Mini lesson Name: Jordan Smith Date: March 11, 2011 Objective or Focus: Students will learn to write to get “pictures in their head.” Materials List: Flashcards, 2 posters, markers, thesaurus Invitation or Introduction: “What is the main difference between picture books and chapter books? Picture books have the pictures to help the reader understand or further explain the words. Chapter books must be written with such great in depth descriptions that the reader will be able his or her imagination to create their own pictures in their head. Today we will learn to write like we are the authors of a chapter book. We will write to get pictures in our heads. We must write so descriptively that anybody reading it will know exactly what you are talking about.” Teacher Modeling: “When we write we like to be able to describe something so well that we do not even need pictures, besides the ones we create in our imagination. We do this by using adjectives, which are words that describe a person, place, or thing. Adjectives can be colors, shapes, sizes, or basically any way of describing something. (flashcards) I will show you some pictures and demonstrate what words I would use to describe them. Here are some examples. (poster and marker) Would I say ‘the object is blue’ or ‘the ball is blue’? Would I say ‘the ball is over there’ or ‘the baseball is in the corner next to the baseball bat’? It is important to be specific in order to make vivid pictures in the reader’s mind. (thesaurus) We can also use a thesaurus to help us use a variety of words. With this, we look up the word we want to use, then find new words that mean the same thing. When we start writing, we create a picture in our head as we are brainstorming. Now we have to start with a sentence to describe each detail of that picture that is in our head. (poster and marker) I think I will write about the weather today. Imagine that you are writing for somebody who cannot see, they have nothing to look at. You will have to write with such great words that they will be able to create a picture in their mind that is similar to the one that is in your mind.” Independent Practice: “You will describe you favorite place in a paragraph using vivid descriptions. This can be somewhere you have been on vacation, your favorite room in your house, your favorite place to hang out, or anywhere that you just love to go. Remember a good paragraph has five sentences. While you are writing, think about describing this place to somebody who has never seen or ever heard about this favorite place of yours. Describe how it looks, smells, its surroundings, what is there, and anything else you can think of.” Assessment and Reflection: The teacher will walk around the room to observe students’ writing and redirect ones needed, help find resources if needed, and commend those who are on the right track. The teacher will also take anecdotal notes while observing. This skill can be used in all types of writing. It makes more vivid and interesting writing. A fish. A white, black, and orange fish. An orange fish with white stripes that looks like Nemo. A box. A gift box. A red gift box with green ribbon and a white name tag. Food. A large pizza. A large circle pizza with cheese and pepperoni. A ball. A soccer ball that is black and white. A road sign. An octagon shaped red stop sign. A flower. A yellow flower. A yellow sunflower. The pictures will be placed on one side of the index card and the descriptions on the other side. The teacher will start out with the first sentence of the description, then get more vivid using more descriptive words.