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Haunted House Writing
Haunted House Writing
General Information
Grade level of the lesson: Third
Lesson topic: Writing
Estimated time length of lesson: 25 mins for 4 days
Home languages present: English and Spanish
EL level of students: Bridging
Concept(s)
● Students will engage in pre-writing activities to support their final descriptive
writing piece describing a haunted mansion as a realtor.
ELD
ELD.PI.3.12.Em: Selecting Language Resources Use a select number of general
academic and domain-specific words to add detail while speaking and writing.
ELD.PI.3.12.Br: Selecting Language Resources Use a wide variety of general
academic and domain-specific words, synonyms, antonyms, and non-literal language to
create an effect, precision, and shades of meaning while speaking and writing.
ELD.PII.3.4.Em: Using nouns and noun phrases Expand noun phrases in simple
ways (e.g. adding an adjective to nouns) in order to enrich the meaning of sentences
and add details about ideas, people, things, and the like.
ELD.PII.3.4.Br: Using nouns and noun phrases Expand noun phrases in a variety of
ways in order to enrich the meaning of sentences and add details about ideas, people,
things and the like.
Visual Arts
3.VA:Cr2.1: Artists and designers experiment with forms, structures, materials,
concepts, media, and art-making approaches. Create personally satisfying artwork
using a variety of artistic processes and materials.
Objectives
Day 1:
SWBAT define what a noun is, and give examples of nouns they might find in a
haunted house.
SWBAT define what an adjective is, and give examples of adjectives they might use to
describe a haunted house.
Day 2:
SWBAT write descriptive sentences using adjectives based on the five senses.
Day 3:
SWBAT write a topic sentence, three descriptive sentences, and one concluding
sentence about their haunted house.
Day 4:
SWBAT write a descriptive paragraph describing a haunted house from the perspective
of a real estate agent.
Assessment
Day 1-3
Informal Assessment: Are students participating in the class discussion, and filling out
their writing packet? During whole group time, students should each share an example,
the teacher will use the example they share in class to determine if they are meeting the
objective.
Day 4
Formal Assessment: Students will complete a final draft of their descriptive paragraph.
Before writing the paragraph, the teacher will go over the rubric with them. The teacher
will explain how they can self assess using the graphic organizer from day 3. As they
are writing their descriptive paraphrase, they can check off on the graphic organizer to
make sure they have included all of the necessary elements.
1 2 3
Topic Sentence The paragraph did The topic sentence The topic sentence
not have a topic did not support the included a topic
sentence. paragraph’s main sentence starter
idea. and supported the
paragraph’s main
idea.
Total_______/12
Vocabulary/Literacy Skills
Noun: A person, place, or thing
Adjective: A word that describes a noun (person, place, or thing)
Sensory Detail: Words that describe sight, taste, touch, and sound. They allow the
author to paint a picture with words, and helps the reader be IN the picture, because
they can do more than just see it, they can hear it, smell it or taste it too.
Haunted House: A house that is usually very old that has not had anyone living in it
for a long time (except for maybe ghosts).
Real Estate Agent: A person who sells houses and other buildings
Procedure
Name of instructional model: Social Distanced Direct Instruction
Classroom Management Details: TBD
Room Arrangement(s): Social Distanced (Desks 6 ft apart)
Student Groupings: Whole Group
C. Closure (Close)
● The students will choose their favorite adjectives and use them to describe one
of their nouns. They will share it with the class.
Tuesday: Sensory Details
A. Focus/Motivation (Open)
● Go over the five senses
○ have students try to name them
B. Development (Body)
● The teacher will show a picture/video of the outside of a haunted house.
● The students will start with “what do you smell?”
● Using the sentence starter “I smell…”
● Have a class discussion where students can share their ideas.
● They will write two very descriptive sensory detail sentence. They will be
encouraged to use the nouns and adjectives from day one activity.
C. Closure (Close)
● Students will share one sentence.
B. Development (Body)
● The students will work on writing their final draft of their paragraph.
● Students will draw a haunted house through a directed lesson. This will be
presented with their final drafts.
C. Closure (Close)
● The students will work on writing their final draft of their paragraph.