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  This lesson provided by:  
Author:Nikki Guilford
System: Covington County
School: Red Level High School

  General Lesson Information  
Lesson Plan ID: 10420

Title:

Hershey Kiss Descriptive Essay

Overview/Annotation:

This is a fun lesson to demonstrate the power of words to describe a simple chocolate treat prior to writing a five-paragraph descriptive essay.


 Associated Standards and Objectives 
Content Standard(s):
ELA2015 (3)
23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.3.2]
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W.3.2a]
b. Develop the topic with facts, definitions, and details. [W.3.2b]
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W.3.2c]
d. Provide a concluding statement or section. [W.3.2d]
 
ELA2015 (3)
24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]
a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]
c. Use temporal words and phrases to signal event order. [W.3.3c]
d. Provide a sense of closure. [W.3.3d]
 
ELA2015 (3)
37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.3.1]
a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L.3.1a]
b. Form and use regular and irregular plural nouns. [L.3.1b]
c. Use abstract nouns (e.g., childhood). [L.3.1c]
d. Form and use regular and irregular verbs. [L.3.1d]
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L.3.1e]
f. Ensure subject-verb and pronoun-antecedent agreement.* [L.3.1f]
g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L.3.1g]
h. Use coordinating and subordinating conjunctions. [L.3.1h]
i. Produce simple, compound, and complex sentences. [L.3.1i]
 
ELA2015 (3)
38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.3.2]
a. Capitalize appropriate words in titles. [L.3.2a]
b. Use commas in addresses. [L.3.2b]
c. Use commas and quotation marks in dialogue. [L.3.2c]
d. Form and use possessives. [L.3.2d]
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [L.3.2e]
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L.3.2f]
g. Write legibily in cursive. (Alabama)
h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.3.2g]
 
ELA2015 (4)
23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]
e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]
 
ELA2015 (4)
24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]
a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]
c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]
 
ELA2015 (4)
38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.4.1]
a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). [L.4.1a]
b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. [L.4.1b]
c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. [L.4.1c]
d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). [L.4.1d]
e. Form and use prepositional phrases. [L.4.1e]
f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* [L.4.1f]
g. Correctly use frequently confused words (e.g., to, too, two; there, their).* [L.4.1g]
 
ELA2015 (4)
39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2]
a. Use correct capitalization. [L.4.2a]
b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]
c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]
d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]
 
ELA2015 (5)
23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
 
ELA2015 (5)
24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]
a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]
 
ELA2015 (5)
38. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.5.1]
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [L.5.1a]
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. [L.5.1b]
c. Use verb tense to convey various times, sequences, states, and conditions. [L.5.1c]
d. Recognize and correct inappropriate shifts in verb tense.* [L.5.1d]
e. Use correlative conjunctions (e.g., either/or, neither/nor). [L.5.1e]
 
ELA2015 (5)
39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]
a. Use punctuation to separate items in a series.* [L.5.2a]
b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]
d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]
e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]
 

Local/National Standards:

 

Primary Learning Objective(s):

Students will create vivid imagery to describe a Hershey's chocolate kiss. As a class, students will list these original examples of figurative language using a modeled graphic organizer. Students will compose a five-paragraph descriptive essay.

Additional Learning Objective(s):

 

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

One Hershey's chocolate kiss per student, an overhead projector or chalkboard, student copies of a four-column graphic organizer (optional)

Technology Resources Needed:

Computer with Internet access for teacher (recommended) and students (optional), word processing software, digital projection device, such as LCD projector or TV scan converter (optional)

Background/Preparation:

Students must have a basic understanding of the descriptive writing process and a working knowledge of figurative language (personification, metaphor, simile). Web sites attached to Activity Steps for any necessary review.


  Procedures/Activities: 
 
1.)Place a single Hershey Chocolate Kiss on each student's desk. Tell the students they may not touch the kisses in any way. They may only look at them and know that they will get to eat them later in the lesson.

2.)On a Smartboard, computer with projection device or an overhead projector(or whiteboard) make a hand-drawn chart with four columns or use a transparency of the graphic organizer from Makes Sense Strategies "4MI multidetail." Head each column as follows: Looks like..., smells like..., sounds like..., taste like... Students should not write anything at this point. They are to listen to the teacher and anticipate when they will get to eat their treats. At this point the teacher should engage the students in conversation about how powerful word imagery can be and how much fun it is to create this powerful imagery. Explain that this is the key to descriptive writing. The author is trying to convey an idea or image in such a way that the reader participates in the description by visualizing it completely.
(Graphic Organizers)
Ordering information and free downloads

3.)Begin with the "looks like" column. Have students look at the treat on their desks. Again, emphasize that they may not touch the kisses in any way. Ask students to describe what the kisses look like. The teacher can spark description by saying, "Doesn't the little flag look as if it is waving to you to come get it?" Take this opportunity to review that this is an example of personification used to describe the little flag. Students will begin to develop descriptions of their own when prompted by the teacher. Discourage boring descriptions like "silver paper" by encouraging something more like " silver presents waiting to be unwrapped." Remember that the more creative the teacher becomes, the more creative and excited the students will become. Write down their descriptive phrases under the appropriate heading.
(Kids Konnect)
Figurative language chart for teaching or review, good links

4.)Continue to move through each of the senses listed on the overhead. When the element of "sounds like" is explored, have students remove the wrapper slowly and close to their ears. This way they can hear the foil as it crinkles. Again, they are not allowed to eat the candy yet.

5.)The moment of anticipation is now here; have the students close their eyes and eat the pieces of chocolate. Make sure no one speaks aloud, so as not to disturb someone's thought process. Instruct them to think of a creative way to express how good the chocolate tastes as it melts in their mouths. After a few minutes have the students tell you what they tasted as you write their descriptions in the correct column.

6.)Leave the computer projection, overhead or chalkboard up for students to use as a creative reference. Explain to them that now they will compose a powerful descriptive essay on the simple paradise of a small Hershey's Kiss. Encourage them to recreate all the senses they used during the activity on paper so that other people will understand how great a small piece of chocolate can be when sincerely appreciated. Encourage students to add more examples of imagery to their descriptions as they recreate the experience. (Copies of the same graphic organizer as in Step 2 might be utilized to help students "prime the creative pump" and/or make notes from the class model for their essays. This will also help those who do not finish their papers in a class period.)
(The RSCC Owl: Online Writing Lab)
A brief guide to writing the descriptive essay, sample

7.)Remember to write down students' descriptive ideas under each column. Also this is a wonderful review of simile, metaphor, and personification as they arise in the activity. [I have done this activity every year and it is always so much fun. I get really great writing pieces after exploring the senses with the students.]
(LEO: Literacy Education on Line)
A set of questions to ask before writing the descriptive essay, samples

8.)Assign the essay using the writing process as previously taught and practiced. (Optional: Allow students computer time to type their essays into a word processing program.)


  Assessment  

Assessment Strategies

Teacher can review final written essays to determine if student fully expressed word imagery in a descriptive essay. A helpful rubric can be found at this site: http://gnaedu.org/gna/Student%20Services/Classroom%20Pages/Terry%20Van%20Praet/6th%20Grade%20On-Target%20Integrated%20Language%20Arts/Descriptive%20Essay%20Rubric.pdf.


Acceleration:

 

Intervention:

 
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
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