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Odk why

The document outlines a lesson plan focused on using language choices to create imagery linked to the five senses. Students are encouraged to write expanded noun phrases and use ambitious vocabulary to enhance their descriptive writing. The lesson includes group tasks, model texts, and reflection on the use of sensory details in writing.

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hanaetahir3
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2 views

Odk why

The document outlines a lesson plan focused on using language choices to create imagery linked to the five senses. Students are encouraged to write expanded noun phrases and use ambitious vocabulary to enhance their descriptive writing. The lesson includes group tasks, model texts, and reflection on the use of sensory details in writing.

Uploaded by

hanaetahir3
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Thursday 23rd January 2025 Key Vocabulary:

Adjective, vary,
WALT: consider language choices synonym, tone
when creating imagery
HPL ACPS:
Success Criteria Agile: I can
 I can write expanded noun phrases collaborate kindly.
that link to the 5 senses. Linking: I can link
 I can use ambitious vocabulary. my understanding
 I can apply ENP’s to multi-clause of ENP’s to imagery
sentences. and the 5 senses.
Imitate a model text
We will be innovating the text
today by writing our own imagery
to describe the five senses.
Re-read the model text as a class.
How does language affect tone?

Language choice is key when creating mood, atmosphere


and tone. Writers use different techniques depending on
the effect they want to achieve. The sounds of words, the
images they create, the literal meaning of words as well
as the ideas suggested by or associated with certain
words and phrases all can influence the way a reader
responds to your writing. It's important to consider
choices writers make and the specific effects that these
5 senses in imagery

In our settings, we
need to describe all of
the senses so we can
let the reader see,
feel, smell, taste and
connect with our
setting.
Close your eyes and imagine this setting.
Excerpt from When the Emperor Was Divine (Otsuka, 2002):
All through October the days were still warm, like summer, but at
night the mercury dropped and in the morning the sagebrush was
sometimes covered with frost. Twice in one week there were dust
storms. The sky turned suddenly gray and then a hot wind came
screaming across the desert, churning up everything in its path.
From inside the barracks the boy could not see the sun or the
moon or even the next row of barracks on the other side of the
gravel path. All he could see was dust. The wind rattled the
windows and doors and the dust seeped like smoke through the
cracks in the roof and at night he slept with a wet handkerchief
over his mouth to keep out the smell. In the morning, when he
woke, the wet handkerchief was dry and in his mouth there was
What did you taste?

What did you hear?

What did you see?

What did you smell?

What could you feel?

What emotions did you feel?


Expanded Noun Phrases

Do these ENP’s effective describe the image?

The sparking, shining lights


illuminated the city.

A cold, frosty breeze swept


across my cheeks.

Salty sea breeze flew up my


small, dainty nostrils.
Ambitious, Specific Vocabulary
Boring words you’ll probably
use: Can you find some
Busy ambitious
alternatives to these
Big/tall
words to give a
Hot specific image in the
Beautiful readers mind?
New
Loud
People
Mode
l
Let’s write
some more
descriptive
expanded
noun
phrases
together by
varying the
vocabulary
of our
adjectives.
Small Groups Task
Plan and write a paragraph describing the setting.
Evaluate In different coloured highlighters, read another setting
and identify the 5 senses. Reflect on your groups
feedback and green pen any missing senses.
What sense do the colours represent in my paragraph?

All through October the days were still warm, like summer, but at night the
mercury dropped and in the morning the sagebrush was sometimes covered
with frost. Twice in one week there were dust storms. The sky turned suddenly
gray and then a hot wind came screaming across the desert, churning up
everything in its path. From inside the barracks the boy could not see the sun
or the moon or even the next row of barracks on the other side of the gravel
path. All he could see was dust. The wind rattled the windows and doors and
the dust seeped like smoke through the cracks in the roof and at night he slept
with a wet handkerchief over his mouth to keep out the smell. In the morning,
when he woke, the wet handkerchief was dry and in his mouth there was the
gritty taste of chalk.
Task
Draw and describe the 5
senses of your setting:
Dubai.

Mild: use the word bank to


plan your ideas on the
sheet.
Hot: draw your own
planning grid as you Spicy: plan your ideas and draw your
would like to display your setting. Use an ENP of each sense to
ideas. form a multi-clause sentence.
Plenary
Share your best ENP
with the class so they
can steal your amazing
vocabulary.
Reflect
Have you met the success criteria? Did you display the
HPL’s?

HPL ACPS:
Success Criteria Agile: I can
 I can write expanded noun phrases collaborate kindly.
that link to the 5 senses. Linking: I can link
 I can use ambitious vocabulary. my understanding
 I can apply ENP’s to multi-clause of ENP’s to imagery
sentences. and the 5 senses.

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