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The Master Teacher Series: Descriptive Writing

(Teacher PowerPoint Slides)

3rd Grade

Copyright 2009John Schacter, Ph.D.Published by The Teaching Doctors

All rights reserved.  These PowerPoint Slides may not be copied, emailed, or distributed.  Federal law provides severe civil and criminal penalties for unauthorized reproduction and distribution of copyrighted materials.

Teacher Information• The text at the top of each slide in

BLUE is suggested TEACHER TALKING POINTS. Feel free to adapt and modify to meet your students’ needs.

• Some slides are ANIMATED (i.e., when you click to move a slide forward more information is added to the current slide). It is helpful to have a remote slide advancer.

Lesson 4: The Storm

Students will:• write Where Topic Sentences. • create a descriptive attribute chart to describe

a picture of a storm.

Materials:• Whiteboards and dry erase markers• Post It Notes• Student Workbook

Uses precise language (tulip instead of flower; mansion instead of home)

Includes strong verbs (She raced to the park.

He gulped down his lunch.)Uses transitions (Before, During, After . . . In front of, Behind, Beside) and sentence variation (combines choppy sentences, revises repetitive sentence starts)Makes comparisons (fast as lightning . . . hair like silk . . . hotter than burning coal)

Uses words that engage and surprise the reader (enormous shrimp; muscles bigger than a mountain)

Generates attribute charts to develop and sort ideas and details for descriptive writing.

Organizes descriptions either by time, visual field (left to right; top to bottom; small to large; large to small), or procedure.

Writes topic sentences that orient and engage the reader.

Writes concluding sentences that use a concluding word or phrase, give advice, or summarize the description.

Includes descriptive words and details (see, hear, movement, taste, composition, age, size, location, etc.)

COMPOSING SKILLS

ORGANIZING SKILLS

Take our your Descriptive Writing Skill Sheet and put an X next to “Generates attribute charts . . .” and “Writes topic sentences that orient and engage the reader.”

One way to engage and orient the reader is to tell the reader WHERE what you’re describing took place. There are lots of ways to write WHERE topic sentences. Let me give you some examples.

WRITING WHERE TOPIC SENTENCES

On the playground

Across the street

Inside our classroom

WHERE WHAT HAPPENED

children played handball.

we practiced writing.

dogs howled.

•In the school gym . . . . •Across the train tracks . . . •Inside our classroom . . . •At the my friend’s pool . . . •Next to the creek . . . •On the soccer field . . . •Outside my bedroom window . . .

WRITING WHERE TOPIC SENTENCES

On our writing bulletin board, I have placed several examples of how to write WHERE Topic Sentences.

Watch me write some WHERE Topic Sentences for the picture on the next slide.

WHERE WHAT HAPPENEDOn the big island of Hawaii the volcano erupted.

Next to grandpa’s sugar cane field I heard the volcano rumble.

•In the school gym . . . . •Across the train tracks . . . •Inside our classroom . . . •At the my friend’s pool . . . •Next to the creek . . . •On the soccer field . . . •Outside my bedroom

window . . .

WHERE TOPIC SENTENCES

Where What Happened

On your whiteboards copy this organizer. I’m going to show you several pictures. With your black marker, describe where the action in the picture is taking place. With your red marker write what happened.

Where What Happened

The City•In the school gym . . . . •Across the train tracks . . . •Inside our classroom . . . •At the my friend’s pool . . . •Next to the creek . . . •On the soccer field . . . •Outside my bedroom

window . . .

WHERE TOPIC SENTENCES

Share your topic sentence with your neighbor.

Where What Happened

The Amusement Park

Share your topic sentence with your neighbor.

•In the school gym . . . . •Across the train tracks . . . •Inside our classroom . . . •At the my friend’s pool . . . •Next to the creek . . . •On the soccer field . . . •Outside my bedroom

window

WHERE TOPIC SENTENCES

Where What Happened

The Storm

•In the school gym . . . . •Across the train tracks . . . •Inside our classroom . . . •At the my friend’s pool . . . •Next to the creek . . . •On the soccer field . . . •Outside my bedroom

window

WHERE TOPIC SENTENCES

Share your topic sentence with your neighbor.

Remember, we have two writing goals today. 1. Write Where Topic Sentences. 2. Generate descriptive attributes.

Today you are going to create an Attribute Chart to describe this picture, The Storm.

The Storm Attribute Chart

Hear See Location Movement Temperature

Open your workbook to The Storm Attribute Chart. I’m passing out very very small Post It Notes to each table. Please share them.

• cold

• wet

• 40 degrees

• icy winds

• black rain clouds

Hear See Location Movement Temperature

As I look at the picture, I’ll write some ideas for the attribute, TEMPERATURE. Watch and listen as I think and record ideas on my Post It, and stick the ideas under the TEMPERATURE column on my Attribute Chart.

Directions

1. At your table study the picture, The Storm.2. On your own, write down one descriptive

words on a small Post It for each attribute. USE YOUR IMAGINATION!

3. Pass your Attribute Chart to the person on your left.

4. That person will study your Attribute Chart and add one more descriptive word for each attribute.

5. Return the Attribute Charts.

Here’s the picture. Begin writing your details in your attribute chart.

The Storm Attribute Chart

Hear See Location Movement Temperature

Let’s have some students share the descriptive words and ideas they generated. I’ll write them on the class Storm Attribute Chart.

Lesson 5: The StormStudents will:• use their Storm Attribute Chart to compose

a paragraph frame that contains a topic sentence, and sentences describing the TOP, MIDDLE & BOTTOM of the picture, The Storm.

Materials:• Highlighters• Scissors• Student Workbook

Where What HappenedTopic Sentence

Top Attributes

MiddleAttributes

BottomAttributes

ConcludingSentence

The Storm Paragraph Frame

Share with your partner why you think we are using a paragraph frame.

Uses precise language (tulip instead of flower; mansion instead of home)

Includes strong verbs (She raced to the park.

He gulped down his lunch.)Uses transitions (Before, During, After . . . In front of, Behind, Beside) and sentence variation (combines choppy sentences, revises repetitive sentence starts)Makes comparisons (fast as lightning . . . hair like silk . . . hotter than burning coal)

Uses words that engage and surprise the reader (enormous shrimp; muscles bigger than a mountain)

Generates attribute charts to develop and sort ideas and details for descriptive writing.

Organizes descriptions either by time, visual field (left to right; top to bottom; small to large; large to small), procedure, or details.

Writes topic sentences that orient and engage the reader.

Writes concluding sentences that use a concluding word or phrase, give advice, or summarize the description.

Includes descriptive words and details (see, hear, movement, taste, composition, age, size, location, etc.)

COMPOSING SKILLS

ORGANIZING SKILLS

Take our your Descriptive Writing Skill Sheet. Put an X next to “Organizes descriptions either by time, visual field, procedure or details.” Paragraph frames help us organize our writing so our writing makes sense.

Making Chocolate Chip Cookies

Place the baking pans in the oven and bake.

Cook for 20 minutes and take cookies out of oven.

Preheat oven to 375 degrees.

Mix butter and eggs with the dry ingredients.

Scoop one tablespoon of cookie dough onto a baking sheet one inch apart.

In a separate bowl mix the dry ingredients of flour,baking soda, and salt.

If your descriptions aren’t organized, readers get confused. These directions for baking cookies are out of order. With a partner, cut out the directions, then organize the sentences into an order that will result in good tasting cookies.

Where What HappenedTopic Sentence

Top Attributes

MiddleAttributes

BottomAttributes

ConcludingSentence

The Storm Descriptive Paragraph Frame

Like a recipe, your descriptions need to be organized to help the reader understand. Paragraph frames help us organize our writing.

Where What Happened

Topic Sentence

Top Attributes

MiddleAttributes

BottomAttributes

Watch me use this frame to write. I’ll start with my Topic Sentence. Look at the picture. Choose a Where Topic Sentence starter. Write a Topic Sentence.

Outside there was a storm.

•In the school gym . . . . •Across the train tracks . . . •Inside our classroom . . . •At the my friend’s pool . . . •Next to the creek . . . •On the soccer field . . . •Outside my bedroom

window

WHERE TOPIC SENTENCES

•In the school gym . . . . •Across the train tracks . . . •Inside our classroom . . . •At the my friend’s pool . . . •Next to the creek . . . •On the soccer field . . . •Outside my bedroom

window

WHERE TOPIC SENTENCES

Your turn. Look at the picture, use the Where Topic Sentence Poster, and write your WHERE Topic Sentence in your Storm paragraph frame.

Where What HappenedTopic Sentence

Top Attributes

MiddleAttributes

BottomAttributes

• cold• wet• 40 degrees• icy winds

Hear See Location Movement Temperature

Where What HappenedTopic Sentence

Top Attributes

Outside there was a storm.

• Thunder• Rain on roof• Wind

howling• Horses

•neighing

• Lightning• Farm House• Barn• Trees• Rain• Dark Clouds

• Country• Farm• Field• Midwest

• rain falling• wind whirling• lightning

streaking• trees

swaying

- Thunder- Dark Clouds- Lighting

Lightning came from the dark clouds. The sound of thunder was loud.

Now watch as I show you how to use the ideas in your attribute chart. First, I’ll look at the TOP of the picture. Second, I’ll highlight the words that relate to the TOP of the picture. Third, I’ll write the descriptive words I highlighted in the TOP ATTRIBUTES box. Last, I’ll write a sentence or two that includes these words.

Directions

THINK-PAIR-WRITE-SHARE

1. Think - Highlight the words from your attribute chart that describe the TOP of the picture in red.

2. Pair - Discuss the words you highlighted with a partner.

3. Write - Write your ideas in the TOP Attributes box, then use them to write a sentence or two.

4. Share - Share your sentences with different members at your table.

• cold• wet• 40 degrees• icy winds

Hear See Location Movement Temperature

Where What HappenedTopic Sentence

Top Attributes

MiddleAttributes

Outside there was a storm.

• Thunder• Rain on roof• Wind

howling• Horses

•neighing

• Lightning• Farm House• Barn• Trees• Rain• Dark Clouds

• Country• Farm• Field• Midwest

• rain falling• wind whirling• lightning

streaking• trees

swaying

- Thunder- Dark Clouds- Lighting

Lightning came from the dark clouds. The sound of thunder was loud.

Now, I’ll look at the MIDDLE of the picture. I’ll highlight the words that relate to the MIDDLE in yellow. Next, I’ll write the descriptive words in the MIDDLE ATTRIBUTES box. Last, I’ll write a sentence or two that includes these descriptive words.

- Rain on roof- trees swaying- wind whirling

The rain fell on the barn. Trees moved as the wind blew.

Directions

THINK-PAIR-WRITE-SHARE

1. Think - Highlight the words from your attribute chart that describe the MIDDLE of the picture in yellow.

2. Pair - Discuss the words you highlighted with a partner.

3. Write - Write your ideas in the MIDDLE Attributes box, then use them to write a sentence or two.

4. Share - Share your sentences with different members at your table.

5. Follow the same directions for the BOTTOM Attributes.

6. I’ll put up the storm picture for you on the next slide.

The Storm Picture

Where What HappenedTopic Sentence

Top Attributes

MiddleAttributes

BottomAttributes

ConcludingSentence

The Storm Descriptive Paragraph Frame

By the end of the lesson, your paragraph frame should look like this.

Outside there was a storm.

- Thunder- Dark Clouds- Lighting

Lightning came from the dark clouds. The sound of thunder was loud.

- Rain on roof- trees swaying- wind whirling

The rain fell on the barn. Trees moved as the wind blew.

- Field- Horses

- Wet

neighing

Horses neighed as they walked on the wet cold field.

Lesson 6: The StormStudents will:• write different concluding sentences.• write a concluding sentence in their Storm

Paragraph Frame.• use their Storm Paragraph Frame to write a

descriptive paragraph.

Materials:• Sentence Strips• Student Workbooks

Outside there was a storm. Lightning came from the clouds. The sound of thunder was loud. The rain fell on the house. Trees moved as the wind blew. Horses neighed as they walked on the grass. The end.

The Storm

What’s wrong with the ending?

Last night I used the sentences in my paragraph frame to write a paragraph about The Storm. Let’s read it.

1. Tell how you feelExample - When I saw that my robot worked, I was proud of all the effort I put

into building it.2. Summarize the main pointExample - Mammals have hair, are warm blooded and are born alive.3. Offer AdviceExample - Wearing a helmet when you ride your bike will protect you if an

accident happens.4. Challenge the reader to thinkExample - If a tornado were to strike your home, make a list of the things you

need to be prepared.5. Ask a questionExample - I love playing at the park, where do you like to play?6. Use a concluding phrase or wordExample - To sum up . . . In conclusion. . . All in all . . . Always. . .

Everybody . . . Clearly. . . Obviously . . . Surely . . . In fact . . . No one7. Encourage the reader to take actionExample - One way you can prevent pollution is to recycle.8. Convince the reader of your pointExample - Clearly smoking is bad for your health.9. Make a predictionExample - I think that if our school is full, they’ll use trailers for classrooms

instead of sending children to a different school.

Writing Conclusions Poster

You can’t just write, The End! You need to conclude your paragraph. As you can see there are a lot of different ways to write conclusions. Let’s practice one!

Siti The Orangutan

After being saved from people who kept her illegally as a pet, Siti the orangutan tried to crack open a coconut. Unable to do it, she handed it to the rescue worker. The worker handed it back because he was trying to teach Siti how to live on her own in the forest. Siti poked the coconut with a stick then gave it back to him. Again, the worker played dumb and handed the coconut back. Siti then picked up another stick and swung at the coconut as one would with a long knife. She showed the worker what she wanted him to do, something she’d seen him do many times.

Conclusion #1To sum up, Siti knew how to open the coconut, but didn’t want to do the work.

Conclusion #2Clearly, Siti was smart enough to open the coconut on her own.

Conclusions Poster

6. Use a concluding phrase or word

Example - To sum up . . . In conclusion . . . All in all . . . Always. . Everybody . . Clearly . .Obviously . . Surely . In fact . . . No one

Watch me Use a Concluding Word or Phrase to write a conclusion for this passage about Siti the Orangutan.

Directions1. Open your writing workbook

and read the paragraph about Elephant Problem Solvers.

2. I’m handing out one sentence strip.

3. Write a conclusion using the Concluding Phrase or Word approach on your sentence strip.

4. Pass your sentence strip to the person next to you.

5. Read that person’s concluding sentence, and write a different conclusion on the back.

Conclusions Poster

6. Use a concluding phrase or word

Example - To sum up . . In conclusion . . . All in all . . . Always. Everybody . Clearly . Obviously . Surely In fact . . . No one

Prairie Dog Warnings

A prairie dog lifts its head in the air and screams the warning call of a coyote: Eeep! All the prairie dogs run and hide. Scientist Tom Flynn laughs. He’s been studying prairie dogs for one year, and has found that prairie dogs have warning calls for at least 10 different enemies such as hawks, elks, or humans. Each warning call is a different short loud sound. In all his time studying prairie dogs, Dr. Flynn has never heard a prairie dog make a mistake.

Conclusion #1

Conclusion #2

Read the paragraph in your workbook titled, Prairie Dog Warnings. Individually write two different conclusions using the CONCLUDING PHRASE OR WORD approach in your workbook.

Conclusions Poster

6. Use a concluding phrase or word

Example - To sum up . . . In conclusion . . . All in all . . . Always. . Everybody . . Clearly . Obviously . Surely . . In fact . . . No one

Directions

1. Stand up and carry your workbook.2. When I say go, “High Five” different

students in the room.3. When I say freeze, share your

Concluding Sentences for the Prairie Dog paragraph with the person you just “High Fived.”

4. We’ll do three rounds of “High Five.”

Where What HappenedTopic Sentence

Top Attributes

MiddleAttributes

BottomAttributes

ConcludingSentence

The Storm Descriptive Paragraph Frame

Here is my descriptive writing frame for The Storm. I’m going to read it, then write a conclusion using the CONCLUDING PHRASE OR WORD technique. Look at the Conclusions Poster for ideas.

Outside there was a storm.

- Thunder- Dark Clouds- Lighting

Lightning came from the dark clouds. The sound of thunder was loud.

- Rain on roof- trees swaying- wind whirling

The rain fell on the barn. Trees moved as the wind blew.

- Field- Horses

- Wet

neighing

Horses neighed as they walked on the wet cold field.

Clearly, you would not want to be caught outside during this storm.

Conclusions Poster

6. Use a concluding phrase or wordExample - To sum up . . . In conclusion . . . All in all . . . Always. . Everybody . . Clearly . Obviously . Surely . . In fact . . . No one

Directions

1. Read your descriptive paragraph frame.

2. Choose a concluding word or phrase from the Conclusions Poster, and write a concluding sentence in your paragraph frame.

3. After you write your conclusion, transfer the writing in your frame to paragraph form.

4. Your finished product for this lesson should look like this:

Conclusions Poster

6. Use a concluding phrase or word

Example - To sum up . . In conclusion . . . All in all . . . Always. Everybody . Clearly . Obviously . Surely In fact . . . No one

Outside there was a storm. Lightning came from the clouds. The sound of thunder was loud. The rain fell on the house. Trees moved as the wind blew. Horses neighed as they walked on the grass. Clearly, you would not want to be caught outside during this storm!

The Storm

End Descriptive Writing Sample3rd Grade

Copyright 2009John Schacter, Ph.D.Published by The Teaching Doctors

All rights reserved.  These PowerPoint Slides may not be copied, emailed, or distributed.  Federal law provides severe civil and criminal penalties for unauthorized reproduction and distribution of copyrighted materials.