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After having students brainstorm ideas of what descriptive writing may be, offer feedback to the students about what a possible definition could be.2.Ask students to think of ways in which to make their writing descriptive.
Complete this until all five groups have represented all five senses.16.
Next, have the students try to think of one sentence for each sense that uses some of the adjectives and best describes the object so that someone might be able to guess what it is17.
Once the students understand the importance of using the five senses in conjunction with adjectives, explain to them that they are going to now do an activity using their senses.
Before being told the activity, students need to be made aware of the rules they must follow (keep eyes closed if doing any sense other than sight, stop all talking and face forward when "give three" signal is displayed by teacher(s), use their cooperative group voices to assure that everyone in the room can hear their own group, quit working and face forward when time is up, ect.)12.
Once the list of adjectives for all of the items is complete, review with the students what these adjectives mean and how they can help to make writing more descriptive. "The yellow, fat cate quickly jumped over the fence to go to his warm house."7. Explain to the students how their five senses can aid them during descriptive writing.8.
Ask students if they can think of what the five senses are.9.At the end of three minutes, put up the "give three" signal to make sure students have stopped working, quit talking, and face forward.15.Once you have the students attention, have each group read off their adjective list while writing it on a piece of construction paper at the board so that everyone can see.Assessments::* Students can be assessed in the following ways: 1.Orally through their responses to questions asked in regard to adjectives and/ or senses. Through their group activity pertaining to descrptive adjective use for a particular sense. Through individually written descriptive paragraphs over a Hershey's Kiss.If they do choose to reveal the object, let them know its more exciting to wait and reveal it at the end of their writing.18.The last activity will be for students to demonstrate their understanding of this concept, so they will do descriptive writing on their own.19.Break students into five cooperative groups, hand out the bags or box, and have students begin the activity.Warn students that they have three minutes to complete their list and make sure everyone in their group participates.14.After the rules have been established, describe to the students that they are going to be divided into five cooperative groups.Each group will be assigned a specific sense and given a bag or a box with their sense written on it.