Fifth Grade - ELA
1: Relationships
Unit 1: Poetry
Lesson 1
What Is Poetry?
Students complete a "Visual imagery" activity where a parent reads a poem aloud and students draw what they "see," which practices turning language into sensory (visual) detail. Students use a thesaurus to find synonyms for words from poems, encouraging selection of stronger, more concrete words. The "Poetry Techniques" pages ask students to identify onomatopoeia and alliteration and to create metaphors/similes, which engages sensory and descriptive word choices.
Lesson 2
Parts of Speech and Rhymes in Poetry
Students identify and record nouns and the adjectives that describe them in Activity 2 ("Record five nouns from the poem 'Watercolor Maine,' and the adjectives used to describe the nouns") and then illustrate each noun according to those adjectives, supporting visual imagery. In Activity 1, students list action verbs from the poem "Gulls and Buoys" and brainstorm action verbs related to an illustrated animal to help visualize movement. The Things to Know and lesson text explicitly state that "these simple words create concrete pictures... visual imagery" and that "strong verbs and interesting adjectives make a poem stronger," reinforcing concrete word choice.
Lesson 3
Geography and Poetry
Students reread the poem "Knoxville, Tennessee" and are told that the poet uses a long list of nouns to describe summer, then brainstorm a list of nouns related to their town and write a poem that includes a long list of nouns. Students are asked to read their poem aloud and discuss the nouns they chose to describe their community during a season. The activity instructions and parent prompts focus students on selecting and using specific nouns drawn from observations of their local environment.
Lesson 4
Haiku and Onomatopoeia
The Parent Plan lists "Use concrete sensory details in writing," indicating students are expected to practice sensory detail. In the Haiku activity, students are instructed that "Imagery is an important element of haiku" and are given an example haiku and a 5-7-5 template to create an image about something in nature. The Reading questions ask students to record three interesting adjectives and the nouns they modify, which directs attention to concrete descriptive words. The Onomatopoeia activity has students find onomatopoetic words (e.g., "b-rr," "huff," "puff") and explain how the poem makes them feel, engaging auditory sensory detail.
Lesson 5
Figurative Language and Voice
The Skills list explicitly tells students to "Use concrete sensory details in writing," indicating an expectation that students will employ sensory language. Question #2 asks students to identify which poem created the most vivid image and to name the words that made the image vivid, prompting students to analyze concrete and sensory word choices. In Activities 1 and 3 students write three metaphors (with illustrations) and compose a short personification poem, which requires them to produce descriptive language that creates images.
Lesson 6
Art and Poetry
Students are explicitly prompted to use sensory language in the Skills list: "Use concrete sensory details in writing." Students are asked to identify vivid imagery in poems (Question #4 asks which poem creates the most vivid image and to describe what they see) and to record figurative language (Question #3). Students are asked to write their own poems and pair them with illustrations (Activity 3) and to write couplets about their town (Activity 1), which invites the use of sensory description.
Lesson 7
Robert Frost
Students are asked to consider how poets appeal to the emotions and senses of readers in the "Ideas to Think About" section, prompting attention to sensory effect. In Activity 3, students identify action verbs in the poem "dog" and are offered an option to write their own animal poem using action verbs, which encourages choosing vivid, concrete verbs. In the Frost poem analyses students select a "favorite line" and explain why, a task that can draw attention to specific word choice and imagery.
Lesson 8
You Come Too
The Skills section explicitly lists "Use concrete sensory details in writing." Activity 2 instructs students to cut out pictures, write grouped words and phrases (not sentences) describing each picture, and combine those words into short poems, which practices using concrete words and sensory detail. Activity 1 and the parent prompts require students to link specific words from "The Red Wheelbarrow" to parts of their illustration, reinforcing word-to-image mapping. The "Things to Review" reminds students that nouns, interesting adjectives, and action verbs help create images, directly aligning with concrete word choice.
Lesson 9
Write About What You Know
Students are prompted to consider how poets "appeal to the emotions and senses of the readers" and to look for figurative language and sensory tools in poetry collections. Students are explicitly instructed to "use vivid adjectives, interesting nouns, strong verbs, and visual imagery" when writing a free verse poem about something they know. Students record words and figurative language phrases in a "Book of Poetry" and are asked to read their poem aloud and discuss word choice and use of figurative language.
Lesson 10
Inspired
Students are asked explicitly, "How do poets appeal to the senses of the reader?" which prompts attention to sensory appeal. Students compare language in two poems (including noting similes and metaphors) using a graphic organizer, which requires them to analyze specific word choices and figurative language. Students are then asked to write an original poem inspired by a favorite poem, offering an opportunity to apply observed language techniques.
Final Project
Coffee House Poetry Reading
Students are asked the prompt, "How do poets appeal to the senses of the reader?" which directs them to consider sensory techniques. Students are instructed to "write down a description of the setting" and to make choices about day or night, lighting, location, seating, and clothing, all of which require concrete, sensory decisions. Students are also asked to decide foods and beverages and consider a snack related to a poem, linking sensory detail to their presentation.
Unit 2: The View from Saturday
Lesson 6
Adventures in Wonderland
Students identify and write similes and metaphors in the Metaphor and Simile activity, and they must produce three examples of metaphors or similes for characters. Students write a short paragraph describing a friend that must include at least one simile or metaphor, a topic sentence, supporting details, and a concluding sentence. Students also work with sentences that include sensory verbs (e.g., "The tea on the table tastes delightful," "Ethan smells the food…") when identifying linking versus action verbs.
Lesson 8
The Souls
Students write sentences with adverbs while cooking, narrating what they are doing (e.g., "I carefully measured the sugar; I quickly poured the milk"). Students compose an acrostic poem about The Souls that asks them to reflect on friendships and how members have changed. Students list three things they know about round characters and describe relationships for flat characters, which asks for descriptive statements about characters.
Final Project
An Afternoon Tea
Students are asked to use strong verbs in their invitations and to include at least one simile or metaphor and one idiom, which requires selecting vivid language. The Parent Plan directs parents to review examples of idioms, similes, and metaphors and to discuss what it means to use strong verbs, giving students explicit prompts to work on word choice. The rubric explicitly rates "Use of strong verbs" under the Invitation criterion, which assesses students' lexical choices.
Unit 3: American Tall Tales and Legends
Lesson 2
Tales and Legends of the Northeast
Students record words and phrases that describe three main women characters on a character web (Activity 2), which requires them to choose descriptive language. Students research John Chapman and complete a bio-poem (Activity 4) that asks for four descriptive words, things he loves, feelings and places, prompting use of concrete descriptors. Students locate and create hyperboles in "Bess Call" (Activity 3), which encourages inventing vivid language related to characters.
Lesson 3
Tales and Legends of the South
Students are prompted to create and describe an original trickster character, including naming the animal, describing the setting, listing "three words or phrases to describe the trickster," and outlining a plot (Activity 4). In Figures of Speech Option 2, students are asked to translate figures of speech and then "use each one in a sentence or two that shows how the figure of speech is used in context," which asks students to produce contextualized phrasing. The Paragraph Organization activity has students reorder sentences to produce a coherent, precise paragraph, which practices choosing clear wording and sentence-level precision.
Lesson 4
Tales and Legends of the Midwest
Students are asked in Activity 4 (Author's Language) to list three sentences that helped bring John Henry to life, which directs them to identify language that characterizes experience. The Skills section tells students to consider how language brings characters to life and enhances plot development, prompting analysis of word choice. Activity 6 asks students to compare versions of John Henry and record differences, which can lead students to notice concrete details and phrasing across texts.
Lesson 6
Tales and Legends of the West
Students are prompted in the Storytelling activity to 'use exciting language,' 'draw your audience in,' and to check whether they 'used interesting language' when they record and evaluate their retelling. The Story Book Jacket and summary task ask students to write a short summary and illustrate the cover, giving students opportunities to choose language for writing. The volcano model and lei-making activities provide hands-on experiences that could inspire descriptive language during presentations.
Final Project
Your Own Tall Tale or Legend
Students are prompted to give detailed, oral descriptions of their main character and setting and to record ten specific details about the story's setting, which asks them to focus on geographic and cultural information. The skills list and parent prompts tell students to provide a context that enables listeners to imagine circumstances and to include facts and details that help listeners focus. The folktale rubric asks whether students included geographical and cultural details and whether they engaged the reader, guiding attention to concrete elements of the story.
2: Diversity and Interdependence
Unit 1: The Cay
Lesson 1
Story Context
Students are asked to write a paragraph for a travel brochure that "highlights the natural beauty" of Curaçao and to "describe what people will see and what they can do on the island," which prompts descriptive writing about sensory experiences. Students also examine Caribbean paintings and list five things they like about the subject and three things about technique, which requires concrete observation of visual details. The Venn diagram activity asks students to compare culture and environment, encouraging specific descriptions of place.
Lesson 2
Curacao
Students analyze authors' word choices and figurative language when they identify the simile in the opening sentence and answer why the author chose it. Students work with vocabulary in context, writing definitions from contextual clues and comparing to dictionary definitions. Students write original "hook" sentences for books and movies, practicing crafting opening lines that could use precise language. The parent/teacher notes prompt consideration of how language and visuals bring characters to life.
Lesson 3
Overboard
Activity 2, Option 2 instructs students to "write a paragraph that describes what happened to Phillip when the boat was torpedoed" and explicitly tells them to "use strong verbs and vivid adjectives as you describe the island." The parent notes and checklists repeat that students should use "strong verbs and descriptive adjectives" when assessing the paragraph. Activity 1 has students record sentences describing characters' feelings, thoughts, and actions, which requires choosing descriptive words and phrases.
Lesson 5
Stranded
Students are asked to "pretend you have recently been diving and write in your journal about what you have seen and experienced," which prompts description of events and experiences. On the SURVIVAL page students must "illustrate resources from the coral reef" and "describe how each resource could be used," requiring concrete descriptions of objects and uses. Part B and Part C of the Prepositional Phrases page ask students to write sentences related to the novel and to begin sentences with prepositional phrases, providing opportunities to compose descriptive sentences about events and settings.
Lesson 7
Different Cultures
Students are asked to write sentences and a paragraph about being stranded on a deserted island using provided sentence-beginning prompts, which gives opportunities to include descriptive language. The example sentences include sensory or concrete descriptors (e.g., "Silently, the mouse scurried across the kitchen floor" and "the ladybug shined with a striking splash of red against the luminescent green leaves"). The worksheet directs students to write related sentences and a paragraph that mirror the examples, so students can model their writing on those descriptive samples.
Lesson 8
Fishing
Students are asked in Activity 2 to write a journal entry as Phillip using only tastes, sounds, smells, and touch and to avoid any words that describe sight, which requires use of sensory details. Students then write a second entry describing Timothy based only on what Phillip hears and the things Timothy does, prompting concrete, behavior- and sense-based description. The Parent Plan asks caregivers to check that the child's writing is based on the remaining senses and uses interesting descriptive adjectives and strong verbs.
Lesson 9
The Storm
Students are asked to identify the specific words and phrases the author used to describe the storm (e.g., "splintering sound, driving rain, raging whitecaps"), which directs attention to descriptive language. The writing rubric asks students to use adjectives and "interesting verbs" and to make writing more descriptive under the "Interesting Words" section. The Wrap-Up and review explicitly tell students to focus on "using interesting words" and a good hook, reinforcing attention to word choice.
Lesson 10
Survival
Students are instructed to revise their writing by "selecting more interesting words to make the writing more descriptive and engaging," and to vary sentence length and beginnings as part of revision. Students are asked to illustrate three items that remind Phillip of Timothy and to "describe how they would represent Timothy," requiring them to produce descriptive explanations. The Activities direct students to use a rubric and a Handy Guide to Writing while revising and editing, implying attention to word choice and descriptive quality.
Unit 2: A House of Tailors
Lesson 2
Dina in Germany
Students create picture maps for vocabulary words, drawing a central image and smaller pictures to represent meanings, and they are asked to look up definitions in a dictionary. The activity pages include the word "imagery" and the parent notes state that learning new vocabulary will make students' writing more interesting. The lesson asks students to explain their picture maps aloud, which prompts them to connect words to concrete images and verbal descriptions.
Lesson 3
Journey to New York
Students read descriptive passages (e.g., Dina's account of the ocean voyage: "There was a great storm one night; the wind was blowing and people were screaming") and answer a question asking how Dina describes her journey across the ocean. Students are asked to "record information" about New York City and the lives of immigrants using words and pictures, which prompts collecting descriptive details from the text. Several comprehension questions require students to note sensory or concrete details from the story (e.g., impressions that the streets are dirty, buildings not as grand).
Lesson 4
Welcome to New York
Students identify and record the author's interesting adjectives and strong verbs from pages 46-48 and sort those words and phrases by the five senses in Activity 1. In Activity 3, students generate sensory words and phrases for a local street using the five senses and then combine those descriptions into a paragraph that uses descriptive adjectives and strong verbs. The Parent Plan asks students to read their paragraph aloud, point out words that appeal to each sense, and discuss which words create vivid mental images. The Wrapping Up step directs students to reread their paragraph and judge whether it creates a vivid image for the reader.
Lesson 5
Dina's Job
Students are asked to design a hat and "add the details that will make people want to buy it" and to "make a list of materials you will need," which requires naming concrete elements and specifics. The More Commas activity asks students to write sentences about A House of Tailors (one per comma rule), which gives students an opportunity to produce descriptive sentences tied to the text. The bubble map and picture-frame activities require students to label characters and record ways families are different and alike, prompting selection of specific character details.
Lesson 6
A New Hat
Students make vocabulary cubes for words such as coarse, whir, jostling, blustery, and maneuvered, filling faces with a definition, an illustration, and a sentence using the word. Students are asked to write a short journal entry describing a time they were embarrassed, telling what happened and how they felt. Students are directed to use a dictionary and a thesaurus and to provide illustrations for vocabulary and for the Expectations vs. Reality activity.
Lesson 7
Sickness
The Skills list explicitly directs students to "Use concrete sensory details in writing." Activity 2 (Finding the Right Words) has students rewrite short scenes using effective language and includes an author model ("I felt fear in my mouth and my throat, my tongue so dry...") that demonstrates sensory detail. Activity 3 asks students to write a short journal entry about a time they felt fear, and parent/teacher prompts require reviewing and discussing words that effectively communicate the moment.
Lesson 9
A Letter
The rubric explicitly asks students to use words that appeal to the reader's senses and to create images with their words. The Parent Plan skills list includes "Use concrete sensory details in writing." The Organizing Your Ideas graphic organizer requires students to list at least three supporting details for each paragraph, prompting them to develop concrete details about what they like in New York, what they miss about Germany, and their decision.
Lesson 10
Fire!
Students are asked to identify descriptive language in Activity 1 (question 4) and to highlight or underline passages that are well written to learn from the author's techniques. The lesson's 'Things to Know' notes that authors use techniques to make writing vivid, and students are prompted to reflect on how Giff creates suspense and uses conflict (Analyzing Writing questions 1–3). Activity 3 has students choose and explain five concrete items they would save from a fire, requiring them to name and justify specific objects.
Final Project
Today and Yesterday or Story Quilt
Students are asked to research New York and "take notes on important information and vivid words and phrases that describe the city" and to "create a poem that vividly describes life in New York today and another poem that vividly describes life in the 1800s." The poem rubric explicitly lists "Use of vivid language" as a criterion and requires "adequate notes taken based on research" and "inclusion of fact-based information about New York." Students are also directed to "write at least one poem" and to practice reading it aloud, reinforcing selection of descriptive language for oral presentation.
Unit 3: My Side of the Mountain
Lesson 4
A Baby Falcon
Students are asked in Activity 1 to draw an animal, describe its personality, and explain the relationship they would have with it, which requires producing descriptive text. Activity 3 directs students to hang a bird feeder and "take some time to closely observe the birds that come to feed," prompting firsthand sensory observation. The Student Activity Page provides lines for written description, giving students space to record descriptive responses.
Lesson 7
Newspaper Reporter
Students are explicitly told to "use descriptions to make the scene come alive" and to "describe what Sam is wearing or what he looks like," and to "describe what the surroundings look and feel like," which directs sensory description. The rubric asks students to evaluate whether they "use effective descriptions" and "provide plenty of details and descriptions," which prompts revision for descriptive language. Paragraph organizers and writing prompts instruct students to include "specific details, examples, and quotes" and to focus paragraphs on aspects such as survival and forest friends, encouraging concrete descriptive content.
Final Project
Think-Tac-Toe
Several Think-Tac-Toe activities ask students to describe and document experiences (e.g., "Living in Nature: Think about how you would survive a year in the wilderness. Document your experience." and "A Special Friendship: ... Describe its significance."). Other tasks require descriptive details such as "Different Setting: ... describe challenges" and "Interdependence in the Natural World: Describe examples ... Provide details of interactions." The wrapping up prompt asks students to share products and explain what Sam's story meant to them, which requires conveying personal experience.
3: Discovery and Survival
Unit 1: The Witch of Blackbird Pond
Lesson 3
Meeting House
The Parent Plan explicitly lists "Use concrete sensory details in writing" as a skill to be practiced. The model personal narrative contains multiple concrete sensory phrases (e.g., "my face felt as red as fire," "people's eyes were piercing me and I could almost feel them stinging my back," and references to whispers) that students can imitate. Parent prompts instruct students to read their narratives aloud and focus only on the words they chose to "draw the reader in and make the experience exciting," and encourage discussion of the word choices that brought the story to life.
Lesson 5
The Meadow
Students are given a 'Show, Don't Tell' activity that directs them to rewrite telling sentences so they 'show' using actions, dialogue, and sensory language. The TIPS explicitly tell students to 'Appeal to the reader's five senses' and to 'Use action verbs and descriptive nouns.' The quoted passage of Kit falling into the grass models sensory and concrete detail (e.g., 'fell face down into the grass,' 'wrenched with sobs'). The Parent Plan skills list includes 'Edit writing to ensure appropriate word choice' and 'Use descriptive phrases' which students practice in the activities.
Lesson 7
A Bird
Students are prompted to brainstorm descriptive phrases about Edward Hicks's painting and to "use interesting language" (Activity 3), which practices choosing concrete descriptors. The Student Activity Page models concrete sensory wording (e.g., "bright yellow-green birds") and asks students to identify a metaphor and compare experiences, encouraging attention to vivid detail. The "Ideas to Think About" prompt asks how writers "show versus tell," which orients students toward using descriptive, sensory language rather than summary.
Lesson 8
New England in the Fall
The Parent Plan lists "Use concrete sensory details in writing" as a targeted skill and instructs discussion of descriptive language. Activity 1 presents a model paragraph that explicitly appeals to the five senses (e.g., "burned like a gigantic torch," "crackled beneath her feet," "delicious smoky fragrance") and asks students to paint and then write three descriptive sentences about their painting. Activity 3 asks students to write a paragraph about a day the weather made special and to "Give enough details to show the reader what happened," with parent prompts to discuss descriptive language and whether word choices showed rather than told.
Lesson 9
Halloween in the Colonies
Activity 2 instructs students to write a short story that integrates descriptive phrases and to "appeal to the reader's five senses". The tips for effective narrative writing explicitly tell students to "use action verbs and descriptive nouns (imagery)" and to "describe actions that reveal emotion" rather than telling feelings. The wrapping-up step asks students to "identify words and phrases that make the story interesting and creative," and the Parent Plan directs discussion and evaluation to focus on descriptive language.
Final Project
Narrative Essay
Students are told that narrative essays "include feelings as well as specific, sensory details" and that "verbs are vivid and precise," directing them to use vivid words and sensory detail to involve the reader. Prewriting activities (a memory web and topical/flow-chart organizers) require students to list and organize specific details about a place and experience. The Narrative Essay Rubric explicitly assesses "Interesting Words," including adjectives/adverbs, strong verb usage, "show rather than tell," and words that "appeal to the reader's senses."
Unit 2: The Invention of Hugo Cabret
Lesson 1
Train Station in Paris
Students are asked to "describe what you will find there and why it is an important place" in the three-day Paris travel itinerary, which requires descriptive writing about places. Students are also asked to "write a short story based on one of the pictures" in Activity 4, prompting them to produce narrative descriptions tied to visual details. The acrostic poem option asks students to produce lines about Paris, which may require choosing concrete words to convey ideas.
Lesson 2
Magic Tricks
Students are asked in Activity 2 (Before & After) to write three first-person statements describing Hugo's life before and after his father's death, which requires producing descriptive comparisons. Activity 3 (A Story in a Picture) directs students to select an illustration and "write the text that the picture is showing," including details about action, character thoughts, and dialogue. The parent notes prompt students to read their writing aloud and discuss whether their text used the same tone and voice as the author, focusing on engaging the reader.
Lesson 3
Memories
Activity 1 asks students to write a personal memory and explicitly tells them to "communicate your emotion and the details," prompting them to describe an experience. The Two Versions graphic organizer directs students to analyze Mood/Tone and Events, encouraging attention to how description shapes meaning. Students read multiple descriptive excerpts from Hans Christian Andersen's The Little Mermaid, exposing them to sensory-rich narrative language they can emulate.
Lesson 4
The Key
Students are asked to make up a story about a mysterious key and to practice telling it aloud using appropriate voice, tone, and body language, which asks them to create and present a vivid narrative. The Skills section tells students to "Provide a context that enables the listener to imagine the circumstances of the event or experience," and Activity 1 asks students to describe on a note card the specific task their automaton would do, requiring concrete description. Reading questions ask students to identify specific concrete details from the text (e.g., the heart-shaped key, the drawing), reinforcing attention to precise, concrete information.
Lesson 7
Six Months Later
The Parent Plan skills list explicitly includes "Use concrete sensory details" and "Provide a context to enable the reader to imagine an event or experience," which directs students to include sensory language. The Inspiration activity instructs students to "think carefully about your word choice, creating suspense, vivid details, and action in the story" and asks students to complete a Story Organizer and write a short creative story integrating factual details. The parent guidance asks adults to "evaluate the story for ideas, vivid language, and engaging voice," reinforcing attention to descriptive word choice.
Unit 3: The Ballad of Lucy Whipple
Lesson 1
From Massachusetts to California
Students read Chapter 1 and Chapter 2 of The Ballad of Lucy Whipple and the Author's Note, where the author includes authentic, detailed descriptions of the pioneer setting and characters. Students are told that "the author describes it in great detail," directing attention to descriptive language. Students are asked in Activity 3 to write a 6–8 sentence journal entry about their observations and feelings on their first night in a new home, which asks for a descriptive account of experiences and emotions.
Lesson 3
An Entrepeneur
Students are asked to underline eight words in a provided paragraph and look up synonyms for each, writing the original word and its synonym on the activity page. The Parent Plan explicitly lists "Apply an understanding of synonyms when writing" and "Use a thesaurus to find synonyms for words." The Wrapping Up section tells students that using synonyms for common words can make writing more interesting.
Lesson 6
Clyde Claymore
Students build vocabulary cubes that require them to write definitions, synonyms, and sentences for words (Face 2, Face 3, Face 4) and to create a graphic to help remember each word, which encourages selection of concrete words and cues. In the "Packing for a Character" activity, students collect five tangible items to represent a character and must explain why each item was chosen, linking concrete objects to character traits and experiences.
Lesson 7
Loss
Students are asked to list materials and write step-by-step directions for the raccoon craft, which requires them to use precise, concrete words so someone else can reproduce the craft. The Parent Plan explicitly instructs caregivers to check the child's directions and to test them by having someone follow them, reinforcing precision in wording. The skills list includes "Give precise directions and instructions," and students are also given the option to write a poem or song about Butte, providing an opportunity to convey an experience or memory in writing.
Lesson 9
The Sandwich Islands
Students are asked to draw characters and "write three words or phrases that you feel accurately describe the characters," and Option 2 asks them to record physical appearance, personality trait, a quote, and interactions for three characters. Students write three questions for Lucy and supply imagined answers, requiring them to convey Lucy's responses in writing. Students record two or three threats tied to each season, which asks them to describe events or dangers tied to the story.
4: Systems
Unit 1: A Wrinkle in Time
Lesson 1
A Unique Family
The Hooking the Reader activity explicitly tells students that good beginning sentences might use imagery, strong verbs, figurative language, and interesting adjectives, and asks students to create and record first sentences for three novels. The parent prompts ask the child to describe what makes each example an excellent "hook," which requires students to analyze word choice and descriptive effect. These tasks require students to generate and reflect on language choices that can create vivid openings.
Lesson 3
Mrs. Whatsit, Mrs. Who, and Mrs. Which
Activity 1 asks students to "Record two things, ideas, or theories... Describe each one, putting it in words as best you can," and the Parent Plan directs parents to "Discuss the words and phrases he used to explain them." Activity 3 asks students to write three science fiction plot ideas with a beginning, middle, and end, prompting students to produce descriptive narrative summaries. Several Student Activity Pages require students to write and illustrate their ideas, which requires choosing words to convey meaning to a partner.
Lesson 4
Tesser
Students analyze an author example in Activity 2 by underlining interesting words and phrases in L'Engle's descriptive paragraph and then illustrating the creature, which engages them in identifying concrete imagery and descriptive language. Activity 4 asks students to 'Describe the creature in detail so that you create a concrete image in the mind of the reader' and to have a family member draw from that description, requiring precise, concrete phrasing and sensory detail. The Skills section explicitly lists using adjectives and adverbs 'to make writing vivid or precise,' connecting student practice to word choice for precision.
Lesson 6
Camazotz
Students are asked to rewrite simple sentences to be "more detailed and interesting" by adding new verbs, descriptive words and phrases, adverbs, or prepositional phrases in Activity 1 (Elaboration). The parent plan directs students to read the original and elaborated sentences aloud and discuss what makes the second sentence more effective. In Activity 3 (The Antagonist), students must fill in a graphic organizer with "Looks," "Behavior," "Thoughts," and "Statements," draw the antagonist, and describe three ways the antagonist will harm the protagonist, which requires descriptive detail.
Lesson 8
Father
Students are asked to describe a science fiction setting—including geography, life forms, and way of life—and to illustrate it, which requires producing descriptive detail. The Activity on originality explicitly asks students to elaborate on circle drawings and notes that "the more details she added... the more creativity she is demonstrating," prompting students to add descriptive elements. Discussion prompts (e.g., explaining why the author chose a brain to represent evil or why the father is in a transparent column) ask students to explain and interpret story events, which can lead to descriptive explanation.
Lesson 9
The Beasts
Activity 1 asks students to write descriptions of a mother, IT, the ocean, and Aunt Beast without referring to visual appearance, requiring them to use non-visual descriptors. The Parent Plan directs a guessing activity where a listener tries to identify the items from those descriptions, encouraging precise, image-evoking language. The Skills section includes 'Provide a context to enable the reader to imagine the world of the event or experience,' which supports use of concrete detail to create vivid impressions.
Lesson 10
Love
Students are prompted to elaborate on sentences in the Verb Tense activity, with Option 2 asking them to add "interesting words, prepositional phrases, conjunctions, etc." when writing sentences in different tenses. Students are asked to "describe your problem in as much detail as you can" on The Problem page, answering specific prompts about causes, effects, and who is affected. The Alternate Uses activity asks students to focus on elaboration and to "elaborate on them as much as possible" when brainstorming creative uses for objects.
Final Project
Science Fiction Short Story
The rubric explicitly asks students to "Use descriptive language for vivid visualization" and to "Use active and exciting verbs," which directs students to make word choices that enhance imagery. Activity 4 asks students to "use effective descriptions" and to "look back at A Wrinkle in Time and consider how the author used vivid descriptions to communicate the setting," prompting students to model descriptive writing. The Skills list includes "Use adjectives and adverbs appropriately to make writing vivid or precise," which signals attention to word-level choices.
Unit 2: Lincoln
Lesson 3
A Lawyer and Politician
Activity 2 requires students to combine sentences using participle phrases and provides example combined sentences that contain concrete nouns and descriptive phrases (e.g., "Standing on the balcony of my hotel, I watched the sunset across the city skyline"; "Drinking small sips of milk, I ate the cookies at the kitchen table"). Students are instructed to "Write two sentences about the book that contain participle phrases," and the possible answers include sensory or descriptive language such as "in great pain," "surrounded by beautiful gardens," and "weakened by malnutrition." The art activity and color-labeled stencils also expose students to specific, concrete color words (peach, brown, pink) in a non-writing context.
Lesson 4
Slavery
Students are asked to support each point with statistics, experiences, or quotations, which prompts them to include specific details. The revising activity tells students to add convincing and interesting words so the listener will not forget their ideas, encouraging more precise word choice. The speech rubric asks whether students used convincing language and supported each point, which guides students to choose concrete support for their claims.
Lesson 5
Emancipation
Students are asked to generate descriptive language in the Frederick Douglass biopoem, where they fill in four adjectives and phrases about his feelings, fears, accomplishments, and hopes. Students write words or phrases describing Lincoln's character on the stovepipe hat flaps and then write a quotation or sentence beneath each flap that links the trait to an event. The biopoem page explicitly encourages students to use descriptive language and personal insights.
Lesson 6
Civil War
Students are asked in Activity 3 to write a short letter from the perspective of a slave describing childhood events or experiences, which requires recounting personal events and could use concrete language. Students are asked in Activity 2 to read the Gettysburg Address, circle words and phrases they find powerful, and memorize the first sentence, which engages attention to specific word choice and phrasing.
Unit 3: Independent Study
Lesson 5
Writing Your Report
Students are told to "use strong verbs and adjectives" and to "use interesting sentences" when composing body paragraphs, which encourages more vivid word choice. The skills list directs students to "include facts and details" and to compose drafts with "specific, relevant, supporting details." During revision, students are prompted to "make changes that will make the report more engaging" and to check that they used strong verbs and adjectives.