This week we will be using our senses to describe what its like in a scary forest. For this we will use the following sound effects video from youtube.
As part of this we will be working heavily on the sounds heard and will be encouraging the children to also develop their own soundscape prior to watching the video. We will also be using a specific scary forest picture (so many to choose from!).
Step One - Show the picture and get the children to write down as many nouns as they can think of/see in the picture. It must be the nouns as this comes into the next part of the work.
Step Two - Now we have the nouns - add the adjectives (a minimum of two for each noun). Carry out mix-pair-share or round robin kagan structures for this to take place in mixed pairs around the classroom.
Step Three - The children now have lots of adjectives and subjects to write about. But that's it. To enable them to think further we will create a soundscape with the children. This works by getting the children to think of one sound each from the forest and to then say it over and over again at specific intervals. Children who find it difficult can be supported in this by giving them a specific sound. It is important to get the children to close their eyes and to listen intently. As part of this part of the lesson we will also use the sound effects from youtube shown above. This will be followed by the children writing more nouns and adjectives about the sounds heard. Thus so far, we have looked at what we can see and what we can hear.
Step Four - Moving into exciting sentences
We are just beginning the exciting sentences in my new school so embedding them into practice and getting them into their writing is in its infancy. That being said I will be using the following modelled sentences to help them develop better sentence structures.
The forest, which was as scary as an ancient haunted house, swayed in the ferocious winds.
Spooky and mysterious, scary and silent - the forest stands still in time waiting to swallow up anything that moves.
It is a long, leafy, winding lane that leads out of the forest.
Then it is up to them. We've given them sentence stuctures, vocabulary, stimulus. Time for them to write and for me and the support in class to wander round, check and get them to improve in the lesson. Don't wait til the end to mark it. Visible progress in the lesson!
I'm a deputy head in Scarborough, England and love using media and tech to develop writing. I'm also a keen advocate of Learning Without Limits and believe in a games based approach to developing mathematicians.