Descriptive Writing Focus

Year Level

Year 6

Duration

120 minutes

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Curriculum Links

Western Australian Curriculum: English

• Language:
  • Understand how authors use text structures and language features to influence audiences (ACELA1515)
  • Understand the use of accurate and vivid vocabulary for effect in imaginative texts (ACELA1520)
• Literature:
  • Analyse and explain how language features, images and vocabulary are used in texts to present information, opinions and points of view (ACELY1712)
• Literacy:
  • Plan, draft and publish imaginative, informative and persuasive texts, choosing text structures, language features, images and vocabulary appropriate to purpose and audience (ACELY1713)

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Learning Objectives (WALT)

• WALT use descriptive language effectively to create vivid images for the reader.
• WALT structure descriptive texts using clear paragraphing and sentence variety.
• WALT use sensory details and precise vocabulary to enhance descriptive writing.

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Success Criteria

• Use at least five descriptive adjectives and adverbs in writing.
• Write a coherent paragraph that describes a setting or character.
• Include sensory details (sight, sound, smell, touch, taste).
• Demonstrate varied sentence structure (simple, compound, complex).
• Use descriptive writing techniques such as similes or metaphors.

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Differentiation Strategies

• For diverse learners:
  • Provide graphic organisers for planning descriptive details.
  • Use sentence starters and vocabulary lists to support writing.
  • Allow oral expression or drawing before writing for students needing alternative modes.
• For dyslexic students:
  • Provide dyslexia-friendly reading materials with clear font and spacing.
  • Use coloured overlays if needed.
  • Allow use of speech-to-text tools for drafting.
• Extension for advanced writers:
  • Challenge students to include figurative language (similes, metaphors).
  • Encourage use of varied punctuation for effect (ellipsis, em dash).

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Lesson Breakdown

Introduction (15 minutes)

• Activity: Engage student with a sensory game.
  • Teacher describes an object/place aloud using sensory language.
  • Student listens and draws the image they visualise.
• Purpose: Model how descriptive language evokes vivid mental images.
• Link to Curriculum: Making explicit connections to vocabulary for effect (ACELA1520).

Mini Lesson: Descriptive Language (20 minutes)

• Present and discuss examples of descriptive sentences, highlighting:
  • Use of adjectives, adverbs, sensory language.
  • Use of similes and metaphors.
• Use a visual organiser to classify words (e.g., sight, sound, smell).
• Differentiation: Provide word banks with visual icons.

Guided Practice: Exploring Texts (20 minutes)

• Read aloud a short descriptive passage from a selected text or teacher-created model.
• Student identifies the descriptive words and sensory details.
• Discuss how these words help the reader understand and imagine the setting or character.
• Dyslexia-friendly: Provide printed passage in dyslexia-friendly font and spacing.

Independent Writing Task (40 minutes)

• Student writes a descriptive paragraph about a chosen familiar setting (e.g., a beach, a park, a room).
• Scaffold provided with sentence starters and graphic organisers.
• Prompt use of descriptive techniques learned.
• Teacher provides one-on-one support and feedback during writing.

Sharing and Reflection (15 minutes)

• Student reads their paragraph aloud or shares through digital text-to-speech.
• Reflect on how effectively sensory details and descriptive language create images.
• Teacher and student review success criteria checklist.

Closure (10 minutes)

• Recap key points: importance of sensory and descriptive language.
• Set a next-step goal for descriptive writing development.

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Resources

• Word banks with categories of descriptive words (sensory, adjectives, adverbs).
• Graphic organisers for planning descriptive details.
• Dyslexia-friendly text samples.
• Examples of similes and metaphors explained visually.
• Sensory object or image for introduction activity.

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Assessment

• Formative: Observe and note student’s use of descriptive language during guided practice and writing.
• Summative: Evaluate student's paragraph against success criteria checklist focusing on sensory detail, vocabulary choice, and sentence variety.

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Notes for Teachers

• Emphasise the “show, don’t tell” technique: encourage students to use words that paint a picture.
• Encourage use of digital tools (e.g., speech-to-text apps) as needed for writing.
• Use positive feedback focused on the creative use of language and effort.
• Build on prior knowledge of sentence types and vocabulary learned in previous years.

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This lesson aligns specifically with the Western Australian Curriculum for Year 6 English literacy outcomes related to descriptive writing and creative language use, ensuring development of vocabulary, grammar and text structuring skills appropriate for this age group【12: AC9LIN6C04.md】. The lesson plan includes targeted support strategies for dyslexic learners and other diverse needs, leveraging multi-sensory and scaffolded approaches to engage and support individual learning styles, without relying on hyperlinks or external texts.