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Lesson Plan

Creating a Feast for the Senses With Mentor Texts

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Creating a Feast for the Senses With Mentor Texts

Grades 3 – 6
Lesson Plan Type Minilesson
Estimated Time Two 60-minute sessions
Lesson Author

Mya Mikkelsen

Mya Mikkelsen

Saint Joseph, Missouri

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Students visualize and create sensory images as they read to comprehend and connect to texts. Building on this knowledge, students must learn to write in a way that will allow their readers to visualize and create sensory images. This lesson teaches students to investigate published texts to help them learn how to revise their writing to add words and phrases that will create sharp, sensory-rich experiences for their readers. Students will learn to use “the experts” for inspiration in their own writing, creating personal connections with various authors. The published texts that students use to inform their writing will become their personal “mentor texts.”

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FEATURED RESOURCES

 

Write Like… Handout: This handout gives students a chance to collect examples of sensory writing from published texts of an author.

 

 

 

Revising for Sensory Images Rubric: This rubric can be used to communicate expectations to students and for teacher evaluation.

 

 

 

My Revising for Sensory Images Checklist: This checklist will help students evaluate their own work as they revise.

 

 


Mentor Texts for Sensory Images
: This is a teacher resource for picture books that can be used as mentor texts when teaching about sensory images. Author websites are also included for additional extensions.

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FROM THEORY TO PRACTICE

Ray, Katie Wood. 1999. Wondrous Words: Writers and Writing in the Elementary Classroom. Urbana, IL: NCTE.

  • Students investigate picture books in order to analyze how published authors use sensory language to help their readers create personal sensory images as they read.

  • By using existing texts as models for their own writing, students learn to read like writers. Students can then begin to consciously use text models as they face the revision process.

  • Young writers are taught to ask, “What have I seen in my reading life that might be a possibility for the kind of draft I’ve written?” (p. 61).

Read more about this resource

 

Ehmann, S., & Gayer, K. (2009). I can write like that! A guide to mentor texts and craft studies for writers’ workshop, K–6. Newark, DE: International Reading Association.

  • For both students and teachers, a reference of 150 children’s books that can be used as mentor texts for 27 craft elements.

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