Jessica Prestifilippo

9th Grade English

December 11. 2015
UNIT: Memoir Writers Workshop based on Night by Elie Wiesel
LESSON TOPIC: Analyzing Descriptive and Sensory Language
AIM QUESTION: Why should we use descriptive and sensory language in our memoir?
A. What LEARNING OBJECTIVES/ MAIN IDEAS do students need to know (maximum of 3)?
Students will be able to define and identify descriptive and sensory language.
Students will be able to analyze descriptive and sensory language in excerpts of complex text to determine
meaning and purpose.
Students will be able to create memoirs that contain descriptive and sensory language based on model
texts.
B. What COMMON CORE skills will be introduced or reinforced during this lesson?
RL 9.4: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings, analyze the cumulative impact of specific word choices on meaning and tone.
W 9.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
C. What academic and content specific VOCABULARY is introduced in this lesson?
Descriptive Language, Sensory Language, Memoir
D. What materials (e.g., ACTIVITY SHEETS, etc.) will I present to students?
SMART Board, PowerPoint, Night by Elie Wiesel, Descriptive and Sensory Language Handout
E. What activity, if any, will I use to settle students and establish a context (DO NOW)?
WHICH DISH WOULD YOU PREFER TO EAT? WHY?
Possible answer: Dish B The description is more appetizing because you have words like mouthwatering, fall off the bone, creamy, and thick
F. How will I open the lesson (MOTIVATION) and capture student interest?
WHY DOES THAT DESCRIPTION MAKE THE DISH SEEM MORE APPETIZING? WHAT ARE
YOU THINKING ABOUT WHILE READING THAT MENU ITEM? WHAT ARE YOU
VISUALIZING?
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Possible answers: You are getting a clear picture of what you will be eating; you can see it in your minds
eye and almost taste it. This item appeals to the senses.
WHAT KIND OF MEAT ARE YOU GETTING IN THE DISH YOU CHOSE?
Probable answers will be: steak, chicken, ribs, etc.
WHAT IF I TOLD YOU THAT YOU WERE GETTING PIGS FEET? WHAT IS THE PROBLEM
WITH THE DISHS DESCRIPTION IN THE MENU?
Possible Answers: The menu is not specific enough in its description of the dish. This can be misleading
TRANSITION: HOW DOES THIS APPLY TO OUR MEMOIR WRITING?
Possible Answers: We should be adding a lot of description and sensory detail so that our reader can
see/feel/taste/touch/hear our story, but we also have to make sure that our description is accurate.
G. What additional INDIVIDUAL/TEAM/FULL CLASS ACTIVITIES will I use to help students
discover what they need to learn (suggest three)? If these are group activities, how will student
groups be organized?
1. After completing the Do Now and the Motivation, I will hand out the Descriptive and Sensory
Language Worksheet so that the class can analyze excerpts from Maya Angelous I Know Why the Caged
Bird Sings. These excerpts represent complex text and they make effective use of sensory/descriptive
language. I will have a student read the first excerpt out loud and we will look at the sensory language
together to identify the sense. Students will then work in pairs to complete the front side of the handout.
We will then go over the answers as a class.
2. After identifying the correct senses that pertain to the language in the excerpts, students will answer the
larger questions:
WHAT IS THE EFFECT OF USING SENSORY LANGUAGE?
Possible Answers: The reader is able to immerse him/herself in the action of the text because they are
using all of their senses to experience the words.
HOW WOULD THE EFFECT OF THE TEXT CHANGE IF THE SENSORY DESCRIPTION WERE
REMOVED?
Possible Answers: The text would be boring, lifeless.
3. I will then show students an example of incorporating more sensory details into their memoirs using my
writing. Students will then work independently to add sensory details to their memoirs. I will conference
with students individually as they work on their revision. At the end of the period, I will ask for student
volunteers to share their best example of sensory language.
H. How will I DIFFERENTIATE INSTRUCTION with MULTIPLE ENTRY POINTS for diverse
learners?
The lesson begins by activating students prior knowledge by providing them with a real life example of
when descriptive and sensory language impacts their decisions. Students will chose a menu item based on
how delicious one sounds over another, due to the addition of more description and an appeal to the
senses. All students, at all levels, can accomplish this activity and can therefore understand the knowledge
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at the core of the lesson. Furthermore, I have scaffolding questions that can aid students who are
struggling with the activity. Additionally, I have scaffolding questions to be used throughout discussion.
Answers will then build upon each other so that students can engage with more complex ideas once they
are prepared for those mental leaps. The lesson also begins with more general knowledge so that students
can look at sensory language prior to analyzing the complex text of Maya Angelous I Know Why the
Caged Bird Sings. Students will therefore have a solid basis of understanding before moving on to more
complex thinking. Students will receive a handout with the excerpts, and we will go over the first example
together. Additionally, I have bolded the sensory words in the second example as a means of scaffolding
the exercise. This will aid my struggling readers and my students with IEPs. Throughout the lesson, the
information will be presented both verbally and visually to allow for multiple entry points into the
material. After our discussion of descriptive and sensory language, students will gain first hand experience
with implementing the authorial decision making process of including such language in their memoirs to
achieve a specific effect. Such interactivity will require active engagement with the concepts and the text.
Furthermore, students will be grouped in heterogeneous pairs based on academic ability so that struggling
readers can work with stronger readers in analyzing the text for descriptive/sensory words and phrases,
and making meaning out of the language.
I. What KEY questions (higher order thinking) will I ask to engage students in analysis and
discussion?
-WHAT IS THE EFFECT OF USING SENSORY LANGUAGE?
-HOW WOULD THE EFFECT OF THE TEXT CHANGE IF THE SENSORY DESCRIPTION WERE
REMOVED?
J. How will I ASSESS student mastery of the skills, content, and concepts taught in this lesson?
I will perform formative assessment as students answer the questions during the Do Now and Motivation.
I will circulate to assess students as they work in pairs on the handout, and I will assess the class as they
provide answers in full class discussion. Additionally, I will assess as students work individually on
revising their memoirs. During that time, I will be able to conference with the students and ensure that
they comprehend the material. Summative assessment will be in the form of the finished memoir.
K. How will I bring the lesson to CLOSURE (SUMMARY QUESTION)?
Students will share their best example of sensory language.
L. How will I reinforce and extend student learning?
1. CLASSROOM APPLICATIONS: If the class finishes early, more students will be able to share their
best sensory language.
2. ENRICHMENT ACTIVITIES: Individual students who finish early can add additional detail and
description to their memoirs. They can also edit their work. Furthermore, they can explore the model texts
in the classroom for ideas about how to add or revise their memoir.
3. HOMEWORK: Students will write the next draft of their memoir. This draft should be a polished, good
copy that is typed. There will be one more round of revisions and then the memoir is due on Tuesday,
during which we will publish the students work by sharing with the class.
M. What topics come next?
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1. TOMORROW: Students will work on crafting the best possible introductory sentence and concluding
sentence for their memoir based on mentor texts.
2. DAY AFTER: Students will publish their memoirs by sharing with the class.