You will learn
- Say what a descriptive paragraph does.
- Use the five senses.
- Use adjectives and strong verbs.
- Write a descriptive paragraph.
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
- Descriptions help readers picture something.
- Use the five senses.
- Use adjectives and strong verbs.
- Begin with a topic sentence.
Words to know
paint a picture with words
sight, hearing, smell, taste and touch
an exact, lively action word
very clear and lively
1. Discover: The market in the morning
The market is busy in the morning. Bright red tomatoes are piled high. Sellers shout and laugh. The air smells of fresh bread and spicy pepper. A soft breeze touches my face. I taste a sweet orange and smile.
Think: Which senses does the writer use?
2. Understand: Describing with senses
Idea 1: Paint a picture
To describe is to paint a picture with words so the reader can see, hear and feel it.
Idea 2: Use the senses
Use the five senses: sight (bright red), hearing (sellers shout), smell (fresh bread), taste (sweet orange), touch (soft breeze).
Idea 3: Strong words
Choose strong verbs and adjectives: shout not say; piled not put.
3. Worked examples
Example 1 (I show you): Sense
Which sense: the air smells of bread?
- Nose.
Answer: smell
Example 2 (We do it together): Strong verb
Replace walk with a stronger verb.
- A lively word.
Answer: stroll or march
Example 3 (You try): Describe
Describe an orange.
Show the steps and answer
- Colour, taste, feel.
Answer: A round, sweet, juicy orange.
Did you know?
Poets and novelists use description to make readers feel they are there.
Why this matters
Description makes your writing vivid and fun to read.
4. Explore: Sense chart
Plan a description.
- Choose a place.
- Fill in a senses chart.
- Write a topic sentence.
- Write 4 detail sentences.
Think about it: what did you notice?
You can describe with senses.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I see ___.
- I hear ___.
- I smell ___.
- I feel/taste ___.
Guided practice
Question 1. Name the five senses.
sight, hearing, smell, taste, touch
Question 2. Stronger than walk?
stroll
Question 3. Add an adjective: a ___ flower.
bright
Independent practice
Level 1: Start
- To paint a picture with words is to ___.
- Sight, hearing, smell, taste and touch are the five ___.
- An exact action word is a ___ verb.
- Very clear is ___.
- We begin with a ___ sentence.
Level 2: Grow
- Describe a lemon.
- Which sense: loud drum?
- Stronger than said?
Level 3: Stretch
- Why use senses?
- Why strong verbs?
- Where does the topic sentence go?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Describe your favourite place using five senses.
Show a sample answer
a description
Another one. Write a descriptive paragraph with a topic sentence.
Show a sample answer
a paragraph
7. Common mistakes
Fix: Use exact words.
Fix: Use all senses.
8. Lesson summary and revision card
- I can say what description does.
- I can use five senses.
- I can use adjectives and strong verbs.
- I can write a descriptive paragraph.
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
- Describe with the senses.
- Use adjectives and strong verbs.
- Begin with a topic sentence.
- Make it vivid.
11. Next lesson
Next lesson: Personal narratives. 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.
- Name the five senses. [3 marks]
- Replace said with a strong verb. [1 mark]
- Describe an orange. [2 marks]
- Why use senses in writing? [1 mark]
- Explain how to write a description. [3 marks]
Total: 10 marks.
Marking guide and model answers
- sight [1]; hearing/smell [1]; taste/touch [1]
- shouted/whispered [1]
- adjectives [1]; sense word [1]
- to make it vivid [1]
- topic sentence [1]; use senses and adjectives [1]; strong verbs [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
- To paint a picture with words is to ___.
- Sight, hearing, smell, taste, touch are the five ___.
- An exact action word is a ___ verb.
- Very clear is ___.
- Stronger than walk:
- True or false: use all five senses.
- True or false: nice is vivid.
- Describe a lemon.
- Which sense: loud drum?
- Write a descriptive sentence.
Homework
Write a descriptive paragraph about your favourite place.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To paint a picture with words is to ___. | describe | 1 |
| 2. Sight, hearing, smell, taste, touch are the five ___. | senses | 1 |
| 3. An exact action word is a ___ verb. | strong | 1 |
| 4. Very clear is ___. | vivid | 1 |
| 5. Stronger than walk: | stroll | 1 |
| 6. True or false: use all five senses. | true | 1 |
| 7. True or false: nice is vivid. | false | 1 |
| 8. Describe a lemon. | A yellow, sour lemon. | 1 |
| 9. Which sense: loud drum? | hearing | 1 |
| 10. Write a descriptive sentence. | The bright sun shines. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 describe; 2 senses; 3 strong; 4 vivid; 5 topic. Level 2: 1 A yellow, sour, round lemon.; 2 hearing; 3 shouted. Level 3: 1 make it real; 2 lively; 3 first.
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 Say what a descriptive paragraph does | 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 the five 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 Use adjectives and strong verbs | 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 Write a descriptive paragraph | 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: Boring words like nice. Use exact words.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a senses chart.
- 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 a descriptive paragraph. You do not need to be an expert to help.
- Describe things together.
- Use senses.
- 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: say what a descriptive paragraph does; use the five senses; use adjectives and strong verbs; write a descriptive paragraph.
Prerequisite knowledge. Organising ideas.
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). Review details.
Explanation (10 min). Teach description.
Guided activity (10 min). Practise.
Independent activity (10 min). Check.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Can the reader picture it?
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 a senses chart. Extension. Use similes.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Boring words like nice. Use exact 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 a senses chart. Enrichment. Use similes. 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 2 » Writing; Grade 2 » 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.2.2 and L.2.5a (identify real-life connections between words and their use); Cambridge Primary English Stage 2 (writing). These sources informed the lesson.