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4997450-309245Creative WritingIncorporating voice and sensory details in a senses poem or short storyGRADE LEVEL: 3 UNIT LENGTH: 1 – 45 min/1 hour lesson 4 – 45 minute lessonsRATIONALE: Through engaging in a guided sensory journey, students will begin to understand the importance of details within a story. The focus of the lessons is on incorporating voice and increasing the use of sensory details in student writing. The lessons are designed to gently guide students towards using sensory details as opposed to insisting they begin writing right away. PLOs:[A7] Demonstrate enhanced vocabulary knowledge and usage [C3] Create a variety of imaginative writing and representations following patterns modeled from literature, featuring:ideas developed through interesting sensory detailsentence fluency developed through experimenting with some smooth patterns, and phrasing that is beginning to sound natural experimentation with word choice by using new, unusual words and varied descriptive and sensory language an emerging voice demonstrating a developing writing stylean organization that develops logically from an engaging opening through to a satisfying endingPRIOR KNOWLEDGE:Students should have some experience writing short stories and poems using descriptive words, in addition to having a basic understanding of how the environment and the objects around us stimulate our senses.Students should know what an adjective is.Teacher should be aware of any allergies or intolerances students might have, and make adjustments to the taste station accordingly.CROSS CURRICULAR LINKS:Working at the sensory station helps to develop observation skills of students (science)Students can try to create images from the sensory riddles created by their peers (art)CONCRETE GOALS: Using sensory details, students will create either a poem or a short story describing an object or event in their lives, without actually naming said object or event. Students should be able to evoke an image in the minds of their audience using various adjectives which stimulate the senses. BLOCK PLAN OVERVIEW:Lesson 1Lesson Focus: Building our repertoire The sensory station- different senses will be stimulated by various objects, and the students, blindfolded, must describe each object as best as they can- the class will then debrief as a whole, discussing the various adjectives everyone came up withLesson 2Lesson Focus: Envisioning the wordsRead Owl Moon by Jane Yolen-ask students to imagine the story in their mind (closed eyes)-what helped them to build the picture in their head?-show pictures in the storyLesson 3Lesson Focus: Who am I?Sensory riddles – what object am I?-have students try to decipher some sensory riddlesStudents will practice creating sensory riddles, incorporating adjectives which stimulate various sensesA prompt may be provided for students (such as an object) who are not yet able to visualize all the sensory details in their mindsLesson 4/5Lesson Focus: It’s all in the detailsLesson 4: Write a short story about a memorable experienceLesson 5: Create an “I am” poem, in which students describe an object of their choice, or a short story about a moment in their lives which involved lots of different sensory detailsPrompts, either objects or sentence starters, may be provided for students as neededASSESSMENT:Throughout the lessons planned, there are many opportunities, either through class discussions, or by observing students as they work in pairs/individually to assess the learning of the students. Attached is one more method of assessment, a self-assessment sheet for students, which could be handed out after the final lesson to gauge the overall learning of the studentsHow do I feel after making my creative story or poem (circle a face)? Explain why you choose that face. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Student Checklist: Put a check mark in the box that appliesDid I…. Not yetGetting ThereMade it!Actively participate during the sensory stations activity, and pay attention while others were speaking?Participate in class discussions regarding how sensory details can evoke an image in the minds of listeners/readers? Create a sensory riddle of my own, using sensory details and useful adjectives?Create a final creative writing poem or story, using sensory details to portray my story?Listen attentively, and respect the contributions of my peers throughout the lessons?What did I learn about creative writing and sensory details today?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________LESSON PLANS: LESSON ONE (45 mins - 1 hour)Objective: With their sense of sight removed (either by blindfolds or by keeping the object hidden) students will explore various unknown objects, and must describe them as best as they can with their other senses.Materials Needed:Sensory chart (letter size for students, chart paper size for board)Audio recording device, HeadsetBlindfolds5 empty film canisters, with holes poked in the sides to allow smell to waft through30 Plastic shot glassesSee each separate sense station for a list of required stimuliTeacher preparation:A sensory station for each senses listed below (4 total) should be set up in different corners of the classroomPhotocopies of the sensory chart for each student in the classA chart-sized version of the sensory chart to put on the boardEach senses station should be set up as listed belowIf the items below are not readily available for use, similar items can be used as a replacement. The end goal is to have items available which will stimulate the four senses listed below.Smell Station:Stimuli required: vanilla extract, cinnamon, fresh flowers, sprig of mint, vinegar (for the liquids, a soaked cotton ball will do)Each item will be placed inside an empty perforated film canisterTaste Station:Stimuli required: lemon drop candy, cocoa powder, orange slice, saltEach item should be placed inside a small shot glass (for sanitary reasons, so that students are not all reaching into the same bowl)Touch Station:Stimuli required: a piece of silk, Velcro, an eraser, sand paperPlace all items together in a bucket. Student who is exploring the items should have a blindfold onSound Station:Stimuli required (audio clips): birds chirping, nails on chalkboard, whistle, waves crashing against the oceanHave an audio device set up and ready to go (such as a laptop) with headphones available.Procedure: On each student’s desk, leave a copy of the sensory chart (can be done during lunch hour). Once students come back from lunch, ask everyone to have a seat.Teacher: “Okay everybody, today we are going to do an experiment. Who can tell me some of the different senses we have, besides sight? Why are our senses important? How do our senses help us understand the world around us? What would life be like if we didn’t have any senses?”Have students break into pairs. Each pair should have one sensory chart. Point out all the sensory stations to the students, and let them know that we will be exploring different senses at each one. Let each pair know that they are expected to visit each station once.Explain to students that at the smell station, one partner will be smelling the different film canisters, and describing the scent using adjectives to their partner. Their partner will be writing down all the adjectives into the appropriate senses chart column. Switch roles.Explain to students that at the touch station, one partner, who must be wearing a blindfold, will be touching the different objects inside of the bucket, and describing the texture using adjectives to their partner. The partner will be writing down all the adjectives into the appropriate senses chart column. Switch roles.Explain to students that at the taste station, one partner will be tasting the different food items, and describing the taste using adjectives to their partner. Their partner will be writing down all the adjectives into the appropriate senses chart column. Switch roles.Explain to students that at the sound station, one partner will be listening to the different audio clips, and describing the sound using adjectives to their partner. Their partner will be writing down all the adjectives into the appropriate senses chart column. Switch roles.Allow approximately 40 mins for the students to rotate through all of the stations. Each station will have at one time 3-4 pairs of students, depending on class size. After 10 mins, each group will rotate to the next station as indicated by the teacher. After the students have explored all of the stations, have them return to their seats. Allow time for discussion about the sensory experience, and the different adjectives all the students came up with. As the students talk about their experience and the words they used to describe the objects, write them down on the large sensory chart on the board. Let students know that we will be using some of words we came up with today in our next few lessons to help engage readers with our written work.**See resource 1 for an example of a sensory chartResource 1: My Sensory ChartSmellTasteTouchSoundLESSON PLANS: LESSON TWO (45mins)Objective: Now that students have developed a repertoire of sensory words, read to them the popular children’s book Owl Moon by Jane Yolen. This story, which is rich in sensory details, models how adjectives in writing can evoke images into the mind of the listener. Materials Needed:Owl Moon by Jane YolenThe class sensory chart created during the previous lessonTeacher preparation:Sensory riddles and Owl Moon sentence prompts written on a transparent sheet for projector use, or written on the board for student to see.Procedure: Before you begin reading the book, go over some of the adjectives everyone came up with together last class. Take some time to read over some of the words that the students came up with, and see what they visualize when they hear the words. Ask students if there are any other words that they can think of that they would like to add to the class chart.Ask the class to come to the carpet for story time Teacher: “Okay everyone, while I’m reading the story, I would like you all to close your eyes. Listen closely to the words. Try to create images in your minds of what you think is going on. I’m going to read the first page of the story, and once I finish, I’m going to describe to you the image in my mind. [Read page 2 of Owl Moon] Hmm…When I read that passage, I see in my mind a little boy walking with his Grandpa. It’s quite dark outside, but you can still see in front of you. The trees are all very still because there is no wind. There is a train station around them – you can see the steam rising from the train because it’s so cold outside, just like your own breathe escaping from your nostrils. Brrr… Now does everyone think that they could do that too? When we finish the story, we’re going to go around in a circle, and everyone will have the chance to describe their favorite image that they envisioned from listening to the book. Read the book Owl Moon. After you have finished, ask if anyone would like to share the image they created in their mind during a certain part of the story. See attached a list of sentences from the story as prompts. What did these sentences make them think of? Ask them what was it about the words that they heard that helped them to imagine the scene in their minds. If the sentences had been different, how would their images have changed? If the book didn’t have as much detail in it, would they have still imaged the same scene? Ask students if there was ever a time that they heard a story that lacked details. Was it easy to envision the story in their minds? What about the story we heard now? Why are details and adjectives important to have in writing? Do we want readers to envision the story we’ve written in their minds?Extensions:Have students draw pictures of some of the images they created in their minds while listening to the story. Compare some of the images drawn, either with peers or with the book. Why might the images be different? Are the images still portraying the same general idea?Owl Moon image prompts:“The trees stood still as giant statues. And the moon was so bright the sky seemed to shine. Somewhere behind us a train whistle blew, long and low, like a sad, sad song” (p. 2).“And when their voices faded away it was as quiet as a dream” (p. 3).“I could feel the cold, as if someone’s icy hand was palm-down on my back. And my nose and the tops of my cheeks felt cold and hot at the same time” (p. 11).“It seemed to fit exactly over the center of the clearing and the snow below it was whiter than the milk in a cereal bowl” (p. 15)“Then the owl pumped its great wings and lifted off the branch like a shadow without sound” (p. 28).Resource Used: Owl Moon by Jane Yolen231775060960LESSON PLANS: LESSON THREE (45 mins)Objective: Students will begin to explore how to incorporate sensory details into writing, first by examining different sensory riddles together as a class, and then creating What am I? riddles individually. Students may exchange their riddles with a peer, trying to determine the answer to the riddle by paying attention to the adjectives used and the senses stimulated. Students may either create riddles free-form, or use the structure provided to ease them into writing with sensory details.Materials Needed:A basket of various props (can be household objects, or those found around the classroomClassroom sensory chart, put up on boardTeacher preparation:On the board, write down the prompt:I smell like….I sound like…I taste like….I look like…I sound like…What am I?Encourage students to use some of the adjectives discovered during the sensory stations exercise. The sensory chart should be up on the board for reference.A basket of prompts may be provided for students who are having trouble visualizing all of the sensory details. Holding an actual object in their hands is a great aid for some students.Procedure:Ask students if they remember what we discussed last class, about the importance of including details in writing. Was the book that we read together last class rich with details? Read students the first two sensory riddles – one of which has lots of detail, the other of which lacks details. See if students can work together to solve the riddles. Ask students what about the riddles helped them to determine the answer. Note – both riddles have the same answer! What if the riddle did not have as much detail? Is it easier or harder to picture the image in their minds when there is more detail, or less detail? Was the second riddle hard to solve? Why might that be? What about if we read a book that didn’t have much details in it? Would that be a fun book to read? Why or why not?Ask students if they would like to try to make their own sensory riddles. Remind students of some of the adjectives on the board, and ask them to include as much detail as possible, without naming the actual object. Let students know that the purpose of this assignment is to try to create an image in the mind of their readers, just like how Owl Moon created images in their minds when they listened to the story.If students finish quickly, encourage them to make more sensory riddles with different objects in mind. Remember, detail is key!As a class, go over some of the riddles written that day. Discuss the importance of detail within a riddle. Are riddles without details hard to solve? See if students can make the connection between riddles without details and stories without details. The purpose of writing a story is kind of like writing a riddle – we want readers to be able to find the answer.Allow time for students to present their riddles in front of the class if they feel comfortable doing so. Students can ask their classmates what they thought about their riddles, whether it was easy to see the image in their minds, or if it needs more details. If the riddle needs more detail, have the class offer suggestions for improvement.Sensory Riddles:Riddle A (with lots of details)Some people think I smell bad when wet,But really I swear, I’m a wonderful petI’m soft to the touch, except for my feetThe bottoms of which are bumpy and neatMy nose may be wet, if I’ve just had a drinkAnd my tongue may be colored bright red or pinkWhat am I?(Answer – a dog)Riddle B (with less details)I can big, medium, or smallI can be short, or I can be tallSometimes I like to make noiseEspecially when I play with my toysWhat am I?(Answer – a dog)Riddle C (extra practice with riddles)I taste sweet and juicy, And I smell really fruity.I feel rough on the outside, But wet in the inside.I’m the color of fall,And I look like a bumpy ballWhat am I?(Answer – an orange)LESSON PLANS: LESSON FOUR (45 mins)Objective: Now that students have had the opportunity to infuse sensory details in small bodies of writing, have them explore writing larger pieces filled with sensory details. Students will have the opportunity to write a short story describing a moment in their lives that they can vividly recall that was filled with sensory details, or create a fictional story.Materials Needed:Sensory chart (previously constructed in another lesson)A large copy of the short story to hang on the boardAn example of a short story filled with detailsTeacher Preparation:Create a short story (or find one online) to distribute to studentsProcedure:Read out the short story together with the students once through. Ask students what they thought about the story – what was their favorite part? Was there any time during the story that they envisioned the scene in their heads? What was it about the writing that helped them to image the scene?Read through the story a second time, this time asking the students to highlight words or sentences that they liked in the story which they thought were very descriptive. Ask students to volunteer what words/sentences they selected, and briefly explain why. An alternative to having students work individually is to use the large chart sized version of the short story, and go through it together as a class.Tell students about a moment in your life you can vividly recall, carefully describing how your different senses were stimulated. Ask students if they have had any moments in their lives that they remember really well. Students can share their experiences with the class if they are comfortable doing so.Explain to students that in our previous lessons, we learned what it was like to image scenes from listening to or reading the work of others. Today, we’re going to become the authors. It is our job to try to stimulate the senses of our readers and engage them in our writing.Now that students have brainstormed different memorable moments in their lives, ask them if they could try to write down that memory as a short story. If students want, they could create a fictional short story as well. Let students know that we will be exchanging the stories at the end of the class with our peers.If any students require assistance while writing their stories, ask them to first close their eyes and visualize the moment or object in their minds. What about it can they remember? Do they remember how the sand felt between their toes? How did the cookies smell as they were coming out of the oven?Ask students to share their creative writing, either with a partner or a small group. Have the students pick out particular phrases in their peers work that they liked the best, and ask them to explain why.Creative Story Example:I was trying to fall asleep, but the incessant itching kept me awake all night! It felt like tiny needles were attacking my ankles, tiny needles on fire. I rolled over, and felt a sharp jab on my back. “Oh man…” I grumbled. I realized that someone had undone my air mattress during the night. I rubbed the night from my eyes, and tried to focus on my surroundings. Why did it feel so cold? Parts of my body felt as if they were aflame, but the temperature inside the tent sent shivers up my spine. I glanced over at the sleeping forms of my brother and my cousin, like two hyenas lazing about on the horizon. Both of their mattresses were undone as well. Hmm…interesting. The dorks must have undone mine as well. I try to crawl out of my sleeping bag, when I noticed these giant, painful welts all over my body. I looked as red as tomato, and as bumpy as a gravel road. “ANTS!” I yelled. “SOMEONE LET ANTS INSIDE THE TENTLESSON PLANS: LESSON FIVE (45 mins) Objective: Students will continue to explore adding sensory details to bodies of writing as they create “I am” poems.Materials Needed:Sensory chart (previously constructed in another lesson)An example of an “I am” poem to hand out to studentsTeacher Preparation:Create an “I am” poemProcedure:Read students the example of the “I am” poem once through. Ask students what they liked about the poem, and whether there is anything that would like to change or add to make the poem stronger. By stronger, inform the students that we are looking for poems filled with details that stimulate their senses.As a class, brainstorm different objects that we could write an “I am” poem on. Reflect back to some of the riddles used as examples in previous lessons, and examine how the different senses were stimulated. How were our senses stimulated in the example “I am” poem? Pick one line at a time, and discuss the sense that was stimulated.Ask students how an “I am” poem is similar to the riddles we created a couple of lessons ago. What about the short stories we made? What do they all have in common?Ask students to work in pairs or small groups, and begin to develop an outline of their poem. Remind students of some of the adjectives on their sensory charts. Let students know that we will be sharing our work at the end of the class.If any students require assistance while writing their poems, ask them to first close their eyes and visualize the moment or object in their minds. What about it can they remember? Do they remember how the sand felt between their toes? How did the cookies smell as they were coming out of the oven?Ask students to share their “I am” poems, either with a partner or a small group. Have the students pick out particular phrases in their peers work that they liked the best, and ask them to explain why. Ask students what they thought about being the authors instead of the readers. Did they enjoy using sensory details in their writing? Was it more engaging for them, as the authors, to use more details and adjectives as they wrote? Or do they enjoy writing ‘skinny’ stories without details? What about reading stories – do students prefer ‘skinny’ or ‘fat’ stories? Why is including details important?Let students know that they can keep their sensory charts that we made at the beginning of the unit in their desks. As they learn new descriptive words which stimulate their senses, tell them to add it to their list for future reference!I Am Poem Example:I am the wind on your backSoftly blowing warm air upon your cheekI am the sun shining down on youWarming your soul with my very touchI am the smell that fills your nostrilsAs the flowers begin to bloom I am the taste of freshness on your lipsAs you bite into a ripe appleI am the that feeling of satisfactionAfter a hard day’s work in the fieldsI am the sound of birds chirpingEarly in the morningI am Mother Nature ................
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