descriptive writing · 3 061-eng-wb-t1-(descriptive writing) parts of speech in language, words are...

DESCRIPTIVE WRITING Grade 6 Term 1

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Class:

2 061-eng-wb-t1-(descriptive writing)

Contents Goals ................................................................................................................................................................... 2

Parts of Speech ................................................................................................................................................... 3

Sentence Structure ............................................................................................................................................. 5

Compound Sentences ........................................................................................................................................ 6

Complex Sentences ............................................................................................................................................ 9

Sensory Adjectives & Verbs .............................................................................................................................. 12

Descriptive Challenge ................................................................................................................................... 14

Figurative Language ......................................................................................................................................... 15

Simile ............................................................................................................................................................ 15

Metaphor ..................................................................................................................................................... 16

Descriptive Writing ........................................................................................................................................... 17

Making Sensory Observations ...................................................................................................................... 17

Sensory Observation Homework.................................................................................................................. 18

Descriptive Paragraph Examples .................................................................................................................. 19

Descriptive Writing Assessment ....................................................................................................................... 20

EARLY FINISHERS .............................................................................................................................................. 22

MY NOTES: ....................................................................................................................................................... 26

Goals

Grammar Revise the structure of a sentence.

Revise the names and functions of the parts of speech.

Learn to use coordinating conjunctions to make compound sentences.

Learn to use subordinating conjunctions to make complex sentences. Spelling and Vocabulary

Learn the names for grammar concepts.

Practice using a thesaurus.

Learn sensory adjectives. Writing Practice writing simple, compound, and complex sentences.

Understand and explain how using a variety of sentence types makes our writing more interesting and clear.

Use sensory adjectives to make our descriptive writing more effective.

Use metaphors and similes to make our descriptive writing more effective.

Write an effective descriptive paragraph that evokes all the reader’s senses.


Parts of Speech In language, words are the smallest things that have meaning. Based on their use and functions, words are put into several types, called parts of speech.

B. Underline the parts of speech in this sentence, and label them, using the abbreviations n., adj., v., adv., and c.

A young boy suddenly fell into

the lake, but a kind dog came

and bravely rescued the boy.

A. Write the name of the part of speech next to its definition, and give at least two original examples of each.

Names a person, place, thing or idea.

Examples:

Describes a noun.

Examples:

Shows action or being.

Examples:

Describes a verb or modifies an adjective.

Examples:

adj.

n.

v.

adv.

c.


Parts of Speech

C . Complete the Mad Lib below with the correct parts of speech.

(noun)

(verb +ing) (adjective)

(verb +ing)

(adverb)

(noun) (plural noun)

(verb)

(plural noun)

(noun) (verb)

(adjective)

(adjective)

LET’S WATCH AND LISTEN TO THE ADVERB

SONG:

How many adverbs have you spotted?

https://www.flocabulary.com/unit/adverbs/

https://www.flocabulary.com/unit/adverbs/


Sentence Structure Words represent simple ideas: things, actions, and qualities. To express more difficult thoughts, we put those words together into sentences. So, what is a sentence?

A. Read the following clauses. Explain why they are not sentences.

1. A fluffy dog. _______________________________________________________________

2. Ran around the garden. __________________________________________________

3. A fluffy dog ran around the. __________________________________________________

4. a fluffy dog ran around the garden ___________________________________________

B. Discuss with a partner. Label the elements of a complete sentence.

A fluffy dog ran around the garden.

C. Put the words in the correct order to make complete sentences. Don’t forget to use correct capitalization and punctuation.

1. never / his car / Jeremy / on Monday mornings / takes

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2. a lot of traffic / on Mondays / there is / always

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3. to drive / doesn’t like / when / traffic / there is / he

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4. your dad / how does / to work / go / on Mondays

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A sentence is


Compound Sentences A compound sentence is two (independent) sentences joined together by a comma and a connecting word, called a coordinating conjunction. These conjunctions are also called FANBOYS. Guess why…?

LET’S WATCH AND LEARN:

https://www.youtube.com/watch?v=-catJZm_2TI

One thing I learnt from the video

CONJUNCTION WHAT IT SHOWS - WHAT FUNCTION IT HAS

Reason (Just like the word BECAUSE) I feel tired and miserable, ____________ I didn’t sleep last night.

Addition I went to a sleepover at Mike’s house, _________ we played video games all night.

Negative addition Mike’s parents weren’t at home, ___________ did they know I was staying over.

Contrast Mike said that his grandmother would watch us, ___________ there was no one home.

Choice Should I tell my mother what happened, _______ should I keep it a secret?

Contrast I want to tell my mother, _________ I don’t want Mike to get in trouble.

Result I know that one lie leads to another, __________ I always tell the truth.

A. Add a comma and a FANBOYS conjunction to make compound sentences below.

1. Jordan broke his arm he had to go to the hospital.

2. My dog chased a rabbit around the yard he couldn’t catch it.

3. Taylor didn’t study for the assessment did he finish his reading.

F

A

N

B

O

Y

S

She works in the city, but she lives far from the city.

Simple Sentence Simple Sentence

https://www.youtube.com/watch?v=-catJZm_2TI


Compound Sentences

B. Connect two simple sentences using the appropriate FANBOYS conjunction.

2 SIMPLE SENTENCES

1 COMPOUND SENTENCE Function of this conjunction

Roberta likes going to school. She does not like

math class.

To show contrast

Linda lost her blanket. She started to cry.

Linda started to cry. She lost her blanket.

John didn’t eat breakfast. He didn’t eat lunch.

You can sleep on the couch. You can sleep in your bed.

You can’t do both.

Simon can speak French. He can also speak Italian.

HOW TO USE NOR ? LET’S WATCH AND LEARN. Please watch till 2 mins 40 seconds only !!!

https://www.learnamericanenglishonline.com/Orange%20Level/O17_nor.html

C. Read the given 2 sentences and make 1 compound sentence using NOR.

1. I don’t like apples. I don’t like bananas.

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2. She is not a teacher. She is not a doctor.

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3. He doesn’t have any money. He doesn’t have any food.

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https://www.learnamericanenglishonline.com/Orange%20Level/O17_nor.html


Compound Sentences

D. Now you write your own meaningful sentences using 7 different FANBOYS conjunctions.

Swap with your partners and check each other’s work.

Tick or circle. Do not put a cross and please use a pencil!

- Is each sentence has an appropriate conjunction? - Is each sentence punctuated correctly ( use of comma )

1. _______________________________________________________________

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2. _______________________________________________________________

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3. _______________________________________________________________

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4. _______________________________________________________________

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5. _______________________________________________________________

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6. _______________________________________________________________

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7. _______________________________________________________________

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Complex Sentences A complex sentence contains one simple sentence and one or more dependent clauses. A dependent clause has a subject and a verb, but isn’t a complete sentence on its own. It starts with a complex conjunction like while, when, after, before, until, and because.

A. Read the phrases below. Are they simple sentences or independent clauses? For simple

sentences, write S and for dependent clauses write D.

1. _____ Because of the rain

2. _____ When we get snow

3. _____ She won’t buy it

4. _____ After the sun sets

5. _____ They can’t go to the park

6. _____ Until the dress is on sale

7. _____ We will build a snowman

8. _____ I will say goodbye

B. Have another look at the phrases above and combine them to create complex sentences. See number 1 as an example.

1. Because of the rain, they can’t go to the park.

2. ___________________________________________________________________________________________

3. ___________________________________________________________________________________________

4. ___________________________________________________________________________________________

C . NOW MAKE YOUR OWN COMPLEX SENTENCE USING A COMPLEX CONJUNCTION.

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A rainbow appeared after the rain stopped.

simple sentence dependent clause

After the rain stopped, a rainbow appeared.

dependent clause simple sentence

A simple sentence

expresses a complete

thought. A dependent

clause does not.


C. Complete the sentences in a meaningful way using your own words.

1. He was so thirsty because _______________________________________________________

2. Although William slept for 10 hours, _______________________________________________

3. Martha couldn’t find her keys even though __________________________________________

4. The children waited until ________________________________________________________

5. They moved to another city after __________________________________________________

6. The teacher believed Karen’s story since ____________________________________________

7. I cannot fly unless ______________________________________________________________

8. While I was in London, __________________________________________________________

9. Before he started swimming, _____________________________________________________

10. If they don’t have their passports, _________________________________________________

D . Choose 3 complex conjunctions and write your own meaningful complex sentences.

1 ._________________________________________________________________________________

2. _________________________________________________________________________________

3 . _________________________________________________________________________________

E .Read the sentences and write(S) for SIMPLE,(C) for COMPOUND and (X) for COMPLEX sentences.

1. The wind was cold that night. ________

2. He came after we waited hours for him. ___________

3. He asked his father for money because he wanted chocolate. ____________

4. Meg didn’t study, so she failed in the test. ____________

5. Bob can’t keep secrets. __________

6. The table will collapse if you stand on it. _________

7. Jim was tired, but he couldn’t sleep. _________

Comp

lex C

onjun

ction

s


Complex Sentences

D. Read and summarize Gary Provost’s advice about writing.

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This sentence has five words. Here are five more words. Five-word sentences are fine. But

several together become monotonous. Listen to what is happening. The writing is getting

boring. The sound of it drones. It's like a stuck record. The ear demands some variety.

Now listen. I vary the sentence length, and I create music. Music. The

writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short

sentences. And I use sentences of medium length. And sometimes

when I am certain the reader is rested, I will engage him with a

sentence of considerable length, a sentence that burns with energy

with the roll of the drums, the crash of the cymbals--sounds that say

listen to this, it is important.

So write with a combination of short, medium, and long

sentences. Create a sound that pleases the reader's ear.

Don't just write words. Write music.

LET’S WATCH AND LISTEN MORE. TAKE SOME NOTES AS YOU WATCH.

WHEN TO USE A COMMA with Subordinate conjunctions to make somplex sentences

https://www.youtube.com/watch?v=g6NHIPh5cqI

A WHITE BUS: Subordinate conjuctions to make complex sentences

https://www.youtube.com/watch?v=FK2Gyto5gTQ

https://www.youtube.com/watch?v=g6NHIPh5cqI

https://www.youtube.com/watch?v=FK2Gyto5gTQ


Sensory Adjectives & Verbs_______________________________________

When describing a scene or environment, good writers do not just tell their readers what it looks like. They make their readers feel like they are standing there, experiencing the environment themselves. You can do this too, by using all five senses in your description. It helps to use creative, descriptive adjectives.

A. Use a thesaurus to find synonyms for each of the sensory adjectives and verbs below. https://www.thesaurus.com/

ADJECTIVES VERBS

bright

to stare

high-pitched

to whisper

sweet-smelling to stink

slimy to stroke

delicious to smack

https://www.thesaurus.com/


B. Read the two different examples of descriptive paragraphs below. Circle at least 15 of the adjectives as you read. Be ready to discuss the differences with your class.

Next to the wandering Kirmir River, at the bottom of a

verdant valley, the village of Yeşilöz rolls across a pile of

rocks like a lazy dog stretching out in the sunshine.

Although it is only a one-hour drive from the bustling,

noisy city of Ankara, life here is hushed and slow. The day

begins with the call of roosters echoing off the steep

rock walls of the valley, then the sounds of breakfast

dishes clinking. Farm fresh butter. Sour cherry jam.

Sharp cheese. Sweet tea. The tastes of morning carry you into a new day.

Soon, the air becomes thick with the scent of cut grass and linden trees baking in the golden sunshine.

Under the shade of the trees, the river gently babbles past. Birds chirp in the branches. In the

background, the melodic buzzing of cicadas is the restful soundtrack of summer. By night, the cool

breeze offers a bouquet of fragrant flowers: jasmine and honeysuckle. From a dozen houses, the

sounds of laughter and friendly conversation drift on the night wind. This is Yeşilöz. For me, this is

summer.

There is a creepy old house in our neighborhood. I am

sure that it is haunted. I try not to look at it when I walk

past, but that old house has a mysterious power over me.

The hairs on the back of my neck stand up. The metallic

taste of fear rises from my throat. My mind screams, “Go!

Don’t look! Walk on!” But, as if I’m under a spell, I stop,

and I slowly turn until I’m staring at the house. It stares

back at me through its broken window eyes. The paint on the

walls is peeling and the bricks are crumbling. Torn scraps of dirty curtains hang ghostlike from the

corners of the windows. The front door gapes open like the mouth of a hungry creature. From

somewhere deep inside the monster’s belly, a cold, damp-smelling wind blows. Strange noises echo in

the empty rooms. Thumps. Scratches. The howl of an angry cat. Sharp, spiky weeds burst through the

fence like bony fingers reaching out to scratch me, pull me, and drag me up the steps and through the

door. I turn and run away before they can reach me, my heart pounding in my chest.


Descriptive Challenge_______________________________________________ In our class reader, Holes, Stanley writes a letter to his mum and describes Camp Green Lake. He doesn’t want his family to be sad, so he lies. He describes the camp as if it were a fun summer camp.

C. Now you try the same! Write a letter as Stanley. Describe Camp Green Lake to your mother, using lots of positive sensory adjectives.

D. Now imagine Stanley is writing in his diary. Describe Camp Green Lake as it really is.

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Figurative Language To make our descriptions more colourful and effective, we often use figurative language. Figurative language is the use of words and expressions that mean something other than their literal meaning.

Literal Language Figurative Language

That man is very old.

That man is 93 years old. He is as old as my grandfather.

That man is ancient.

That man is as old as the mountains. His grandpa was a dinosaur.

Similes____________________________________________________________ A simile is a type of figurative language that compares two unlike things using like or as.

E. Underline the two things compared in each simile. Explain the difference between similes that use like and similes that use as.

Your room is as messy as a pigpen. Your room looks like a pigpen.

I feel as free as a bird. I feel like a bird.

The horse ran as fast as the wind. The horse ran like the wind.

Winning the race was as easy as taking candy from a baby.

The old couple fought like cats and dogs.

He was as happy as a pig in poop. I know this city like the back of my hand.

F. Explain why these sentences don’t have similes.

1. I like chicken. __________________________________________________

2. My dog looks like your dog. __________________________________________________

G. Write two similes for each picture, one using like and one using as.

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Metaphors_______________________________________________________ A metaphor is a type of figurative language that compares two unlike things. Unlike a simile, a metaphor does not use like or as. When using a metaphor, you may say that the thing you are describing is something else, or you may give it characteristics that normally belong to something else.

A. Read the following examples. Explain the metaphor.

The world is a stage, and all the men and women are actors.

Laughter is the best medicine.

“Stanley and Zero climbed up the edge of the frying pan.”

The room was dirty and had the bitter smell of failure.

The old lady’s eyes were full of the ghosts of the past.

B. Write your own metaphor about each topic.

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C. Reread the two descriptive paragraphs on page 12. Underline the metaphors and similes.


Descriptive Writing

Making Sensory Observations Where are you? At this very moment, millions of pieces of information are entering your brain through your five senses. Your mind is sorting that information into an image that you recognize as your classroom. This image is more than a picture. You also feel the softness of your clothes on your skin and the firmness of the chair under you. You hear the sound of traffic outside the window, and you smell pencils and dust. Your conscious mind usually ignores these and thousands of other sensations, but they are an important part of your sense of place.

Our goal in descriptive writing is not to tell our readers what a place looks like. Our goal is to make our readers feel like they are there, in the place we are describing. Before writing, we must carefully observe the sights, sounds, smells, tastes, and feelings that make up the sensory experience of that place.

A. Carefully observe your sensory experiences in a place your teacher chooses. Take notes.


Sensory Observation Homework______________________________________ Just as you did at school, choose a place to observe. It could be your school bus, a park, your bedroom, a coffee shop, or anywhere you feel comfortable. Sit quietly for at least 10 minutes. Carefully observe all the sounds, sights, tastes, smells and feelings you experience. Use at least 3 adjectives for each sense.

B. Carefully observe your sensory experiences in the place you choose. Take notes.

C. Write one simile and one metaphor describing one of your observations.

Simile: ____________________________________________________________________________

__________________________________________________________________________________

Metaphor: _________________________________________________________________________

__________________________________________________________________________________


Descriptive Paragraph Examples_______________________________________ When writing descriptively, it is important to use interesting adjectives. However, good descriptive writing involves more than good descriptive adjectives. C.S. Lewis, author of the Narnia Chronicles, wrote this advice about descriptive writing in a letter to another author.

A. Read and think with a partner. Summarize his advice about descriptive writing.

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B. Read the paragraph below. Circle the sensory adjectives. Think what kind of similes and metaphors we could add.

C. Write sentences descibing the scene below. Add sensory adjectives that show the sense of smell or sound.

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“In writing. Don't use adjectives which merely tell us how you want us to feel about the thing you are describing. I mean, instead of telling us a thing was ‘terrible,’ describe it so that we’ll be terrified. Don’t say it was ‘delightful’; make us say ‘delightful!’ when we've read the description. You see, all those words (horrifying, wonderful, hideous, exquisite) are only like saying to your readers, ‘Please, will you do my job for me?’”


Descriptive Writing Assessment RUBRIC In this assessment, you will write a descriptive paragraph. You may describe the place you observed in class (using your notes on page 16), the place you observed for homework (page 17), or another place you know well and can clearly picture in your mind. Your paragraph must be at least 120 words long. It should contain at least one simile and one metaphor, and at least one adjective relating to each of the five senses (at least 5 adjectives in total).

Assessment Rubric Below basic (1 point)

Basic (2-3 points)

Proficient (4-5 points)

Advanced (6 points)

Content

Engages only 1 sense Engages at least 2 senses

Engages at least 3 senses

Creatively engages all 5 senses

Use of figurative language

Contains no metaphors or similes

Contains at least 1 metaphor or 1 simile

Contains at least 1 metaphor and 1 simile

Contains creative, effective similes and metaphors

Use of adjectives

No or only one adjective is used accurately

2-3 adjectives are used accurately

4-5 adjectives are used accurately

Many creative, interesting adjectives are used accurately

Use of indentation, punctuation, capitalization, and spelling

Paragraph has 6 or more errors.

Paragraph has 3 to 5 errors.

Paragraph has 1 or 2 errors.

Paragraph has no errors.

Accuracy of grammar

Structures used in sentences are not accurate.

Very limited number of sentences are written with accurate structures.

Most of the sentences are formed with accurate structures.

Almost all of the sentences are written with accurate / extended sentences.

Sentence Variety

Mostly simple sentences are used. No different sentence type variety.

There is an effort to use some different sentence types; however, the variety is limited.

Almost all through

the paragraph a

good variety of

different sentence

types are used.


MY TRIAL DESCRIPTIVE PARAGRAPH

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My teacher’s comments to get me ready for the actual writing assessment :


EARLY FINISHERS

1. Try to search and find the sensory adjectives in the puzzle to reveal the hidden message:

HOW DESCRIPTIVE ARE YOU?

BLAND BURNT DELICIOUS FILTHY

FRAGRANT HUSHED IMMENSE METALLIC

PRICKLY RESTFUL ROTTEN SHARP

SLIMY TANGY TORN VERDANT

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ !


2. Read the story prompts given below and try to finish one or both of the stories on a separate piece of paper or in the space below:

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3. Can you try to find the answers to the brainteasers and riddles given below?

Five girls participated in a race. Maria finished before Sarah, but behind Ella.

Marianne finished before Julia, but behind Sarah. In what order did the girls finish

the race?

1. ____________________

2. ____________________

3. ____________________

4. ____________________

5. ____________________

Mike walks across a bridge. He sees a boat full of people, yet there isn’t a single

person on board. How is this possible?

ANSWER: _________________________________________________________

When you look for something, why is it always in the last place you look?

ANSWER: _________________________________________________________

A cowboy rode into town on Friday. He stayed in town for three days and rode

out on Friday. How was that possible?

ANSWER: ________________________________________________________


References:

Early finisher – Word search puzzle http://puzzlemaker.discoveryeducation. com

Early finisher – Story Prompts www.teacherspayteachers.com

Early finisher – brain teasers Frugalfun4boys.com

Early finisher – riddles www.studenthandsouts.com

MY NOTES:

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I learnt a lot about descriptive

writing . Here are some

powerful sensory adjectives ,

similes and metaphors :

I think I learned what

descriptive writing is. This is

what I remember:

Some parts were challenging

for me! I should work more on:

I liked this booklet because … I think this booklet needs improvement because…

EVALUATION_________________________________________________________

descriptive writing · 3 061-eng-wb-t1-(descriptive writing) parts of speech in language, words are...

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