In this lesson, you will focus on filling your writing with vivid detail. You will complete a brainstorming exercise and work on your writing assignment.
In this lesson, students will focus on filling their writing with vivid detail. They will complete a brainstorming exercise and work on their writing assignment.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Create appropriate partner groups.
Vignette Sensory Brainstorm
- Tell the students that they should write in response to each of your prompts in the Your Vignette form. Explain that this is a brainstorming activity; they do not need to use what they come up with in their vignettes. However, this activity can help them get started.
- Read and display/project the following sentence starters:
- ✓ In your vignette’s setting, the smell in the air is ….
- ✓ The cause of the smell is …
- ✓ In your vignette’s setting, the air feels like …
- ✓ In your vignette’s setting, we could hear …
- ✓ We might also hear …
- ✓ In your vignette’s setting, if you looked down you would see …
- ✓ If you looked up, you would see …
- ✓ If you could taste anything, you would taste ….
- ✓ In your vignette’s setting, people would feel …
- ELL: This can be a good place to support ELLs in expanding their vocabulary. Make sure that all students have access to a dictionary and thesaurus. You can also allow them to work with a student who shares their primary language.
Imagine the setting for your vignette. Listen as your teacher reads a series of sentence starters to help you imagine details for your setting.
- As the teacher directs, complete the sentences in order to begin thinking about effective sensory details.
Your Vignette, First Draft
- As you review the goals with the students, keep in mind that the main goals for this writing include the following: precise words and phrases; telling details; sensory language that conveys a vivid picture of the experiences; events; setting; characters; and writing that builds toward a particular tone and outcome.
- As the students are writing, circulate to help guide their writing as needed.
- Students may want to copy material from their prewriting into their first draft in the Notebook.
For this assignment, your goal is to use telling details and sensory language in a way that makes your scene vivid and creates a mood. Precise language will help you establish your tone.
- Write out the first draft of your vignette.
- Incorporate useful ideas and details from the prewriting and the brainstorming that you have just done.
- When the time for writing is ending, announce to students that they should brainstorm or list notes for themselves about their writing using the Your Vignette form. Give students a set amount of time to brainstorm.
- Encourage them to think about being specific. SWD: Students with accommodation for more time for in-class assignments should be allowed to use this time to work on their homework assignment, and to plan for revisions as part of their homework.
- When your teacher announces that work time is ending, write a quick brainstorm or list of things that you plan to add or change to your writing using the Your Vignette form.
Book II, Chapters 10 and 11
- Remind students to read and annotate carefully. Consider spot checks of annotations to see how individuals are managing this responsibility.
- Announce the due date for completion of the first draft of the students’ vignettes. Consider making Lesson 21 that designated time.
- Read Book II, Chapters 10 and 11 in A Tale of Two Cities and annotate for key ideas, personal reactions, questions, and vocabulary.
- Continue to work on your vignette at home. Your teacher will give you the deadline for your rough draft.