pictures for descriptive writing ks3
- Ask students to decide in what order they would choose to reveal the objects if they were showing the scene bit by bit to another person. Would they go from left to right? Is there an order which makes the content of the picture more surprising? Encourage them to view each of their paragraphs like stills from a camera which can pan and zoom across a scene. By cutting up the paragraphs, re-numbering them, or moving them around on mini-whiteboards, they can experiment with different orders to build different ways of looking at the ‘picture’.
- Students could get a partner to try and draw a sketch, one object at a time, from their description. Ask students to explore how the order of their paragraphs changes the picture their partner imagined.
The four pictures are all taken from the internet: they are titled
The log cabin
The park at night
The lake (at night)
I have put this together for my groups to practise creative writing for Paper 1 Question 5 on the new AQA English Language 8700 exam. On the exam paper, there is a picture with a choice of two titles: remember it can be a choice between a narrative and a descriptive title, or it can be two narrative titles or two descriptive titles. I have therefore left off the words narrative and descriptive here and simply used creative writing throughout – up to you which you want your students to practise – one or both. Maybe let them choose of course.
10 Ways to Use Whiteboards to Generate and Improve Ideas for Training
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Stick the words and sentences generated by learners to a wall, or the whiteboard, as they may be useful later for reluctant students. It is also good to share some of the ideas together as a class – this should give a nice link to discussing the senses, as many students will have only focused upon what they can see and hear and perhaps will not have taken the imaginative leap into what they could potentially taste, touch or smell.
3. Upon returning to the classroom, the work of the groups should be displayed prominently around the walls. Students could then recap the effective elements of description they have used throughout the lesson to use as a checklist, after which they can be asked – individually, in pairs or in groups – to describe the school as a whole. A picture could be displayed, or you might ask different groups of students to focus on different areas such as the classroom, the library, the canteen and so on. The final descriptions could be placed on the school website or sent to partner primary schools so students can take pride in their achievements.
This is very much a facilitation of learning and creating for the teacher. You do need a number of resources (and one way to differentiate this lesson thoroughly is to decide exactly which student will have each picture), but for all the coloured sticky notes required, it is well worth the effort.
This excellent resource on Structure features sections about narrative structures, structure of stories, how you can play with structure, opening and closing a story and how narrative point of view can affect the how you structure the plot.