Descriptive Paragraph

Hot Air Popper
1. Preplanning:
Objectives: When presented with a food item and a list of describing words, thestudents will form a descriptive paragraph using at least 2-4 sentences and at least 2-4 descriptive words, using correct spelling and punctuation, with 100% accuracy.

Standard - Producing Written Communication in a Variety of Forms
2-5.3 - Create written pieces that describe objects, people, places, or events and that use words that appeal to the senses.
Materials and Technology:
Smart Board (chart prepared) computer, digital camera, spell checker, lined paper with picture box at top, construction paper popcorn kernels—some pre-cut, glue, crayons, scissors, pencils, hot air popper, large bowl, small cups, plastic spoons, popcorn, salt, squeeze butter (room temperature), chili powder, cheese powder.
Prerequisite Skills: Sentence mechanics and writing paragraphs, how to save and print files, knowledge of voice and speech software, digital camera use.
2. Lesson Opening:
Today we are going to use popcorn to help us with writing a paragraph. Remember, a paragraph is a group of sentences. We are going to focus on describing words—words that tell more about our subject and make our writing more interesting to us and others. Listen, I am going to give you two sentences: I have a game. I have a Super Mario Brothers game. Which one is more interesting to you? Yes, the one that uses the describing words, Super Mario Brothers got your attention. Watch as the popcorn pops. You will see lots of kernels popping up. Describing words are like popcorn—they pop up all the time in our reading, writing, and conversations, on TV— everywhere!
3. Lesson Body:
  • MODEL:Listen to my sentences. Some of them will have describing words and some of them won’t. Remember, describing words tell more about the subject and makes our writing more interesting to us and others.
Cars can be red. Red is a describing word. It tells about the car.
Franklin is nice. Nice is a describing word. It tells about Franklin.
The boy is happy. Happy is a describing word. It tells about the boy.
Buzz Lightyear is strong. Strong is a describing word. It tells about Buzz Lightyear.
I see a cat. Is there a describing word? Why not?
I walked down the hall. (Repeat script above).
I have a game about angry birds. Is there a describing word? What is it? Why is it a describing word?
Yesterday, we had a storm. Is there a describing word? Why not?
The stormy weather is over. Is there a describing word? What is it? Why?

  • LEAD: Now I’m going to give you a cup of popcorn—I will have one too. You can choose your toppings or none at all. Notice how your popcorn looks. Eat some and notice how it tastes, smells, sounds and feels. I want you to think of words to describe your popcorn. Allow students a few minutes to think. Each student’s describing words will be listed under their name on a chart on the Smart Board. (Students may say words like: hot, warm, light, salty, plain, boring, soft, crunchy ,noisy, hard, burned, buttery, yellow, red, cheesy, orange, fluffy, bumpy, messy, spicy, good, yummy, yucky, tasty, seedy, black, etc.) Listen as I read the words. Now I will point and you read them with me. Now I will point and you all read them together. Give individual turns. Students can use text to speech as an option for individual turns. These are all describing words. They tell more about the subject and make our writing more interesting. Now we are going to play a little game called “Pop Up.” You will squat down on the floor and listen as I describe my popcorn. When you hear a describing word, you will pop up. If you don’t want to pop up, you can hold up a paper kernel or touch the one on your desk. Ask a student to repeat the directions. Read the sentences as you write them on the board. Underline the describing word when the students pop up. My popcorn is red. It is spicy and crunchy. Some kernels are hard. I like to eat yummy popcorn! Good job! You popped up on all the describing words. Notice that I have a group of sentences with describing words that tell about my popcorn. This is a descriptive paragraph. What is this? Now you are going to form your own paragraphs about your popcorn. Remember describing words make our writing more interesting to us and for others to read. They also tell more about the subject. Notice that I started my sentences with capital letters and ended with some form of punctuation. Do your best!
Chart with list of describing words for each student

  • TEST:The students will use class computers to form a paragraph. They will choose 2-4 describing words from their list and make 2-4 sentences using correct spelling and punctuation. Some students will dictate their sentences to the teacher, some will write their sentences—a spell checker will be available. Some will use voice recognition, and some will do an oral presentation using the video feature on a digital camera. Students may draw a picture of their popcorn, take a digital picture of their popcorn, or select a pre-made construction paper kernel. Some may cut out their kernel; some may use a pre-cut kernel, then color to represent their popcorn. The students will save and print all work. The finished product will be one of the following:
A video presentation with the digital camera.
A printed paragraph with their choice of picture attached.
A written paragraph with their choice of picture attached.
While students are waiting to use a computer, the other students will be working on their popcorn picture or having their presentation recorded
4. Lesson Closing:
Today we learned about how to use describing words in a paragraph. Remember that describing words tell more about the subject and make our writing more interesting to us and others. All of you have shown in your own creative way that you know what describing words are and why we use them. I see describing words popping up all over your work! Woo-hoo!
Take a few minutes to finish your popcorn and then we need to clean up our areas so that we can do our next lesson. Make sure the computers have been logged off and the camera is off and returned to a safe place.

5. Evaluation:
Descriptive Paragraph
Number of Sentences Required
Number of Sentences Produced
Number of Describing Words Required
Number of Describing Words Produced
Correct Spelling and Punctuation