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Setting and the senses

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by

Katherine Rickson

on 26 March 2014

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Transcript of Setting and the senses

Write the date and title in your books.
You have six minutes to write the sensory words on your table into the correct senses column.
The 5 senses
Progress
smell
feel
taste
hear
See
Setting
Character
Describe the setting
Tasks:

Part 1: List sense words to describe the setting.
Part 2: Share your vocab with your group. Add any new ideas from your group to your list.
Part 3: Write a cohesive paragraph describing the setting using all five senses.
Peer Assessment
1. Choose five colours. One for each sense.

2. Highlight your partners work. Use one colour for each sense.

3. E.A.T their work. Did they include all five senses? Is there a balanced amount of each?
Task:
Read the passage.

Use five different colours, one for each sense, to highlight the sensory words.
To create an imaginative piece of writing that incorporates a variety of sensory words.
Good Progress:
Progress:
Outstanding Progress:
Examples:
Task:
To write a character description for Howard, Sheldon, Leonard or Raj using the picture below.
Progress:
Level 5:
Level 6:
Level 7:
To build up a list up of senory words to use in our writing.

To identify and discuss the purpose of using the five senses in our writing.
Starter:
Extension:
Create a simile for one word from each column.
Create a metaphor for one word from each column.
Extension:
What level do you think this piece of work would be?
What's good about it?
What could make it better?
Zooming in
Torrents of water thunder over the rocks with a deafening roar.
The water moves swiftly and with a force strong enough to smash your skull.
Droplets of water mist the damp air.
Fresh earthy scents from the forest fill the humid jungle.
I can smell
I Can Hear
I can see
I can feel
I can taste
Starter
Zoom in
Looming trees dominate the skyline.
Covering the rough bark is soft, downy moss.
Hanging vines dance in the whispering breeze.
Zoom in
Sneakily, a labyrinth of roots creeps through the soil.
Gently, vines hug tree trunks.
Zoom in
Raindrops freckle emerald green leaves.
Hairy caterpillar legs tickle leaves as they plod along, munching on them.
- I can use all 5 senses in my writing to describe the setting.

- I can start my sentences with nouns and adjectives.
Level 4
- I can use all 5 senses in my writing.

- I can start my sentences with nouns and adjectives.

- I can start my sentences with -ly and -ing words.

Level 5
Level 6
- I can use all 5 senses in my writing to describe the setting.
1. Choose five colours. One for each sense.

2. Highlight your partners work. Use one colour for each sense.

3. E.A.T their work. Did they include all five senses? Is there a balanced amount of each?
Peer Assessment
Progress
Match the idiom to the correct picture:
Schwarzenegger
Plankton
Prince William
Pinochio
Sheldon
Russel Brand
Shrek
Beyonce
The joker
I can create a vivid and memorable character that grips my readers imagination and attention.
I can create an imaginative and detailed character that interests the reader.
I can create an imaginative and believeable character.
L.O. To create an imaginative, interesting and thoughtful protagonist.
In groups read the character descriptions on your desk.

Order them from your favourite to least favourite.

Annotate what you like about them (good literary techniques).

Describe what you don't like about them or think could be improved.
I can create an imaginative and believeable character.
I can create an imaginative and detailed character that interests the reader.
I can create a vivid and memorable character that grips my readers imagination and attention.
Level 5
Level 6
Level 7
Peer Assessment - E.A.T your partners work.
Effort:
Attainment:
Target:
How hard did they work?
What literary techniques they used?
What punctuation they used?
Which openers and connectives they used?
Check for...
Extension task: HIghlight the adjectives in your work.
For each adjective write two alternative synonyms.
TASK:

Describe a rainforest using sensory words.

Use the sensory words sheet to help you.
Remember to ZOOM IN on the scene. DOn't just describe the obvious.
You should be able to write AT LEAST a page.
1. First label all the things you can see in the pictures.
2. use the VCOP to help you vary your sentences and include lots of great vocab.
Key Assessment 2
This description will be assessed for KA2. It will be marked on three things.
Content and effect.
- it is clearly a description (not a story)
- that means that it sounds like you are describing a picture - there is no plot
- you don't go off topic
- it is imaginative (use alliteration, personification, similes, metaphors, LOTS of adjectives)
- you describe all the senses, using sensory words
- you use lots of brilliant vocabulary
Sentence structure, puncutation and paragraphs
- it is clearly structured in paragraphs
- you start your sentences with -ly, -ing, noun and adjective openings
- all punctuation is used correctly (full stops, commas, capital letters, if you are feeling brave perhaps a semi-colon)
- your sentences MAKE SENSE (read over your work!!!).
Spelling
You will lose A LOT of marks if:
- you leave apostrophes out of words like
can't
,
it's
,
won't
,
- you spell
their/there/they're
or
were/where/we're
wrong

You have six minutes to organise the sensory words on your table into the 5 different senses.
Extension:
Create a simile for one word from each group.
Create a metaphor for one word from each group.
Task:
Read the passage.

Use five different colours, one for each sense, to highlight the sensory words.
Extension:
What level do you think this piece of work would be?
What's good about it?
What could make it better?
Full transcript