You will learn
- Choose something to describe.
- Use describing words for the senses.
- Write two or three sentences.
- Check the description.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A description tells what something is like.
- Use our senses: see, hear, touch, smell, taste.
- Use describing words.
- Write two or three sentences.
Words to know
words that tell what something is like
sight, hearing, touch, smell and taste
a small piece of information
a describing word
1. Discover: My cat
Kofi writes: My cat is small and grey. Her fur is soft. She purrs when I stroke her. The teacher asks, “Which senses did you use?” Kofi says, “I used sight, touch and hearing!”
Think: What describing words did Kofi use?
2. Understand: Describing
Idea 1: Choose
Choose something to describe: a pet, a person, a place, your bag.
Idea 2: Use your senses
What does it look like? Sound like? Feel like? Smell like? Use describing words.
Idea 3: Write sentences
Write two or three sentences. Start with a capital and end with a full stop.
3. Worked examples
Example 1 (I show you): What does it look like?
Describe a lemon.
- Colour?
- Shape?
Answer: It is yellow and round.
Example 2 (We do it together): What does it feel like?
Describe a cat’s fur.
- Touch it in your mind.
- Find a word.
Answer: soft
Example 3 (You try): Write
Write two sentences about a lemon.
Show the steps and answer
- Use describing words.
- Use capitals and full stops.
Answer: A lemon is yellow and round. It tastes sour.
Did you know?
Writers use their senses to help readers see, hear, feel, smell and taste what they describe.
Why this matters
Descriptions help readers picture what you are writing about.
4. Explore: Mystery object
Describe a mystery object.
- Choose an object.
- Write two or three sentences about it.
- Do not name it.
- A partner guesses.
Think about it: what did you notice?
Good descriptions help others guess.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My ___ is ___.
- It looks ___.
- It feels ___.
- It sounds/smells/tastes ___.
Guided practice
Question 1. Describe a lemon: colour?
yellow
Question 2. Describe a cat’s fur.
soft
Question 3. Write about a lemon.
A lemon is yellow and round.
Independent practice
Level 1: Start
- A description tells what something is ___.
- We use our ___ to describe.
- Sight is one of the five ___.
- A lemon tastes ___.
- Fur feels ___.
Level 2: Grow
- Describe your bag in two sentences.
- Add a smell word: Bread smells ___.
- Add a sound word: A drum sounds ___.
Level 3: Stretch
- Write three sentences describing a pet or toy.
- Why use senses in a description?
- Ama writes: It is nice. Is that a good description?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Describe a fruit to a family member.
Show a sample answer
A mango is yellow and sweet.
Another one. Describe a place at home in three sentences.
Show a sample answer
The kitchen is warm. It smells of rice. The pot is loud.
7. Common mistakes
Fix: Use exact describing words.
Fix: Write full sentences.
8. Lesson summary and revision card
- I can choose something to describe.
- I can use my senses.
- I can write two or three sentences.
- I can check my description.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A description tells what something is like.
- Use your senses.
- Use describing words.
- Write two or three sentences.
11. Next lesson
Next lesson: Revising simple sentences. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is a description? [1 mark]
- Name three senses. [3 marks]
- Write two sentences describing a mango. [2 marks]
- Add a detail: The cat is small. [1 mark]
- Explain how to write a description. [3 marks]
Total: 10 marks.
Marking guide and model answers
- words that tell what something is like [1]
- three valid senses [3]
- uses describing words [1]; correct sentences [1]
- adds detail [1]
- choose something [1]; use senses and describing words [1]; write sentences [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A description tells what something is ___.
- We have five ___.
- A lemon tastes ___.
- Fur feels ___.
- A drum sounds ___.
- Describe your bag in a sentence.
- True or false: we use our senses to describe.
- True or false: it is nice is a good description.
- Write three sentences about a pet.
- Describe a mystery object.
Homework
Describe an object at home in three sentences.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A description tells what something is ___. | like | 1 |
| 2. We have five ___. | senses | 1 |
| 3. A lemon tastes ___. | sour | 1 |
| 4. Fur feels ___. | soft | 1 |
| 5. A drum sounds ___. | loud | 1 |
| 6. Describe your bag in a sentence. | a valid sentence | 1 |
| 7. True or false: we use our senses to describe. | true | 1 |
| 8. True or false: it is nice is a good description. | false | 1 |
| 9. Write three sentences about a pet. | three sentences | 1 |
| 10. Describe a mystery object. | a clear description | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 like; 2 senses; 3 senses; 4 sour; 5 soft. Level 2: 1 two valid sentences; 2 e.g. warm; 3 e.g. loud. Level 3: 1 three sentences; 2 to help readers picture it; 3 no, it needs more detail.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Choose something to describe | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Use describing words for the senses | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Write two or three sentences | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Check the description | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Using only nice or good. Use exact describing words.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use sentence frames with senses.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child writes short descriptions. You do not need to be an expert to help.
- Play mystery object.
- Ask: what does it feel like?
- Praise detail.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: choose something to describe; use describing words for the senses; write two or three sentences; check the description.
Prerequisite knowledge. Writing personal experiences.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Describe a mystery object aloud.
Explanation (10 min). Teach senses and describing words.
Guided activity (10 min). Practise mystery object.
Independent activity (10 min). Learners share their descriptions.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What does it look, feel, sound, smell, taste like?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use sentence frames with senses. Extension. Write a paragraph with all five senses.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Using only nice or good. Use exact describing words.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use sentence frames with senses. Enrichment. Write a paragraph description. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Writing; Grade 1 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.1.2 and L.1.1.f (use frequently occurring adjectives); Education Endowment Foundation Improving Literacy in Key Stage 1 guidance (composition); Cambridge Primary English Stage 1 (writing). These sources informed the lesson.