Attainment target:; use familiar texts as model for descriptive writing.
Learning Outcome: (Knowledge, Skills and Attitudes) Students will be able to use familiar texts as model for descriptive writing while writing monster description.
Content and Teacher’s Activity Students’ Activity Learning Material and
Formative Assessment
(How are you explaining and demonstrating the topic? The teaching strategies/ (What are the Resources
Time Day to day assessment
methodology selected) students doing to (What resources will
80 (How do you plan to
help them you use that will
mins assess learning as it is
understand the support the teaching
happening?)
topic?) and learning activities?)
Start the lesson by asking students what are describing words. Students will give
Make 2 Columns on the board & ask the students to make a similar column on their feedback about 10
Verbal responses.
white boards & write 2 adjectives & 2 adverbs that they will use 2 describe someone. adjectives & mins
Using AFL strategy of Show & tell, instruct students to show their boards to class . adverbs.
Now tell students that I am going to read a description of a monster/scene with
few details while the students visualize and draw the monster/scene on an A4 paper
20mins
Then read a second description of the same monster/scene in a well-sequenced Students will draw Monster picture & 2
manner using well-defined details while the students visualize and draw the a picture of a variations of its
monster/scene again on a separate paper. By using the AFL strategy of Show and monster while description. Verbal response
tell , they will show their drawings to the class. listening to the A4 paper (31) cut in
instructions. half
Now show them the picture and the students will be able to see that they were able
to draw better pictures because of better description.
Ask them to read the description of the monster Claw-foot individually & tell
students to pick out the words & phrases which make it interesting.
Next draw a table on the board with 4 columns one having heading of pronouns,
adjectives, verbs & adverbs.
Tell students to categories these words as adjectives, verbs, adverbs & pronouns. Verbal responses 15mins Workbook Verbal responses
Then fill the table with the help of the students.
Tell them that they will use this description was a sample for their own description of
a monster.
Next with the help of students develop criteria for writing a good description of a
monster. Inform students that a good description should be covering these aspects
Name /introduction
Physical description
Eating habits
Special features Students will
5mins. workbook Verbal response
Concluding statement develop a criteria
Illustration.
It is written in present tense.
Contains adverbs and adjectives. ( at least 6 each)
Tell students to write down the criteria in their copies.
Now instruct students to use the picture of the monster they had invented as a H.W Picture of a
& use it to write a description by using 100-150 words. Students will write monster that the
25mins Written work
the description students had made
yesterday as a H.W
Wrap up: Randomly ask students that in which areas of our daily life or which
people benefit from a good descriptive content. Verbal responses 5 mins Verbal response
Verbal responses
H.W : write a description of your favorite cartoon character.
How will you make the lesson inclusive?
By writing adverbs & adjectives on the white board , by drawing a monster while listening to the instructions & by doing written work
