MTOT Lesson Plan
Class:
Workshop title
and brief description
What does red sound like?
Students will explore the senses through colours and use the bi-lingual poem “Colours crackle, colours roar” to
write their own sense poem using Spanish colours. Students should have a basic knowledge of primary and
secondary colours in Spanish.
Learning Intentions:
(What do I want the
students to learn?)
 Discovering new and interesting words to describe colours in Spanish
 Consider how verbs and nouns can evoke senses
 Use my knowledge of two languages in a creative way
Success Criteria: (How
will I know that my
learning intentions have
been met?)
 I can use a glossary to categorize English and Spanish colours under “sense” headings and
explain my reasons for this
 I can identify how senses are evoked through the use of verbs and nouns in a bi-lingual poem
 I can use my knowledge of verbs and nouns and my knowledge of Spanish colours to write
my own bi-lingual sense poem
CCO/SEP 12
1
MTOT Lesson Plan
Timing Notes:
Notes – Activities in Lesson:
Starter Activity
Think. Pair. Share.
My favourite senses… In pairs, pupils discuss the following:
Your favourite flavour?
Your favourite texture?
Your favourite smell?
Your favourite sound?
Your favourite picture/view/image?
5-10 minutes
Main
10 minutes
15 minutes
Delivery Notes/Resources
Required:
Discuss the way in which colours can trigger the senses.
Look at a colour chart in English (search “paint colour chart” on https://images.google.com/)
The colours have been given names that help us imagine them more vividly.
What senses are associated with each of these colours? Discuss with partners. Choose 2 or 3
and write in them in the corresponding box on the sense grid with a brief explanation.
Now look at Spanish colour chart. Using the glossary, try to find a different colour which
evokes each one of the five senses. Write this colour in Spanish in the correct sense box on
the grid and a brief note in English explaining your answer. Discuss.
Mini whiteboards
Whiteboard pens/erasers
IWB
Sense grids
Pencils/erasers
Glossaries
15-20 minutes
20 minutes
CCO/SEP 12
Read poem by Pat Mora (http://missrumphiuseffect.blogspot.co.uk/2009/04/poetry-makerspat-mora.html). Discuss;
a) Colour and senses: Look at the verbs, highlight all the verbs being used. Which sense
is most strongly evoked by the verbs in this poem?
b) Highlight the nouns. To which objects does she compare each colours?
c) Use of mother tongue. Why does she use Spanish and English? Is it because she
learned colours in her first(childhood) language?
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Copies of poem
Highlighters
Pens paper
MTOT Lesson Plan
Suggested sensory creative writing activities:
ACTIVITY 1
Go back to the 5 Spanish colours in your grid. Think about the sense each colour evokes;
a) Which suitable action words might you use: sway, melt, fizz, grow,
set, turn, fly, burst, shrink, fall, rise, cackle, shove, etc.
b) Which nouns do you associate with this: People? Places? Objects?
Nature? Animals?
2. Using the verbs and nouns, write your own colour sense poem starting each
line with one of the Spanish colours and finishing this in English or any other
language. You may decorate this.
ACTIVITY 2
Plenary
10 minutes
CCO/SEP 12
Very often colours on a colour chart have titles which are less obvious than our
straightforward colours. Using “building blocks” combine phrased to create your
own unusual colour chart names. You can use these as inspiration to match which
phrases you think suit each other or you could go completely random and a bit silly.
Peer evaluation
Evaluation cards
Traffic light and give comments
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