Sweet and Savory Writing

Use the attached Lesson Slides to guide the lesson. Introduce the essential questions and learning objectives of the lesson on slides 2–3, then display slide 4 and provide each student with a blank sheet of copy paper. Tell students to find an Elbow Partner and decide which person is Partner 1 and which person is Partner 2.

Give each pair one of the brown paper bags with an object inside. Instruct Partner 1 to describe what is in the bag to Partner 2 without revealing what the object is. Tell Partner 2 to draw the object on their sheet of paper while Partner 1 describes it.

Tell Partner 1 to use descriptive words that appeal to the five senses when describing the object. Explain that they should describe how the object feels, what it smells like, and if it makes any sound, before looking in the bag and describing what it looks like.

Tell Partner 2 to draw and ask clarifying questions as Partner 1 describes the object. Explain that once Partner 2 is finished drawing, both partners should examine the object and compare it to the drawing.

Tell students that once they are finished describing their object, they should trade bags with another pair, switch roles, and repeat the process.

Allow students time to complete their drawings, then display slide 5. Review the terms sensory imagery, kinesthetic imagery, and tactile imagery with the class and give examples of each term.

Transition to slide 6 and facilitate a whole class discussion using the questions present on the slide. Ask students to consider how they has to visualize the object during the “What’s in the Bag?” activity. Guide students to connect the activity to imagery in descriptive writing. Emphasize that this lesson focuses on creating descriptive and sensory imagery and integrating imagery into writing.

Take the objects from the “What’s in the Bag?” activity group the objects into four to five smaller groups. At each station, place one copy of the ABC Graffiti Chart handout.

Organize students into groups of three or four and give each group a different color of marker. Display slide 7 and introduce the ABC Graffiti activity to students. Inform students that each station includes groups of objects that were used in the “What’s in the Bag?” activity.

Inform students that they have two minutes at each station to brainstorm sensory words that describe the objects at their station. Tell students that they should work together to come up with multiple descriptive words then add the words to the ABC Graffiti Chart present at the station. Encourage students to use their knowledge of sensory language as they brainstorm. Once time is called, they should rotate to the next station.

Transition to slide 8 and start the two-minute timer. As students work, walk around the room to oversee the activity. Once time is up, have students rotate stations then restart the timer. Repeat the process until every group of students has visited each station.

Have students return to their seats at their original station and show slide 9. Tell students to read the words and phrases that others added to the ABC Graffiti Chart at their station and have them consider how the words relate to each other. Instruct students to invent a summary statement that synthesizes all of the information present on the chart. Read aloud the following example statement present on the slide:

“The words and phrases used to describe the objects at this station all relate to sound.”

Allow students time to work and walk around the classroom, assisting groups as needed. When it appears that most groups have finished their statements, invite groups to share out.