# Year 3 Language Arts Lesson Plan: Writing Descriptions and Reports
**Topic**: Writing Descriptions and Reports
**Duration**: 1 hour
**Subject**: Language Arts
### Objectives:
- Students will learn how to use descriptive language to create vivid descriptions.
- Students will understand the structure and purpose of a basic report.
- Students will produce their own descriptions and brief reports related to a familiar topic.
### Materials:
- Whiteboard and markers
- Chart paper and markers
- Samples of descriptive writing and reports (printouts or projector)
- Worksheets with exercises
- Pencils and erasers
- Vocabulary cards with descriptive adjectives
### Introduction (10 minutes):
1. **Greeting and Warm-Up** (5 minutes):
- Greet students and briefly discuss what they did over the weekend or recent experiences to get them thinking about descriptions.
- Quick warm-up activity: Students describe their favourite food in one sentence to a partner, focusing on sensory details (taste, smell, texture).
2. **Introduction to Descriptive Writing** (5 minutes):
- Explain that descriptive writing is used to help readers imagine what something looks, feels, tastes, sounds, or smells like.
- Show a sample descriptive paragraph on the board. Read aloud and highlight the descriptive words.
### Direct Instruction (15 minutes):
1. **Teaching Descriptive Language** (7 minutes):
- Discuss key elements of descriptive writing: sensory details, use of adjectives, and similes/metaphors.
- Create a class list of sensory words and descriptive adjectives using chart paper.
2. **Introduction to Report Writing** (8 minutes):
- Explain the purpose of a report: to provide information about a topic in a structured way.
- Show a basic structure of a report on the board: title, introduction, body (with facts), and conclusion.
- Display a sample report and go through each section, explaining its purpose.
### Guided Practice (15 minutes):
1. **Descriptive Writing Activity** (7 minutes):
- Distribute vocabulary cards to pairs of students. Each pair must create a descriptive sentence about an object (e.g., apple, flower) using at least two descriptive adjectives from their cards.
- Share some sentences aloud and discuss the use of descriptive language.
2. **Report Writing Exercise** (8 minutes):
- Provide a familiar topic (e.g., animals, seasons) and brainstorm facts as a class.
- Students work in small groups to write a 3-4 sentence mini-report on a chosen topic using the basic report structure discussed earlier.
- Groups share their reports with the class.
### Independent Practice (10 minutes):
1. **Descriptive Writing** (5 minutes):
- Students choose an object in the classroom (e.g., a book, a plant) and write a short descriptive paragraph about it.
- Encourage students to use at least 3-4 sensory details.
2. **Report Writing** (5 minutes):
- Students write a brief report about their favourite animal, including an introduction, 2-3 facts in the body, and a conclusion.
- Use the report template provided in the worksheet.
### Conclusion (10 minutes):
1. **Sharing and Reflection** (6 minutes):
- Invite a few students to share their descriptive paragraphs and reports with the class.
- Discuss what made each piece effective in terms of description and report writing.
2. **Review and Wrap-Up** (4 minutes):
- Summarise the key points of writing descriptions and reports.
- Answer any remaining questions.
- Provide encouragement and feedback on the day's activities.
### Extension Activities:
- Students can create illustrations to accompany their descriptive paragraphs and reports.
- Assign a homework task where students write a report about a recent family outing or a hobby they enjoy.
### Assessment:
- Observe and note student participation in discussions and group activities.
- Review the descriptive paragraphs and reports for use of descriptive language and correct structure.
- Provide verbal feedback and written comments on the worksheets.
By the end of the lesson, students should have a clear understanding of how to write descriptive paragraphs and simple reports and feel more confident in their writing skills.