So, I began to try to find some books I thought he might enjoy while still having strong writing. After scouring our personal library, the internet, and a few more resources here are some of the books we really enjoyed. And yes, my dear son, I found a comic book- like one in Frankenstink!
Whole Class Read Aloud-
There are many great books out there with incredible adjectives. When I taught this I always had two anchor charts going. One, the "Examples of Sensory Words", we left up all year. We added to it as we discovered sensory words. The other anchor chart was much like the Imagery Recording Sheet. As we read, we recorded examples onto both charts. After three or four examples, we simply added the words. I didn't want to rob from the magic of the book by constantly stopping and writing!
1, Split your class into groups. Give each group a very basic sentence on a dry erase board, sentence strip, or chart paper. For example, The cat walked.
2. Next, tell your class which sense they have to add to the sentence. (You may want to create an anchor chart like the one above with different sensory words before you begin. Students will struggle sometimes to come up with words and it will be helpful to have something to reference.) For example, you might start with adding a sight detail. The group might add, "The orange cat walked."
3. They then pass their sentence to group to their right. Once more you give your students another sense to add.. For example, let's add a detail that appeals to touch. They might write, "The soft, orange cat walked." Or, they might change the verb. The orange cat brushed against me. (They must leave in any words added by other groups.)
4. Pass the sentences two or three times, adding a different sensory detail each time.
5. Stroll around and choose some of the best sentences to share and maybe one or two to edit. You can post your favorites at the front of the room.
In the lesson cycle, we have done the "I do" and "We do". So now, it is time for your students to read independently and see if they can find their own examples. The first day I assign this, I usually walk around and look at the books my students have. Because some, like my son, will not have books that lend themselves to doing the imagery recording sheet. For higher level readers and thinkers, I have them "doctor" or fix two or three sentences from their chapter. Lower level readers and thinkers might get pulled over to me for a quick guided lesson.
Phew! Day One Is Finished!
But who teaches imagery for only one day? Over the course of the next week, I continue to read great books aloud. After I have taught the entry level of identifying what sense the sensory language appeals to, we move into higher level thinking. Such as, what emotion is the author trying to evoke by using words like...
Below is a picture of my mini lesson and task card set I created. It has three sets of cards to move up those level of thinking.
I usually allowed my students to draw about what they read this week. They had to support their drawings with sentences from their stories. But this was a great way to get students talking and interested in different books! Be still my teacher heart.
Do you have any book recommendations comment below.