Peel Away is a powerful companion to ongoing vocabulary study of descriptive words and phrases. It exemplifies teaching by patterns using recitation, repetition and rhythm (the rhythm is subtle in the teacher's performance), for revealing the patterns in excellent descriptive writing and internalizing these patterns for future application in students' writing and speech.

1. Choose a passage of excellent descriptive writing from a narrative or expository text that the students are familiar with. The passage should be about 5 lines in length with  8-9 words or phrases that are good examples of descriptive, precise and interesting language. At least one of the words or phrases should be figurative (poetic) language.  Write the passage on chart paper and then laminate the chart.
   
   
2. Identify the 8-9 key descriptive words, poetic language, and words that add precision. Then substitute words that are less descriptive.  Write the substitute words on strips of card stock so that they cover the original words.
   
   
3. Stick small amounts of transparent tape on the back of each card (tape is attached as a loop in the middle of the back of the card so one sticky side adheres to the card and one will temporarily attach the card to the laminated chart).
   
   
4. These words on strips that cover the original text are examples of good writing and then when peeled away in a performance by the teacher, the better writing is revealed. The teacher's performance is key.
   
5. Teacher begins with the chart page hidden.  "Oh students, I have something I want to show you."  She/he lifts the pages covering the chart page for Peel Away.  "Oh, -h, let me read this." (The children do NOT read it with her)  She/he reads the text with the cover cards in place. "Oh that's good writing"-----  "Oh,what is this?"  She touches the first cover card. She/he reads the text from the beginning and then peels away the cards as she/he gets to them.
   
   
6. The peeling away is done with low-key. (not over-acting) dramatic stylization and rhythmic timing.  She/he just drops the strips to the floor as they are peeled away.  This performance is repeated once a day for three days using the exact same text and the same comments by the teacher  "o-o-o much more detailed writing" (as she peels away a strip)---"o-o-o-  poetic language mhuch better"  (as she peels away a strip to reveal metaphoric language, for example) "o-o-o much more descriptive language"(as she peels away another strip).
   
   
7. At the end of each peel away-- each performance-each of three days-the teacher immediately covers the chart and goes on to another subject with NO discussion.
   
   
8. It is only after the third performance that the teacher discusses the descriptive language of the text with the students and emphasizes the pattern of good and better.  She reviews and emphasizes the need to use the descriptive language that they have been studying.

Original excerpt from:  More Than Anything Else
By Marie Bradby

After work, even though my shoulders still ache and my legs are stained with salt, I study my book.

I stare at the marks and try to imagine their song.

I draw the marks on the dirt floor and try to figure out what sounds they make, what story their picture tells.

Excerpt and the "cover cards"
NOTE: the words in parentheses are on the cover card that covers ALL the words that are on the line preceding the words in parentheses.

After work, even though

my shoulders

still ache (hurt)—("hurt" covers "still ache")

and my legs

are stained with salt, (have salt on them) —("have salt on them" covers "are stained with salt")

I

study (read)

my book.

I

stare (look)

at the marks

and try to

imagine (understand)

their song. (what they say)

I draw the marks

on the dirt (delete "dirt") floor and

try to figure out

what sounds they make, (what they say)

what story their picture tells. (and what the picture means)

Below is an excerpt from the book:  Our Solar System
Reader's Digest Children's Books.

The Planet Pluto (page 16)
NOTE: the words in parentheses are on the cover card that covers ALL the words in the line preceding the words in parentheses.

Every day is a dark day ("It is dark")

on Pluto because the Sun is so far away. 

It can only (delete "only")

be seen with a powerful (cover "powerful" with a blank card)

telescope because it is

both the most distant planet (far away)

from the Sun

and

the smallest planet in the solar system (it is small).

Pluto's only moon is Charon, which is

about half Pluto's size (smaller than Pluto) and

only 12,000 miles (not too far) away. 

The two circle each other

like dancers holding hands.  (cover "like dancers holding hands") with a blank card.