Standard W.7.22Ice SkatersFatePompeii “Your World”“If You Want Something. Go Get It.”

Descriptive Writing – Vivid WordsStandard W.7.22

Tuesday, August 21st, 2012

Descriptive Writing – Vivid WordsDirections: Open your tablet, skip a line

from your last entry, and write “Descriptive Writing – Vivid Words”.

Learning Objective:Students will write narratives to develop

imagined experiences or events using relevant descriptive details.

ALCOS W.7.22

Based on the clip art above, I predict my narrative will be about ____.

Before: Quick WriteChoose one of the following pictures and list

10-20 words that describe that picture.

DirectionsStep 1: Open your tablet to a blank sheet.Step 2: Write ICE SKATERS across the top of the sheet.Step 3: Divide the sheet into two columns by drawing a

line down the middle of your paper.Step 4: Label one column Vivid Adjectives and the

other column Vivid VerbsStep 5: Watch the clip.Step 6: Record descriptions you see in the Vivid

Adjectives Column.Step 7: Record actions you see in the Vivid Verbs

column.Step 8: Use your words to write a poem or paragraph

about what you saw. The goal is to narrative what you saw with vivid words.

Adjective: describes a noun

The beautiful woman wanted a pair of shoes.

The rainy day made us even sadder.

Adverb: describes a verb

The little girl walked happily through the park.

The orphan hungrily ate the hot stew.

ICE SKATERS Vivid Adjectives

Beautiful Elegant Graceful

Determined Intense Focused

Vivid VerbsSpin

Twist Twirl Spiral

Jump Leap Fly

Poem ExampleDetermined—To glide on one leg,To stay steady and not slipOn freezing ice;

To be graceful, beautiful;To stand on your toe and spin, spin, spin—But never fall down dizzy;

To twirl and twist As they watch ice swirl around your quick feet.

Vivid Verbs in redVivid Adjectives in blue

Paragraph ExampleWhile watching the clip, I saw graceful ice

skaters twirling and twisting like angelic dancers over the smooth ice. One of them played a violin as he mixed dancing and skating together. A few times, I saw skaters make mistakes and fall on the unforgiving ice, but they always jumped back on their feet and started flying around the ice rink again. I really liked looking at their sparkling costumes and the determination in their eyes to do their best.

Vivid Verbs in redVivid Adjectives in blue

Questions to ask yourself: What are they doing?

Spinning? Leaping? Throwing?

What are they feeling? Cold? Proud? Nervous?

How do they look? Joyful? Crushed? Elegant? Satisfied?

Vivid Adjectives and Verbs

After: Narrative WritingWrite a short narrative from the point-of-view

of an ice skater who is practicing to represent the United States in the Olympic Games.What does he/she look like? Describe their

costume as well!How does he/she feel when they are skating?

How do they feel about being in the Olympics? What is he/she doing?Use sensory language (the five senses) to help

you use vivid language in your narrative.

Descriptive Writing – Vivid Words

Standard W.7.22

Wednesday, August 22nd, 2012

Learning Objective:Students will write narratives to develop

imagined experiences or events using relevant descriptive details.

ALCOS W.7.22

Based on the clip art above, I predict my narrative will be about ____.

Before: Quick WriteChoose one of the following pictures and list

10-20 words that describe that picture.

DirectionsStep 1: Open your tablet to a blank sheet.Step 2: Write FOOTBALL PLAYERS across the top of the

sheet.Step 3: Divide the sheet into two columns by drawing a

line down the middle of your paper.Step 4: Label one column Vivid Adjectives and the other

column Vivid VerbsStep 5: Watch the clip.Step 6: Record descriptions you see in the Vivid

Adjectives Column.Step 7: Record actions you see in the Vivid Verbs column.Step 8: Use your words to write a paragraph about what

you saw. The goal is to write with vivid words.

FOOTBALL PLAYERS Vivid Adjectives

Strong Fierce Unstoppable

Determined Intense Focused

Vivid VerbsRun

Sprint Charge Fly Drive

Jump Leap Fly Soar

Paragraph Example

While watching the clip, I saw two determined and fierce football players running, practicing and playing their hearts out. The clip showed both of them as little kids and I watched them grow up to become awesome players. Even when they were blasted with snow and rain they kept fighting to get the ball and fly down the field to score for their team.

Vivid Verbs in redVivid Adjectives in blue

After: NarrativeWrite a narrative from the point-of-view of a football

player who is thinking about quitting the team. Use descriptive, vivid words to describe what he looks like, how he feels, why he might quit, and what he does in your story.

You must first introduce your character, then describe how he feels about football and the reason why he might quit.

Last of all, you must conclude the story by describing him either choosing to stay on the team or choosing to quit.

Be sure to use vivid language in your descriptions.

Descriptive Writing – Vivid Words

Standard W.7.22

Thursday, August 23rd, 2012

Learning Objective:Students will write narratives to develop

imagined experiences or events using relevant descriptive details.

ALCOS W.7.22

Based on the clip art above, I predict my narrative will be about ____.

Quick WriteWrite down a list of vivid words that you

would use to describe a volcanic eruption.

Pompeii Article During: Highlight Vivid Words

Video Clips on Pompeii

After: NarrativePretend you are a person living in Pompeii on

the day the volcano erupted. Use vivid language to describe yourself, your feelings, your actions, and what you see happening around you.

Use sensory language (the five senses) to help you out.

Conclude the story by describing either your survival or your untimely end!

Descriptive Writing – Vivid Words

Standard W.7.22

Friday, August 24th, 2012

Learning Objective:

Students will write narratives to develop imagined experiences or events using relevant descriptive details.

Students will read and comprehend literature with scaffolding as needed.

ALCOS W.7.22 ALCOS R.7.9

Before: Quick Write

Skip a line in your tablet and write Quick Write. Be sure to include the date: 8/24/12.

Answer the following questions: If someone asked you to describe your world, what

would you say? How would you define your world? What is included in your world?

“If someone asked me to describe my world, I would tell them that my world is ______. I define my world as _____. My world includes _______.”

Your World – by Georgia DouglasA Narrative Poem

Your world is as big as you make it. I know, for I used to abide In the narrowest nest in a corner, My wings pressing close to my side.

But I sighted the distant horizon Where the skyline encircled the sea And I throbbed with a burning desire To travel this immensity.

I battered the cordons around me And cradled my wings on the breeze, Then soared to the uttermost reaches With rapture, with power, with ease!

If you don’t know a word, what should you do?

YOU WANT SOMTHING? GO GET IT.

SON: Pro! [shoots and scores] Haha! I’m going pro!FATHER: Oh-ho! Okay. Yeah… I don’t know… You know, uh… You’ll probably be

about as good as I was. That’s kinda the way it works, you know, and I was below average myself. [shoots and misses] So you’ll probably ultimately rank somewhere around there, you know, so really you’ll excel at a lot of things—just not this. So, you know, I don’t want you out shooting this ball all day and night, all right?

SON: All right.FATHER: You all right? SON: Yeah.FATHER: All right, go ahead. SON: [tosses the ball away and sighs] FATHER: [thinks about what he’s been saying] Hey. SON: What?FATHER: Don’t ever let somebody tell you that you can’t do something—not even me.

All right?SON: All right.FATHER: You got a dream—you gotta protect it. When people can’t do something

themselves they wanna tell you that you can’t do it. You want something? Go get it. Period.

Venn Diagram: Compare and Contrast the Poem with the Script. Work in Triads. 5 Minutes.

“Your World”“You Want Something?

Go Get It.”

Things They Have In

Common

“Your World” is about a bird who is afraid at first to ______

The script is about a father who is afraid that _______

The poem and the script both talk about being proactive. The bird wants to see more of the _____, so they have to leave their _____. The boy wants to be an NBA star, so he has to believe in ______.

Compare your Venn Diagram’s answers to this key. How is your response similar or different?

“Your World”“You Want Something?

Go Get It.”

Things They Have In

Common

“Your World” is about a bird who is afraid at first to leave their nest, but they realize that it’s worth the risk if they get to see new places.

The script is about a father who is afraid that his son will be disappointed if the son doesn’t grow up to be a famous NBA star, but he realized it’s worth the risk to tell his son that you should always believe in yourself.

The poem and the script both talk about being proactive. The bird wants to see more of the world, so they have to leave their nest. The boy wants to be an NBA star, so he has to believe in himself.

After: Vivid Injection

You will add descriptive language to either the poem “Your World” OR the script “You Want Something? Go Get It”.

This means you will add vivid adjectives and adverbs to either the poem or the script.

You will work in triads. In 10 minutes, your group will share their rewrite of the poem or script with the class. You are welcome to recite it with a beat.