Imagining Our Settings

Overview

This 60-minute creative lesson introduces Year 3 students to the concept of setting in narrative writing, focusing on sensory details such as weather, time of day, and key features. Students will visualise and illustrate their ideal setting using various art materials, enhancing their descriptive vocabulary and preparing them for writing tasks later in the unit. The lesson aligns with the National Curriculum for England standards on English composition and spoken language.

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National Curriculum Links

English - Writing: Composition (Year 3)

• Pupils should be taught to plan their writing by discussing writing similar to that which they are planning to write, and writing down ideas and/or key words, including new vocabulary.
• Pupils should draft and write by organising paragraphs around a theme.
• Pupils should evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.

English - Spoken Language

• Articulate and hold conversations, asking and answering questions.
• Use spoken language to develop understanding through imagining and exploring ideas.

English - Reading: Comprehension

• Develop positive attitudes to reading and understanding of what they read by discussing words and phrases that capture the reader’s interest and imagination.

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Learning Objectives

By the end of this lesson, pupils will:

1. Visualise and describe an ideal setting using sensory details (weather, time of day, key features).
2. Represent their imagined setting through a detailed drawing using varied materials.
3. Use and begin to spell topic-specific vocabulary linked to setting and environment.
4. Engage collaboratively to share ideas to inspire and extend their creative thinking.

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Resources Needed

• Plain A3 drawing paper for each pupil
• Coloured pencils, crayons, felt-tip pens, watercolour paints (with brushes and water pots)
• Texture materials: sandpaper, cotton wool, leaves, fabric scraps (for rubbing or sticking)
• Whiteboard and coloured markers
• Visual stimulus: images of various settings (urban, forest, beach, night sky etc.)
• Vocabulary word bank on display (weather words, time of day, setting features)
• Clipboards or drawing boards

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Lesson Outline

Time	Activity	Details & Teacher Notes
0–10 min	Starter – Setting Sensory Brainstorm	- Show images of different settings. Ask open questions: “What do you see? How might the weather feel? What sounds or smells could be here?” - Record words and phrases suggested by pupils on whiteboard under categories: Weather, Time of Day, Features. - Emphasise sensory details — encourage children to imagine what they could smell, hear, see, and feel.
10–15 min	Introduce Task & Demonstration	- Explain that pupils will create their own ‘dream setting’ picture using various materials focusing on details from brainstorm. - Model quick drawing of a simple setting including different elements (sky, ground, objects). Discuss choices of colours and textures. - Highlight that this drawing will help describe their setting later in writing.
15–45 min	Main Activity – Creating Dream Settings	- Pupils choose their ideal setting to draw on A3 sheets. - Circulate with prompts: “What time of day is it? How can you show that? What weather is it? How can you include that with colour or texture?” - Encourage exploration of different materials (crayons for bright sunny colours, cotton wool for clouds or snow, sandpaper for rough ground). - Support emergent writers by providing labelled word banks or sentence starters (“My setting is… The weather is… I can see…”). - Provide increased challenge by asking advanced learners to include a narrative element in their drawing (e.g., adding a character or a weather change).
45–55 min	Sharing and Reflecting	- Put pupils into pairs or small groups. - Each pupil explains their setting using the sensory vocabulary and shows textures/materials used. - Teacher models feedback focusing on descriptive language and details.
55–60 min	Plenary – Vocabulary Recall and Next Steps	- Quick game: flash a word from the word bank, pupils say how they might use that word in describing their setting. - Recap that today’s drawing will help them write about settings in next lessons. - Highlight excitement for next lesson’s focus on expanding descriptions.

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Differentiation

• Support for SEND and EAL learners:

  • Provide visual prompts and bilingual word banks if needed.
  • Use scaffolded sentence starters and vocabulary mats.
  • Allow use of digital tablets with drawing apps for pupils who struggle with fine motor skills.
  • Pair less confident pupils with a buddy for sharing ideas.

• Challenge for advanced learners:

  • Encourage inclusion of time progression (e.g., setting changing from day to night).
  • Add narrative elements or show cause-effect in setting (e.g., storm approaching).
  • Invite them to write a short descriptive paragraph about their setting as part of the art activity.

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Assessment

• Formative assessment throughout:

  • Observe participation and responses during brainstorming and paired sharing.
  • Use a simple checklist to note if pupils included sensory details and varied materials in their drawings.
  • Check vocabulary understanding through plenary discussions.

• Informal plenary feedback:

  • Note pupils’ ability to articulate their sensory choices and setting features.

• Evidence for portfolios:

  • Collect drawings as baseline evidence for unit progress.

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Extension Activities

• Pupils create a “Setting Soundscape” using simple classroom instruments or recorded sounds inspired by their drawn setting (e.g., wind through trees, rain).
• Write a short poem or descriptive paragraph about their setting to share digitally or on classroom display.
• Create a 3D diorama of their setting using recycled materials, adding texture and sensory details in a tactile way.

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Teacher Reflection Prompts

• Did the sensory brainstorming effectively stimulate pupils’ imaginations?
• Were pupils able to link their visual ideas to descriptive vocabulary?
• How well did the differentiation strategies support diverse learners?
• What adjustments can be made for the next lesson to deepen descriptive writing skills?

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End of Lesson 1 in Unit “Setting the Scene”