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1 071-eng-wb-t2(Descriptive Writing)
DESCRIPTIVE
WRITING
GRADE 7 Term 2
SURNAME, NAME: __________________________________________________
CLASS: ____________________________________________________________
COMPLETE
I C
“Limitations live only in our minds. But if we
use our imaginations, our possibilities become
limitless.”
Jamie Paolinetti
2 071-eng-wb-t2(Descriptive Writing)
TERM 2 CALENDAR
November 2016
Sun Mon Tue Wed Thu Fri Sat Notes:
1 2 3 4 5 Nov 21st: Term 1 starts
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
December 2016
Sun Mon Tue Wed Thu Fri Sat Notes:
1 2 3
4 5 6 7 8 9 10 Dec 30th – Jan 2nd New Year’s Holiday
Dec 9th -Dec 16th-Take Home Period
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31 Dec 27th term 2 Assessment
January 2017
Sun Mon Tue Wed Thu Fri Sat Notes:
1 2 3 4 5 6 7 Dec 30th – Jan 2nd New Year’s Holiday
8 9 10 11 12 13 14 Jan 23rd – Feb 3rd Midterm Holiday
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
3 071-eng-wb-t2(Descriptive Writing)
DESCRIPTIVE WRITING
In this workbook, you will learn about the magic and beauty of Descriptive Writing. When you are finished you will
be able to:
Use different types of writing, depending on your audience
Identify and understand different language techniques
Use different language techniques in your own writing
Plan an essay, then edit and revise it
Use correct spelling, grammar and punctuation in your writing
CONTENTS
SECTION TITLE
PAGE
NO.
Introduction 3
How descriptive are you? 4
Sensory Details 6
Similes 8
Metaphors 9
Adjectives 10
Vivid Verbs 11
Identifying Descriptive Writing 12
Final assignment 15
Rubric 17
Proofreading and revising 18
Evaluation 19
Notes 20
4 071-eng-wb-t2(Descriptive Writing)
The purpose of descriptive writing is to make our readers see, feel, hear, smell, and taste what we have seen,
felt, heard, smelled, and tasted. These are the FIVE SENSES! Whether we're describing a person, a place, or a
thing, our aim is to reveal a subject through vivid and carefully selected details.
“Your test begins … now.” It’s time. Your heart is racing, beating a thousand times per second, ready to jump out of your chest onto your desk.
Your palms feel like used gym socks, hot and sweaty and unusable. Papers rustle all around you. Someone coughs,
and suddenly your throat is as dry as a desert, dusty and cracking and desperate for water. You can’t get up, but
you don’t know where to begin. You close your eyes to try and focus. I know this stuff. I studied. I read the book. I
will be fine. You open your eyes and reach to pick up your pencil, but it is a poisonous snake just waiting to betray
you, so you leave it. There is a tapping from behind you, a non-stop tick-tick-tick-tick that is drilling into your head,
going deeper and deeper searching for vocabulary and persuasive writing techniques to steal. You take one deep
breath and open the test to read the first question, but your eyes start to get blurry. There is a fog rolling through
your head. What if I DON’T know the answer? What if I didn’t study enough? What is that tapping sound? What if I
fail? The room starts spinning around you, and the tapping won’t stop. The jackhammer in your chest keeps poun-
ding away, and your tongue is like sandpaper. You look down at your test through the hurricane around you, and
suddenly …
The room stops spinning. The fog clears. Your heartbeat slows down, the tapping stops, and your pencil is just a
pencil. You read the first question again. I know the answer.
You start writing.
How do you feel after reading that? Why do you think you feel that way? What made you feel that way?
That paragraph was an example of Descriptive Writing. This workbook will be all about
teaching you how to identify, understand and create descriptive writing.
HOW DESCRIPTIVE ARE YOU?
5 071-eng-wb-t2(Descriptive Writing)
Look at the three images below and write down as many words or phrases as you can think of that describe
them in the bubbles .
DESCRIPTION ACTIVITY
6 071-eng-wb-t2(Descriptive Writing)
1.SENSORY DETAILS (Five Senses)
Write down at least six to eight adjectives you can think of related to the five senses.
DESCRIPTIVE WRITING TECHNIQUES
7 071-eng-wb-t2(Descriptive Writing)
Select one of the two pictures below and describe it in five ways—one way for each of the five senses. You can
use the adjectives from the previous activity to inspire you!
Include AT LEAST three sentences for each category. Check the box next to the picture you choose.
T
A
S
T
E
TOUCH
S
M
E
L
L
SIGHT
SOUND
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FIVE SENSES ACTIVITY
8 071-eng-wb-t2(Descriptive Writing)
A simile compares two things, using the words “like” or “as.” A simile is an easy way to make the reader understand
something that might be very hard to describe, because the writer can compare it to something the reader
understands.
Example: The sky is as _____________ as ______________.
Colour Noun/Phrase
The sky is as grey as ash.
The sky is dark like a blanket over the world.
In the space below, fill in the blanks to complete each simile. Create two examples per picture.
THE CAVE
1. The cave is as _________________ as ___________________________.
2. The cave is _________________ like ____________________________.
THE BABY’S EYES
1. The baby’s eyes are __________________like ________________________.
2. The baby’s eyes are as __________________as _______________________.
THE MOTORCYCLE
1. The motorcycle is as ________________ as _____________________.
2. The motorcycle is ________________ like ______________________.
2. SIMILES
THE SUNSHINE
1. The sunshine is as _________________ as ____________
_________________________________________________.
2. The sunshine is _________________ like
________________________________________________.
LOVE
1. Love is as _________________ as ____________
_________________________________________________.
2. Love is _________________ like
________________________________________________.
9 071-eng-wb-t2(Descriptive Writing)
3. METAPHORS
A metaphor is a comparison of two things that are not alike, NOT using “like”or “as.” In a metaphor, the author
simply says one thing IS another thing. Like similes, metaphors are an easy way to make your readers understand
something that might be confusing, and also to make your descriptions much stronger and more vivid.
It’s often a good idea to include a short explanation of your metaphor to make yourself clear.
Example: He was a bulldog, he never gave up until he got his way.
The sky was on fire, the sunset cast red and orange light everywhere.
Fill in the blanks below to complete the metaphors about each picture. You will create 3 metaphors per picture.
THE STARS
1. The stars are ________________________
___________________, they _____________
_____________________________________.
2. The stars are _________________________
___________________, they _____________
_____________________________________.
THE SKYSCRAPERS
1. The skyscrapers are ____________________
________________, they _________________
______________________________________.
2. The skyscrapers are____________________
________________, they _________________
______________________________________.
THE ROLLER COASTERS
1. The roller coasters are____________________
________________, they _________________
______________________________________.
2. The roller coasters are____________________
________________, they _________________
______________________________________.
10 071-eng-wb-t2(Descriptive Writing)
Adjective Comparative Superlative Sentence
good better than … the best … I am the best dancer I know.
bigger than …
the most
wonderful ...
That cat is smellier than
garbage.
With your teacher and classmates, complete the table below using interesting and specific adjectives. You will be
able to use them in your final draft.
Brainstorm a list of adjectives—descriptive words—in the space below. Be creative!
4. ADJECTIVES –COMPARATIVES-SUPERLATIVES
11 071-eng-wb-t2(Descriptive Writing)
5. VIVID VERBS
What are vivid verbs?
Vivid verbs are a great way to create interest and excitement and make your readers easily be able to
visualize in their own mind.
Vivid verbs or common verbs
A vivid verb is a verb that a reader will find more interesting and that is more specific to the common verbs we use all the time, like "walk". Vivid verbs will help you avoid repeating the same (common) verb in your writing.
Write your own general (boring verbs) in the table below and then find vivid verbs to replace the boring
ones on the left.
General verb Vivid verb
Complete these sentences using a vivid verb from the table above.
1. When the hungry dog saw the pizza crumbs on the floor, he quickly ran to eat them.
____________________________________________________________________________________
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2. The little girl walked with her friends to the fun fair close to their house.
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3. I looked in the basement. It was scary.
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General Verbs Vivid Verbs Touch graze, caress, stroke
Cry whimper, blubber, bawl
See glare, gaze, glimpse
Like adore, admire, cherish, admire
Dislike loathe, despise, scorn, hate
Eat gorge, nibble, gobble
Run dash, dart, sprint, jog
12 071-eng-wb-t2(Descriptive Writing)
IDENTIFYING DESCRIPTIVE WRITING
ACTIVITY
In the space below, write a descriptive paragraph about the best or worst New Year holiday you’ve ever had.
Make sure to use sensory details, similes, metaphors and descriptive adjectives in your writing.
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The following passage, a description of Ebenezer Scrooge, comes from Scene 1 of A Christmas Carol. Read it, then
fill in the chart below with as many descriptive phrases as you can find.
“Oh! But he’s a tight-fisted hand at the grindstone, is that Scrooge! A squeezing, wrenching, grasping,
scraping, clutching, covetous old sinner! Hard and sharp as flint, from which no steel has ever struck out
generous fire; secret, and self-contained, and solitary as an oyster. The cold within him freezes his old
features, nips his pointed nose, shrivels his cheeks, stiffens his gait; makes his eyes red, his thin lips blue; and
speaks out shrewdly in his grating voice. A frosty rime is on his head, and on his eyebrows, and his wiry chin.
He carried his own low temperature always about with him; he ices his office in the dog-days and doesn’t
thaw it one degree at Christmas.” (A Christmas Carol, p. 10)
Adjectives Vivid Verbs Similes Metaphors Sensory Details
Wrenching
Grating
Freezes
Ices
Hard and sharp as a flint
A frosty rime is on his head
The cold within him
13 071-eng-wb-t2(Descriptive Writing)
Describe your favourite
place!
Map your ideas in the cluster below
Pick a place and write it on the line
in the cloud
Start describing!
WRITING PRACTICE
My Favorite Place:
___________________
___________________
___________________
_____________
_____________
_____________
__________________
________________
________________
________________
________________
__________________
__________________
__________________
__________________
________________
________________
________________
________________
_________________
_________________
___________________
___________________
Metaphor
___________________
___________________
___________________Simile
___________________
___________________
___________________
Vivid Verbs
___________________
___________________
___________________
Adjectives
___________________
___________________
___________________
Comparative /Superlative
______________________
______________________
______________________
14 071-eng-wb-t2(Descriptive Writing)
Just before you write, answer these questions:
What are the main sights and sounds in your place?
Are there any parts in the place that stand out?
What colours are important?
What smells and tastes do you connect with this place?
What feelings do you have about it?
What happens in this place?
TITLE: My Favorite Place
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15 071-eng-wb-t2(Descriptive Writing)
Now it’s time to combine everything you have learned to write your own descriptive story.
In the space below, you will create a descriptive essay about
one of the following themes:
The inside of a spaceship
Your memory of a place you visited as a child
An unusual room
A cemetery in a small town
Backstage during a concert
An extremely vivid experience of your own
My topic will be: ______________________________________
Brainstorm your topic in the space below:
Finally, think of 2-3 metaphors and 2-3 similes that you could include in your story. Write them in the table below.
FINAL ASSIGNMENT
Sensory Details Similes Metaphors Adjectives –Comparatives -Superlatives
Vivid Verbs
16 071-eng-wb-t2(Descriptive Writing)
TITLE: ___________________________________
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17 071-eng-wb-t2(Descriptive Writing)
1 2 3 4
Audience and Purpose
(1-30)
Contains details that are unfocused or do not work in support of a clear main impres-sion.
(1-7)
May create a main
impression, but does not adequate-ly support it with sensory details.
(8-15)
Creates a main
impression, sup-ported by sensory details.
(16-20)
Creates a memorable
main impression,
supported with effec-tive use of many sen-sory details.
(21-30)
Logic of organization
(1-25)
Lacks organization,
writing is confusing and difficult to follow;
may be too brief to
assess organization.
(1-9)
May have
organization in
parts, but lacks
organization in
other parts.
(10-14)
Is consistently
organized, although
perhaps
simplistically.
(15-19)
Well organized,
with strong
transitions helping
to link words and
ideas.
(20-25)
Elaboration
(1-25)
No sensory details
used in support of
main idea; no
figurative language.
(1-9)
Details in support of main idea not
consistently effec-tive;
attempts at figura-tive language not always successful or interesting.
(10-14)
Sensory details
support main idea;
figurative language
used to create
comparisons.
(19-15)
Vivid, sensory details
support main idea;
creative use of
figurative language
provides interesting
comparisons.
(25-20)
Grammar, Punctuation and Word usage
(1-20)
Numerous errors in
punctuation and gram-
mar distract and/or
confuse the reader.
Word usage cannot be
gauged in such poor
quality work.
(5-1)
Errors in punctua-
tion and grammar
may impair reada-
bility. Word choice
is extremely simple.
(10-6)
Capitalization is correct, punctua-tion is smooth, spelling of common words is correct, more difficult words are generally
correct, grammar is essentially
correct, good word choice.
(15-11)
Capitalization is accu-
rate, punctuation is
smooth, spelling is
correct even on more
difficult words, gram-
mar is essentially cor-
rect, great word
choice.
(20-16)
RUBRIC
18 071-eng-wb-t2(Descriptive Writing)
PROOFREADING AND REVISION
Proofreading, editing and revising your own writing is one of the most important parts of writing an essay. Your job
doesn’t end with just writing—you have to go back and check for mistakes! Your argument won’t be very strong if
you misspell your subject and forget to put a period at the end of your Thesis Statement.
For proofreading and editing, it’s all in the CUPS …
For revising, use your ARMS ...
C U P S
Capitalization: names, places, months, titles, I, sentences
Usage: nouns and verbs matched correctly (I am, you are, etc.)
Punctuation: periods, commas, question marks, quotes, etc.
Spelling: check everything—use the dictionary if you need to!
A R M S
Add: sentences and words to strengthen your arguments
Remove: unnecessary or incorrect sentences and words
Move: change the placement of sentences and words
Substitute: trade in sentences and words that work better
Original: _______________________________________
______________________________________________
______________________________________________
Add: __________________________________________
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Original: _______________________________________
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Remove: ______________________________________
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Original: _______________________________________
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Move: ________________________________________
______________________________________________
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Original: _______________________________________
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Substitute: _____________________________________
______________________________________________
______________________________________________
In the space below, pick four sentences from your essay and revise them using your ARMS.
19 071-eng-wb-t2(Descriptive Writing)
Do you have any other comments or feedback about the booklet?
What parts of the booklet were
easy for you?
What parts were ok? What parts were difficult for
you?
What do you want to see less of? Offer an
alternative.
What do you want to see more of in the
booklet?
20 071-eng-wb-t2(Descriptive Writing)
NOTES
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21 071-eng-wb-t2(Descriptive Writing)
NOTES
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