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English lesson plan · 8th grade (Year 9 in England) · 30 minutes

Descriptive and narrative techniques

Writing & Editing

CCSS W.8.3.DCCSS W.8.3.BEngland: GCSE English Language Paper 1 Q5England: 11+ English (creative writing)

Objective and success criteria

Students will: Descriptive and narrative techniques.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Figurative language: personification, hyperbole, alliteration, onomatopoeia; Expanding sentences with detail

Leads to: the next skill in this area.

Materials: A model text, Planning frame, Checklists for editing, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Figurative language: personification, hyperbole, alliteration, onomatopoeia; Expanding sentences with detail). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which technique is used here? Sally's six silly snakes slithered south. (alliteration / hyperbole / simile / onomatopoeia) → alliterationPrompt: Is it an exaggeration, repeated starting sounds, a sound word, or a thing acting like a person?
  2. The dog ran. Which sentence adds the most useful detail? (Dog ran fast fast. / The dog ran and ran and ran. / The dog it ran. / The muddy dog ran across the park after a ball.) → The muddy dog ran across the park after a ball.Prompt: Good detail tells us more: what kind, where, when or why.
  3. Which technique is used here? I'm so hungry I could eat a horse. (hyperbole / simile / onomatopoeia / personification) → hyperbolePrompt: Is it an exaggeration, repeated starting sounds, a sound word, or a thing acting like a person?

Hook · 3 min

  • Show two openings to the same piece of writing and ask which makes them want to read on.
  • Share the objective: Descriptive and narrative techniques. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Plain: Mum was angry. Which revision best SHOWS rather than tells?
  • Step 1: Show, don't tell: let precise details and imagery create the effect.
  • Step 2: So the answer is: Mum's lips pressed into a thin line, and she set her mug down a little too hard.
  • Answer: Mum's lips pressed into a thin line, and she set her mug down a little too hard.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. A story opening needs to hook the reader. Which opening is most engaging? (One day I woke up and had breakfast. / Nobody had opened the attic door in forty years — until Tuesday. / This is a story about a girl. / Once there was a house. It was a house.) → Nobody had opened the attic door in forty years — until Tuesday.Prompt: Strong description uses precise verbs, sensory details and imagery.
  2. Plain: He walked into the room. Which revision uses the most precise verb? (He did walk into the room. / He crept into the room. / He walked into the room quickly slowly. / He went into the room.) → He crept into the room.Prompt: Strong description uses precise verbs, sensory details and imagery.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 5 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Plain: The forest was scary. Which revision best SHOWS rather than tells? (The forest was scary and frightening. / I thought the forest was really scary. / The forest was very, very scary. / Twisted branches clawed at the sky, and somewhere in the dark a twig snapped.) → Twisted branches clawed at the sky, and somewhere in the dark a twig snapped.Prompt: Strong description uses precise verbs, sensory details and imagery.
  2. Plain: The beach was nice. Which revision uses the senses most effectively? (The beach was a nice place to go. / The beach was really nice. / Warm sand sifted between my toes as gulls cried above the salty breeze. / It was a very nice, good beach.) → Warm sand sifted between my toes as gulls cried above the salty breeze.Prompt: Strong description uses precise verbs, sensory details and imagery.

Watch out for

  • Writing everything at once without planning.
  • Editing only spelling and not whether the writing makes sense.

Support and stretch

Support

  • Review first: Figurative language: personification, hyperbole, alliteration, onomatopoeia.
  • Use concrete materials: a model text.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-8.

Free lesson plan from eurekami.com/lesson-plan-builder

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Descriptive and narrative techniques

Name

Date

Score/ 5

  1. Question 1

    A story opening needs to hook the reader. Which opening is most engaging?

    • A. One day I woke up and had breakfast.
    • B. Nobody had opened the attic door in forty years — until Tuesday.
    • C. Once there was a house. It was a house.
    • D. This is a story about a girl.

  2. Question 2

    Plain: The beach was nice. Which revision uses the senses most effectively?

    • A. The beach was a nice place to go.
    • B. Warm sand sifted between my toes as gulls cried above the salty breeze.
    • C. It was a very nice, good beach.
    • D. The beach was really nice.

  3. Question 3

    Plain: He walked into the room. Which revision uses the most precise verb?

    • A. He crept into the room.
    • B. He did walk into the room.
    • C. He went into the room.
    • D. He walked into the room quickly slowly.

  4. Question 4

    Plain: Mum was angry. Which revision best SHOWS rather than tells?

    • A. Mum was cross and angry.
    • B. Mum's lips pressed into a thin line, and she set her mug down a little too hard.
    • C. Mum felt anger.
    • D. Mum was very angry indeed.

  5. Question 5

    Plain: The forest was scary. Which revision best SHOWS rather than tells?

    • A. The forest was scary and frightening.
    • B. The forest was very, very scary.
    • C. Twisted branches clawed at the sky, and somewhere in the dark a twig snapped.
    • D. I thought the forest was really scary.

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Answer key: Descriptive and narrative techniques

  1. 1. B. Nobody had opened the attic door in forty years — until Tuesday.

  2. 2. B. Warm sand sifted between my toes as gulls cried above the salty breeze.

  3. 3. A. He crept into the room.

  4. 4. B. Mum's lips pressed into a thin line, and she set her mug down a little too hard.

  5. 5. C. Twisted branches clawed at the sky, and somewhere in the dark a twig snapped.