Activities

1. Using a five column sensory chart and a given list of sensory words, place the words under the appropriate column.
   
   
2. Given a list of clichés, write a more precise expression.

3. Given a list of sentences, remove the meaningless phrases.  Rewrite the sentences without altering the meaning.
   
   
4. Given a list of sentences, remove the vague words and replace with more specific words.  Rewrite the sentences making the sentences more specific and clear.

5. Write a narrative poem about a single event.  Use precise words and phrases, relevant descriptive details, and sensory language to convey the emotions of the experience or event.
   
   
6. Given a narrative passage, identify the descriptive details and sensory language used and explain why it is effective.

Answer Key/Rubric

1. Using a five column sensory chart and a given list of sensory words, student places the words under the appropriate column.  Student understands that sensory words help the reader see, hear, taste, touch and smell the world the author is creating.  Sensory words make writing more clear and vivid.  Student correctly lists sensory words under the correct sense.  For example,

2. Given a list of clichés, student writes a more precise expression.  Student understands that clichés are over-used expressions that don’t give any impact to your sentences.  Students understand clichés should be avoided.  Student correctly writes a phrase or sentence that is clearer and will have more meaning for the reader.  For example,

Cliché – You should look on the bright side.  Non-cliché – You must maintain a positive outlook.
Cliché –  Mr. Covey was bent out of shape.   Non-cliché – Mr. Covey was furious.
Cliché –  Don’t burst his bubble.   Non-cliché – Don’t tell him the truth and ruin his illusion.                                                

3. Given a list of sentences, student removes the meaningless phrases.  Student rewrites the sentences without altering the meaning.  Student understands that precise language should be used so the reader can clearly understand the meaning.  Student understands extra words do not necessarily make a sentence better.  Student correctly removes the meaningless phrases from the sentences given.  Rewritten sentences make sense and retain the same meaning.  For example:

The boy named Mark went to the store on account of wanting some stuff like candy.  
Mark went to the store because he wanted candy.

4. Given a list of sentences, student removes the vague words and replaces those words with precise, specific words.  Student rewrites the vague sentences making them more specific and clear.  Student understands that precise language should be used so the reader can clearly understand the meaning.  Student understands that vague words make the meaning unclear because the reader can’t see or imagine what is being written about.  Student chooses words that are specific and show the reader what is meant.  For example:

Vague-I was getting sick.  I had a ton of symptoms.
Precise-I was getting the flu.  First, I had an annoying tickle in my throat, then I couldn’t stop coughing or sneezing.  After I climbed in bed, I couldn’t sleep because I was shivering and my body ached all over.
Vague-The food in the cafeteria is terrible.
Precise-The food in the cafeteria is cold and inedible.  The green vegetables are always mushy or slimy from being overcooked.  The meat usually looks like a gray blob of paste.  The pizza crust tastes like cardboard and the cheese on the pizza is crunchy and brown. 

5. Write a narrative poem about a single event.  Use precise words and phrases, relevant descriptive details, and sensory language to convey the emotions of the experience or event.Poem is in the format of a poem.  The poem describes an event, makes sense and conveys a feeling.  Student uses precise words and phrases.  The words used carry the connotations for the desired mood of the poem and reflect the student’s feeling on the topic.  Student uses relevant descriptive details and sensory language that help the reader visualize the event.  The sensory language used helps the reader see, feel, hear, taste and smell the world being created. 

6. Given a narrative passage, student identifies the descriptive details and sensory language used and explains why it is effective.  Student understands that sensory language helps the reader see, hear, taste, touch and smell the world the author is creating.  Sensory words make writing more clear and vivid.  Student understands descriptive details allow the reader to visualize the text, making a mental movie.  Student correctly identifies descriptive details and sensory language.  Student expresses why the descriptive details and sensory language is effective in conveying the narrative.  Questions that students can ask about the sensory language or descriptive details are:

What mental picture can you make from the sensory language or descriptive details?
Does the sensory language or descriptive details make you understand or agree with the protagonist’s beliefs?
Does the sensory language or descriptive details foreshadow future events?
How does the sensory language or descriptive details contribute to the mood or tone?
Does the sensory language or descriptive details stand as a symbol for something else?

For example,

Gabriel's breathing was even and deep. Jonas liked having him there, though he felt guilty about the secret. Each night he gave memories to Gabriel: memories of boat rides and picnics in the sun; memories of soft rainfall against windowpanes; memories of dancing barefoot on a damp lawn.

― Lois Lowry, The Giver

Gabriel’s breathing is described as “even and deep” and you can visualize his breathing and feel that he is at peace.  This helps convey the idea that everything in the community is still quiet and peaceful, as long as Jonas is the Receiver of Memories and doesn’t change anything.   The baby and sleeping is a symbol for the community who sleep unaware.  But Jonas wants to give Gabe and others more than peace.  He wants them to have experiences that bring joy, like “boat rides and picnics in the sun.”  You can visualize boat rides and picnics and these words are used because they have happy connotations. You can smell and hear and see the “soft rainfall against windowpanes.”  This might mean that the new world could still have peace and quiet times too.  Again, “dancing barefoot on a damp lawn,” has a happy connotation.  You can feel and smell the wet grass on your bare feet.  This is easy to visualize.  These images and descriptive language makes the reader think that Jonas is right, that things in the community should change so they can experience joy.