Middle School Lesson Plan:
Using Descriptive Language

Lesson Overview

Students will use The Story of Erica (either video or text copy) to identify specific words and phrases that make them feel like they are right there in the action. Discuss reasons why the author chose these words and phrases.

Standards

Writing Processes
9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose.

Reading Applications: Literary Text
8. Explain ways in which the author conveys mood and tone through word choice, figurative language and syntax.

Materials

• The Story of Erica
  (You can access a Web-streamed version of the story at www.WesternReservePublicMedia.org/trauma/video.htm. Or download the printable PDF version.)

• Descriptive Language worksheet

Procedures

1. Pass out Descriptive Language worksheet

2. After the students have read the story or watched the video about Erica, ask them to identify and list specific nouns, vivid adjectives and precise verbs that show action, character and setting. Discuss.

3. Have the students identify words or phrases that they believe to be weak. List these on the board. Discuss possible replacement words or phrases.

4. Finally, have the students complete Section Three of the Descriptive Language worksheet, replacing general nouns and verbs with more specific ones and adding adjectives that are more descriptive.

Evaluation

Base your evaluation on the written responses and/or discussion. The written responses may be evaluated using the following checklist:

Fluency
• The meaning of the each of the sentences is clear
• There are no sentence fragments

Word Choice
• Every word seems just right
• I use a lot of descriptive words (adjectives and adverbs)
• My words paint pictures in the reader’s mind
• I use strong words like “darted” and “exclaimed”
• I use synonyms to add variety