This is the original lesson plan that I created way back when, to get a face lift of technology.

1. Sensory Writing
Lesson 1
Context
 Students have been using figurative language such as: similes, metaphors, and idioms.
The previous lesson was about writing good beginnings to stories.
Learning Objectives(s)
 ELACC5W3: Write narratives to develop real or imagined experiences or events using
effective techniques, descriptive details, and clear event sequences.
d. Use sensory details to convey experiences and events precisely.
 The students will create a descriptive story using their five senses.
Essential Question(s)
 How can you make your writing more descriptive?
Resources, Media and Technology
 Hello Ocean book by Pam Munoz Ryan
 Five Senses Chart
 Smartboard lesson: Sensory Writing
 Post-It notes
 Topic Card
Procedures
 To activate prior knowledge TTW ask “With a show of hands, how many of you have
ever been to the beach?” TTW then ask students to think of a way to describe the beach
to someone who has never been, and will randomly choose a student to describe the
beach and write the responses on the board.
 TTW then introduce the book Hello Ocean and will read aloud to the class. Afterwards
the teacher will ask HOTS questions and open up the Smartboard lesson.
o Questions in no particular order:
 How does the book compare to what our classmates said?
 Is there anything different that the little girl did to describe the ocean?
 What five things did she use to describe the ocean? Her senses.
 If you just listened to the words and had not looked at the pictures, did the
words in the book paint a story in your mind?
 TTW go through the next slides:
o What is sensory writing?
o TSW look at a picture on the Smartboard; with the Post-Its students will pick one
of the five senses and write a sentence to describe the picture.
Name: Ashley Miller Date:
Age/Grade Level: 5th
grade Number of Students: 22
Number of Students with IEP: Number of Gifted Students:
English Language Learners: Unit/Lesson Title: Sensory Writing
Math, Science, Social Science, Lang. Arts, Reading Lesson Length: 50-60 minutes

2. o TTW introduce and model how to do the group project.
 TTW show an example of how to do the project.
 TSW will already be in groups and they will each have a job:
 Noise monitor: person who makes sure the group is quiet and
staying on task
 Recorder: person who writes down the groups ideas
 Speaker: person who will read the clue
 Picker: the person in the group to choose the topic
 Revealer: person who will reveal the clue. (In groups of 4 the
picker/revealer will be the same person)
o TSW receive materials to do the project:
 Five Senses Chart
 Topic card
 Notebook paper
o The students will have 3-5 minutes to brainstorm or think of ideas describing their
topic. When the timer goes off, the students will then transition into writing a
group paragraph. Students will share their paragraphs with the rest of the class,
and the class must guess what the group is describing.
 Closing: TTW summarize and/or clarify the lesson. Then give a preview about the next
lesson to come.
Informal Assessment
 Each group will be evaluated with a checklist to see if they described all 5 senses.
Extension
 Students will individually write paragraphs using Sensory Writing.
______________________________________________________________________________

3. Group Checklist
Comments:
Group Sight Smell Taste Touch Hear

4. Reflection

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image from
DiscoveryEducation.com

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Using the interactive pen, write a description of
what the little girl sensed in the book
Hello Ocean

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EQ:
How can you make your writing more descriptive?

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What is Sensory Writing?
Sensory writing is when you use your 5 senses to help you describe
people, places, or things in your writing.
See
Hear
Smell
Taste
Touch

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When you use your senses to write:
• You are being more descriptive
• You help paint a picture in the reader's mind.
Why Use your Senses to Write?

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Looking at the picture, imagine you are at the County Fair. Pick one of the 5 senses to
describe in a sentence what you may see, hear, taste, smell, or touch?

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As I walked inside, I could taste the dust in the air. I could
smell the aging papers and books. It felt chilly. I was thankful that I
had brought my jacket.
I searched through the many shelves as my ears listened to the
low whispers of people, and the tapping of fingers on a keyboard.
Somewhere in the distance I heard the faint beeping of a barcode
scanner.
Finally, I found what I was looking for. I pulled the book from
the shelf. I touched the smooth cover and looked at the picture of
the little girl on the beach. Then I opened it up. I could hear the
crunch of the spine as the book spread open. I could smell the
musky pages as they wafted up to my nose.
I made my way up to the counter, and the lady greeted me with
a "Good Morning!" She grabbed the scanner that I had heard before
and scanned my book. I watched as a receipt printed out for me.
Then I took my book and went out the door.
Where did I go?

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rules:
Everyone in your group will get a job:
• Recorder: person who will write what the group says
• Noise monitor: person who will make sure the group stays quiet
• Speaker: person who will read the clue
• Picker: Someone to choose the topic
Revealer: Reveals the clue
1. Your group will receive a topic. DO NOT tell anyone else outside of your group what your
topic is.
2. In your group quietly discuss how you can use your 5 senses to describe this topic­ fill
out your chart.
3. You will have 5 minutes.
4. When the timer goes off, Mrs. Miller will reset it and your group has 5 minutes to write a
paragraph or more describing your topic. Once again, do this quietly!
5. After 5 minutes, Mrs. Miller will call on a group to come to the front of the class and tell
their classmates about their topic.
6. You and your classmates have 5 tries to guess what the group is describing by raising
their hands­ no blurts allowed.
7. After 5 guesses, the group will reveal their topic.
HINT:
All topics are places.
Your turn...

13. Group Members:
What is being described?:
See Hear
Smell Touch
Taste

14. 1. Your group will receive a topic. DO NOT tell anyone else
outside of your group what your topic is.
2. In your group quietly discuss how you can use your 5 senses
to describe this topic- fill out your chart.
3. You will have 5 minutes.
4. When the timer goes off, Mrs. Miller will reset it and your
group has 5 minutes to write a paragraph or more
describing your topic. Once again, do this quietly!
5. After 5 minutes, Mrs. Miller will call on a group to come to
the front of the class and tell their classmates about their
topic.
6. You and your classmates have 3 tries to guess what the
group is describing by raising their hands- no blurts
allowed.
7. After 3 guesses, the group will reveal their topic.
HINT:
All topics are places.

15. Pizzarestaurant
Aswimmingpool
Ahauntedhouse
Acircus
Abirthdayparty

16. TheForest
Afarm
Themovietheater
Thezoo
Anamusementpark

17. Idioms
Lesson 2
Context
 Students have prior knowledge with figurative language from previous grades.
Learning Objectives(s)
 ELAGSE5W3: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
 ELAGSE55: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
b. Recognize and explain the meaning of common idioms, adages, and proverbs?
Essential Question(s)
 What is an idiom, and how can it help us to enhance our writing?
 How can you make your writing more descriptive?
Resources, Media and Technology
 Smartboard Lesson
 Prezi Presentation http://prezi.com/hnhdgqvd6pcj/idioms/
 Idioms Worksheets
 Find the Idioms
 Draw an Idiom
 Simple 6 Class Analysis Chart
Procedures
 TTW begin the class by starting the Smartboard lesson and asking students if anyone can tell her what an
idiom is. If there is not a student that can explain it, TTW begin the Prezi presentation. Throughout the
presentation there are different idioms. TTW stop and ask the meaning of each of the idioms illustrated by
choosing students at random.
 After the Prezi presentation, TTW pass out the idiom worksheet. TTW model how to correctly answer the
worksheet, and will work on a few with the class, and then let the students work independently. TTW walk
around the room, and help any struggling students.
 Once the students have completed the idiom worksheet, TTW give the students the “Draw an Idiom”
worksheet. Students will choose one of the idioms from the previous worksheet and illustrate it. Afterwards
TSW write a short story using the idioms. TTW remind the students to be mindful of grammar,
punctuation, and capitalization. In addition, the TTW also remind students to use their senses, and
remember sequence of events.
 Students illustrated worksheets will be evaluated for their writing ability using the Simple 6 Analysis Chart,
to help determine what needs to be highlighted in the next lesson.
 To close the lesson, TTW have students complete a ticket out the door by giving her an idiom as they walk
out the door.
Informal Assessment
 Ticket-Out-the-Door Idioms, students will tell teacher an idiom to get out of the class.
 Find an Idiom Worksheet
Name: Ashley Milller Date:
Age/Grade Level: 5th
grade Number of Students:
Number of Students with IEP: Number of Gifted Students:
English Language Learners: Unit/Lesson Title: Idioms
Math, Science, Social Science, Lang. Arts, Reading (Circle) Lesson Length: 50-60 minutes

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http://prezi.com/hnhdgqvd6pcj/idioms/
Today's Lesson is about...

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Pick one of the idioms from the worksheet or one that we discussed in class. Draw a
picture of the idiom you found. Then write your own story or situation using the idiom.
(You may use more than one.)
IDIOM:

21. © Pieces of Learning 145
The Simple 6™ Class Analysis Chart
Prompt Date
Comments
NAMES
Stick
to the
Topic
Logical
Order
Interesting
Words
Sentence
Patterns
Descriptive
Sentences
Audience TOTAL

22. Descriptive Writing
Lesson3
Context
 Students have been learning how to write using figurative language and descriptions. The
previous less was about using your senses when writing (sensory writing).
Learning Objectives(s)
 ELACC5W3: Write narratives to develop real or imagined experiences or events using effective
techniques, descriptive details, and clear event sequences.
b. Use narrative techniques such as description to develop experiences and events or show the
responses of characters to situations.
d. Use sensory details to convey experiences and events precisely.
 The students will create more descriptive sentences using strategies.
Essential Question(s)
 How can you make your writing more descriptive?
Resources, Media and Technology
 Descriptive Writing Smartboard
 Picture Cards
Procedures
 To activate prior knowledge TTW ask question posted on board. “What makes a good story?
Why?” In the last lesson, we learned about what? Why is it important to use sensory writing?”
TTW then ask students to give an example in a sentence of one of the five senses. Example:
Hearing, The wind outside sounded like someone screaming.
 TTW then introduce the lesson Descriptive Writing.
o What is Descriptive Writing?
o Four strategies to help you be more descriptive
 TTW ask questions such as: What is a verb? Give an example. What is a proper
noun? Give example.
o Use the strategies to make a boring sentence more descriptive.
o Read a descriptive paragraph and a non-descriptive paragraph.
 Ask students why or why not the paragraphs are interesting and descriptive.
o Make a more descriptive sentence.
 Students will use the strategies, look at the picture, and read the passage.
 Students will be placed into groups based on the Writing Assessment data. (see following sheet).
o Each group will receive a card with a picture. They must write descriptive sentences.
 Groups are based on ability:
 Low: have sentences written under their picture.
 Middle: ask the students questions to think about.
 High: students will just a picture on their card.
Name: Ashley Miller Date:
Age/Grade Level: 5th
grade Number of Students: 22
Number of Students with IEP: Number of Gifted Students:
English Language Learners: Unit/Lesson Title: Descriptive Writing
Math, Science, Social Science, Lang. Arts, Reading Lesson Length: 50-60 minutes

23.  The students will have 3-5 minutes to brainstorm or think of ideas
describing their topic. When the timer goes off, the students will then
transition into writing a group paragraph. Students will share their
paragraphs with the rest of the class, and the class must guess what the
group is describing.
o After each group has read their paragraph and/or passage TTW ask the students if their
work was descriptive and interesting with thumbs up/down.
 Closing: TTW summarize and/or clarify the lesson. What are the strategies to help you write
descriptively?
Informal Assessment
 TTW ask students to give thumbs up or down if they feel the passage/paragraph was interesting
and descriptive. Then she will choose a student to tell why or why not.
Extension
 Students will get a worksheet with pictures on it. They must choose a picture and individually
write a paragraph in their journals using descriptive writing.
______________________________________________________________________________
Groups
High Medium 1 Medium 2 Low 1 Low 2
Rebekah Emma Grace Aubrey Jacob Constance
Carlee Chris Devon Alana John
Amelia Anaiya Charles Ryan Tra’shawn
Caleb John Mykelah Austin Luke
Hope Tavian

24. Group 1 Group 2 Group 3 Group 4 Group 5
Aiden Talia Micah Zachary Payton
Ashtyn Matt Hannah Kaity James
Casimir Emma Caleb Mykayla Darien
Trinity Burke Cheyanne Holly Brandon
Group 1 Group 2 Group 3 Group 4
Zach Maddy Julie Kevin
Harley Kyler Grace Kalik
Skyy Megan Hannah Shaun
Kierstan Da Quan Markayla Josh
Ashton Alexis Malorie Travis
Jhanesia Daelyn

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• Descriptive writing is used to describe a person, place, or thing.
You are painting a picture within the reader's mind.
• It SHOWS the reader the subject not just tells the reader about it.
• When you are using descriptive writing you should pay close attention to the details.
‐ You can do this by using all five of your senses
‐ Using figurative language like similes, metaphors, and idioms.
‐ Strategies

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Strategy #1:
Include specificverbs.
Strategy #2:
Includeproper nouns.
Strategy #3:
Insert powerfuladjectives.
Strategy #4:
Add more details.

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AAAAAAH!! The screaming made me jump.
I heard it in front of me, but I couldn't see a
thing. The smoke was so thick in the hall I could
barely see my hand in front of my face.
Why did I listen to my friends Jack and
Sally? I never should have walked into
Netherworld, it was one of the scariest
haunted houses on the planet.
I took baby steps toward the flashing lights. I
heard a chain drag across the floor. Was t hat
something moving to my left? I felt the hairs
on the back of my neck rising. Then a bloody
zombie jumped out in front of me! He
stretched his rotting fingers toward me.
AAAH! I screamed and tried to run the other
way...
I went to a haunted house it was scary.
There were things that jumped out at me.
There were lots of noises, too. I
screamed. I don't want to ever go back.
Which paragraph is better?

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I like dogs. Dogs are great. I have two dogs. One is a boy and one is a
girl. They can do tricks. I think they are smart. I love my dogs.
How can we make this paragraph better?

31. I like ice cream. It is good.
I think witches are scary.

32. I want this puppy. It is cute.

33. Bats are fascinating.

35. What is happening?
What do you think of this picture?

36. What is happening?
What do you think of this picture?

37. Wendy didn’t like the ride.
What is happening?

38. What do you think of this?
He thought he was a lion.