Descriptive Writing

What is a sentence?

A sentence expresses a complete thought and must contain at least a subject (noun) and action (verb).

Have a look at the video to revise sentences:

6. Write your favourite sentence from your book on one long strip of paper in fancy writing. Display this under the title “Spectacular Sentences” in the room.

Do you remember what a sentence is?

A sentence expresses a complete thought and must contain at least a subject (noun) and action (verb).

If you have time, you may want to re-watch this video from the last lesson to revise sentences:

Here are some examples of sentences with connectives:

• I tried to hit the nail but I hit my thumb instead.

• I have two goldfish and a cat.

• The ice cream was creamy like frozen yoghurt.

• I would like that jumper however it only comes in one colour.

• I wore a coat because it was cold outside.

• First I brushed my teeth and then I went to bed.

• I like salty snacks such as chips, cheese and crackers.

• It is lovely to snuggle up in bed especially when it is raining outside.

Simple sentences can be added together to create a compound sentence.

Let's create a compound sentence by playing the game Sentence Scramble:

(Teachers see "teacher notes" for further clarification)

First in groups of 3, find two sheets of paper in two colours, scissors and a marker: 

1. Choose one sheet of paper and cut it into 10 long strips. 

2. Choose a topic, either "Walking the dog" or "A birthday party".

3. Write 10 sentences about your topic on the strips. For example "My dog pulls the lead." OR "We sang Happy Birthday."

Next:

1. Create 10 shorter squares of paper with the other coloured paper

2. Write out connecting words you like from the "Adding", "Cause and Effect" or "Contrasting" sections.

Finally:

1. Choose two sentence strips

2. Choose one of your connective words and see if you can join your sentences together with the connective

3. Read out the sentence - does it make sense?

4. Can you use all of the sentences to join with one of your connective words?

5. Congratulations! You have made compound sentences. 

What is a phrase?

A phrase is a group of words that add meaning to a sentence. 

Watch this video to see what a phrase is:

Learning intention:

We are learning to use phrases to create interesting and detailed sentences.

Success Criteria:

Surface: I can write a simple sentence that contains a subject (noun),  a verb and is a complete idea.

Deep: I can write phrases that are more than two words, are parts of sentences and combine to create a complete sentence.

Transfer: I can create interesting sentences by writing descriptive phrases and combining simple sentences to create compound sentences.

1. Revise the story "Momma Where are You From" and what we learnt about phrases and sentences.

2. Have a look at the “Sentence Variety Graphic Organiser”.  

3. Look at the filled in model as an example and complete your own "Things to do" and "Where you live" in the following way:

• Write 3 phrases about "things I do" and "describing where I live".

• Write 3 different sentences about "what I like to do" and "where I live" by rearranging the order of phrases.

• Create your own favourite sentence that combines both of your ideas and write this at the bottom of the sheet.  

• Sit in a circle and listen to everyone’s sentences.  

• Whose sounded pleasing to listen to?

It is important to think about the type of questions the reader might have as they read your writing, so you need to be as descriptive as possible to SHOW what is going on. 

Complete the One Minute Challenge: 

1. Think of the topic animals.  Brainstorm some favourite animals onto the board

2. Everyone choose an animal and write it in your writing book

3. Set a timer for one minute

4. Write as many different words or phrases that come to mind about your chosen animal  

5. When one minute is up, discuss with a desk partner some of the words or phrases written.  Discuss with the class.

Vincent Van Gogh was a famous French artist.  Artists create pictures to show what they see and how they feel. 

The 1st slide share tells about Van Gogh and his painting techniques.  Your teacher will click through the slide show "All about Vincent van Gogh" and read out some important parts (no discussion).

The 2nd video shows some of Van Gogh's famous paintings. Watch and think about the painting techniques he used.  

Instead of drawing, writers use words to describe what they want to show their readers.  

Writers use different writing techniques to make their words show pictures in your mind.

Similes are one way writers help to put pictures into readers' minds.  Similes compare two things that share the same quality.  Similes use the words 'like' and 'as' to compare them.

A metaphor doesn’t just say something is ‘like’ something, it is that something (because it is so similar in some way)!  

1. Look at the following story settings description cards on your iPads.  

2. You will be given a set amount of time by your teacher.  

3. Write a paragraph about a picture of your choice using some of the key words listed.  

4. As you write descriptive sentences about the places pictured, try to use:

   1. 5 senses - see, hear, smell, taste, touch

   2.  a simile or metaphor.

5. At the end, take it in turns to read out your paragraphs.  Can everyone work out which place you are writing about?

6. Here are the cards:

Read the book “Homeplace”.  Discuss what might be a special place for you.

1. Read examples of "My Special Place”.  Discuss what the best descriptions were and why.

2. Look at the page “Description Improved”.  Discuss how it was improved, how does it “paint” a better picture in your mind?

3. Watch the video "Show, Don't Tell" again 

Read these two descriptive paragraphs from "The Lion, The Witch and The Wardrobe", Chapter 7:

• The first paragraph describes the Beavers' home 

• The second paragraph describes an experience there 

Lucy thought the Beavers had a very snug little home though it was not at all like Mr Tumnus' cave.  There were no books or pictures, and instead of beds there were bunks, like on board a ship, built into the wall.  And there were hams and strings of onions hanging from the roof, and against the walls were gum boots and oilskins and hatchets and pairs of shears and spades and trowels and things for carrying mortar in and fishing-rods and fishing-nets and sacks.  And the cloth on the table, though very clean, was very rough.

Just as the frying-pan was nicely hissing Peter and Mr Beaver came in with the fish which Mr Beaver had already opened with his knife and cleaned out in the open air.  You can think how good the new-caught fish smelled while they were frying and how the hungry children longed for them to be done and how very much hungrier still they had become before Mr Beaver said, "Now we're nearly ready."  Susan drained the potatoes and then put them all back in the empty pot to dry on the side of the range while Lucy was helping Mrs Beaver to dish up the trout, so that in a very few minutes everyone was drawing up their stools (it was all three-legged stools in the Beavers' house except for Mrs Beaver's own special rocking chair beside the fire) and preparing to enjoy themselves.