Five Senses Settings

Overview

In this lesson, students explore how to describe a story setting using the five senses. They discuss short examples from The Tin Forest and practise saying and writing “I can…” sentences to build vivid description for later story writing.

Learning intentions

• Students will discuss how settings can be described using what we can see, hear, smell, taste and feel.
• Students will identify sensory details in short excerpts from The Tin Forest.
• Students will use sentence starters to write clear setting sentences.
• Students will improve their sentences by adding one more sensory detail.

Success criteria

• I can say at least two sensory words (e.g., bright, loud, rusty, cold).
• I can use a starter to write a sentence about a setting (e.g., “I can see…”).
• I can write a sentence that makes sense on its own.
• I can add an extra sensory detail to make my description stronger.

Curriculum links

• English (Year 1) Reading – comprehension: understand texts by participating in discussion about what is read, taking turns and listening.
• English (Year 1) Reading – comprehension: discuss the significance of the title and events, linking ideas to what happens in the story.
• English (Writing – composition): contribute to narrative describing settings and atmosphere by using descriptive language (supported in KS1 through guided practice).
• Spoken language: use discussion to generate vocabulary and ideas for writing.

Lesson structure (30 minutes)

1. 0–3 min · Welcome and focus. Teacher shows “five senses” pictures/word cards and reminds students it helps us describe a setting; students say one sense word together.

2. 3–10 min · Hook discussion (shared model). Teacher reads a short, teacher-chosen excerpt from The Tin Forest (or describes a setting moment from the text) and stops to ask: “What can we see? What can we hear?” Students turn-and-talk, then share one idea each.

3. 10–18 min · Sensory hunt (guided). Teacher rereads the excerpt, modelling how to spot sensory clues and repeating a starter aloud (e.g., “I can see…”). Students hold up the matching sense card (see/hear/smell/taste/feel) when the clue is mentioned.

4. 18–25 min · Sentence writing (independent with support). Teacher gives each student a writing strip with starters:

• I can see…
• I can hear…
• I can feel…
• I can smell…
• I can taste… Teacher also models writing one complete sentence with a simple add-on (e.g., “I can see shiny tin trees.”). Students write 2 sensory sentences using the starters, aiming to include one descriptive word (adjective) they heard in the discussion.

5. 25–28 min · Quick share and feedback. Teacher invites two or three students to read their sentences; class uses a simple feedback rule: “It makes me imagine…” Students listen and give one positive comment.

6. 28–30 min · Exit check. Teacher asks each student to complete one sentence orally: “Next I would add…” (e.g., “Next I would add something I can hear.”). Students answer to confirm they understand the five-sense approach.

Resources

• Sense picture cards (eyes/ears/nose/tongue/hand) and sense word cards
• A short excerpt from The Tin Forest printed on a single sheet (or teacher summary script if a full excerpt is too long)
• Sentence starter strips: “I can see… / I can hear… / I can feel… / I can smell… / I can taste…”
• A “sensory word bank” on the board (e.g., shiny, rusty, quiet, loud, cold, prickly)
• Personal whiteboards or lined paper for writing
• Coloured pencils or crayons (optional for underlining adjectives)

Assessment

• During sensory hunt: observe whether students match clues to the correct sense card and participate in discussion (turn-taking and listening).
• While writing: check that sentences start with the given starter and include at least one sensory detail.
• Exit check: confirm students can explain which sense they would add next (or name a sensory detail).

Differentiation

• Support for learners who need it:
• Provide sentence strips with pre-selected words to choose from (e.g., “I can see shiny tin…”).
• Offer a small word bank with 3–5 sensory adjectives only.
• Allow oral rehearsal with a partner before writing.
• Challenge for confident writers:
• Ask for one sentence with two sensory details (e.g., “I can see… and I can hear…”).
• Encourage using a richer adjective (e.g., “scrubby,” “spiky,” “glowing”) from the bank.
• EAL/SEN considerations:
• Use gesture support for each sense card and repeat sentence starters slowly.
• Accept alternative spelling where meaning is clear; focus on sentence structure and sensory content.
• For the 6-student group:
• Use talk partners every time (ensure every student shares at least once).