---

Context and Curriculum Alignment

Year: 1
Subject: English
Duration: 60 minutes per lesson
Class Size: 25
Country: Ireland
Curriculum: IE Curriculum (Curriculum Framework for IE, Primary English Language Strand)
Focus: Developing descriptive writing skills

Curriculum References:

• Strand 1: Oral Language: Use descriptive language orally to express ideas, feelings, and experiences.
• Strand 2: Reading: Develop vocabulary through listening and reading aloud.
• Strand 3: Writing: Compose simple texts with descriptive detail.
• Strand 4: Thinking Skills: Foster creativity and active participation through imaginative writing.

---

Lesson 1: Exploring Descriptions

Learning Objectives

By the end of this lesson, students will be able to:

• Identify adjectives and descriptive phrases in simple sentences.
• Use sensory words (sight, sound, smell, touch, taste) to describe objects or experiences.
• Begin constructing short descriptive sentences on a familiar topic.

Aligned with IE Curriculum: Writing Competency WL.1, Oral Language Development OL.1, and Vocabulary Building VB.1

Success Criteria

• I can recognise adjectives when reading aloud.
• I can say words that describe how things look, feel, or sound.
• I can write one or two sentences using describing words about an object.

---

Starter Activity (10 minutes): "Mystery Bag Sensory Game"

• Prepare a ‘mystery bag’ containing several items (plush toys, small fruits, textured objects). Use a bright colourful bag for visual engagement.
• One at a time, a student reaches in and feels an object without looking (to build tactile sensory awareness).
• They describe what they feel using simple adjectives (e.g., “soft”, “rough”, “cold”) aloud while other students guess the object.
• Teacher models example sentences emphasising descriptive language (e.g. “It feels soft and fluffy”).

Differentiation: Provide picture symbol cards of sensory words for students with dyslexia or lower vocabulary. Use coloured backgrounds for clarity.

---

Main Activity (35 minutes): "Describing Our Favourite Toy"

Part 1: Interactive Shared Writing (15 minutes)

• Use a large flip chart or interactive whiteboard to co-create sentences describing a class toy (e.g. a teddy bear).
• Teacher models breaking down sentences into describing words; underline adjectives and sensory phrases.
• Employ questioning strategies: “What colour is it?” “How does it feel when you hug it?” “Does it make any sound?”
• Write short, clear sentences incorporating those words (e.g., “The teddy bear is brown and very soft.”).

Part 2: Individual Writing Practice (20 minutes)

• Students select a favourite toy or classroom object and write 2-3 descriptive sentences.
• Provide dyslexia-friendly word mats with adjectives and sensory words illustrated with symbols for support.
• Encouragement given to use all five senses where possible.

Differentiation:

• Support group with scribe or word bank.
• For advanced learners: prompt inclusion of similes (“as soft as clouds”) or feelings (“It makes me happy”).

---

Plenary (15 minutes): Descriptive Writing Stations

Students rotate through 3 stations (5 minutes each):

1. Picture Station: View a picture and write one descriptive sentence.
2. Listening Station: Teacher reads descriptive sentences aloud; students guess what is described.
3. Vocabulary Station: Match adjectives to objects with picture cards.

Each station ends with a brief share aloud or quick peer feedback.

---

Lesson 2: Bringing Words to Life

Learning Objectives

By the end of this lesson, students will be able to:

• Apply descriptive vocabulary to write a short paragraph.
• Show understanding of how descriptions help others imagine a scene or object.
• Demonstrate creativity in combining adjectives and sensory details.

Aligned with IE Curriculum: Writing Competency WL.1, Creativity and Thinking Skills TS.1, Oral Language OL.2

Success Criteria

• I can write 3-4 sentences to describe an object or scene.
• I can use at least three sensory words in my writing.
• I can share my writing and explain what I described and why.

---

Starter Activity (10 minutes): "Describe It, Don’t Name It!"

• Show students an object or image without naming it.
• Students take turns describing without naming it directly. Class guesses the object.
• This encourages focus on vivid descriptive language over naming.

Differentiation: Use objects with varying complexity; provide sentence starters on cards for support.

---

Main Activity (35 minutes): "Write a Descriptive Paragraph"

Part 1: Group Brainstorm (10 minutes)

• Use a large class mind map on the board around a theme such as “The Park.”
• Students suggest words and phrases describing sights, sounds, smells, and feelings.
• Build a shared word bank.

Part 2: Independent Writing (25 minutes)

• Students write a short paragraph describing a scene from the park using their word bank.
• Encourage use of capital letters and full stops.
• Provide dyslexia-friendly paper (lined with spacing) and offer choice between writing or drawing with labels for very early writers.

Extension: Advanced learners invited to create a simple story beginning including their descriptive paragraph.

---

Plenary (15 minutes): Gallery Walk and Reflection

• Students display their work around the room.
• In pairs, students walk around, read each other’s writing, and say one thing they liked.
• Teacher guides a whole-class reflection on how descriptions helped visualise places or objects better.
• Optional: Select a few students to read aloud their descriptive paragraphs.

---

Differentiation Strategies Summary

• Dyslexia-friendly reading and writing tools: coloured overlays, word mats with symbols, dyslexia-friendly fonts (e.g., OpenDyslexic).
• Varied modalities: oral responses, drawing with labels, shared writing, peer discussion.
• Support for fine motor skills with grip aids and larger paper.
• Sentence starters and word banks to scaffold writing.
• Extension activities for advanced learners: incorporate similes, combine descriptions with simple narrative elements, peer teaching roles.

---

Extension Activities Ideas

• Create a “Descriptive Word Book” collaboratively to build vocabulary.
• Use puppets or toys to orally describe characters and settings.
• Write a class poem using descriptive phrases gathered during lessons.
• Role-play: Describe objects to blindfolded peers.

---

Teacher Reflection Prompts

• Which interactive strategies engaged students most effectively?
• How did students use sensory language in their writing?
• What adjustments helped diverse learners access the learning objectives?
• Which students demonstrated readiness for extension tasks?

---

This plan fosters active participation, creativity, and a deep appreciation for descriptive writing aligned with the IE Curriculum, while addressing the diverse needs of Year 1 learners.