milwaukee public schools · • understand the function of words, phrases, and clauses in a...

MILWAUKEE PUBLIC SCHO OLS Division of Teaching and Learning

“When students write more frequently, their ability to think, reason, analyze, communicate, and perform on

tests will improve. Writing is critical to student achievement.”

-Dr. Doug las Ree v e s Founder of the Leadership and Learning Center

MPS Duplicating #2498-04


© Milwaukee Public Schools 2

Acknowledgements

The following educators contributed

the content of this writing guide:

Lois Calloway

Kerry Goggins

Vickie Hall

Laura Michelz

Carol Reiners

Rebecca Skeeter

Bianca Wil l iams-Griff in

Traci Wise



Table of Contents

TOPIC

PAGE (S)

Introduction 4 Section One - Standards and Learning Targets 5

• Wisconsin State Standards 6-7 • Milwaukee Public Schools – English Language Arts Learning Targets / Writing 8 • MPS – Specifications for Learning Targets / Writing – Grade 6 9-11

Section Two – Writing Genres 12 • Types of Writing Genres across MPS 13 • MPS Genres and Possible Writing Responses (chart) 15

Section Three – Components of Effective Writing 16 • Six Trait Writing Model 17 • Six Traits of Great Writing! (Student-friendly language) 18 • Components and Elements of Six Traits 19

Section Four – Writing Process 20 • The Five Step Writing Process 21 • Revise/Edit Checklist 22 • Assessment Definitions 23 • MPS Writing Assessment Forms & Rubrics 24 • Assessment Forms & Rubrics / Self, Peer, & Teacher 25-29

Section Five - Descriptive Writing 30 • Purpose of Descriptive Writing / Descriptive Writing Considerations 31-32 • Transitional words and phrases (chart) 33 • Descriptive Vocabulary Words 35-39 • Journal Prompts 40-41 • Instructional Activities–Descriptive Writing (May require teacher facilitation) 42-55

General 42-43 Language Arts 44-45 Physical Education/Health 46-48 Art/Music 48-50 Math 50-51 Social Studies 52-53 Science 54-55

Section Six - Descriptive Assessment Prompts 56 • Descriptive Writing prompts (For classroom and/or assessment use) 57-73 • Descriptive Writing exemplars 74-81

Section Seven - Teacher Resources 82 • Revising and editing symbols 83 • Graphic organizers that support descriptive writing 84-88 • Modifications and Adaptations for Students with special needs 89 • Glossary of writing terms 90-93



Introduction

Proficient writing skills are essential to navigate successfully in our

society. Whether academic or personal, use of effective communication

via the written word reflects who we are, and can either open or close

doors of opportunity. For middle grade students to realize success in this

indispensable skill they must learn to write for a variety of audiences and

purposes, including descriptive writing. One strategy vital to the

development of proficient, flexible writers is the continuous use of the

writing process. This is just one of the aspects of writing addressed in this

writing guide.

The content and organization of this booklet is meant to be teacher-

friendly. All of the ideas included relate to the MPS Learning Targets for

middle school students and are therefore directly aligned to the

Wisconsin Model Academic Standards in English Language Arts. Whether

you are a new teacher or a veteran, we hope this guide serves as a

valuable reference for your daily professional endeavors.

Thank you to the fine educators who shared their expertise and

experience by creating this guide for other MPS Educators. We are

grateful!

Sincerely, Patrice Ball K-12 English Language Arts Curriculum Specialist



Section One

Standards, Learning Targets,

& Specifications



Wisconsin State Standards in English Language Arts

• Academic standards specify what students should know and be able to do, what they might be asked to do to give evidence of standards, and how well they must perform. They include content, performance, and proficiency standards.

• Content standards refer to what students should know and be able to do.

• Performance standards tell how students will show that they are meeting a standard.

• Proficiency standards indicate how well students must perform. (from Wisconsin’s Model Academic Standards for English Language Arts, published by the Wisconsin Department of Public Instruction, 1998) • Learning Targets are standards-based, grade-specific statements of what students should know and be able to do in various content areas *(Milwaukee Public Schools). • Specifications for Learning Targets – Specifications are the teachable components of the K-12 Learning Targets; they provide detailed information that describes exactly what students are expected to know and do to meet the expectations of a Learning Target. Specifications in English Language Arts are deconstructed into knowledge, reasoning, skills, evidence, and dispositions *(Milwaukee Public Schools).

In Wisconsin, the English Language Arts include the following areas:

A. Reading / Literature

B. Writing

C. Oral Language

D. Language

E. Media and Technology

F. Research and Inquiry



Wisconsin Model Academic Standards

from The Department of Public Instruction

These content and performance standards represent the best thinking of language educators and interested members of the public. The domain of language arts is divided into six sets of standards for focus and clarity. To communicate in any form, one must know how the language works.

Writing Performance Standard B. Eighth Grade

By the end of grade eight, students will: ELA B.8.1 – Create or produce writing to communicate with different audiences for a variety of purposes. • Write a coherent and complete expository piece, with sufficient detail to fulfill its purpose, sufficient

evidence to support its assertions, language appropriate for its intended audience, and organization achieved through clear coordination and subordination of ideas.

• Write a persuasive piece (such as a letter to a specific person or a script promoting a particular product) that includes a clear position, a discernable tone, and a coherent argument with reliable evidence.

• Write a narrative based on experience that uses descriptive language and detail effectively, presents a sequence of events and reveals a theme.

• Write clear and pertinent responses to verbal or visual material that communicate, explain, and interpret the reading or viewing experience to a specific audience.

• Write creative fiction that includes major and minor characters, a coherent plot, effective imagery, descriptive language, and concrete detail.

• Write in a variety of situations (during an exam in a computer lab) and adapt strategies, such as revision, technology, and the use of reference materials, to the situation.

• Use a variety of writing technologies including pen and paper as well as computers. • Write for a variety of readers, including peers, teachers, and other adults, adapting content, style and

structure to audience and situation. ELA B.8.2 – Plan, revise, edit, and publish clear and effective writing. • Produce multiple drafts, including finished pieces that demonstrate the capacity to generate, focus and

organize ideas and to revise the language, organization, content, and tone of successive drafts in order to fulfill a specific purpose for communication with a specific audience.

• Identify questions and strategies for improving drafts in writing conferences with a teacher. • Given a writing assignment to be completed in a limited amount of time, produce a well-developed,

well-organized and effective response in correct English and an appropriate voice. ELA B.8.3 – Understand the function of various forms, structures and punctuation marks of standard American English and use them appropriately in communications. • Understand the function of words, phrases, and clauses in a sentence and use them effectively,

including coordinate and subordinate conjunctions, relative pronouns, and comparative adjectives. • Use correct tenses to indicate the relative order of events. • Understand and employ principles of agreement, including subject-verb, pronoun-noun, and

preposition-pronoun. • Punctuate compound, complex, and compound-complex sentences correctly. • Employ the conventions of capitalization. • Spell frequently used words correctly, and use effective strategies for spelling unfamiliar words.



MPS English/Language Arts Learning Targets – WRITING Alignment to WI State Standards

MPS Learning Target Educator Language

English Language Arts WI Content Standard

English Language Arts WI Performance Standard

MPS Learning Target Public Language

Grade 6 B.6.1 – Use the writing process to independently construct different types of multi-paragraph, proficient writing. B.6.2 – Produce and critically analyze writing in a variety of situations. B.6.3 – Explain and produce various sentence forms and structures while applying the rules of standard American English to written communication.

Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.

B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes. B.8.2 Plan, revise, edit, and publish clear and effective writing. B.8.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

Students will: B.6.1 – write proficiently in various types of writing including narrative, expository, persuasive, and descriptive. Produce different kinds of writing, for example, news reports and short stories, B.6.2 – identify strengths and weaknesses in the products of various writing assignments. B.6.3 – explain and write different sentence forms in standard American English; for example, write an explanation of how to do something, or a letter trying to convince someone to help you.

Grade 7 B.7.1 – Adjust content, style and structure of writing to suit audience and purpose. B.7.2 – Independently apply the writing process to create drafts that reflect revision for specific purposes. B.7.3 – Construct complex sentence forms and structures while applying the rules of standard American English to written communication.


B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes. B. 8.2 Plan, revise, edit, and publish clear and effective writing. B.8.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

Students will: B.7.1 – adjust the content, style, and structure of writing to the audience. B.7.2 – revise writing for specific purposes; for example, revise first for organization and a second time for word choice, and a third time for spelling, grammar, capitalization and punctuation. B.7.3 – apply complex sentence forms using standard American English.

Grade 8 B.8.1 – Compose clear and effective writing including literary commentaries, critiques and interpretations that analyze a reading or viewing experience. B.8.2 – Independently identify questions and strategies for improving drafts in writing conferences. B.8.3 – Apply the rules of standard American English to written communications.


B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes. B.8.2 Plan, revise, edit, and publish clear and effective writing. B.8.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.

Students will: B.8.1 – write for a variety of purposes, to include clear commentaries and critiques about something that was read or viewed. B.8.2 – Identify and apply strategies to improve their own and others writing. B.8.3 – apply the rules of standard American English to their writing.



B. - WRITING

MPS Learning

Target

Specifications

(Organized by Cognitive Level)

WI DPI

Standard Educator Language B.6.1 Produce and critically analyze writing in a variety of situations. Public Language B.6.1 Students will write proficiently in various types of writing, including narrative, expository, persuasive, and descriptive. Produce different kinds of writing; for example, news reports and short stories. Student Language B.6.1 I can use the writing process to complete my different writing assignments. Integrated Technology. E.6.1 Identify a variety of operations used to locate, organize and share information for specific purposes.

Knowledge

• Identify intended audience and purpose for each of the writing genres. • Identify various genres of writing (narrative, persuasive, expository, and

descriptive) • Identify figurative language to enhance writing. • Identify technical writing processes or procedures.

Reasoning

• Determine appropriate genres for intended audience and purpose. • Make distinctions between the various genres of writing. • Determine a strategy for self and peer assessment in order to improve

writing. Skills

• Apply steps of the writing process to independently create writing. • Apply knowledge of genres to create pieces of writing appropriate to

audience and purpose. • Apply the rules of spelling, capitalization, grammar, usage, and

punctuation to writing. • Use figurative language to enhance writing when appropriate. • Apply the process of timed and un-timed writing. • Perform self and peer evaluation strategies in order to improve writing.

Evidence

• Use the writing process to produce multiple drafts of writing in a variety of genres.

• Use the writing process to compose proficient writing. Dispositions

• Students see themselves as capable, confident writers • Students are comfortable seeking and asking for assistance as needed. • Students feel comfortable using rubrics as assessment tools. • Students are willing to analyze and interpret writing from a variety of

genres. • Students are interested in sharing their writing. • Students are willing to take risks and experiment with a variety of styles

and genres. • Students see themselves as an integral part of the writing process

including conferencing, revising, editing and assessment. • Students value their growth as writers through participation in the writing

process.

Content Standard B.8.1 Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.

Performance Standard B.8.1 Create or produce writing to communicate with different audiences for a variety of purposes.



MPS Learning Target

Specifications (Organized by Cognitive Level)

WI DPI Standard

Educator Language B.6.2 Use the writing process to independently construct different types of multi-paragraph, proficient writing. Public Language B.6.2 Students will identify strengths and weaknesses in the products of various writing assignments. Student Language B.6.2 I can use the writing process to improve my writing. Integrated Technology. E.6.1 Identify a variety of operations used to locate, organize and share information for specific purposes.

Knowledge

• Know the steps of the writing process. • Identify the characteristics of proficient writing (ideas, organization,

word choice, voice, conventions, sentence structure, and depth, and accuracy of content).

• Understand the purpose and uses of the MPS writing rubric. • Understand the purpose for revising and editing. • Identify strengths and weaknesses found in various types of writing. • Identify specific strategies for revising and editing writing. • Identify the purpose and steps of a writing conference.

Reasoning

• Analyze strengths and weaknesses found in various pieces of writing. • Compare various writing styles, formats and sentence structures to seek

out desirable traits. • Determine effective strategies to use when revising and editing writing.

Skills

• Use the characteristics of proficient writing (ideas, organization, word choice, voice, conventions, sentence structure, and depth and accuracy of content).

• Apply the steps of the writing process in a variety of genres. • Use various MPS writing rubrics for assessing writing. • Use various revising and editing strategies to enhance and clarify writing

pieces. • Participate in teacher/peer conferencing to revise and edit writing.

Evidence

• Publish a variety of multi-paragraph, proficient writings following the steps of the writing process.

• Create a variety of timed writings in a multi-paragraph proficient paper. • Provide feedback to self and peers using the MPS writing rubric.

Dispositions

• Students see themselves as capable, confident writers. • Students are comfortable seeking and asking for assistance as needed. • Students feel comfortable using rubrics as assessment tools. • Students are willing to analyze and interpret writing from a variety of




process.


Performance Standard B.8.2 Plan, revise, edit, and publish clear and effective writing.



MPS Learning Target

Specifications (Organized by Cognitive Level)

WI DPI Standard

Educator Language B.6.3 Explain and produce various sentence forms and structures while applying the rules of standard American English to written communication. Public Language B.6.3 Students will explain and write different sentence forms in standard American English; for example write an explanation of how to do something, or a letter trying to convince someone to help you. Student Language B.6.3 I can write well, using good grammar, correct capitalization and punctuation. Integrated Technology. E.6.1 Identify a variety of operations used to locate, organize and share information for specific purposes.

Knowledge

• Identify ways of writing effective sentences including subject-verb agreement, and compound, and complex sentences.

• Identify the role of conventions as they relate to effective writing. • Understand the rules and use of standard American English.

Reasoning

• Analyze the function of words, phrases, and clauses in a sentence. • Determine how to effectively use writing conventions in an authentic

piece of writing. Skills

• Apply the rules of standard American English to written communication. • Use a variety of sentence structures in the writing process.

Evidence

• Publish proficient writing that exemplifies the proper use of conventions and applies the rules of standard American English.

Dispositions

• Students see themselves as capable, confident writers. • Students are comfortable seeking and asking for assistance as needed. • Students feel comfortable using rubrics as assessment tools. • Students are willing to analyze and interpret writing from a variety of




process.


Performance Standard B.8.3 Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications.



Section Two

Writing Genres



Persuasive: Persuasive writing gives the writer’s opinion on a topic and tries to get readers to agree with it. Writers present facts and examples to back up their opinions. The writing might draw conclusions, identify problems, and/or offer solutions. Expository: Expository writing presents information about a topic. It may explain ideas, give directions, or show how to do something. Writers often use transitions to relate the information in a logical order. Narrative: Narrative writing tells a story in a logical order by sharing the details of an experience, including the beginning, middle, and end. Writers answer the five W’s (who, what, where, when, and why) and include colorful details. Descriptive: Descriptive writing uses words and phrases to paint a vivid picture of a person, place or thing in such a way that the reader can visualize the topic and enter into the writer’s experience.

MPS Writing Genres



Teachers in the Milwaukee Public Schools should follow the sequence below:

Begin with Descriptive Writing

Move to Narrative Writing

Then to Expository Writing

End the year with Persuasive Writing

MPS students must have experience with all writing

genres at all grade levels. They must also be able to

write to a variety of audiences, for a variety of

purposes. The assigned essay is just ONE of many

writing formats students should experience.



Genre Descriptive Narrative Expository Persuasive Examples

• Describe action from a picture or painting • Tell about a person or character • Create a comparison; tell similarities and differences •Describe a scene using all of your senses • Tell about an object • Create an advertisement for a favorite food • Describe a memorable experience • Draw a picture and write a caption • Describe yourself • Depict a vivid memory using all of your senses • Express the events of a specific holiday or time of year • Exhibit a message

• Tell a story • Create a story map • Design a story board • Write a conversation using dialogue • Write a tale using a favorite fictional character • Create a narrative timeline • Recount a memorable conversation • Composes a play/script • Create a myth or folktale • Sequence events •Write about a historical event from multiple perspectives • Summarize a book or story • Tell your life story • Narrate a chapter or page from the book of your life • Sketch a diagram that tells events in time order

• Write a news article • Create a map • Write clear directions to a location • Create a brochure • Design a newsletter • Write a news update • Capture the main points of an interview • Write directions to explain how to complete a task • Record an observation • Write a word problem • Compose a hypothesis • Record notes in a learning log • Report the findings of an experiment • Write the news of the day • Compose a resume • Detail the main points of an important discovery • Report a significant event

• Write an advice column • Evaluate a movie, restaurant, or product • Create a poster • Design a political cartoon • Persuade someone to let you do something • Write a business letter • Write an editorial about an issue important to you • Write a book review • Compose a letter of advice to a relative or friend • Write a biased news article • Write a short story with a moral • Create a pamphlet designed to sell a product • List the pros and cons of an issue • Design a media campaign focused toward a specific audience

MPS Genres and Possible Writing Responses



Section Three

Components of Effective Writing



The Six Trait Writing Model

The Six Trait Writing Model is a research-based, analytic view of writing.

The model assesses student performance in each of the six main components (traits) of writing. Through the use of the Six Trait Model, teachers are able to assess specific strengths and weaknesses and plan instruction accordingly. This model is works well with all forms of writing, such as: persuasive, expository/informational, narrative, descriptive, journalistic, technical, business writing, and literary analyses. Students are provided with effective feedback that allows them to improve their writing by using purposeful strategies in editing and revision. The Six Trait Model allows students to know specifically what was done well, and where improvement is needed. The six components of the model are explained below.

Ideas Heart of the message, the content of the piece, the

main theme, together with details that enrich and

develop the theme

Voice The fingerprints of the writer on the page; the

soul, the will, the personality, along with

the feeling and conviction of the writer coming through the words

Sentence Fluency Rhythm and flow of the language, the sound of

word patterns, the way in which the writing plays to the ear-not just to the eye

Organization Internal structure and

order of a piece of writing, the thread of central meaning, and

logical and sometimes intriguing pattern of the

ideas.

Word Choice Use of rich, colorful, precise language and

phrasing that moves and enlightens the reader

Conventions Mechanical correctness of

the piece -- spelling, grammar and usage, paragraphing, use of capitalization, and

punctuation.

*Adapted from Creating Writers by Vicki Spandel



A Student-Friendly Version Look at The Six Traits of Great Writing!

*Adapted from Creating Writers by Vicki Spandel

Ideas The writing has one

theme (topic) and that theme is carried

throughout the writing. Ideas are supported

with details. Ideas are colorful and beyond

the expected!

Voice The writing contains

feelings and convictions of the individual writer. (sense of humor,

sarcasm, seriousness, sadness,

etc.)

Sentence Fluency

The writing is easy to read and understand due to purposefully

varied sentence structures.

The writing “flows”.

Organization The writing has a clear introduction, body with supporting details, and

a strong conclusion. Ideas are written in a

logical, sequential order.

Word Choice The writing includes

rich, colorful language. Flat nouns

and verbs are enriched with adjectives and

adverbs.

Conventions The writing includes

correct spelling, grammar and usage, paragraphing, and

correct use of capitalization, and

punctuation.



Elements of Six Trait Writing COMPONENT ELEMENTS Ideas • The topic is narrow and manageable. The meaning • The details go beyond the obvious. and development • There are reasonably accurate details. of the message • The ideas are fresh and original, shown from a unique perspective. • The author is writing from knowledge or experience. • The readers’ questions are anticipated and answered. Organization • An inviting introduction draws the reader in. The structure • The author has included thoughtful transitions. and arrangement • The sequencing is logical and effective. of the piece • The pacing is well controlled. • The conclusion gives a sense of closure. Voice • The voice is appropriate for the audience and purpose. Evidence of • The reader feels a strong interaction with the writing. a personal and • The author has taken risks, shows confidence. authentic imprint • If the writing is expository or persuasive, it reflects on the writing understanding and commitment to the topic. • If the writing is narrative, it seems honest, personal, and engaging. Word Choice • The words are specific and accurate. The purposeful • The author has included striking words and phrases. selection of words • The language is natural, effective, and appropriate to the and phrases audience and purpose. • The author has used lively verbs, specific nouns, and modifiers. • The language clarifies and enhances the meaning of the writing. Sentence Fluency • The sentences are complete and correct. & Variety • The sentences vary in length and structure. The purposeful • The sentences are purposeful and have varied beginnings. use of sentence • The sentences include creative and appropriate connections. components • The writing has rhythm and cadence. • The sentences showcase the meaning. Conventions • The spelling is correct. The elements of language • The punctuation is correct. that help deliver the message • Proper use of capitalization is evident. • The paragraphing is sound. • The grammar and usage are handled well. • Where appropriate, the author manipulates conventions for a stylistic effects.

Adapted from 6 + 1 Trait ™ Writing Carson-Dellosa by Patrice Ball



Section Four

Writing Process



The Five-Step Writing Process

Step 1-Prewriting •consider who will read it and why (audience and purpose) •think of ideas for topics •brainstorm ideas •think of what you want to “say” •gather information if research is necessary •make a plan (cluster, web, outline)

Step 2-Drafting •organize your thoughts •choose ideas and develop them •put ideas in proper order •write a first draft •have others read it and make suggestions

Step 3-Revising •read what you wrote •finish any incomplete thoughts •C A R E-change, add/delete, rearrange, eliminate

Step 4-Proofreading •make sure all sentences are complete •check spelling, capitalization, and punctuation •look for words that are not used correctly •use proofreading symbols to identify errors •have someone else proofread your work •make it correct

Step 5-Publishing •print a final copy of your work •read it aloud •display it for others to see •illustrate it •display in multimedia project

*NOTE: The writing process is a spiral. It is not finite. As students travel through the process they should continuously assess, reflect, plan, and act.



Revising Checklist: • Does the paper have an interesting beginning? • Does the introduction introduce the topic? • Is the topic of the paper clear? • Is the topic narrow and manageable? • Does every paragraph contain details that support the topic? • Does the order of the details make sense? • Is the paper “easy” to read? • Does the writing match the intended audience and purpose? • Are precise, descriptive words and phrases included? • Do sentences have different beginnings and patterns? • Does the paper have a clear ending paragraph that summarizes the

topic? • What advice would you give to the author to make the paper

“better”?

Editing Checklist: • Is the spelling correct? • Is punctuation present and correct? • Are capital letters used correctly? • Is grammar and usage correct? • Are the paragraphs in logical order? • Is the paper “easy to read”?

*If the answer to any of the following questions is no, provide effective feedback to assist the writer as he/she works to improve his how the writer could improve his/her writing.



Assessment Definitions

Assessment-An ongoing process aimed at understanding and improving student learning Formative Assessment-Assessment for the purpose of learning Summative Assessment-The final evaluation of the degree to which the goals and objectives have been attained Holistic View of Assessment-Looking at a performance or product in its entirety to provide an overall judgment of achievement Analytic View of Assessment-Looking at various components (criteria) of the assessment to provide effective feedback for the purposes of identifying and improving explicit areas of achievement Criteria-A collection of qualitative descriptors of what is expected in a performance Feedback-Information provided by a teacher, peer, or other on a person’s performance in relationship to criteria, with the purpose of improving future performance Effective feedback is:

• based on public criteria / explicit rubrics (MEANINGFUL) • selected based on what the student needs next (ACCURATE) • provided prior to the next expected performance (TIMELY) • clear enough for the learner to understand what to do next (SPECIFIC)



MPS Writing Assessment Form Name of Author:__________________________________ Title of Assignment:___________________________________________ Genre:____________________________________ Name of Assessor:________________________________

Components of Writing (Analytic) Score

1. Ideas 1 2 3 4 Message & Details 2. Organization 1 2 3 4 Intro-Body-Conclusion 3. Voice 1 2 3 4 Relationship to Writing Task 4. Word Choice 1 2 3 4 Use of Language 5. Sentence Sense 1 2 3 4 Complete and Varied 6. Conventions 1 2 3 4 Capitalization, Punctuation, & Spelling Overall (Holistic) Score 1 2 3 4 Feedback:



Writing - Self-Assessment

Author: __________________________ Draft: ______________ Date: ___________ Title: ________________________________________ Genre:__________________ Assess your performance in the following categories: Organization 0 1 2 3 4 Ideas 0 1 2 3 4 Voice 0 1 2 3 4 Sentence Fluency 0 1 2 3 4 Word Choice 0 1 2 3 4 Conventions 0 1 2 3 4 --------------------------------------------------------------------------------------------------------------------------------- *Add comments below regarding what you did well within this piece of writting and what you need to work on within your next writing piece.



Writing - Peer Assessment

Author: ____________________________ Draft: ______________ Date: ____________ Title: ____________________________________ Genre:__________________ Assessment of performance in the following categories: Organization 0 1 2 3 4 Ideas 0 1 2 3 4 Voice 0 1 2 3 4 Sentence Fluency 0 1 2 3 4 Word Choice 0 1 2 3 4 Conventions 0 1 2 3 4 ------------------------------------------------------------------------------------------------------------------------------------------------------- *Add comments below regarding what the author did well on this piece of writing, and what the author needs to work on for the next draft and/or writing task.



Writing - Teacher Assessment

Author’s Name ___________________ Date_________ Genre _____________ Title _________________

Holistic Score__________ Ideas 0 1 2 3 4 Main idea supported throughout piece Organization 0 1 2 3 4 Clear introduction, body & conclusion, proper paragraphs with details Voice 0 1 2 3 4 Author’s personality presented through words and phrases Sentence Fluency 0 1 2 3 4 Writing “flows” and is easy to read Word Choice 0 1 2 3 4 Use of rich, colorful words--no flat nouns and verbs Conventions 0 1 2 3 4 Spelling Capitalization Punctuation --------------------------------------------------------------------------------------------------------------------------------

Feedback:



MPS Writing Rubric - Formative YES NOT YET

Ideas communicated

Ideas sufficiently organized and developed

Evidence of author’s response to the writing task (voice)

Appropriate word choice; adequate use of grade-level vocabulary

Adequate sentence sense and minimal sentence errors

Occasional errors in capitalization, punctuation, grammar, usage, and spelling conventions may interfere with fluency, but not comprehension

Feedback:



MPS Writing Rubric - Summative

4 ADVANCED / EXCEEDING Ideas clearly communicated Ideas well organized and elaborated Author’s personality imprinted on the writing task (voice) Effective word choice; enriched vocabulary Sentence fluency and variety Minimal errors in capitalization, punctuation, grammar, usage, and spelling conventions do not interfere with fluency or comprehension

3 PROFICIENT Ideas communicated Ideas sufficiently organized and developed Evidence of author’s response to the writing task (voice) Appropriate word choice; adequate use of grade-level vocabulary Adequate sentence sense and minimal sentence errors Occasional errors in capitalization, punctuation, grammar, usage and spelling conventions may interfere with fluency, but not comprehension

2 BASIC Ideas vaguely communicated Ideas poorly organized or underdeveloped Little personal relationship to the writing task (voice) Occasional inappropriate or incorrect language; simple vocabulary Simple sentence structure; some sentence fragments and run-ons Inconsistent use of capitalization, punctuation, grammar, usage, and spelling conventions weaken fluency and comprehension

1

0

MINIMAL PERFORMANCE Ideas unclear or nonexistent Ideas unorganized and undeveloped Lack of personal relationship to the writing task (voice) Generally inappropriate or incorrect language; minimal vocabulary Lack of sentence sense; sentence fragments and run-ons Consistently incorrect use of capitalization, punctuation, grammar, usage, and spelling conventions clearly interfere with fluency and comprehension NOT SCORABLE Response is blank, illegible, or does not address the prompt



Section Five

Descriptive Writing



PURPOSE OF DESCRIPTIVE WRITING

GOAL

Descriptive writing vividly portrays a person, place, or thing in such a way that the reader can visualize the topic and enter into the writer’s experience.

CHARACTERISTICS

The general characteristics of descriptive writing include: • elaborate use of sensory language

• rich, vivid, and lively detail

• figurative language such as simile, hyperbole, metaphor, symbolism and personification

• showing rather than telling through the use of active verbs and precise modifiers

USES

Descriptive writing appears almost everywhere and is often included in other genre, such as in a descriptive introduction of a character in a narrative

*Adapted from TheWritingSite.org



Descriptive Writing Considerations

Think of an instance you want to describe.

Why is this particular instance important?

What were you doing?

What other things were happening around you? Is there anything

specific that stands out in your mind?

Where were objects located in relation to where you were?

How did the surroundings remind you of other places you have been?

What sights, smells, sounds, and tastes were in the air?

Did the sights, smells, sounds, and tastes remind you of anything?

What were you feeling at that time?

Has there been an instance in which you felt this way before?

What do you want the reader to feel after reading the paper?

What types of words and images can convey this feeling?

Can you think of another situation that was similar to the one you were

writing about? How can it help explain what you are writing about?

Is there enough detail in your essay to create a mental image for the

reader?

*Adapted from LEO: Literacy Education Online



Transitional Words and Phrases for Effective Writing

Additional Idea further, furthermore, moreover, in addition, additionally,

besides, again, equally important, finally, next, also, too, also, then…

Compare/Contrast but, even more, however, just as, like, on the other hand, similarly, still, nevertheless, on the contrary, even so, in contrast, at the same time, although, instead, nonetheless, otherwise…

Cause and Effect as a result, because, by, so, then, therefore, hence, thus, so then, and so, consequently

Example for example, for instance, namely, that is, specifically, in particular, for one thing, an instance of this is, this can be seen in…

Place above, ahead, around, below, down, far, here, inside, near, there, nearby, next to, at that point, opposite to, adjacent to, on the other side, in the front, in the back, in front of, in back of…

Sequence/Time at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, the next step, in time, in turn, later on, meanwhile, next, then, soon, soon after, in time, in turn, afterward, presently, at last, finally, immediately, thereafter, at that time, eventually, in the past, in the future, during, when, first, second, third, recently, earlier, before, after, today, tomorrow…

Summary/Conclusion all in all, altogether, as has been noted, finally, in brief, in conclusion, in other words, in short, in simpler terms, in summary, on the whole, that is, to put if differently, to summarize, as I said, to be sure, in fact, indeed, clearly, of course, in sum, generally, after all, in general, naturally, I hope, at least, without a doubt, for all that, in any event, importantly, certainly…



Descriptive Vocabulary Words



DESCRIPTIVE CHARACTER TRAITS *Adapted From www.macminer.opoka.org.pl/english/descript.html & www.readwritethink.org

able bright dangerous evil good absent-minded brilliant daring excited good-looking

abusive broad-minded dark exclusive good-natured active busy decent expert graceful

adventurous callous decisive exquisite grateful affectionate calm demanding exuberant greedy

afraid careful dependable fabulous grouchy alert careless depressed fair grumpy

ambitious cautious determined faithful guilty angry charming discouraged fearless handsome

annoyed cheeky disdainful fierce happy anxious cheerful disgusting firm harsh

apologetic childish dishonest flexible hateful appalling clever disrespectful foolhardy healthy

apprehensive clumsy distant foolish helpful arrogant coarse docile forgiving highly-strung attentive conceited doubtful fortunate homely attractive concerned dreadful foul honest audacious confident dull frank hopeful

average confused dutiful frenzied hopeless avid conscientious eager fresh humorous bad considerate easygoing friendly ignorant

benign contemptuous eccentric frustrated imaginative blue cooperative efficient funny impatient blunt courageous embarrassed furious impertinent bold cowardly emotional generous impolite

bored crafty encouraging gentle impudent bossy cross energetic ghastly inconsiderate brainy cruel enraged giving independent brash cunning enthusiastic glamorous individualistic brave curious equable gloomy industrious



inflated naughty quiet short thankful innocent nervous rash shy thoughtful insolent nice rational silly through insulting noble realistic sincere timid intelligent noisy relentless sinister tired inventive nosey reliable skillful tolerant irritable obedient reliant sly touchy jealous obnoxious religious smart tough

kind obscene remorseful sneaky trusting kindly obstinate remote sociable trustworthy lazy old repulsive sophisticated ugly

leader optimistic reserved sorry unconventional lighthearted outgoing resourceful splendid understanding

likable pessimist responsible spoiled unfriendly lively pessimistic reticent spontaneous unhappy livid picky rich squeamish upset

logical pig-headed rough stingy useful lonely plain rowdy straightforward vain loving pleasant rude strange valiant loyal polite sad strict verbal lucky poor safe stringent versatile

mature popular satisfied strong-willed visionary mean positive scared stubborn warm

mediocre practical scary superb warm-hearted messy precise secretive sweet wary

methodical prejudiced self-confident sympathetic weak mischievous prim selfish taciturn wicked

miserable proper selfless talented wise modest proud sensible tall witty moody prudent sensitive tenacious worried

motivated purposeful sentimental tender wrong mysterious quarrelsome serious tender-hearted young

naïve quick shapely tense zany narrow-minded quick-witted sharp terrible zingy



DESCRIPTIVE SENSORY VOCABULARY WORDS

SOUND bang coughing mewing rumbling tearing

barking crackling moaning rustling thumping bawling crashing mooing scratching thunderous

beat croaking mumbling shouting tinkling bellowing crooning murmuring shuffling toiling

blaring crowing noisy sighing tolling booming crunching pealing silent tone bubbling crying peeping singing tranquil bumping din piercing smashing trumpeting burping fizzing pitch snapping tune cackling gagging popping snarling twittering cawing gasping quacking sneezing volume

chattering growling quiet snoring wheezing cheeping grunting racket snorting whining chirping hissing rattling sobbing whispering clanging honking raucous soothing whistling clapping howling rhythmic splashing whooping clattering keening ringing squealing yapping clucking loud ripping swishing yelling cooing melodious roaring tapping yelping

SMELL

acid flowery minty pungent sour acrid fragrance moldy putrid spicy biting fresh most redolent spoiled dirty lemon musty rose stinking

doggy lilac nauseating rotten sweaty earthy lime odor scent sweet fetid loamy perfumed sharp tangy fishy mildewed plastic skunky tart

*Adapted From www.msgarrettonline.com/descripwords.html



TOUCH & TEXTURE

abrasive downy grooved pressed slick biting dry hairy prickly slimy boiling dusty hard pulpy slippery bubbly engraved hot rasping smooth bumpy fiery icy raw soapy burning fine inlaid rocking soft bushy fluffy itching rutted sopping

chapped fluted ivory sandy spiky clammy foamy keen scalding splintered coarse freezing knobbed scaled steely

cold furry lacy scarred stinging cool fuzzy metallic scorching stubby

corrugated glassy matted scratchy tangled cottony glittery mitered sculptured tickling creamy glossy moist searing tweedy curdled grainy numbing shaggy velvety

cushioned greasy oily sharp warm damp grimy piercing sheer waxy dank gripped pocked shiny wet dirty gritty polished silky woolly

PATTERN & SHAPE adjacent crystalline globe plump spiked aquiline cube helix pointed square

arc cupped hemisphere polyhedron sunken ball curly hexagon protruding swollen

banded curved horizontal pyramid tetrahedral box cylinder lanky rectangle thin

checkered dappled length rolling thread concave depressed long round tight

concentric depth narrow rounded trapezoid cone diagonal octagon serpentine triangle

contoured disc oval shallow veined convex drooping palmate shapely vertical

corkscrew elliptical parallel sharp wide crescent fat pentagon short width crested flat pied solid winding crowned frail plate spherical worm-like



COLOR & VISUAL QUALITIES

amber chrome gray obsidian sapphire amethyst citrine green ocher scarlet

aqua claret grizzly olive sepia aquamarine clear henna onyx shimmering

ashed cobalt indigo opaque sienna avocado copper iridescent orange silver

azure coral ivory orchid slate bistre cordovan jade pale smoky black cream jet peach snowy blue crimson khaki pearl sooty

brass crystalline lake pearly spruce bright cyan lavender pink tan

brilliant dark lemon plum topaz brindle drab light poppy translucent bronze dull lilac primrose transparent

buff dun lime puce turquoise burgundy ebony magenta purple twinkling

canary emerald mahogany red ultramarine carmine flesh maize rose umber

carnelian flushed maroon ruby vermilion cerise fuchsia mauve ruddy violet

charcoal gamboge milky rust walnut chartreuse garnet mint sable white chestnut glassy mustard saffron wine chocolate gold navy salmon yellow

*Adapted From www.msgarrettonline.com/descripwords.html



DESCRIPTIVE JOURNAL PROMPTS

1. Describe a place where you feel safe and protected. 2. Describe an item you loved to play with when you were younger. 3. Describe an ideal place to “hangout” with friends. 4. Describe the physical features and layout of your dream bedroom. 5. Describe what the world looks like outside a window when it rains. Think about

how it looks, smells, and feels. What sounds do you hear? What does rain taste like?

6. What is your favorite food? What does it look like? How does it smell and taste

in your mouth? Describe your favorite food so that your reader can see it and almost taste it as well.

7. Think of a store in which you would like to shop. What does it look like inside

the store? Write a description of a store you like to visit so that your reader can feel as if he or she were there.

8. Imagine that someone gave you a very special ring. Describe this ring down to

the last detail so that your reader can picture it on your hand. 9. Describe a teacher who has affected you positively. 10. Did you ever get the giggles when you didn’t want them? Describe what

happened? 11. Think of something that you own that you value. Describe what it is, and

explain why you value it. 12. You are lying in bed on Saturday morning when you awaken to the aroma of

your favorite breakfast. The phone rings and you begin to tell your friend about the smells and sounds of breakfast cooking.



13. Your parent or guardian gives you permission to have a friend spend the night

if you take care of all preparations. Describe what you do to get ready. 14. Describe a time you lost something important to you. Explain your search for

the item. 15. You are babysitting for a two year old. As you go out to get the paper, the door

shuts and locks. The toddler is alone inside. Describe your strategy to get back into the house.

16. You have been waiting for a snow day all year. Describe your feelings on

waking up and seeing a foot of snow on the ground on a school day. 17. Describe an occupation in detail without mentioning its name. Be sure to

include the positive and negative aspects of the occupation and the skills it requires.

18. Describe a familiar building or historical landmark without mentioning its

name. See if anyone can correctly identify the building by reading your description.

19. Each day is different. Some days everything goes as planned and yet it

seems like sometimes nothing goes as planned. Describe the “perfect” day. Use words and colorful adjectives to make your picture of the perfect day come to life for the reader as you describe it.

20. Describe the pencil or pen you are using right now so that someone could

identify it even if it were in a pile with twenty-nine other pencils and pens. Include details about shape, color, dents, writing quality, etc. in your description.



Instructional Activities for Descriptive Writing (May require teacher facilitation)

GENERAL

1. Learning is an essential part of life, especially learning new and interesting

things. Whether what you learn comes easy or is challenging, learning is a valuable experience.

• Describe a time when you learned something new. Help your reader to see and understand the value of your experience.

2. Your best friend is someone whose physical characteristics and personality traits you know well.

• Describe your best friend’s physical characteristics and personality so that the reader can picture him or her.

3. The ability to describe places and experiences to others allows you to communicate with others in a manner that is unique.

• You are talking online to a teenager in an isolated region of the world who has never experienced a busy shopping mall. Describe to this teenager in detail your favorite shopping mall on a Saturday afternoon. Include specific details about the sights, sounds, smells and experiences.

4. Fingernails scratching a blackboard, a pencil tapping on a desk, these are just some of the noises that some people find annoying.

• Describe the sound you find most annoying. Make your description so vivid that your reader understands your irritation with it.



5. The ability to see allows us to the opportunity to view the world around us.

• Describe how your life would change and what adjustments you would have to make if you were no longer able to see.

6. Some people prefer dogs as pets, some like cats, and others prefer birds,

snakes, fish, rabbits, pigs, horses, and other animals. What do you prefer? • Describe the perfect pet for you. What type of animal is it, how would

you care for it, what activities would you participate in together?

7. A perfect world is hard to imagine. If you were in charge of the world, what would you change, or eliminate to make the world more perfect?

• Describe the changes you would make to create your idea of a perfect world.

8. Every generation has its own style of entertainment (music, art, movies, and books).

• Describe the entertainment your generation enjoys and how it compares with the entertainment enjoyed by your parents or grandparents.

9. A character from your favorite story, movie, T.V. show, video game or book is now your next door neighbor.

• Describe how your living next door to ________________________ will change and impact your life.

10. We often think we’re old enough to make decisions and go places without an adult. You have the freedom to go where you’d like.

• Describe where you would go, how you plan to get there, who would go with you, and what you would do with a day of freedom.



LANGUAGE ARTS

1. Every person has a favorite place to “hangout” with friends. It may be your backyard, a playground, or the mall. What does this place look like? What are the sounds you hear there? What does it feel and smell like?

• Describe your favorite place to “hangout” so that your reader can picture it without being there.

2. We have all been inside of kitchens. Some are big and some are tiny. Think of a kitchen you are familiar with.

• Describe what it looks like. Identify the sounds, smells, and activities one would experience in this kitchen.

3. Almost everyone has had at least one teacher who is hard to forget. Think of a

teacher you have had that you will remember for a long time. • Describe that teacher so clearly that your reader will know just what

that teacher was like and what made him or her so memorable.

4. Books and stories are filled with diverse and interesting characters. As we read we feel like we are getting to know these characters including their positive and negative attributes and character traits.

• Choose a character from a book or story you have read and describe this character in great detail include all positive and negative aspects of this character. When the reader is finished reading your description they should feel like they know this character well.

5. Individual opinions are a part of what makes each of us and our ideas unique. Everyone’s idea of a great book varies.

• Write a description of what you consider makes a book “great”. Describe the qualities you believe a great book should have.



6. Personalities vary from person to person. How you view your own personality

could be completely different from how others view your personality. • Describe YOUR personality from a good friend’s point of view. In

other words, what do you think a friend would say about your personality? Write a description of your personality from his or her point of view.

7. Most teens have had some type of work experience, whether it was at home

doing chores (building or repairing something, baby-sitting, yard or garden work, etc.) or at a workplace for pay.

• Describe a work experience you have had so that a reader can visualize your work environment and understand how it felt to be there.

8. Choose a leader to assume the responsibilities of your principal for a day. • Identify the leader and indicate the changes the leader would make at

the school. Describe how these changes would affect the life of the school community.

9. Knowledge is something that we acquire all the time in many different ways. • Use everything you have read, learned and heard about

________________________ to write a vivid description of _________________________. Be sure to include descriptive verbs and adjectives.

10. Being able to compare and contrast literary works and elements is critical to analyzing literature. The ability to write about this analysis demonstrates an understanding of what has been read.

• Describe the unique features of __________ and _________. Compare and contrast the two using figurative language.



PHYSICAL EDUCATION/HEALTH

1. A sense of humor is healthy and it makes life more interesting. Everyone’s sense of humor is slightly different, which is one thing that makes us unique.

• Describe how the world would be different if people did not have a sense of humor.

2. Staying active is an important part of maintaining a healthy lifestyle. Think

about the physical activities you engage in on a regular basis. It could be that you play a specific sport, maybe you enjoy going for a run or a walk; perhaps you enjoy dancing or some other activity.

• Think about the physical activities you have participated in during the last several weeks. Include a description of what activities you participated in as well as the benefits the activities have had upon your body.

3. The ability to set realistic goals and develop a plan to achieve them is an important life skill. There are many aspects to maintaining a healthy lifestyle including eating healthy, engaging in regular physical activity, avoiding things that could cause harm to your body, etc.

• Choose one realistic health goal that you would like to work on and develop a plan to achieve this goal in the next couple of months. Your plan must include a detailed description of what you will do in order to achieve this goal and what benefits it will have on your body.

4. Nutrients play an important role in the maintenance of a healthy body. A healthy balance of vitamins, minerals, fats, sugars, sodium, etc. are all needed to keep your body working like a finely oiled machine.

• Choose one vitamin, mineral, or other healthy substance and describe in detail what it does for the human body. Include details related to the specific benefits it provides for the body as well as what would happen if the human body became deficient of this vitamin, mineral, or substance.



5. Peak performance means being, feeling and doing your best. Good nutrition not only contributes to peak performance but also to your long term health. Experts recommend that people eat a diet low in fat and high in fiber to prevent against heart disease and cancer.

• Describe what you ate yesterday. In your description, include details about what types of foods you ate, when you ate them, and why you chose to eat these foods. Now reflect upon your personal eating habits and describe how you feel about your nutrition habits including any changes you would like to make.

6. Companies that make food products tend to spend enormous amounts of money to advertise these products. The food products we see advertised on T.V. and in print ads are frequently high in fat, sugar, and/or sodium.

• Choose one advertisement you have seen recently on T.V. or in a magazine. Describe the product being sold and the strategies being used to entice the viewer to purchase this item. Finally describe how you felt about the manner in which the product was being sold.

7. Competitive sports have a rich history in the United States as well as around the world. Each sport has specific characteristics which make it unique and distinguish it from others.

• Choose one competitive sport and write a detailed description of it. In your description include details related to the history/origin of the sport, the goal/objective, procedures, scoring procedures, basic rules, equipment needed, officials/players/participants, as well as the specific skills necessary for one to successfully compete in this particular sport.





9. Smoking, as well as the use of alcohol and other drugs, is a huge problem in today’s society.

• Describe the steps that someone could take in order to break an addiction to .

10. We perform a variety of activities that build both our mental, physical, and social abilities. Being able to understand similarities and differences help us to choose activities that are most beneficial to our needs.

• Describe the unique features of ________ and _________. Compare and contrast the two for their focus on ______________ (rules of the games, muscle groups, burning calories, etc.)

ART/MUSIC

1. Music is an important part of teen life. It is an expression of feelings, beliefs and can reinforce social behaviors among teens.

• Describe a piece of music that is one of your personal favorites to listen to and/or perform. Include a description of how the music makes you feel.

2. Art is in the eye of the beholder. Everyone has their own idea of what is the

“best” or most beautiful. • Describe what you believe to be the “best” or most beautiful piece of

art in the world--it could have been created by a famous artist, or even by you. Be sure that you include details about what qualities you feel a piece of art must have in order to be the best or most beautiful.

3. Every culture has a history rich with art and music. In our society we have

many opportunities to enjoy the arts. • Select a place or event where people congregate to experience the

arts ___________ (a museum, a concert, a festival, an art gallery, etc.), and describe it using the five senses.





5. Artists often try to convey their ideas, feelings and emotions through their work.

• Choose a painting and describe the ideas, feelings and emotions that it coveys to you. Be sure to use descriptive vocabulary.

6. Musical instruments are unique in terms of their appearance as well as their sound.

• Choose a musical instrument and describe it in terms of its appearance, the sound(s) it makes, the feelings that can be expressed when the instrument is played, etc.

7. You are designing a t-shirt that you want to have airbrushed. • Write a description of the design. Include your colors, appropriate

logos, symbols or any features that will make your tee-shirt unique, eye catching or impressive.

8. Being able to compare and contrast works of art, whether they are visual or musical, is critical to analyzing art. The ability to write about this analysis demonstrates an understanding of the experience; both the literal identification as well as the emotions connected to it.

• Describe the unique features of __________ and _________. Compare and contrast the two using figurative language.



9. Musicians often try to convey their ideas, feelings and emotions through their

work. • Choose a piece of music and describe the ideas, feelings and

emotions that it conveys to you when you hear it. Be sure to use sensory descriptive vocabulary.

10. Artists use a variety of media to create their masterpieces. • Describe an experience you had using a specific type of media such

as clay, wire, paper, paint, etc. Include details related specifically to the material, what it was like to work with, and how you used it to create your piece of art.

MATH

1. Most homes have kitchens. Some are big and some are tiny. Think of a kitchen you have seen.

• Draw a layout of the kitchen to scale. Write a brief description of the visual decor of the kitchen. Describe the sounds, smells, and activities one would experience in this kitchen.

2. Geometric shapes are everywhere. • Describe geometric shapes you see on a daily basis in terms of their

characteristics as well as the function of each shape.





4. Shapes are made from combining different types of lines. Each line has its

own unique characteristics. • Discuss the similarities and differences between parallel,

perpendicular, and skew lines.

5. Mathematics is present in many areas of our lives. Sometimes it is very obvious--other times it is subtle.

• Describe the mathematics observed in a photograph provided by your teacher.

6. Solving mathematical problems can be done in different ways as long as you

consistently get the correct answer. • Describe any computational procedure that you invented.

7. We have all seen pictures of the “mad scientist”. Certain stereotypes and

perceptions are often driven by our personal feelings which are associated with a subject matter such as math.

• Draw a picture of a mathematician and describe how your picture depicts your perceptions about math and mathematicians. Include how you feel about math, situations or moments that affected how you feel about it.

8. Reflecting on past experiences helps us to better understand the present.

• Describe your past feelings and experiences in math and your hopes for this math class. Include what you hope to gain and what you hope to contribute to this class.

9. Teachers often hear students say, “Why do I have to learn this? I’m never going to use it.”

• Describe real life uses for (mathematical concept).

10. Your friend called you because they did not understand the math homework assignment.

• Describe the steps to solve (particular problem).



SOCIAL STUDIES

1. ______________ (historical figure) has assumed the responsibilities of your principal for a day.

• Identify the leader and indicate the changes the leader would make at the school. Describe how these changes would affect the life of the school community.

2. The geographic location of water plays a big part in the development of societies.

• Describe _____________ (a body of water). Think about what it looks like on and below the surface. How do humans use this body of water and its resources?

3. A major weather disaster can destroy crops, homes, and people. It may change the way of life for an entire community.

• Describe the effects of _______________ (a major weather disaster) on people, environment, and the economy. Be sure your description includes specific details about what life in this area is like as a result of the weather disaster.

4. Being able to compare and contrast historical events, historical figures, time periods, etc. is critical to analyzing history. The ability to write about this analysis demonstrates an understanding of what has been explored.

• Describe __________ and _________. Compare and contrast the two using figurative language.

5. Knowledge is something that we acquire all the time in many different ways.

• Use everything you have read, learned and heard about ________________________ to write a vivid description of _________________________. Be sure to include descriptive verbs and adjectives.



6. The United States is filled with interesting historical places, such as Mt. Rushmore, Arlington National Cemetery, The Lincoln Memorial, The Vietnam War Memorial, etc.

• Choose a historical place in the United States and describe it in detail including the historical significance and meaning of it to a student in another country.

7. Exploration has been critical to the development of the world as we know it. • You are a modern-day explorer. Describe your first day of

exploration including specific details about where you are traveling, how you are traveling, who you are taking with you, what you are finding, etc.

8. History happens around us every day. The events of the past shape our future.

• You have just witnessed a historical event. Describe the event including the sights and sounds so that the reader feels like they were a part of this event as well.

9. In this country, laws don’t just happen. There is a specific process that is followed in order for a bill to become a law.

• Propose an idea for a new law. Describe the process it will have to go through to become a law.

10. Our country has a flag with fifty stars representing the fifty states and thirteen stripes representing the original thirteen colonies. Your state has a flag, too, with things that represent important historical events and items of your state.

• Describe in detail a flag that represents you. Think about your personality, and your interests/hobbies. What images would be on your flag to represent “you” to the world?



SCIENCE 1. Nature is full of beautiful natural creations. However, people’s opinion on

what is “beautiful” may differ. • Describe what in your opinion, is a beautiful scene in nature.



3. Oceans are unique bodies of water with specific characteristics. • Describe an ocean. Think about what it looks like on and below the

surface. Give enough detail for your reader so they can picture what you are describing.

4. No two storms are exactly a like. A thunderstorm, a snowstorm, a hurricane, a tornado, a hailstorm, a rainstorm, or any other type of storm has identifiable characteristics.

• Describe the unique features of a storm you learned about. Using descriptive vocabulary write about this storm so that the reader can visualize what it would be like to be caught in the storm.

5. A major weather disaster can have devastating effects on the environment. It may change the way of life for an ecosystem.

• Describe the effects of _______________ (a major weather disaster) to an ecosystem. Be sure your description includes specific details about what life in the ecosystem is like as a result of the weather disaster.



6. Being able to compare and contrast scientific concepts and processes is

critical to analyzing science. The ability to write about this analysis demonstrates an understanding of what has been explored.

• Describe the unique features of ________, and a _________. Compare and contrast the two using descriptive vocabulary.

7. Animals have evolved to survive in the areas in which they live. • Research an animal and describe that animal’s habitat, appearance,

behaviors and how these characteristics increase the likelihood of survival.

8. Scientists have made many important discoveries throughout history, some

intentional and some by chance. • Pick a scientific discovery and describe how it came to be.

9. Cells make up tissues, tissues make up organs, organs make up systems and systems make up the body. Each system of the body plays an important role in making your body function properly.

• Pick a body system and describe how it responds after you have been scared. Use descriptive vocabulary to help the reader visualize the trauma to the system.

10. Scientists can now create clones of plants and animals. In the future clones of humans may be created. Many people have strong feelings on the topic.

• Describe the advantages or disadvantages of creating a human clone.



Section Six

Descriptive Writing Assessment Prompts

(For classroom and/or school- wide use)

&

Descriptive Writing Exemplars



ASSESSMENT PROMPTS

1. Topic: The Perfect Classroom

Think of your idea of the perfect classroom. How does it look? How does it smell? What are the sounds in it?

• Write a description of your idea of the perfect classroom. 2. Topic: Photograph Transport

You are holding a photograph. As you look at the photograph you are suddenly transported back into the time and setting of the picture.

• Describe the picture and explain the interesting things that happened on the day the picture was taken.

3. Topic: Favorite Meal

A newspaper is having a contest among middle school students to see who can write the most effective description of a favorite meal.

• Write an entry for the contest in which you describe one of your favorite meals. Describe it so clearly that the judges know exactly what it is like.



4. Topic: Favorite Place

Think of a favorite place. What do you like about this place? What do you do there? How does it look, smell, and make you feel?

• Write a description of a favorite place so that your reader will be able to picture it and have a sense of why it is your favorite place.

5. Topic: Favorite Season

Each season of the year is beautiful in some way. Think of what your city looks like during a certain season. What does it feel like? Is there a smell or taste to it?

• Write a description of an outdoor scene during your favorite season of the year. Use the five senses so the reader can visualize your city.

6. Topic: Treasured Item

Everyone has a favorite object that they treasure. Think of some object in your life that you really like. It could be a toy, or a doll, a game, a stuffed animal, or a book; whatever it is, it is special to you. What does it look, feel, smell, and sound like?

• Describe this object to your reader so that he or she will be able to picture it clearly and understand why it is so important to you.



7. Topic: Proud Moment

We all have experienced proud moments in our lives. Think about some of these accomplishments or things that you are proud of.

• Choose an accomplishment that you are proud of. Describe the experience, the feelings you had at the time, and what made you feel that way.

8. Topic: Memorable Event

Most of us look forward to special occasions. Think about the experiences you have had during an event you remember.

• Choose one occasion that was especially memorable. Describe this occasion and using details about what happened, who was there, when this took place, as well as the feelings you had.

9. Topic: Feelings and Emotions

Feelings and emotions are part of our everyday lives and can change as the day progresses. We can feel happy, sad, angry, worried, tense, anxious, excited, etc.

• Choose one feeling or emotion and describe a time when you felt that emotion. Be sure to include details about what was going through your mind, what your body experienced, etc. so that when someone is finished reading your description they feel that they have just experienced that same feeling or emotion.



10. Topic: Favorite Time of Year

For some people, summertime is their favorite time of year because it brings to mind images of swimming pools, barbecues, and beaches. Others prefer winter because they imagine skates, snowballs, and sled rides.

• Vividly describe your favorite time of year using sensory details (sights, sounds, smells, tastes, etc.). Think about what you do during this time of year and also include an explanation of why you enjoy this time of year so much.

11. Topic: Admirable Person

Whom do you admire? Perhaps you look up to a famous leader such as a president, governor, or a mayor, living or historical. Maybe it’s a sports figure you wish you could be like, a movie star, or a singer. This person might not be well known at all, but just an ordinary person – someone in your family, neighborhood or school.

• Describe all aspects of this person including his or her appearance, character traits, personality, and the achievements that make him or her admirable in your eyes.

12. Topic: A Memorable Storm

Weather in Wisconsin is ever changing. Storms are a regular part of the weather in this area, whether they are a blizzard, tornado, thunderstorm, hailstorm, or a windstorm.

• Think back to a storm you have experienced. Describe the storm in detail including what it was like in terms of sights, sounds, smells, tastes, and your feelings during the storm. Your description should allow the reader to feel like he/she was there with you.



13. Topic: Neighborhood

Neighborhoods are unique and full of activity. • Describe your neighborhood in detail so that as someone

reads your description he/she feels like he/she is walking through and experiencing your neighborhood. In your description include details related to the sights, sounds, smells, and feel of your neighborhood including the people, types of houses, stores, buildings, traffic, etc.

14. Topic: Life in the Future

We all have goals and aspirations of what we would like our future to hold.

• Describe what you hope to do in the next ten years. Include details about what you will be doing, who will be there with you, how you will get there, etc.

15. Topic: Ideal Living Space

People live in houses, apartments, tents, cabins, trailers, and other spaces. If you could live anywhere, where would it be?

• Describe your ideal living space. Be so clear that someone reading your description can easily visualize your ideas. Include details related to where it is located, what it looks like, the size of it, who else lives there, as well as the sights, smells, and sounds associated with it.



16. Topic: Favorite Game

Most of us have a favorite game or at least one that we enjoy playing from time to time. It could be a traditional card game, dominoes, maybe a board game, or perhaps it is a game that requires physical activity such as kickball or tag. It could even be a game that you came up with all on your own.

• Describe a favorite game. What does it look like when it is played? Who can play this game? When is it played? Where is it played? When someone is finished reading your description he/she should easily be able to visualize the game being described.

17. Topic: Attributes of a Good Friend

Friends play an important role in our lives. People have different ideas about what makes someone a good friend.

• What makes a good friend to you? Describe the attributes and character traits (i.e. humor, compassion, empathy, understanding, responsibility, kindness, etc.) that you feel are important for someone to posses in order to be a good friend. When someone is finished reading your description he/she should have a clear understanding of the qualities you look for in a friend.



18. Topic: Neighborhood Improvement

Neighborhoods are unique. No neighborhood is perfect. There are both positive and negative aspects to your neighborhood. Many neighborhoods have started improvement committees which take suggestions and recommendations from residents as to how the area can be improved.

• Describe the improvements you would like to make to your neighborhood. Include a detailed description of your plan to change the current situation, and how you feel these changes will better the neighborhood.

19. Topic: Challenges

Teenagers are faced with many challenges today as school, home, society, and peers add complications to their daily lives.

• What issues do you feel are most challenging to teenagers? Describe these issues and the challenges they pose, as well as possible solutions or ways teenagers might deal with them.

20. Topic: Different Personalities

We all have different personalities, different ways of dealing with life, and different points of view.

• Think about the main elements of your personality. What makes you “you”? Describe your personality in terms of what kind of person you are and what you are like inside. When someone is finished reading your description he/she should have a clear understanding of your personality.



21. Topic: An Embarrassing Moment

At some point we have all felt embarrassed. Sometimes family members or friends embarrass us when other people are around, or maybe you’ve had an embarrassing moment in the classroom.

• Think of a time you felt embarrassed. Describe the embarrassing incident and how you coped with it. Include details about what happened, who was there, and the emotions you felt. After reading your description of the event the reader should feel empathy for your experience.

22. Topic: Trading Places

Most of us at some point or other have wanted to trade places with someone.

• Choose someone you would like to trade places with for the day and describe your day. Make sure you include specific details related to who you are trading places with, what you will do as this person, who will be there, and how it feels to be this person.

23. Topic: The Perfect Disguise

Many of us have thought about being invisible, switching places with someone for the day, or pretending to be someone else.

• Describe your perfect disguise and what you would do for a day in that disguise. Be sure that your description includes details related to the disguise itself, as well as what you would do for the day while in this disguise.



24. Topic: A Treasured Belonging

We all can think of objects that we “treasure” or that have significant meaning to us. Maybe it is a toy you had when you were younger, or something someone gave you. While the object may not be worth a lot of money or that important to someone else, it is something that you “treasure”.

• Choose an object that you “treasure”. Describe the object and why you consider this object to be a “treasured” possession. When someone is finished reading your description he/she should have a clear picture of what the object is and why you “treasure” it.

25. Topic: Enjoyable School Event

You have been in school for several years now. There are times when you may find school enjoyable and other times when you may want to be somewhere else. At some point you have experienced an event at school that you enjoyed.

• Choose a time when you found school to be very enjoyable. Describe the event including details related to who was there, why it happened, what made this time enjoyable, etc.

26. Topic: Last Day of School

As the last day of school arrives you may have many different feelings going through your head.

• Are you excited, sad, scared or nervous? Describe your thoughts and emotions on the last day of school.



27. Topic: New Course

Unfortunately, not all schools offer the same courses (for example: art, music, world language, gym, and computers). Think of one additional course you would like to take that your school does not offer at this time.

• Describe the course you would like your school to offer and the reasons it should be added to your school’s curriculum.

28. Topic: Robots

Robots are used to do many jobs in the work place. They are slowly becoming more prevalent in our daily lives.

• Describe a robot you would like to have and how you would use it in your daily life.

29. Topic: Design Your Own Shoes

Many athletes such as Michael Jordon, LeBron James, and Venus Williams have made millions with their line of athletic shoes. If you could design your own brand of shoes, what would they look like?

• Write a description of your own athletic shoe including details that can help your reader visualize and desire to buy the shoe.



30. Topic: New Clothes

Your parent/guardian is going to the mall to purchase new school clothes. You cannot go with them; however, you want to make sure he/she buys you the right clothes.

• Write a note describing the clothes you want your parent/guardian to purchase. Be very descriptive. He/she does not have a clue as to what is in style and where to shop.

31. Topic: A Winning Experience

You were chosen to represent your school in a state competition and you won! You are asked to address your classmates at the next awards assembly to share your winning experience.

• Write the speech you will present at the school’s awards ceremony describing your experience at the state competition. Remember to describe how you felt when you won!

32. Topic: School Plan Your school has a learning team that works to constantly improve the academic and social culture of your building. You have been asked to serve as a student representative on this team.

• Write a response to the learning team’s request that you describe the most important changes in the school’s learning environment that should be addressed this year.



33. Topic: Stuck at School Overnight

A blizzard covered the city with snow. It was so treacherous the school buses could not reach the schools. The school board decided it would be safer to keep the students at school for the night.

• Describe how you and your classmates spent the night at school.

34. Topic: Life without Electricity

It has been raining for 5 days. The streets are flooded and there is no electricity in your home so you have no lights, no television, no computers, and no video games.

• Describe what the last 5 days have been like without electricity. Include details about how you occupied yourself, who was there, how you felt, and how you accomplished everyday tasks such as getting food, etc.

35. Topic: Too Much Homework

Your teacher just keeps piling on the homework. You, like many of your classmates, complain that it is just too much work and it is impossible to complete. Your teacher believes that you have nothing to do when you get home which is why he/she assigns so much work.

• The teacher has asked you to describe your typical after school and evening routine in a written statement. Be sure to include specific details relating to timeframes, family members, and other people who affect your daily after school routine.



36. Topic: Upset and Angry

We all get angry at times, but everyone reacts in different ways. Some people show their anger openly, and some hide it.

• Describe a specific time when you got mad. Include why you were upset, who was involved, how you handled yourself, and whether or not this experience helped you deal with your anger differently.

37. Topic: Positive TV

Much has been written about the negative effects some television programs have on young people. However, there are two sides to this issue. Television does have some positive program choices for teens.

• Choose a show that you feel is beneficial for teens to watch. Describe the show and its positive impact on today’s teens.

38. Topic: R-E-S-P-E-C-T

Your parents and teachers insist that respect for others is very important. Think of some reasons why this might be important.

• Describe what respectful behavior toward others looks like, why it is important, how it helps people get along, and improves relationships.



39. Topic: Extreme Makeover

A restaurant that you enjoy dining at will be making changes by redecorating, adding new food dishes, and making other improvements.

• Describe the changes you believe would improve the customers’ experience at the restaurant. Consider changing the menu, price of the food, service, the way the inside looks, parking lot, etc.

40. Topic: An Unexpected Event

Sometimes things happen when we least expect it. Think of a time when something did not turn out as planned.

• Describe a time when something did turn out the way you expected. When someone is finished reading your description of the event he/she should be able to picture what happened, your reaction to it, and what the outcome was.

41. Topic: Ideal Family Member

We all have conflicts with our brothers, sisters, and/or other family members. Imagine that you have the ability to invent the perfect family member.

• Write a detailed description of your ideal family member. Describe him or her head to toe. Also include vivid details related to his or her personality, behavior and what you might do together.



42. Topic: Something That Really Bugs Me…

Certain things tend to bother/annoy certain people. Things that “bug” you may not really “bug” someone else. Snapping your gum seems to annoy most teachers and playing loud music late at night tends to annoy most neighbors.

• Think of something that really bugs you. Write a detailed description of what it is that bothers you as well as why it bothers you. Include sensory vocabulary and details so that someone reading your description understands why you are really “bugged” by this.

43. Topic: Something I Do Well

We all have things we do well. They could be academics, playing sports, participating in certain activities, helping senior citizens or younger children, etc.

• Describe something you do well. Include a description of what it is you are good at, why you believe you excel at it, and why you enjoy this activity.

44. Topic: The New Kid

The first day of school can make anyone nervous. Being a new student, not knowing anyone or where to go can be a tough and scary experience.

• Describe your school to a new student so he/she can begin to feel less nervous about his/her first day. In your description include details related to the layout of the school, a typical schedule, the students in the school, the activities the school offers, etc.



45. Topic: A Typical Lunch Hour

The student lunch hour at any school is an interesting experience. • Describe your lunch hour to someone who has not been

there. Include details related to the sights, the sounds, the smells and the tastes one might experience.

46. Topic: Favorite Pastime

Baseball great Roberto Clemente was born on August 18, 1934. Baseball is considered “America’s Pastime.” Think about what you like to do when you are not in school.

• Describe your favorite activity outside of school. Include specific details about the activity as well as reasons why you consider this to be your favorite activity.

47. Topic: Morning Routine

Most people have a routine when they wake up. Think about what you do each morning in order to get ready for school.

• Describe your morning routine from the time your feet hit the floor until you get to your first class. Include sensory details related to what you see, hear, smell, feel and touch as your morning gets started.



48. Topic: Favorite Food

Outdoor barbecuing is a common part of summer in this area. We grill out in our backyards, at Brewer games and family picnics. When it is hot outside we tend to eat certain foods that become our favorite at this time of year.

• Describe your favorite thing to eat on a hot summer day. In your description include sensory details such as how the food looks, smells, tastes, feels, the sounds it makes as it is being cooked or while you are eating it, and why you consider this to be your favorite summer food.

49. Topic: Ideal Cell Phone

Technology is constantly changing. When cell phones were first available for purchase they were the size of a house phone. Now think about the phones we have available today and all the services they can provide.

• Describe your ideal cell phone. In your description include all of the features your new phone will have as well as a description of how each of them works and why you chose to include it as part of your phone.

50. Topic: Favorite Movie or Television Show

When it comes to movies and television shows our preferences vary. Some of us prefer Saturday morning cartoons while others prefer to go the movie theater to see the latest action film. What is your personal preference?

• Write a description of your favorite cartoon, movie or television show including the characters, setting, and the basic plot. Finally, describe your ideal spot to enjoy this show or movie.



Descriptive Writing Exemplars

Teachers should use these exemplars to show students how the writing

compares to the criteria of the MPS Writing Rubric. Students should

work together to enhance the quality of the writing samples then explain

how they revised the documents to make them better. All students need

examples to follow. When students are given writing models they will be

able to model the positive qualities, and learn from the aspects that need

improvement.

Prompt: There are various qualities that make someone a best friend. In a well-written response, describe the characteristics of a best friend.



*Example of a “4” response

A Best Friend

Best friends are hard to find. When you find one it can be a very enjoyable time in your life. You feel appreciated and loved. As your friendship grows you begin to really enjoy the companionship of that one special person. There are many characteristics that a best friend has. Here’s what I look for in a best friend. Trust is very important. You have to be able to trust your friends. If you can’t trust someone who you consider a friend then that person is not worthy to be your friend. A best friend is someone you want to tell your secrets to, but if you don’t trust them than that is not a true friend. My mom is my best friend. I can tell her everything because I know she won’t tell anyone. My mom is like a diary that I can talk to. She helps me with my problems and gives great advice. Another quality I look for in a best friend is honesty. I want a friend who will tell you the truth and nothing but the truth. A best friend will tell you what she really thinks about your new haircut and not a lie. What is friendship that is made up of lies? It’s nothing. When some people lie to make themselves look better to a person, they are actually making themselves look worse. A best friend will like you for who you are and what you’re not. Your best friend must have a sense of humor. Nobody wants to hand around someone who doesn’t even crack a smile. A best friend is someone you can laugh with until you’re both crying. A best friend is someone who can make the dumbest jokes, but still make you laugh. A good sense of humor is very important. I have had many best friends at different stages of my life. I’ve noticed that all my best friends have the same qualities. They are trustworthy, honest, and have a good sense of humor. It doesn’t matter what they look like, talk like or about what they wear. It does not even matter the race. A best friend is a best friend no matter what, as long as they’ve got those special qualities.




Most people don’t realize that a good friend must have many important characteristics to truly be a good friend. A true friend will always respect you. Also a good friend must be loyal. The final ingredient in a good friend is that they have many things in common with you. A true friend will always respect you no matter what. If you were playing a game with you and they won, they should respect you enough not to brag. Likewise, if they lose they shouldn’t act like a sore loser. They of course should never treat you badly at all, game or otherwise. As my mom likes to say, “they own you that common courtesy.” Another important quality in a good friend is loyalty. When you and your friend are on the same team playing a game like basketball and you miss an important shot that would have won you the game, your friend shouldn’t’ just abandon you. A loyal friend would stay by your side and tell you that he would have missed the shot too. Also if they find a friend that they think is better then you, he shouldn’t just leave you and never see or call you again. Also when you say idea that everyone in class thinks is stupid, a good friend would stand by you even if the idea is dumb. Finally, you and your friend should have things in common. You should share some of the same ideas so you have something to talk about. Similarly, you should share some of the same hobbies so you have things to do and play together. I also wouldn’t hurt to have some of the same dislikes that you could talk about. So who do you know won’t brag when they win a game? Who will always stand by you no matter what? Who enjoys to play cards as much as you do? A good friend, that ‘s who.



*Example of a “3” response Wouldn’t you agree a friend has many characteristics. In the passage below I will be explaining hose characteristics. An example of a true friends characteristics would be, for them to be very similar to you but yet different from you. Without a doubt a friend should be there for you when you are down to help you stay encouraged. They should be there for you, so you can have someone to understand your pain. As well as talk your problem out, so that you can feel secure. True friends should help you gain hope when your hopeless. In my opinion a friend should be similar to you, have the same interests, should also like the same things. Well to me a true friend is someone who is almost like you but not you; their your true friend. They should also like you for you! Lets take a look at the most interesting characteristics of a true friend. A true friend should have a sense of humor, be spontaneous although fun to be around. I’m sure that no one would want to have a friend that’s boring, never goes to the movies, just sits at home doing absolutly nothing at all. Nobody would want a friend like that. In my opinion that not a friend thats just a boring person with no true friend characteristics. Only the people who are boring would want a boring friend, and I’m not one of them. In conclusion a true friend should have the characteristics that you have, therefore they would be interesting, same sense of humor also encouraging. A true friend should have the characteristics of a true friend no matter what people say or do, they will still be a true friend! Overall a friend thats your friend should be a true friend with true friends characteristics. THE END!!



*Example of a “2” response Do you have a best friend, True-friend, or a friend at all? Do you just wan’t any kind of friend. Here are some characteristics that I will like a friend to have, to be my friend. I would like my friend to be funny, has a sense of humer. Laugh’s when I tell a joke. I’ll like my friend to be atheletic and like sports’ like football and basketball. Be competitive cause “I” don’t like people who are no challenge to me. Most of the people I play are a challenge / competitive. People that are a challenge push me to the limit that I play good at. Some people take friend for granted and fake like their your friend. Some step so low and use you for your money “but I know better”. Your friend should respect you and be crative. Nobody want’s a friend that’s boring and no fun. People want excitment. If you have a true friend. He / she would try to break you up in a fight or help you. A real friend will help you. A real friend will help you thougth thick and thin to the end , and though the battle of life. Thats a “true friend.” That’s My Story on a “true, - friend




My best firend Will lik to play vido game like PS2 and PS1 and also 64 we like to trade game to. The vieo games we like to play WWF Smackdown and we will also play rice car game. And Fiting games in we will also play games like max pan. Me and my best firend will go to the park to play football some other kids the ather kids Will all was went to be on are tame because we all was bst everone at the park. My best firend lik to make people laugh in one time he made me laugh I stared to cry Because it was so Funne. Me and my best firend like to wach t.v. we like to wach WWF in football games in also the sinpsons in the barney mack show in also like to wach B.E.t.




My idea of a good friend is my top three things trust funny and caring. I like a friend that I can trust like if I borrow my game to him he will return it to me safely not all scratch up or broken because he trust me and I trust him . An other resin of trust is if I delve him if he is telling the truth. Maybe he is not telling the truth about something then I get in trouble. So that why need a truthful fiend. The second reason is funny I like a friend ho is funny I wont a friend ho can mack my laght when im down or sad or mad or just bring up the day. An other reason is if I hit him too hard he will start to light at me and he will know im joking. The third reason is caring I wont a friend ho is caring to me and others not just him self. I like a friend is caring when its needed the most. When I fall down he is their to catch me.




Wella best friend is someone who can hold secret any you can talk to and he or she are like sister or bother who nose everthing about you some who is comecom. I’m next pargarth i will be describe My best Anthony is because he is cool; fun; funny, fun to be with he has a lot of truble too but we get though



Section Seven Teacher Resources



Revising and Editing Symbols



Name Date

DESCRIPTIVE WRITING

TOPIC:

What can you feel?

What can you see?

What can you hear?

What can you taste?

What can you touch?



Name Date

5 SENSES CHART A Guide to Descriptive Writing

TOUCH HEAR SEE TASTE SMELL



Name:______________________________ Descriptive Writing Brainstorming Guide

What are you describing?

What does it look like? What does it smell like?

What does it feel like?

What does it sound

like?

What does it taste like?



Name___________________________________ Date________________

Idea Cluster/Web Write your topic in the center symbol and add the details in the smaller symbols. Add more symbols as needed.

Topic/Main Idea



Name____________________ Date_____________

Sequence Chart

Topic/Main Idea What happened first? What happened next? Then what happened? Next? What happened last?



Modifications and Adaptations

For Students with Special Needs

• Break down the writing task for the student.

• Provide shortened writing time and frequent “stretch” breaks.

• Help students visualize what they want to write about.

• Highlight important/key words in the writing prompts.

• Explain the prompt in a variety of ways to make sure the student understands.

• Use brainstorming as a way to generate ideas and vocabulary.

• Ask students leading questions to guide their writing.

• Narrow down the writing prompt for students.

• Look for quality in writing, not quantity.

• Provide students with a purpose for writing.

• Have students write on every other line and on one side of the paper during their first draft. This will help with the revision process.

• Provide time between drafts so that students can think about changes.

• Encourage students to write frequently used words in a personal dictionary.

• Teach students how to use the tools of writing such as dictionaries, thesauruses, spell-check and electronic dictionaries.

• Use graphic organizers to help students plan their writing.

• Provide students with concrete experiences in identifying descriptive words by locating words in magazine advertisements.

• Hold interactive writing sessions with students to discuss such things as word choice, spelling, description or punctuation.

• Scaffold the support you provide for students. Struggling writers may need more support that other students in your classroom.

• Select one focus area for revision during conferencing (i.e. word choice). This way the task is not so overwhelming.

• Allow the students to see you model and struggle with your own writing.

• Keep comments positive. Students with special needs often find writing a daunting task and need to be encouraged to begin the writing process.



Glossary of Writing Terms

Alliteration-the repetition of a specific sound or letter Allusion-reference to a well-known person, place, or thing Analogy-comparison of similar objects Anecdote-a brief story used to make a point Aphorism-a short statement of wisdom or truth Apostrophe-addressing the absent as though present, the dead as though living Brainstorming-a list of all the possible ideas that you can write about; this can be done individually or as a group. Climax-the major turning point of the story Colloquialism- a common word or phrase not used in formal speech Conclusion-a final summing up Descriptive Writing- Descriptive writing uses words and phrases to paint a vivid picture of a person, place or thing in such a way that the reader can visualize the topic and enter into the writer’s experience. Draft-a version of a writing response; often referred to with numbers (1st draft, 2nd draft, etc.) to distinguish one revised edition from others; drafting is a part of the writing process



Editing-correcting, cleaning up, and preparing for publication Elaborating-adding details to written work to support an idea; giving examples to make ideas very clear Essay-a short literary composition Exaggeration-overstatement or stretching of the truth Expository Writing-Expository writing presents information about a topic; it may explain ideas, give directions, or show how to do something Figurative language-language used in a special way to create a special effect Figure of speech-a way of describing a subject by comparing it to something else Flashback-a technique in which a writer interrupts a story to go back in time Fluency-smooth, easy flow of your ideas that makes it easier for the reader to read and understand your writing Foreshadowing-hints or clues to suggest what will happen next in a story Free-writing-writing quickly to discover new idea Graphic organizers-a chart or visual designed to help a writer organize and record his or her thoughts about a topic or idea Hyperbole-an exaggerated overstatement Idiom-a word used in a special way that may be different from its literal meaning



Informative-writing that informs, provides information Interview-a meeting for the purpose of talking or questioning Irony-a statement that contains a double or hidden meaning Loaded words-words that make people feel for or against something Metaphor-compares two different things without using comparison words such as like or as Narrative Writing-Narrative writing tells a story in a logical order by sharing the details of an experience, including the beginning, middle, and end; writers often answer the five W’s (who, what, where, when, and why) and include colorful details Onomatopoeia-the formation and use of words that imitate a sound when they are spoken; ex. Snap, pop, buzz, whoosh, zoom! Oxymoron-combines contradictory words to achieve special effects Paradox-a statement that is true even though it seems to be saying two opposite things Paragraph-a group of sentences written to tell about a central (main) idea Parallelism-the repeating of phrases or sentences that are written in the same way Personification-giving human qualities to that which is not human or alive



Persuasive Writing-Persuasive writing gives the writer’s opinion on a topic and tries to get readers to agree with it; writers present facts and examples to back up their opinions; the writing might draw conclusions, identify problems, and/or offer solutions Prewriting-organizing ideas and planning writing; may be in the form of a visual or other map, web, or list Prompt-a topic designed to invite students into the writing experience Proofreading-a process for re-reading, detecting, and correcting errors Publishing-a public way of sharing writing Revising-changing and improving writing Rubric-a scoring guide for writing; a rubric tells what qualities matter Simile-a comparison using like or as Story Starter-a beginning for a story; a story starter could be in the form of a question, an exciting word, or a topic sentence Summarizing- minimizing by condensing writing to main ideas Symbol-a concrete or real object used to represent an idea Topic Sentence-sentence that contains the main idea of a paragraph Transitional Words-words and phrases that help tie ideas together

milwaukee public schools · • understand the function of words, phrases, and clauses in a...

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