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1、Section 6 Modes of Discourse (1):DescriptiveL Key to the Exercise1. Whats the function of description? Whats the relationship between description and narration?Find out the answer in the Lecture.2. What are the two chief categories of description?Find out the answer in the Lecture.3. What does it me
2、an by the level of generality?Find out the answer in the Lecture.4. What does it mean by point of view?Find out the answer in the Lecture.5. What does it mean by the selection of details and the focus of description?Find out the answer in the Lecture.6. What does it mean by the line of description?F
3、ind out the answer in the Lecture.7. How is description used in the sample text?Find out the answer in the Lecture.8. Read the following paragraph of description and see how it is developed.The first two sentences are the general description of U.S. climate of geography and the last sentence is the
4、summary. All the rest are detailed descriptions of the climate and geography of the 51 states of the United States of America.The point of view in these descriptions is like a birds view, looking down from the air over the country. It moves from the northern part of the eastern seaboard to the south
5、ern part, and then turns westward to the southern states of the eastern half of inland America, then moves northward to the northern states of this eastern-half of the inland America, then turns westward to the northern states of the western-half of the inland, then moves down to the southern states
6、 of this western half, then turns westward to the southern states of the western coast of the country., then moves up to the northern part of the Western coast； and finally jumps to Alaska and Hawaii. On the general level, the description moves from the east to the west； and on the specific or sub l
7、evels it has many turns and creature, monster that they come up with. Then, they have to describe in great detail their monster. After they write their descritptions, they give them to another student to read and then that student tries to replicate the drawing based on the description. The kids see
8、 very quickly how importatnt it is to include details and be specific. The kids then compare their drawings. It becomes obvious that if the drawings are pretty close, the descriptive writing was good. You can have them go back and edit and try with another kid. I had no complaints with this one.Desc
9、riptive WritingPosted by: KT #95211You could review descriptive writing by having the kids describe their favorite pizza in detail.ingredients, favorite place, who they enjoy it with. Then for the art! A 12x 18 sheet of white paper becomes an Italian tablecloth when you sponge paint red 1x1 checks o
10、n it. When that dries the kides build their favorite pizza on an 8 inch round paper with paper ingredients. Then the pizza is glued onto a white paper plate and the descriptive paragraph written neatly and mounted on a placemat. Set the items on the red-checked tablecloth for a yummy display. The on
11、ly drawback is that it takes a long time to cut out all the pizza ingredients.(It is a great classroom helper project or send home for a stay at home helper to do!)Scholastic has several teacher reference booklets out that combine w.Descriptive WritingPosted by: Jenn #11592I got this idea from a col
12、league. Have the students write a description of their shoe. When I did this I brainstormed a brief list of things they may want to include in their description. I then allowed the students to write their descriptive paragraphs. After they were done they needed to draw a picture of their shoe. They
13、needed to write another description of their shoe after drawing the picture. I then asked them to write a couple of sentences about the differences between both descriptions. It was surprising to them that they gave more info after drawing the picture. As an extension each student took a shoe off an
14、d put it on the carpet and I read their descriptions. If someone correctly guessed which shoe, then they knew they wrote a great description. Hope thishelps!.Writing DescriptivelyPosted by: SC #141699I have done a couple of exercises with my students for writing descriptively. Its something that we
15、build on all year long because otherwise they write very plain, boring sentences.One thing I like to do, usually at the beginning of the year, is discuss how to turn a plain sentence into a descriptive sentence. I give them one sentence, such as, It rained. I give an example of how to add descriptio
16、n to the sentence so that it says, Drops of water fell from the sky. We talk about how to add adverbs, adjectives, prepositional phrases, etc. to make the sentence more descriptive. Then I have the students write down their own version of the sentence and share. Some students are more descriptive th
17、an others, so sharing helps the weaker” ones hear some “stronger ones. At the .Descriptive WordsPosted by: bertie #89576Have you ever tried the idea of writing a simple sentence on a sentence strip, cutting it up and working with the class to add more descriptive vocab to it? (write the additional w
18、ords on another color of sentence strip for more impact). For example My cat is soft could be built up to “My fat old black and white cat is round and soft as a teddy bear. The next lesson you could use the same simple sentence or another one. Your helper of the day could illustrate it. After modell
19、ing over many times, the children might be ready to each get their own sentence to build and illustrate.SimilesPosted by: Julianne #21727Most students love working with similes. Id suggest getting some sentence strips and making the “middle of the similes - like, as, than. Explain that similes are s
20、entences that compare two things. Brainstorm some descriptive words for a person. A person can be happy, fast, smart, angry, frightened, etc.Now put one of your descriptive words on a piece of sentence strip and begin to build your simile. Id start out with something simple like “Fast as aHave stude
21、nts fill in the blank with things they think are very fast. You might end up with, “Fast as a rabbit, Fast as a race car, Fast as the wind, Fast as my dads motorcycle.Make a sentence strip card for each ending so students can practice moving the words around during centers time. Now try the same wor
22、ds using.Stone Soup-YumPosted by: Debbie #55196After reading stone soup have the students help list descriptive words on the board to decribe their favorite soup. read some soup labels and discuss how it makes you want to buy it. Then have them think of their own made-up soup. Like pumpkin-raisin so
23、up or marshmellow yam soup. Something fun that they like. Give each student a can (Save either empty soup cans or dog cans) and a piece of paper that will fit around the can. The need to illustrate their soup and write on descriptive detail about their soup. We did this during soup month and they ca
24、me out great. Make it simple Maybe three sentences. Give examples of adjectives(descriptive words) Have a pattern or something they can follow. Hope this helps.Describing Interesting PlacesPosted by: iluv3rd #133175We just finished writing descriptive pieces. We started by brainstorming a list of in
25、teresting places we could describe (pirate ship, baseball game, daycare center, etc.). We chose one place and I modeled writing using the 5 senses to organize our ideas. We listed all the things we could see, smell, hear, taste and touch at the location (we did Busch Stadium where the Cardinals play
26、 baseball). Each sense became a paragraph. We made sure to stop and tell more after each thing we mentioned (i.e. You can smell wonderful things at the ballpark. One whiff of the popcorn and your stomach starts growling. Each kernel is soaked in butter and tastes spectacular). Then the kids worked w
27、ith a partner to write a description of a place of choice. They also wrote a piece independently. In the past, I ha.Descriptive WritingPosted by: Judy #64538I always save descriptive writing for Halloween. I teach about adjectives and how to use sensory to describe things in this month. Then right b
28、efore Halloween I ask the students to write an essay (usually the 5 pragrah format) about their experience in a haunted house. We talk about haunted houses for the students that have never been in one and for my penecostal student, she writes about her dream house. The kids then draw what their essa
29、y describes. Its fun and their learning descriptive writing. Ive had great success with this one. Good Luck!Descriptive Writing UnitPosted by: imalith #141794My descriptive writing unit is just coming to a close. I have several activities to help them get going. I start by taking notes on figurative
30、 language (simile, metaphor, etc).I have examples of figurative language that the kids cut out and sort.Students must find examples of figurative language in their books. We write them on sticky notes and glue them to small posters I have made.Another activity is talking about color. I have several
31、paint samples with interesting names, such as an orange called “Shrimp tail Orange” and a red called fire truck red. We then write similes with the colors. That girls sweater was as orange as a shrimp9s tail, or that boys shirt was as red as a fire truck”.We also do an activity with personification.
32、 They m.Description LessonPosted by: tinatedder #141796First I told them to close their eyes. I said “My dog is cute. Then they were told to visualize what my dog looked like. I got answers ranging from chihuahua to lab. Then I posted 6 pictures of dogs and said Which one is my dog?” They were unabl
33、e to tell me for sure which one. I said “Why? I described my dog. Why cant you say which ones my dog?” They immediately pointed out that my description wasnt specific enough- all the dogs were cute. I preceeded to add details (general) to my “cute” description, with the same results. Finally I added
34、 specific details until the students were able to tell me accurately which dog I was describing. The independent writing assignment following this lesson was amazingly more detailed than yesterdays paragraphs! And the students were begging me to let.Sensory WritingPosted by: 1956BD #130313We write a
35、 descriptive essay on the oreo. First we study the five senses. Then I tell them we are going to write about the oreo using all five of our senses. I give each of them an oreo in a baggie to keep while we are writing. The first day we smell it and as class make a list of adjectives that describe the
36、 smell. Usually that same day we write a list of words that describes what it looks like. The next day we braintstorm a list of words that describes how it feels in your hand.The last day (day#3) we eat it and describe the taste, with a long list of descriptive words. Before we bite into them I remi
37、nd them that we also need to list the sounds the cookie makes as we eat it. Our fifth piece of chart paper describes the sounds of eating an oreo. Then they start writing. They must.Descriptive WritingPosted by: jerzgirl #141797I use beanie babies. I display about 15 different beanie baby animals on
38、 the chalk tray. They look at them and secretly choose one to write about. They have to write at least 3 sentences to describe the beanie baby and then we play a guessing game. A lot of the kids get it, but others just write simple clues. For example-1 am small. This leads to lots of discussion and
39、we do a second round the next day to see if they can describe more clearly which animal they chose. Lots of fun. I also use this to extend vocabulary, discussing synonyms and strong adjectives.Jolly RancherPosted by: Ms. J #141798To introduce how to write a description, I start with a jolly rancher
40、description. I start by asking students to close their eyes, and only hold out their hands. Then I proceed to ask them to feel, smell, and hear the sounds that are made as they examine the “unknown candy in their hands. At this time, their eyes remain closed, and thoughts and descriptive words are k
41、ept to themselves.I proceed to ask them to make a prediction as to what the candy is, and then they may open their eyes. Then they look at the candy and think of words to describe what it looks like. Finally, they are able to open up the piece of candy and describe what it tastes like.As they suck o
42、n the jolly rancher, the students write the words they thought of while examining the jolly rancher on.Using Vivid, Exciting, Exact WordsPosted by: jensw #141799Fm in 5th. I started with vivid verbs and put words like went said or “got” on the board, and I had them brainstorm more descriptive ways t
43、o say those (“raced “stammered or received). I let them act out the words. I would give a “boring verb“ and tell a student to act it out. Then Id tell them they were doing it wrong! (Id tell them to walk, for example.) Did that a couple times. Theyd get confused, and then Id tell them the vivid verb
44、 (shuffle or limp” or whatever). That demonstrated how important it was to be vivid/exact! We want our reader to know exactly what we mean when we write.We did tons of practice with that. Then I had them choose 4 vivid verbs and find a picture in a magazine or newspaper that illustrated that vivid v
45、erb and explain why. (For examp.)Iuv2teach77*: lovetoteach72. Guide (2)Descriptive Writing for the Students Portfolio of Work.”Mrs. Carroll says she liked the way the student took words like nice,“ “brown, and “softJand found very descriptive adjectives for these otherwise common words.I am a wonder
46、ful fourth grade student. I have long, flowing, strawberry, burnt sienna hair. I have dazzling sepia brown eyes. I love to play tetherball. I am skyscraping high for my age. My cheeks turn red depending on how I feel. My name is Katie. I was given that name because I was named after my aunt. My mom
47、changed it a little bit because my aunts name is Kathy.My favorite food is pasta because of its wet, gooey sauce and the delicious cooked noodles. My favorite color is blue, because I like the way the sky and the skys shadows look. My favorite animal is a horse. I love to ride them, and they are so
48、fun to be around.During free time I like to play sports like football, basketball, soccer, and tetherball. They are my favorite. I am interested in art. I love to paint with the colors of the rainbow. My favorite hobby is to collect rocks like crystals, thunder eggs, and just regular rocks. I also l
49、ove to do art, like painting with bright colors. I like to make things with my hands.My family is very important to my life. My dad is 50 years old and he has timber wolf gray hair. He wears glasses and has sparkling blue eyes. He is very nice and I love him very much. My dad loves to build houses, benches, stools, and tables. Those are his favorite things