The video tutorial focuses on using sensory language in personal narratives. It begins with an introduction to sensory language, explaining how it engages the senses to create vivid imagery. The teacher reads a mentor text titled 'I'm From' and analyzes its use of sensory details. A student's adaptation of the mentor text is also examined, highlighting how sensory language can be personalized. The tutorial concludes with a discussion on incorporating sensory language into writing, encouraging students to enhance their narratives with vivid descriptions.

What is the primary purpose of using sensory language in personal narratives?

• To confuse the readers

• To make the narrative longer

• To add more characters

• To help readers visualize and experience the setting

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

Which sense is NOT mentioned as part of sensory language in the introduction?

• Sight

• Hearing

• Touch

• Taste

Tags

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RL.6.4

CCSS.RL.7.4

In the mentor text, what food is mentioned as a treat brought by the narrator's dad?

• Hot dogs

• Fish sticks

• Ice cream

• Sundaes

Tags

CCSS.RI.6.3

CCSS.RI.7.3

CCSS.RI.8.3

CCSS.RI.9-10.3

CCSS.RL.5.3

What activity is described with the sound of 'plinking' in the mentor text?

• Playing softball

• Picking blueberries

• Swimming

• Skating

Tags

CCSS.RI.7.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

CCSS.RL.6.4

CCSS.RL.8.4

How does the mentor text describe the rain?

• As a gentle drizzle

• As washing the roof

• As a light sprinkle

• As a heavy storm

Tags

CCSS.RI.11-12.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

In the student's version, what do the houses do after long years in the city?

• Shine brightly

• Fall apart

• Slouch against each other

• Stand tall

Tags

CCSS.RI. 9-10.7

CCSS.RI.7.7

CCSS.RL.7.7

CCSS.RL.8.7

CCSS.RL.9-10.7

What does the student compare walking on the curb to?

• A tightrope walker

• A dancer

• A runner

• A climber

Tags

CCSS.RI.6.1

CCSS.RI.8.1

CCSS.RI.9-10.1

CCSS.RL.8.1

CCSS.RL.9-10.1

What sound is associated with the pipes in the student's house?

• Echoing with clangs

• Buzzing

• Whistling

• Humming

Tags

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RL.8.4

CCSS.RL.9-10.4

What does the student describe dripping down their chin?

• Soup

• Ice cream

• Gelato

• Juice

Tags

CCSS.RI.6.3

CCSS.RI.7.3

CCSS.RI.8.3

CCSS.RI.9-10.3

CCSS.RL.5.3

What should students focus on when rewriting the mentor text?

• Changing the plot

• Including sensory language

• Adding more characters

• Shortening the text

Tags

CCSS.RI.6.10

CCSS.RL.6.10

CCSS.RL.7.10

CCSS.RL.8.10

CCSS.RL.9-10.10