Describing Touch Sensations

Overview

This is lesson 11 of 15 in the unit “Senses in Poetry.” Students will develop and practise a rich vocabulary related to the sense of touch. They will use descriptive language to express tactile experiences, enhancing both their speaking and writing skills in line with the National Curriculum objectives for Year 2 English.

National Curriculum Links (England)

English – Key Stage 1 (Year 2)

Spoken Language

Listen and respond appropriately to adults and peers
Ask relevant questions to extend their understanding and knowledge
Articulate and justify answers, arguments and opinions

Reading - Word Reading & Comprehension

Develop pleasure in reading, motivation to read, vocabulary and understanding
Understand both the books they can already read accurately and fluently and those they listen to by drawing on what they already know or on background information

Writing

Use expanded noun phrases to describe and specify (e.g., the blue butterfly)
Write sentences by re-reading what they have written to check that it makes sense
Sequence sentences to form short narratives
Use capital letters, full stops, question marks and exclamation marks correctly

Learning Objectives

By the end of the lesson, pupils will:

Develop a vocabulary list of descriptive words associated with the sense of touch (e.g., rough, smooth, warm, cold).
Use descriptive language to convey tactile sensations clearly in speaking and writing.
Apply expanded noun phrases to describe objects based on how they feel.
Listen to and appreciate tactile imagery in poetry.

Resources Needed

Variety of tactile objects (e.g., sandpaper, silk cloth, cotton wool, metal spoon, ice cube in a sealed bag, leaf)
Whiteboard and markers
Vocabulary chart template (for touch-related adjectives)
Poetry extracts focused on touch (e.g., short poems or lines emphasizing texture)
Writing paper and pencils
“Touch Sensations” graphic organiser handout (a colourful chart with space for adjectives and example sentences)

Lesson Structure (40 minutes)

1. Introduction and Hook (5 minutes)

Begin with a brief discussion: “What do we mean by ‘touch’?”
Show students the tactile objects one by one, encouraging them to close their eyes and feel the object carefully.
Ask them descriptive questions like: “How does this feel? Can you think of a word to describe it?” Record responses on the board.

2. Vocabulary Exploration (10 minutes)

Introduce a pre-prepared list of touch adjectives (rough, smooth, bumpy, soft, cold, warm, slippery, sticky, prickly, fluffy).
Add any new words suggested by students to the class vocabulary chart.
Model using these adjectives in expanded noun phrases (e.g., “the rough bark,” “the soft, fluffy cotton wool”).
In pairs, students choose an object from the ‘touch box’ and create two short descriptive phrases about it, sharing with the class.

3. Sensory Poetry Reading and Discussion (8 minutes)

Read aloud a short poem focusing on touch (e.g., a simple 6-8 line poem describing textures).
Ask pupils to listen carefully and then identify words or phrases describing touch sensations.
Discuss how those words help them ‘feel’ the object in the poem.
Invite students to suggest other possible touch words that could fit the poem to enhance imagery.

4. Writing Activity: Descriptive Sentences (12 minutes)

Hand out the “Touch Sensations” graphic organiser.
Pupils select one tactile object from the collection or imagine one familiar to them.
They write 3–4 sentences using expanded noun phrases and touch adjectives to describe how it feels. Example: “The cold, smooth metal spoon slips from my fingers.”
Teacher circulates, providing support and prompting richer descriptions.

5. Sharing and Reflecting (5 minutes)

Invite 4-5 pupils to read their sentences aloud.
Encourage classmates to listen and give positive feedback focused on the descriptive vocabulary used.
Quick plenary question: “How did describing touch words help you paint a clearer picture in our minds?”

Assessment

Formative assessment will be ongoing:

Observe participation during object exploration and vocabulary sharing.
Review written sentences for use of descriptive touch vocabulary and expanded noun phrases.
Listen during sharing time for confident use of language to describe textures.

Differentiation

Support: Provide sentence starters (e.g., “The _____ feels _____”). Use tactile objects with clear, distinct textures.
Challenge: Encourage use of multiple adjectives and similes/metaphors (e.g., “as soft as a cloud”). Pupils can create a mini-poem focusing on touch for homework or as extension.

Cross-Curricular Links

Science: Revisiting Y2 senses, especially touch and materials.
Art: Use tactile vocabulary to describe textures in paintings or craft materials.

Teacher’s Notes

Ensure a calm environment during tactile exploration to focus pupils on the physical sensation.
Use lots of enthusiasm when modelling descriptive language to inspire rich vocabulary use.
Where possible, bring natural objects (leaves, feathers) to increase sensory engagement.
Consider recording students’ descriptive phrases for a later class display or digital portfolio to celebrate their learning journey.

This lesson supports children’s expressive language development and sensory awareness — vital foundations for imaginative poetry writing and language skills that align with the national curriculum aims on speaking, listening and writing for Year 2.

Teaching Instructions