Descriptive Writing

Lesson 1
 Imagery
Imagery is a technique using
imaginative and descriptive
What is imagery?
words to paint
What a picture
does this in the
word mean?
reader’s head.
 Types of Imagery
In your books match up the types of imagery with the
sense that it appeals to!

1) Visual a) Smell

2) Tactile b) Touch

3) Auditory c) Sight

4) Olfactory d) Hearing
 Learning Outcomes
Aspire: To apply knowledge of imagery to an
individual written text.
 
Challenge: To recognise and identify imagery
within texts.
 Think, pair, share

• What type of imagery is created here?

• What is the effect of it?
• What do you think the story will be about?
It was in the clove of seasons, summer was
dead but autumn had not yet been born, that
the ibis sat in the bleeding tree.

• Image of pain and death

• A connation of the colour red
Type of bird! is danger
 Annotate the text you have been given

What type of imagery is used? Underline it.

1) Visual

2) Auditory What is the effect of the

imagery? – What kind of
3) Olfactory atmosphere is created?

4) Tactile
Extension – can you find...
• A simile
• Personification
 Homework
Find a picture of a setting which will allow you to
write a detailed description.

Consider somewhere that is either very remote

or very busy. Extreme images are very useful.
 A G
IM

SHHHHHHHHHHHHH!

In pairs write a description of your picture

without saying what it is…
 Plenary: Self-Assessment

• 1 point for every type of imagery you used

• 2 points for every time you used a simile,
alliteration, metaphor and personification.
• 3 points for excellent SPAG.

What did you score?

Lesson 2
Starter: What techniques has the author
used to make this description effective?

RallyTable
 Learning Outcomes
Aspire: To dissect a text in terms of key
techniques used and to experiment with them in
individual writing.
 
Challenge: To use stimulus materials to create a
text.
 What techniques has the author used to
make this description effective?
Short introductory
sentence – sets the scene

Colon
introducing a Semi colon
list splitting up the
descriptions
(writing a lot
about a little!)

Two simple
sentences
for impact
 Describing a scene
1. Describe the
men at the bar
1st sentence – Short – what do they
introduction about the look like (use an
girl interesting
verb)

3. Describe the
2. Describe the town – (Use
painted faces in personification
the crowds (use to describe the
a simile!) buildings or
the streets)
Ending
Two short
sentences to build
tension – what
might happen to
the girl?
 Deja Vu
Watch this clip from the film Deja Vu.
You are going to recreate it using descriptive writing.
Think carefully about your vocabulary choices.

http://www.youtube.com/watch?v=DIGg_n5Sg3U

Write your description of the scene at the beginning

of the movie. Pay close attention to punctuation and
sentence use.
 Success Criteria
Level 4
• Detailed descriptions
• Some use of different
techniques and
Level 5
vocabulary • Writing techniques and
• Some complex sentences
vocabulary used
and good use of simple
carefully to engage the
punctuation
reader
• Varied sentences and
accurate punctuation
Level 6
Ambitious and imaginative
vocabulary
Writing techniques used to
engage the reader
Range of accurate
punctuation used
 Peer assessment
Has your partner included... Tick/cross
Good use of simple punctuation (full stops/commas)
A range of punctuation (colons and semi-colons)
Complex sentences
Short sentences for impact
Long descriptive sentences
Simile
Metaphor
Personification
Ambitious vocabulary (words you have not heard of before!)
TOTAL /9

9 = Level 6
7-8 = Level 5
5-6 = Level 4
4 or below = Level 3 / 2
 Lesson 3
Praising Stars
 Starter: Simile or metaphor?

Her eyes shone like deep oily pools,

reflecting the darkness.
 Simile or metaphor?
Clouds as thin as the most delicate fabric
faintly covered the moon.
 Simile or metaphor?
Winking in the distance, the stars were
tiny fireflies hovering from afar.
 Simile or metaphor?
Her hand was clasped protectively near her
neck, a watchful sentry on guard against
attack.
Simile or metaphor?
Her hair hung in glossy strands like kelp
just washed up on a shore.
 Learning Outcomes
Aspire: To develop a text with the application of
complex figurative language.
 
Challenge: To distinguish the difference between
figurative language examples.
What do you notice about this description?

It was night time.

There were owls hooting. There were stray cats
walking down the street.
Everything was noiseless.
It was quite scary.
 On your tables, make a list of anything you
could add.

It was night time.

There were owls hooting. There were stray cats
walking down the street.
Everything was noiseless.
It was quite scary.

Jot Thoughts
 Number 1s: Roving Reporter
Number 1s move table.
Take your list and share it with the other group.
Take their ideas to add to your own group.

Create a tick list for yourself and your group to

follow.
 Do these help?
Use the 5 senses
Describe the details of the setting (natural & human
environment)
Describe the people (character, appearance, movement,
speech, thoughts & emotions)
Use ambitious vocabulary
Use a variety of sentence structures including complex
sentences
Use paragraphs appropriately
Include dialogue to help describe characters (using correct
punctuation & spelling throughout)
Use devices (similes/metaphors/alliteration/personification) to
effect
 Does this sound better? How much better?
Can it still be changed?

It was midnight on the old, abandoned street.

There were owls hooting quietly over the
rooftops of the houses. Stray cats were sneaking
between cars, tiptoeing down the street.
Everything was noiseless.
It was quite scary.
 Individual Task: Rewrite the original
description using ideas from your tick list.

It was night time.

There were owls hooting. There were stray cats
walking down the street.
Everything was noiseless.
It was quite scary.
 Self assessment: Tick list
Did you follow all of the ideas from your tick list.

Did you struggle to include any or run out of

time? Make yourself a target that focuses on
ideas you could still use.
 Peer assessment: SPAG
Swap books with your partner.

Have they spelled correctly?

Have they used punctuation (especially full
stops) in the right places?

Give them a PIN

 Lesson 4
Praising Stars
 Starter: Sentences
You will be given a card with a sentence on it.

Think pair share whether you think you sentence is:

a. A simple sentence?
b. A compound sentence?
c. A complex sentence?

Stand with your peers with the same sentence type

as you!
 Starter: Sentences
On your scrap paper you need to write a sentence.

Think pair share whether you think your sentence is:

a. A simple sentence?
b. A compound sentence?
c. A complex sentence?

Stand with your peers with the same sentence type

as you!
 Learning outcomes
Aspire: To explore the differences between
sentence types and categorise them in terms of
their usefulness.
 
Challenge: To define the three sentences types
and give examples.
 What are the three sentence types?
There are three types of sentence:
• The simple sentence – made up of a subject,
object and verb; it makes complete sense on its
own; the main clause of a sentence.
• The compound sentence: a sentence which joins
to simple sentences with a connective like and.
• The complex sentence: a sentence with more
information using a main and subordinate clause.
Where are the subject, object and verb?

I like bananas.
The man got out of bed.
The pizza was eaten by the
whole family.
Where are the subject, object and verb?

SUBJECT OBJECT
I like bananas.
VERB
Where are the subject, object and verb?

SUBJECT OBJECT

The man got out of bed.

VERB
Where are the subject, object and verb?

OBJECT VERB

The pizza was eaten by the

whole family.
SUBJECT
 Task One
In pairs, read through the extract from Christmas Carol by
Charles Dickens and highlight three different sentence types.

Task Two
How does Dickens use different sentence types to create an
effect?

Task Three
Write about a friend or relative using one sentence type only.

Task Four
Analyse your own writing. What is the effect of writing in
one type of sentence only?
 Task One
In pairs, read through the extract from Christmas Carol by
Charles Dickens and highlight three different sentence types.
 Task Two
How does Dickens use different sentence types to create an
effect?
 Task Three
Write about a friend or relative using one sentence type only.
 Task Four
Analyse your own writing. What is the effect of writing in
one type of sentence only?
 Praising Stars: Analysis
Write an analysis of the extract in front of you. Pick
out at least 5 things the writer, Charles Dickens,
does that makes the piece of writing more
interesting. Give examples (quotes).
Think about:
• Why he might use longer sentences?
• Why he might use so many adjectives?
• Which words are ‘wow’ words and why?
• His use of different types of description – eg –
visual, tactile, olfactory, auditory.
 Pairs Check
Compare your partner’s work to the check list:
• 3 different sentence types
• Clearly marked paragraphs
• An engaging character
• Interesting vocabulary choices

PIN
Lesson 5
 Starter activity: Punctuate the paragraph
On one corner of my dresser sits a smiling toy clown on a tiny unicycle
a gift I received last Christmas from a close friend the clown's short
yellow hair made of yarn covers its ears but is parted above the eyes
the blue eyes are outlined in black with thin dark lashes flowing from
the brows it has cherry-red cheeks nose and lips and its broad grin
disappears into the wide white ruffle around its neck the clown wears a
fluffy two-tone nylon costume the left side of the outfit is light blue
and the right side is red the two colors merge in a dark line that runs
down the center of the small outfit surrounding its ankles and
disguising its long black shoes are big pink bows the white spokes on
the wheels of the unicycle gather in the center and expand to the black
tire so that the wheel somewhat resembles the inner half of a
grapefruit the clown and unicycle together stand about a foot high as a
cherished gift from my good friend Tran this colorful figure greets me
with a smile every time I enter my room
 The punctuated paragraph
On one corner of my dresser sits a smiling toy clown on a tiny
unicycle-a gift I received last Christmas from a close friend. The
clown's short yellow hair, made of yarn, covers its ears but is parted
above the eyes. The blue eyes are outlined in black with thin, dark
lashes flowing from the brows. It has cherry-red cheeks, nose, and
lips, and its broad grin disappears into the wide, white ruffle around
its neck. The clown wears a fluffy, two-tone nylon costume. The left
side of the outfit is light blue, and the right side is red. The two colors
merge in a dark line that runs down the center of the small outfit.
Surrounding its ankles and disguising its long black shoes are big pink
bows. The white spokes on the wheels of the unicycle gather in the
center and expand to the black tire so that the wheel somewhat
resembles the inner half of a grapefruit. The clown and unicycle
together stand about a foot high. As a cherished gift from my good
friend Tran, this colorful figure greets me with a smile every time I
enter my room.
 Learning Outcome

Aspire: To establish the differences between

sentence types and develop ideas about when to
use them.
 
Challenge: To reconstruct texts using appropriate
punctuation.
Which punctuation mark is
which?
Instant Star
Which sentence is which?
Instant Star
 Which is which type of sentence?
1. Last night, Tom watched the football,
which was very exciting.
2. Selma told her boyfriend his new
shirt was lovely but she thought it
looked terrible. 3. The beaver dug a new hole.
4. He swims fast.
5. Petunia has long dark hair and bright
blue eyes. 6. The pig snorts because it cannot talk.
7. Carrie logged onto the computer.
8. Carefully concentrating, Mrs Stewart
ironed her husband's shirts, whilst
trying to follow Eastenders.
9. Daniel listened to his mother's
complaints about his bedroom,
knowing he should have tidied it this
morning.
 What devices are used here?
My most valuable possession is an old, slightly warped blond guitar--
the first instrument I taught myself how to play. It's nothing fancy,
just a Madeira folk guitar, all scuffed and scratched and finger-
printed. At the top is a bramble of copper-wound strings, each one
hooked through the eye of a silver tuning key. The strings are
stretched down a long, slim neck, its frets tarnished, the wood
worn by years of fingers pressing chords and picking notes. The
body of the Madeira is shaped like an enormous yellow pear, one
that was slightly damaged in shipping. The blond wood has been
chipped and gouged to gray, particularly where the pick guard fell
off years ago. No, it's not a beautiful instrument, but it still lets me
make music, and for that I will always treasure it.
 What devices are used here?
Gregory is my beautiful gray Persian cat. He walks with pride and grace,
performing a dance of disdain as he slowly lifts and lowers each paw with the
delicacy of a ballet dancer. His pride, however, does not extend to his
appearance, for he spends most of his time indoors watching television and
growing fat. He enjoys TV commercials, especially those for Meow Mix and 9
Lives. His familiarity with cat food commercials has led him to reject generic
brands of cat food in favor of only the most expensive brands. Gregory is as
finicky about visitors as he is about what he eats, befriending some and
repelling others. He may snuggle up against your ankle, begging to be petted,
or he may imitate a skunk and stain your favorite trousers. Gregory does not
do this to establish his territory, as many cat experts think, but to humiliate
me because he is jealous of my friends. After my guests have fled, I look at
the old fleabag snoozing and smiling to himself in front of the television set,
and I have to forgive him for his obnoxious, but endearing, habits.
 Plenary: Triangle of learning
One thing you came
to the lesson
knowing already

Two things you

want to practise or
ask about

Three things you

have learnt in
the lesson
 Lesson 6
Praising Stars
 Starter activity: Punctuate the paragraph
felicity WILL you look this way exclaimed Mrs Appleton you have
been fidgeting all morning felicity tore her eyes reluctantly away
from the coin she was holding in her hand and tried to
concentrate on her class teacher who was talking about maths -
something to do with multiplication Felicity vaguely recalled she
caught matts eye and they grinned excitedly at each other this
was it today was the day the two best friends had been waiting
for this day for what had seemed an eternity both of them had
been looking at the clock every 5 minutes both willing the hands
to move forwards faster so that they could be whisked off home
by felicitys parents at lunch time they were going on holiday!
 The punctuated paragraph
"Felicity! WILL you look this way," exclaimed Mrs Appleton. "You
have been fidgeting all morning."

Felicity tore her eyes reluctantly away from the coin she was holding
in her hand and tried to concentrate on her class teacher who was
talking about maths - something to do with multiplication. Felicity
vaguely recalled she caught Matt's eye and they grinned excitedly at
each other this was it.

Today was the day the two best friends had been waiting for, for
what had seemed an eternity. Both of them had been looking at the
clock every 5 minutes; both willing the hands to move forwards
faster so that they could be whisked off home by Felicity's parents.
At lunch time, they were going on holiday!
 Learning Outcomes

Aspire: To modify a text connecting

previous vocabulary exploration.
 
Challenge: To reference an image to
reiterate detail in description.
Who would carry these items...?

Mix, pair, share

Who would carry these items...?

Mix, pair, share

Who would carry these items...?

Mix, pair, share

 Who would carry these items...?

Mix, pair, share

First class train ticket to

Oxford
Who would carry these items...?

Mix, pair, share

 Who would carry these items...?
Task One

Look at the objects that you can see on the front table.

Task Two
Create a simple character profile: name, gender, age,
occupation.
Task Three
Choose 3 objects and write/draw them on a piece of
paper. Swap with a partner and tell them why you have
chosen them.
Task Four
Write a description of your character as they enter a
train station...
 Task One

Look at the objects that you can see on the front table.
 Task Two
Create a simple character profile: name, gender, age,
occupation.
 Task Three
Choose 3 objects and write/draw them on a piece of
paper. Swap with a partner and tell them why you have
chosen them.
 Praising Stars: Writing

Write a description of your character as they enter a

train station.

Criteria:
Interesting vocabulary
Verbs / adjectives
A range of sentences
Similes/metaphors
Correct spelling and punctuation.
 Peer Assessment: Tick List
Look over your partner’s description and assess
it for the following:
• SPAG
• Clearly marked paragraphs
• An engaging character
• Interesting vocabulary choices

PIN mark your partner’s work.

Lesson 7
1
A

2
B

3
C

4
D

5
E

F
6
 Learning Outcome
Aspire: To analyse a text and explore interesting
vocabulary choices, applying them to their own
work.
 
Challenge: To dissect texts in terms of the
vocabulary used.
What figurative language devices does Dickens use?

The walls and ceiling of the room were perfectly black with age and dirt.
There was a deal table before the fire: upon which were a candle, stuck in a
ginger-beer bottle, two or three pewter pots, a loaf and butter, and a plate.
In a frying-pan, which was on the fire, and which was secured to the
mantel-shelf by a string, some sausages were cooking; and standing over
them, with a toasting-fork in his hand, was a very old shrivelled Jew,
whose villanous-looking and repulsive face was obscured by a quantity of
matted red hair. He was dressed in a greasy flannel gown, with his throat
bare; and seemed to be dividing his attention between the frying-pan and
a clothes-horse, over which a great number of silk handkerchiefs were
hanging. Several rough beds made of old sacks, were huddled side by side
on the floor. Seated round the table were four or five boys, none older than
the Dodger, smoking long clay pipes, and drinking spirits with the air of
middle-aged men. These all crowded about their associate as he whispered
a few words to the Jew; and then turned round and grinned at Oliver. So
did the Jew himself, toasting-fork in hand.
What is Fagin like?
 What instructions are needed for writing a
character?

• In pairs, write a list of instructions explaining

how to write a description, according to
Dickens’ portrayal of Fagin.
• Think about the figurative language devices he
uses as well as the order of his description.
• You will have 5 minutes to complete the task.
 Plenary
Feedback your list to the class.

Extension
Start writing your own description of a vivid
character from your imagination or from real
life.
Lesson 8
Starter – Synonym Cards
py
1) In your groups, each write H ap
a word with a similar
meaning – eg – happy, Sad
ecstatic, joyful etc – on a
different piece of paper.
2) Do this 4 times for 4 Big
different groups of words.
3) With any extra cards, add
Sm
other words to those 4 a ll
groups.
Starter – Synonym Cards
py
H ap
1) Swap card sets with
another group.
2) On your table decide Sad
which words go into
which groups.
3) Put words to the side Big
that you are unsure
about. Sm
4) Use a dictionary to help if
a ll
you need it.
 Learning Outcomes

Aspire: To compare and contrast texts to decide

which is more detailed.
 
Challenge: To develop an understanding of how
to adapt language to suit a purpose.
 IKRAN – mountain
banshee from Pandora

Adjectives
Long
Thin
Green
Blue
Small

Can you think of more

ambitious Adjectives?
 IKRAN – mountain
banshee from Pandora

Noun Adjective
Extension
Head/neck

Eyes
Verb Adverb
Mouth
Flying
Wings

Pandora -
surroundings
 NOUN Adjective

The Ikran is a flying animal from Avatar. It has big wings that
are blue with funny shapes on them. It’s teeth are sharp.

What are the strengths and weaknesses of this

piece of descriptive writing?

How could you make it better?

Success Criteria – statements that tell us if we have
reached the objective

What makes a good

descriptive paragraph?
Success Criteria- Rally Table

•
•
•
•
•
Imagine you’re in Pandora and the IKRAN is flying
towards you.
Write a paragraph describing the IKRAN and the
surroundings
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
____________________________________
Peer Assessment: Black Pen

Swap with the person next

to you.
UNDERLINE 3 excellent
adjectives
PIN:
What is good about this
paragraph?
What could be improved?
Lesson 9
 Starter: Team Task
What is:
• An adjective
• An adverb
• A simile
• A metaphor
 Learning Outcome
Aspire: To develop examples of word classes in
terms of descriptive writing.
 
Challenge: To explain the purpose of different
word classes.
 What is an adjective?
A word describing a noun or pronoun.
e.g. crystal clear water.

1 minute challenge
• Now think of as many as you
can in 1 minute.

What did you come up with?

 What is an adverb?
A word used to modify a verb, adjective or another
adverb. Often ends in ‘ly’.
e.g. he walks quickly.
e.g. she is extremely clever.
e.g. the boys nearly always get home late.

1 minute challenge
• Now think of 5 of your own.

What did you come up with?

 What is a simile?

When two things are compared using as or

like.
e.g. the sun is like a big yellow balloon.

1 minute challenge
• Now think of 3 of your own.

What did you come up with?

 What is a metaphor?
A figure of speech in which two things are
compared usually by saying one thing is
another.
e.g. he was a lion in battle.

1 minute challenge
• Now think of 3 of your own.

What did you come up with?

 The 5 senses
Good descriptive writing
• Sight makes use of the five senses.
• Sound
• Smell
• Touch
• Taste
 Write a description of a market at a
busy time.
Remember to write in paragraphs.

For example;
1. Entrance to the market.
2. Description of the various sections of a
market as you pass through them.
3. Arrival at the food stalls – what foods
are on offer?
4. Leaving the market.
Be adventurous! Aim to write at
least 1 page in your exercise book.
Write a description of a market at
a busy time.
• You will see a series of images of
market scenes.
• As you are shown the images,
create a list of key words or
phrases in your book that you can
use in a description.
• Remember to think about what
you can hear, see, touch, smell,
and taste.
 Descriptive Writing
• Descriptive writing is not just about using a
lot of adjectives and metaphors!
• You need to choose your vocabulary wisely,
and use lots of different sentence structures.

Fragrant spices perfume the air.

rather than

The air smells of spices.

 Self assessment: Target setting
Underline 3 sentences that you have made
sound interesting.
Circle 5 WoW words that makes your writing
exciting.

PIN your work – do you think it is

interesting enough for your reader?
Lesson 10
 Starter: Identify the words that are spelled
incorrectly below.

Students often mispell words. It’s neccessary

for us, as teachers, to remove the difficculty
and show them the way. Lets not start argueing
with them but teach them to beleive in
themselves and their abillity. I garantee that
they will be greatful when they can do it.
 Starter: Answers

Students often misspell words. It’s necessary

for us, as teachers, to remove the difficulty and
show them the way. Lets not start arguing with
them but teach them to believe in themselves
and their ability. I guarantee that they will be
grateful when they can do it.
 Learning Outcome
Aspire: To compose a list which develops ideas
of spelling patterns further.
 
Challenge: To breakdown common spelling
mistakes into sections to learn them.
 Was / Were Test

We (1) on holiday. It (2) a lovely sunny day on

the beach; people of all ages (3) relaxing on the
sand. The sun (4) high in the sky and it (5) hot.
What (6) we going to do with the day? There (7)
the promenade, there (8) the amusements or
there (9) the beach itself. The choices (10) many.
 Was / Were Test Answers

We were on holiday. It was a lovely sunny day on

the beach; people of all ages were relaxing on
the sand. The sun was high in the sky and it was
hot. What were we going to do with the day?
There was the promenade, there were the
amusements or there was the beach itself. The
choices were many.
 Showdown:
Spelling Test

Use your scrap paper to write down the correct

spellings. After each one you should show the group
your spelling. Then decide on a mutual spelling you
want to submit to the rest of the class as your team’s
answer.
 Spelling Test
Use your whiteboards to write down the correct spellings.
After each one you should show the group your spelling.

Practise business nervous

Difficulty ceiling opportunity
Advice
decided persuade
Jewellery quiet
Library definitely quite
Misspelled disappointed receive
Neighbour extremely sincerely
Questionnaire immediately surprised
Restaurant
Until
Whether
 Spelling Test!
Write the numbers 1 – 10 down the side of your
page.
 Spelling Test
Use your whiteboards to write down the correct spellings.
After each one you should show the group your spelling.

1. Practise
2. Advice
3. Definitely
4. Neighbour
5. Questionnaire
6. Restaurant
7. Immediately
8. Until
9. Whether
10.Nervous
 Memory Tricks
Can you come up with any tricks to help you
learn the spelling of the following words?

Believe
Beautiful
Because
Friend
Answer
 Memory Tricks
Believe – There is always a LIE in beLIEve.
Beautiful – B-E-A-UTIFUL
- Big Elephants Are Ugly TIFUL
Because – Boys Eating Custard Are Usually Sloppy
Eaters
Friend – If you FRI your friend he will come to an
END
Answer – A Negative Score Will Equal Relegation
 Quiz, quiz, trade

Most commonly misspelled words.

Can you give your partner help by giving them
a way to remember the spelling?
Tries Give an example of how you try (IE)

Friend If you FRI your friend he will come to an END

Answer A Negative Score Will Equal Relegation

Believe There’s a lie in this

Beautiful Big Elephants Are Ugly

Because Boys Eating Custard Are Usually Sloppy Eaters

Rhythm Rhythm Helps Your Two Hips Move

Dessert When you eat dessert you always want ‘one

more’ (s)
Practise (verb) I practise sports (S)

Practice (noun) I went to the doctor’s practice and he put ICE

on my leg.

Stalagmite G = Ground

Stalactite C = Ceiling

Necessary One collar, two sleeves

Difficulty Mrs D, Mrs I, Mrs FFI…

Assume This makes an U and ME an ASS

Secretary Keeps SECRETs.

Accommodation Two Cots need two Mattresses in any
aCCoMModation.

Separate There is A RAT in separate.

Weather Heather likes the weather hot.

Where Where? Over HERE.

Weird I before E except after C is not wEIrd at all.

Argument Don’t Eat in the middle of an argument.

Affect This is an action.

Effect This is what happens at the end.

Embarrassed When you get embarrassed you go Really Red
and Super Shy

Hear We hEAR with our EAR.

Special The CIA have speCIAl agents.

Disappear Both p’s are visible

Beginning Begin – wait! Not Now.

Minute It’s only small

Queue U and U are needed to form one

Misspell How did MISS spell it?

 Rules:
On your table come up with a list of 10 spelling
rules.
Try to think of at least 3 words that fit each of
your rules.
 Pairs Check
Look at the other table’s rules.
Do you agree with them?
Can you think of any exceptions to the rule?
 Lesson 11
Aspire: To cleverly use personification and
explain the effect of using it in your writing.
Challenge: To give a definition for what is
personification. To use personification, as well
as other descriptive devices, in your writing.
Starter: Describe what happened in this hockey
match.
 Learning Outcome:

Challenge: To give a definition for what is

personification.

Challenge: To use personification, as well as other

descriptive devices, in your writing.

Aspire: To cleverly use personification and explain the

effect of using it in your writing.
What is personification?
Discuss in pairs.

Example: ‘The door cried

with pain when it was
slammed shut.’

Class definition:
Give these non-living things
human actions or feelings:

A prosthetic limb

Omega timer

A basketball ball
Other than personification, what else
can you use in your descriptive
writing?
Imagine that you are either a spectator or an
athlete in this stadium. Write a description of
your experience using personification as well as
other descriptive devices (use mind map as
your success criteria).
 Peer assessment
Check your partner’s work. Personification
Underline and label where Adjectives
they have used these
techniques: Similes
5 senses
PIN:
-What have they done well?
-What could they do to make their writing
-more descriptive?
 Self Assessment: Meeting
the outcomes

Challenge: To give a definition for what is

personification.
Challenge: To use personification, as well as other
descriptive devices, in your writing.
Aspire: To cleverly use personification and explain the
effect of using it in your writing.
 Lesson 12
Aspire: To compose description which integrates
previous rules of descriptive writing.
 
Challenge: To connect imagery to a piece of
written text by exploring key ideas.
 Valentine’s Day

In your groups, come up with as many words as

you can that link with the theme of Valentine’s
Day.

Jot Thoughts
Learning Outcomes
 What is Valentine’s Day?
Valentine’s Day is a day to celebrate love. Often
couples buy each other cards and presents to
show each other how much they care.
Valentine’s Day is always busy in restaurants and
at cinemas as couples like to go out and be
together on that day.
 In groups, think of 5 words to
describe each of these images.
 Descriptive Writing Task
Using the words you have collected form ideas
from the last slide, write a description of the
following scene:
It’s Valentine’s Day and the restaurant is busy.
There is one proposal, a violinist and multiple
waiters / waitresses.
 Peer Assessment: Tick List
Did your partner:

Use adverbs and adjectives effectively?

Use metaphors, similes and personification?
Use paragraphs and punctuation successfully?

PIN mark your partner’s work.