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Lesson Plan: Sensory Detail - Creative Writing
Subject Area: Literature - ND Authors Unit
Grade Level: Junior in High School
Time: Two Class Periods
Materials: Prairie Volcano: An Anthology of North Dakota Writers
Students will have read a section of story
"Beyond the Bedroom Wall"
Objectives: 1. Students will define the terms personification and dialogue.
2. Students will complete a short creative writing assignment concerning detail in writing they must incorporate all of their five senses.
Anticipatory Set: What are your five senses? What do you think of when you her the word smell? The word see? The word hear? The word touch? The word taste? What things come to mind?
Procedure of Lesson: Define literary terms for the story. Discuss Woiwodes' use of language and detail.
1. Present literary terms:
a. Personification - Applying human qualities to non-human things
i. Ex. "…the whole living room was caught off guard - the windows blinked…"
b. Sensory Detail - Detail in writing that includes all of the five senses.
i. Ex. Smell/sight- "There was no daylight and no light fixture in the room, no smell but the smell of dust and old lumber…no color, no company…"
2. Discuss the story with the students:
a. Woiwode does an excellent job using sensory detail. He is able to create a picture of his memory for the readers with out using to much detail or to many words. He does not overload the reader.
b. His writing can be described as having a poetic feeling to it, even though it is written in prose form.
Check for Understanding: Students will answer questions when called upon.
1. What are some examples of personification that are found in the text? How does this help give description to the story?
2. What are some examples of sensory detail in the story? Do you feel by using description that includes your senses that you are able to visualize what the author is talking about?
3. What are some of the life changing experience that happened to the boy in this story?
4. Do you think these things may have happened to the author directly?
Guided Practice: Have students move into groups. Have them think of how they got to school this morning. They are to brain storm and work on writing that as a short story. They must incorporate all of their five senses into their descriptions. They will have a second class period to work on these stories. The story will be due in complete form in one week from the date the assignment was given.
Independent Practice: Work on their short story.
Accommodations: When calling up students independently work with the students with a low writing ability, perhaps have them just work on writing 3 paragraphs well instead of a whole story.
This will be an excellent way for gifted students to excel. They will have to make sure that their story fits the style of Larry Woiwode and will fit into the style of a short story with a beginning, point of action and conclusion.
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