Grade 3 Additional Language – Describing a Ruined Classroom and Imagining a New Space

Lesson Plan Title: Grade 3 Additional Language – Describing a Ruined Classroom and Imagining a New Space


1. Materials Needed

  • Pictures of ruined and well-maintained classrooms
  • Drawing paper and coloring materials (crayons, markers, etc.)
  • Whiteboard and markers
  • Worksheets with writing prompts
  • Vocabulary flashcards
  • A storybook that describes a classroom setting (e.g., Miss Nelson is Missing)
  • Chart paper and markers for group work
  • Examples of sensory descriptions for reference

2. Learning Objectives

By the end of the lesson, students will be able to:
– Describe a ruined classroom using sensory details.
– Imagine and visualize their ideal classroom space.
– Use expanded vocabulary in both written and oral descriptions.
– Participate effectively in group discussions, sharing and building on ideas collaboratively.


3. Vocabulary

  • Ruined
  • Imagined
  • Classroom
  • Descriptive
  • Sensory
  • Creative
  • Ideal
  • Before and after

4. Previous Learning

Students have previously learned how to describe objects and places using basic adjectives. They have also practiced using sensory language to create vivid imagery in their writing.


5. Anticipated Challenges and Solutions

  • Challenge: Some students may find it difficult to visualize or describe their ideas.
    Solution: Provide visual aids (pictures) and model descriptive language through specific examples. Encourage peer discussions to stimulate creativity and support one another.

  • Challenge: Limited vocabulary may hinder students’ expression.
    Solution: Introduce new vocabulary words with visual aids and use them in context. Create a word wall for ongoing reference and review.


6. Beginning Activities (10% of time)

  • Introduction (5 minutes): Begin with a brief discussion about what makes a classroom inviting and functional. Ask students if they have ever seen a messy or ruined classroom and explore how it made them feel.
  • Visual Stimulus (5 minutes): Show pictures of a ruined classroom and engage students in a discussion about these images. Prompt with questions like, “What do you imagine happened here?” and “How do you think the students felt in that classroom?”

7. Middle Activities (80% of time)

  • Descriptive Writing (30 minutes):

    1. Explain to students that they will write a descriptive paragraph about the ruined classroom using their senses (sight, sound, smell, touch, taste).
    2. Provide a worksheet with guiding questions (e.g., “What do you see in the classroom? What sounds do you hear?”).
    3. Allow time for students to write, encouraging the incorporation of vocabulary words into their writing.
  • Imagining a New Space (20 minutes):
    1. Ask students to close their eyes and imagine their ideal classroom.
    2. Provide drawing paper for them to illustrate their imagined classroom.
    3. While drawing, encourage them to think about how this new space feels, what colors it has, and how it differs from the ruined classroom.
  • Group Discussion (30 minutes):
    1. Organize students into small groups to share their descriptions and drawings.
    2. Facilitate discussion by encouraging them to describe the changes they made and to explain why they chose specific elements for their ideal classroom.
    3. Select one student from each group to present a summary of their discussion to the class.

8. End Activities (10% of time)

  • Reflection and Sharing (5 minutes): Allow a few students to share their drawings and descriptions aloud with the class. Celebrate their creative ideas and descriptive language skills.
  • Wrap-Up (5 minutes): Conclude with a summary of what makes both classrooms (ruined vs. ideal) significant and the emotions attached to each. Reinforce the importance of creativity in language learning and expression.

9. Assessment and Checks for Understanding

  • Observe students during group discussions for participation and engagement.
  • Collect written paragraphs and drawings for formative assessment, focusing on vocabulary use and descriptive detail.
  • Use a checklist to evaluate the clarity, creativity, and engagement in students’ descriptions and group contributions.

10. Differentiation Strategies

  • For struggling students: Provide sentence starters or templates for descriptions to help structure their writing.
  • For advanced students: Challenge them to write a short story about what could happen in the ideal classroom or include dialogue between characters in their imagined space.
  • Visual Learners: Utilize visual aids throughout the lesson to reinforce learning, ensuring accessibility for all learners.

11. Teaching Notes

  • Remind students about the power of descriptive language in making their writing engaging and vivid.
  • Emphasize collaboration, respect, and empathy during group discussions to foster a safe and inclusive learning environment.
  • Be prepared to facilitate discussions and encourage quieter students to express their ideas.

Additional Recommendations for Engagement:

  • Consider incorporating a brief storytelling element where you read a descriptive passage from the chosen storybook, setting the tone for the lesson.
  • Encourage students to think about their classroom as a reflection of their learning environment and personal dreams, possibly tying in concepts of sustainability and creativity in educational spaces.

This lesson plan aligns with the South African CAPS curriculum by focusing on developing language skills through creative activities that promote expression, comprehension, and respect for diversity and learning needs in the classroom.