Lesson Title: Exploring Sensory Language

Purpose: The purpose of this lesson is to introduce students to sensory language and its importance in writing. By the end of the lesson, students will be able to identify sensory words in a sentence and use sensory language to enhance their own writing.

Learning Targets: 1. Identify sensory words in a sentence. 2. Use sensory language to describe objects, people, or events. 3. Understand the importance of sensory language in creating vivid and engaging writing.

Success Criteria: 1. Students will be able to identify at least three sensory words in a sentence. 2. Students will be able to rewrite a sentence using sensory words. 3. Students will be able to explain the difference between a sentence with no sensory words and one with sensory words.

Materials: 1. Picture books with vivid descriptions (e.g., “The Snowy Day” by Ezra Jack Keats, “The Very Hungry Caterpillar” by Eric Carle) 2. Chart paper or whiteboard 3. Markers or whiteboard markers 4. Sentence strips or index cards

Procedure:

1. Engage (5 minutes):
   • Begin the lesson by asking students if they have ever read a book that made them feel like they were really there, experiencing what the characters were experiencing.
   • Show the students a picture book with vivid descriptions and ask them to share what they notice about the language used in the book.
   • Explain that the language used in the book is called sensory language, which helps the reader imagine and experience the story more vividly.
2. Explore (10 minutes):
   • Read aloud a page or two from a picture book with vivid descriptions, emphasizing the sensory words used.
   • Ask students to listen carefully and identify any sensory words they hear.
   • Write down the identified sensory words on the chart paper or whiteboard.
3. Explain (5 minutes):
   • Show a sentence written with no sensory words, such as “The cat sat on the mat.”
   • Ask students to read the sentence silently and think about how it makes them feel or what they imagine.
   • Discuss as a class the lack of details and how the sentence doesn’t create a vivid image in their minds.
4. Model (10 minutes):
   • Rewrite the sentence using sensory words, such as “The fluffy cat lazily curled up on the soft, warm mat.”
   • Read the new sentence aloud and ask students to share how it makes them feel or what they imagine.
   • Discuss as a class the difference between the two sentences and how sensory words make the writing more engaging.
5. Practice (10 minutes):
   • Distribute sentence strips or index cards to each student.
   • Ask students to write a simple sentence without sensory words on their sentence strips or index cards.
   • In pairs or small groups, students will exchange their sentences and rewrite them using sensory words.
   • Encourage students to share their rewritten sentences with the class.
6. Reflect (5 minutes):
   • Ask students to reflect on the importance of sensory language in writing.
   • Discuss as a class how sensory language can make writing more interesting and engaging for the reader.

Student Engagement Strategies: 1. Think-pair-share: Students discuss their thoughts and ideas with a partner before sharing with the whole class. 2. Hands-on activity: Students actively participate in rewriting sentences using sensory words. 3. Visual aids: Picture books with vivid descriptions help students visualize the concept of sensory language.

Possible Game: Sensory Word Scavenger Hunt - Divide students into small groups. - Provide each group with a list of sensory words. - In the classroom or school environment, students search for objects or experiences that match the sensory words on their list. - The group that finds the most matches within a given time wins the game.

Note: Adjust the time allocation for each section of the lesson based on the needs and pace of your students.