Developing Artistic Writing.pdf - Brevard Public Schools

A Thrilling Ride!
Objective: Students will be able to identify sensory words and effectively use them to enhance
their writing.
Anticipatory Set: Read samples from the mentor texts and discuss the sensory words.
If possible, students will go to an open computer lab and work independently, or the teacher
may pull up the following web site on the projector:
www.cedarpoint.com
Students will look under rides/thrill rides/roller coasters. Encourage students to “ride” the roller
coasters by clicking on the video links that offer a virtual ride. While on the site, the students
may look up information about the roller coasters: height, maximum speed, number of
inversions, etc.
Modeling: Relay what it would be like to actually ride the roller coaster. Describe the wait in
line, the anticipation before reaching the front of the line, what the actual ride would be like, the
feel of the restraints, the sound of the car climbing the first hill…and after the ride is over, is
there a race to get back in line or to move on to a new ride?
Guided Practice: Place 5 pieces of chart paper on the chalkboard with the words “See, Hear,
Smell, Touch, Taste” written across the top. Break the class into 5 groups and give each group a
different color marker. Have the students “carousel” around the room in their groups, placing
ideas of what they might see, hear, smell, touch and taste before, during and after riding the
roller coaster. Each group must come up with their own sensory images or build upon the
previous group’s. Go over all of the word lists together.
Independent Practice: Leaving the word lists up around the room, have the students write a
descriptive paragraph about a roller coaster ride incorporating sensory words.
Publishing/Sharing: Have the students share their paragraphs with the class.
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