Developing Artistic Writing.pdf - Brevard Public Schools
Developing Artistic Writing.pdf - Brevard Public Schools
Developing Artistic Writing.pdf - Brevard Public Schools
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A Room with a View<br />
Objective: Students will identify sensory words and will describe their favorite places using<br />
sensory language.<br />
Anticipatory Set: Read the samples from the mentor text and discuss the sensory words.<br />
Modeling: Ask students: “How would you describe our classroom to a person who has never<br />
seen it? You might say it has four walls and a ceiling. Would that tell them what our room is<br />
like? It probably would not give the person a clear picture of our classroom. For a person to<br />
really understand what our room is like, you need to tell them all the details that make our room<br />
special.” Write the words Our Classroom on the whiteboard or chart paper. Below that, write<br />
the headings: see, hear, smell. Use a different color for each heading to help students<br />
differentiate between categories. Write one sensory word for each of the categories listed and<br />
add the heading: feelings (the word feelings is added after the tone of the lesson is set with see,<br />
hear and smell). Write a sensory word that describes the feelings of the classroom.<br />
Guided Practice: The students will contribute sensory words to the list or chart that describe<br />
how their classroom looks, sounds, feels, and smells. The teacher will add these words to the<br />
whiteboard or chart paper. Once the chart or list is complete, the teacher and students will write<br />
a descriptive paragraph about their classroom. For example, The best classroom at Seaside<br />
Elementary is Mrs. Emerald’s 4 th grade. Colorful writing posters are plastered all over the blue<br />
walls. The bright fluorescent lights buzz throughout the room and the fresh, clean aroma<br />
permeates the air.<br />
Independent Practice: The students will write about their favorite room. The students will<br />
close their eyes and think of their favorite room. Have them imagine themselves in that room.<br />
“What does it look like? Are there any pictures on the walls? What do they do in this room and<br />
how does the room make them feel?” The students will create sensory word charts like the<br />
teacher’s model and will write descriptive paragraphs (using their chart) about their favorite<br />
room.<br />
Publishing/Sharing: The students will illustrate their rooms and will attach their writing and<br />
display them on a bulletin board entitled A Room with a View.<br />
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