not be mentioned yet). Pictures of a haunted house, market scene, garden, zoo. Lead a discussion on whether all experiences of the imagined beach scene are the same. Outcome(s

By the end of the lesson, students will be able to realize the importance of appropriate word choice to create a certain effect- one of the key arabian paper tableclothes to buy tenets to creating effective descriptive pieces. Supports linguistic, visual, kinaesthetic and logical learners (as they need to analyze here as well and apply their critical thinking skills. They will in pairs try to describe their experience of being by the beach using these 3 types of imagery, either in the form of a paragraph or just a few lines. Focus on and analyze the effect of the word choice made by an author in a given passage. Descriptive writing toolkit, objective(s By the end of the lesson/s the students will be able to: Identify 2-3 types of imagery as used to describe some scene/person/object. They jot down in their logs T_S Introducing key terms 8-10mins. Any new words they came across during the previous activities could also be included. Here, get them to comment on the effect, add more words/adjectives if needed, to make it more descriptive. The words will be written on the board to form clusters. It will first include recognizing this in published pieces of work, and then applying it in their own writing /speaking. Strands of the criterion under which they will be assessed will be shared. Sheet on improving writing for coursework and short scheme on writing an autobiographical extract for orignial writing. Save for Later (1 member review this handy set of word cards feature key vocabulary for describing settings. Students see the connections to the clusters created on the board. Interpersonal learner will learn interacting and discussing in pairs and groups Also gives the kinaesthetic learner a chance to get up and move towards the Word Wall. It takes into account the fact that different learners learn differently, thus incorporating Howard Gardner's theory of Multiple Intelligences. If yes, then build on it, if not explain to them and introduce 3 types of imagery-visual, auditory and olfactory. Play the sound of sea waves. Will help the SEN child, he loves to get up and move around 5 mins. Through discussions with one another, they will also see that a certain word or image may have different connotations for different people depending on their experience and learning style. The idea is to make them feel empowered about the word choices they make individually. Student work to be displayed on board. Students to describe what they see in the picture (in around 75 words) They are to imagine further and include auditory as well as olfactory imagery.

Individual, hear, the writing a mission statement for a business Principalsapos, the football field and asked to write describing what they see. A descriptive passage from a Roald Dahl story. Teacher activity, briefly discuss what is being describedthe main idea and the effect created. Learner activity, intermediate, office, students to jot down words that convey what they visualize. PreassessmentStarter activity an audio used for auditory learners. Allows for visual learners to imagine 57mins. They will recognize how a simple word change can create a different effect. A historical monument, speaking, students recognize that each persons experience has been different depending what kind of a learner they are. Duration, charlie and the Chocolate Factory that uses several of the above mentioned imagery.

The primary purpose of descriptive writing is to describe a person, place or thing in such a way that a picture is formed in the reader s mind.Capturing an event through descriptive writing involves paying close attention to the details by using all of your five senses.

Descriptive writing ks1 activities

They how will aosb then share some of their expressions. Differentiation, tesol Interest Section, closurerecall learning and time given to ask questions or clear doubts Assessment. And find out how you can connect with other literacy professionals. They share what they wrote, interpersonal and collaborative learning takes place while students learn to apply the skills. Each cluster will represent a type of imagery. Online sources for synonyms like Word Web. Students to be allowed to use dictionary. Inquire from them how these different types of imagery create different experiences. More, ask the students and see if anyone can connect this to the activity done above. Smell and feel, get them to replace some of the words with alternate ones.