Grades 5 and 6 Lesson Sensory Details

Emily Greaves

Using Concrete Sensory Details and Descriptive Language to Enhance the Students’ Writing Lesson Goal/Objective: Goal/Objective: • •

Students will name examples of sensory details. Students will describe and develop the setting and characters of a story using sensory details and descriptive language.

Grade Level Expectations: Expectations:

W5: 12 Students demonstrate use of narrative strategies by… Using relevant and descriptive details to advance the story line • Developing characters through description • W6: 12 Students demonstrate use of narrative strategies by… Using relevant and descriptive details and sensory language to advance the story line • EXAMPLE: “I could hear bells ringing. It sent shivers down my spine.” Developing characters through description, speech and actions •

Materials:     

Instructional Posters (on chart paper)  The Mysteries Myster ies of Harris Harri s Burdick Burdi ck Book Handout of Illustrations/Worksheet Graphic Organizer Markers/Highlighters

Procedure:

Intro Introdu ducti ction on::

I wil willl begi begin n the the lesso lesson n with with a dis discus cussi sion on of sens sensor ory y deta details ils (iden (identif tify y the the objective of today’s lesson) and will gauge whether or not the students have worked with this concept before. We will relate the sensory details to our senses and will I will focus the discussion on how we can use our senses to enhance our writing so that our writing “shows, not tells”. Using chart paper, we will make a sensory chart using descriptive words for each of the five senses.

I will point out to the students that a good narrative includes sights, sounds, smells, tastes, and even details about how things feel. I have two examples of writing that include rich sensory details that I will share with a poster and handout. I will read the passages to the students and will ask them to identify the sensory details that let us know what the character is feeling in each of the passages.

Activity:

I will introduce the activity as an extension of the mini-lesson. The task is for each student to write two paragraphs (on the setting and characters) using sensory details. I have selected three illustrations from the book, The Mysteries of Harris Burdick by Chris Van Allsburg, which will act as a prompt to begin the process of looking for and using sensory details to enhance their writing.

 The three illustrations will be posted on the board (or in an area close to the students) and will be handed out to the students for a closer view. We will take a moment to discuss the book from which they were taken and will brainstorm some ideas of sensory details that could be used to describe them. Students will be given an example of a graphic organizer that they may use to help plan/brainstorm their paragraphs. Each child will be handed a check-list that will illustrate the overall expectations from the lesson and I will review it with them. Each student will select one of the three available illustrations and will be given the task of writing a paragraph on the setting using sensory details and on the characters using sensory details as well. Sharing:

Students will work together (mini-co -conference) to read over each other’s paragraphs and will use markers or highlighters to circle the sensory details that they find.

We will meet at the circle to share our writing as a class. Students will be given the opportunity/encouraged to share their writing with their classmates. We will then look for the sensory details found in each piece of writing as it is shared. I will ask the students to remind me of the big idea of today’s lesson and will ask them if they can think of ways that they can use sensory writing in other writing that they may do in class. Each child will complete an Exit Question that will assess whether they are able to name two sensory details.  Accommodations: A graphic organizer will be available to those students who need help planning/organizing their writing. Lesson Extension: Students who complete their descriptive writing early will have the option to try another illustration or may begin writing a draft of a mystery based on the two descriptive paragraphs that he/she wrote. Exit Question (Formative Assessment): Exit Question:

Give two examples of sensory details.  ___________________________________________   _________________________________________