Bring Language Learning to Life with All Five Senses Rebecca Dechert FCSD #25 [email protected] Using sensory input: • • • • • • Is more authentic Activates multiple areas of brain Supports vocabulary acquisition Improves retention Improves attention Is more fun! Grab Bag • • • • • • Introduce new schema Use as anticipatory set Use as springboard into writing/discussion topic Defend a hypothesis Use descriptive words Conclude lesson/story Smelly Writing • The human sense of smell evokes the most powerful memories, so use it in the classroom to create powerful descriptive writing. Use sprays or candles to create an aroma in the room and then ask students to free/quick write describing the scene (not the smell). Students can then work in groups to describe how the scent makes them feel or what holiday the scent remind them of. Grouping Activities • Sorting activities allows students to manipulate real objects, words, phrases, or sentences into their own parameters or those set by the teacher. They can be completed as individual, partner, or group activities. Students can report their work using cards, bags, boxes, graphic organizers, butcher paper, photographs, or sticky notes. Examples: • Sentences by type (simple, compound, complex, compound-complex) • Words by type • Animal pictures by classification • Numbers by odd or even • Pictures by initial sound Sound Track 1. 2. 3. 4. 5. 6. Play music from a sound track that your students are familiar with. Ask students what’s happening in the movie while this music is playing. Ask them how the music makes that scene more memorable. Now explain that each student will create a scene for a movie using music you’ve chosen. Play three songs, each unique and different styles from each other. Play each song once while students just close their eyes and imagine what might be happening. Then, ask the students to open their eyes and quick write what they’ve imagined while the music plays again. Each student will pick one scene to narrate, focusing on telling a story rather than describing a scene. Focus writing should be on using powerful verbs to convey the action of their story. Younger students can write very short stories and then illustrate. Walk In 1. 2. 3. 4. Show students a picture and ask them if they’d like to just walk into that scene. Ask them to use their imagination, walk into the scene, and describe what they see, hear, smell, feel, and taste. Maybe it’s a picture of a beach on a cold winter morning or skiing scene on a hot August afternoon. After a discussion, tell the students that they’ll be walking into three pictures. Find three different pictures with a lot going on in terms of the five senses. Find pictures that will appeal to different interests such as sports, nature, and adventure, depending on age of students. Display the pictures one at a time, giving the students 5-15 minutes to use their imagination to walk in and discover what’s going on. You might want to create a chart for your students with all five senses listed and five spaces for each to list their thoughts. After you’re finished with all three pictures, ask the students to pick one that appeals to them the most and write a descriptive paper, focusing on descriptive words that show instead of tell (Toddlers screamed with delight as the corn popped over the crackling fire.).