Describing Smell

Overview

Year Group: 2
Class Size: 11 students
Duration: 40 minutes
Unit: Senses in Poetry (Lesson 14 of 15)
Lesson Title: Describing Smell: Words for What We Smell
Curriculum Link: English – Spoken Language and Reading (National Curriculum for England)

National Curriculum Alignment

Relevant Programmes of Study

English – Year 2

Spoken Language
- Pupils should participate in discussions, presentations, performances, role play, improvisations and debates. (NC p26)
- Develop their vocabulary by learning new words that denote specific meanings and feelings.
Reading
- Pupils should be introduced to new vocabulary and understand words in context.
- Explore language used in poetry, focusing on descriptive language including adjectives and sensory words.
Writing (linked for vocabulary development)
- Use expanded vocabulary to describe feelings and experiences inspired by sensory input.

Learning Objectives

By the end of the lesson, pupils will be able to:

Identify and use descriptive vocabulary related to smells (e.g. floral, spicy, fresh).
Share and describe their own olfactory experiences using new vocabulary.
Understand how smell words can be linked to emotions and feelings in poetry, supporting broader comprehension of expressive language.

Resources Required

Large whiteboard or flipchart
Markers
Pre-prepared smell samples in small containers (e.g. lavender, cinnamon, lemon peel, mint leaves, fresh herbs)
Vocabulary word cards (floral, spicy, fresh, fragrant, sharp, sweet, sour, musky, earthy, etc.)
Smell-related emotion word cards (happy, calming, exciting, relaxing, etc.)
A short, simple sensory poem with olfactory references (e.g. “The Smell of Spring” – written for the class)
Worksheet for vocabulary list and drawing (optional)

Lesson Structure

1. Introduction (5 minutes)

Begin with an engaging question: “Can you close your eyes and tell me what you smell right now?”
Invite a few quick responses to activate prior knowledge and set focus on the sense of smell.
Briefly introduce the lesson: “Today, we are going to learn lots of words to describe what things smell like, and how those smells make us feel.”

Curriculum focus: Spoken Language – expressing ideas clearly.

2. Explore Smell Vocabulary (10 minutes)

Show smell samples to the class one at a time.
Pass around or waft each smell sample carefully for children to experience.
Ask: “What does this smell remind you of? Is it light or strong? Is it sweet or sharp?”
Write pupils’ descriptions on the board under headings like Floral, Spicy, Fresh.
Introduce new vocabulary words from the cards, model pronunciation, and explore word meanings with simple explanations and examples (e.g., “Floral means a smell like flowers. Cinnamon is spicy because it makes your nose tingle.”).
Add the words to the class vocabulary list.

Curriculum focus: Reading – developing vocabulary in context. Spoken Language – using new words when discussing experiences.

3. Connecting Smell to Emotions (10 minutes)

Discuss how smells can make us feel different emotions. Use emotion word cards linked to smells on the vocabulary list.
Read a short sensory poem aloud that includes smell words (e.g., "The Smell of Spring"). Pause to highlight and discuss smell words and feelings they evoke.
Ask: “What feelings do these smells make you think of? Why do you think the poet chose these words?”
In pairs or small groups, have children share a time they smelled something lovely or strong and how it made them feel.

Curriculum focus: Reading – understanding language effects on emotion and atmosphere. Spoken Language – discussion skills.

4. Active Application: Creating a Smell Word Bank (10 minutes)

Give pupils a worksheet or use a large paper on the wall for a ‘Smell Word Bank’.
Children write or dictate words they want to add (new or from lesson).
Encourage children to draw a picture of an object or place that gives off a smell and write a short sentence using a smell word from today’s lesson.
Walk around supporting children to extend sentences, encouraging use of adjectives and feeling words.

Curriculum focus: Writing – vocabulary development linked to experiences and feelings.

5. Plenary and Assessment (5 minutes)

Circle time: Invite children to share their favourite smell word and explain why.
Ask reflective questions: “What is one new word you learned today? How can you use it in your writing or when describing something?”
Praise all attempts and encourage them to use these new words in their final poetry piece for the unit next lesson.

Assessment: Informal teacher observation of vocabulary use and participation in discussion.

Differentiation

Support: Provide word cards with pictures for children who need visual clues. Pair these pupils with confident talk partners.
Extend: Encourage more able children to think of similes/metaphors related to smells and feelings (e.g., “The smell was like a warm hug.”).

Cross-Curricular Links

Science: Brief reinforcement of the nose and olfactory sense from Year 2 science work on animals and humans.
PSHE: Exploring feelings and emotional responses to sensory experiences.

Teacher Tips

Use real smells (or very strong scent items) to make the learning memorable and multisensory.
Encourage expressive language and emotions to make vocabulary learning rich and meaningful.
Use positive reinforcement to build confidence in using new words aloud and in writing.
Include dramatic reading of the poem with emphasis on the smell words to spark imagination.

This detailed plan draws on the National Curriculum’s emphasis on spoken language, vocabulary building, and poetic language exploration. It balances sensory, emotional, and linguistic development through creative and interactive learning suited to Year 2 children.

Teaching Instructions