This document discusses using the five senses to teach literature. It provides exercises that engage students' senses, such as having them identify smells and write haikus based on scents. Students are also organized into literature circles to discuss assigned readings. The goal is to help students activate their senses and make deeper connections to the texts through sensory experiences and group discussions guided by assigned roles.

1. Teaching Literature
using the Five Senses
Malu Sciamarelli
IATEFL Hungary – October 2015

2. Creativity
experience
enjoyment

3. • help us keep safe
• help us experience the beauty and wonder of the
world around us

4. Positive Effects:
• deep association with memory
• strong influence on emotions
• perception of time
• comfortable and relaxing environment
• increase our productivity

5. • Having a fine-tuned sense of smell, taste, sight,
hearing and touch enhances our every day life
experiences
• Exercises to sharpen and heighten our senses

6. How can we help students to activate the senses in the
classroom when they are introduced to a new topic, e.g.,
Literature?
• through close observation of the senses and their effect
• exercises

7. Exercise
1. identify it by smell
• describe it as accurately as possible (writing)
• share it with your group (speaking)
2. discuss: smells you remember associated with it
(speaking)
3. Write down key words

8. 4. Read the introduction of chapter XXXIV Let Them
Laugh - The Secret Garden by Frances Hodgson
Burnett,
And Underline 3 – 5 words and short phrases that
remind you of smells

9. 5. Write a haiku about smell using words from your
description, the smells you remember, the chapter

10. Gabriel Delgado:
The smell of the stones
remind me of the wet beach
and humidity.
Gabriel Giro:
The smell of cottage
reminds me of trees and earth
in a cold morning.
Matheus Durante:
In a quiet room
with the sweet smell of mint tea
is where I want to be.
Leonardo Puttini:
Nothing better than
carrots for my lovely dog.
He loves them a lot!
Pedro Vienna:
Go to a cottage
and smell the nice humid grass
of the dense forest.
Nicole Medina:
In a nice garden,
I remember my grandma
planting rosemary.
Tiemi Nakasone:
Smelling the nice rain
Lying down on the ground…
Feels good to be here!
Bruna Gonçalves:
Sat on the soft ground,
camping close to a forest,
scents of wood and grass…

11. 6. Choose one word from your lists and write an
acrostic poem

12. Gabriel Delgado:
Smells are
Where we touch
Everything and
Everyone
Today and forever.
Gabriel Giro:
The refreshing smell of an
Empty cottage reminds me of
A big forest in autumn.
Matheus Durante:
Memories are
Inside the
Nice moments
That you live.
Pedro Vienna:
Dawn is still standing here
Even though it is getting dark
With the sun fading away.
Leonardo Puttini:
Can they think? Can they fell?
A really weird thought, I know…but
Really, I mean,
Re-think your actions next time you rip them off the ground
Or cut them on your plate.
Taking them away from their beloved families
Slicing them open without regrets.
Bruna Gonçalves:
Take me
Where
I can
Laugh and
I
Guarantee it will be
Home
Today and forever.
Tiemi Nakasome:
Nature gave us
Amazing gifts,
Told us to take care of her
Unless those words
Run out of control
Ending up in grey.

13. 7. The Secret Garden, Frances Hodgson Burnett
• Have you read the book?
• Do you know the story?
8. Watch the film Trailer: https://youtu.be/cl6ihoF8Hrg and
make predictions about the story

15. 8. Reading
Literature Circle
1. Arrange the class in literature circle groups
2. First class:
• Decide how much of the book to read and which role each of
the students will fill during the next class.
• Make sure the students have a copy of the correct role sheet.
• Students read the book and prepare for literature circle class.

16. 3. Literature Circle classes (repeat until the book is finished).
Tell students to:
• Use written or drawn notes to guide the group’s discussion,
according to the role you are filling for this class.
• Be open and make sure everyone has a chance to
participate.
• Remember that personal stories that connect to the reading
and open-ended questions about the book are welcome.
• Rotate the roles that each of you will fill during the next class.
• Make sure you have a copy of the correct role sheet.
• Read the next part of the book and prepare for the next
literature circle class.

17. Literature Circle Roles
Discussion Director
• creates questions to increase comprehension
• asks who, what, why, when, where, how, and what if
Vocabulary Enricher
• clarifies word meanings and pronunciations (5 words / class)
• writes how the word was used in the book and looks up the word in
the dictionary
Literary Luminary
• locates three sections of the passage to share with the group and
states the reasons for choosing the selections.
• examines figurative language, parts of speech, and vivid descriptions
Checker
• checks for completion of assignments
• helps monitor discussion for equal participation
• evaluates participation

18. 9. Post- Reading: Write a short story using the five
senses

19. 10. Cooking Class

20. The object we call a book is not the real book, but its potential, like a
musical score or seed. It exists fully only in the act of being read; and its
real home is inside the head of the reader, where the symphony resounds,
the seed germinates. A book is a heart that only beats in the chest of
another.
– Rebecca Solnit

21. Thank you!
Email: malusciamarelli@gmail.com
Website: www.malusciamarelli.weebly. com
The C Group: http://thecreativitygroup.weebly.com
Book sculptures by Su Blackwell:
http://www.sublackwell.co.uk