibliographies.
      • using language effectively to create mood and tone.