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REMEMBER: Always insist that children use the target word in every answer they give you at every stage of the session.

1. 1 min. Display word.

I say: desolateWe say: desolateYou say: desolate

Say it normally. Say it with a sad face. Say it whilst looking down. Say it with your hands outstretched.

2. 1 min. Display COBUILD definition.

‘A desolate place is empty of people and lacking in comfort.’

‘If someone is desolate, they feel very sad, alone, and without hope.’3. 2 min. Connections and word mapping.

Perfect opportunity for making spelling and meaning links with other words.

desolated gloomy mood landscapedesolation barren wilderness ruinmiserable grim wasteland mountainside

Latin ‘solus’ meaning alone. Can be found in solitaire (game played alone), soliloquy (speaking alone).4. 1 min. Begin scale.

Use a scale from 1 – 10 (10 being the saddest) and place ‘desolate’ on there. You may have more than one word on a number as the week progresses and the children learn more sad words. Discuss what they now know about the target word, and place on the scale. This can be revisited throughout the week and changed. You might want to allow the children to keep their own one of these handy, as they may have different opinions.

5. 3 mins. Two meanings.

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desolate

words to describe sadness

(adjective)


Look at the pictures and ask the children to decide whether they show a desolate place or desolate as an emotion. What features characterise each one?

6. 3 mins.

This activity encourages children to think about the meaning of the word in different contexts, and why different types of people/things might be ‘desolate’. The because forces children to explain ‘Why?’. Complete the sentences:

The gymnast was desolate because ...The Queen was desolate because ...The dog was desolate because ...

7. 4 mins. The 4-minute show me showdown!

To independently show their understanding of the new word, children must choose one of the listed options. Encourage children to pick a different option each day.

drama: act out a where someone / something is desolate. doodle: sketch a picture where someone is desolate in a desolate place. dictate: if you saw someone who was desolate, what would you do to comfort and reassure

them? divulge: write down everything you can think of about the word ‘desolate’.

8. 1 min. Choose two children. They have 30 seconds to explain their choices for the showdown. Use a visualiser to show the whole class if possible. This is perfect for if the child has been successful or hasn’t been because either way it’ll open discussion.Notes / reflection:





I say: glumWe say: glumYou say: glum

Say it slowly. Say it and fold your arms. Say it in a deep voice. Say it in a boring way.


‘Someone who is glum is sad and quiet because they are disappointed or unhappy about something.’

3. 2 min. Connections and word mapping.


gloom dismal mood silencegloomy miserable face expressionglumly down look weather

4. 3 mins. Link to experiences.

Tell the children about a time where you felt glum. If you don’t have one, use this script: ‘My favourite singer in the whole world is Beyoncé. Last year, she announced that she was going to be playing some concerts in England. When the morning arrived to buy tickets, I tried and I tried and I tried again to get them, but they sold out in under two minutes. I was glum because I wouldn’t get to see my favourite singer.’

Now give the children chance to talk to a partner about a time where they’ve felt glum. Remind them of the definition to help because they’ve got to understand that ‘glum’ isn’t utter desolation.

‘I felt glum when ...’‘[explain situation] ... it made me feel glum because ...’


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If time permits, take suggestions for the whole class to hear.

5. 1 min. Update scale.6. 3 mins. Example/non-example.

If I say something that sounds like someone would be ‘glum’, say ‘glooooomy’. If not, don’t say anything. Always ask the children why they responded the way they did.

The ice cream falls off the top of your cone. Someone catches you on the playground during a game of tig. You don’t win a competition. (interesting responses would revolve around whether you wanted

to win that particular competition in the first place, or if it was important to you personally)7. 4 mins. The 4-minute show me showdown!


drama: act out a scene where you react glumly to something. Think about your facial expressions!

doodle: sketch a scene where it’s raining heavily outside and you really want to go and play with your new bike/scooter.

dictate: pretend it’s your birthday and you’ve been looking forwards to it for ages. The day arrives and no-one remembers. Describe how glum you feel.

divulge: write down everything you can think of about the word ‘glum’. 8. 1 min. Choose two children. They have 30 seconds to explain their choices for the showdown. Use a visualiser to show the whole class if possible. This is perfect for if the child has been successful or hasn’t been because either way it’ll open discussion.Notes / reflection:




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I say: heartbrokenWe say: heartbrokenYou say: heartbroken

Say it with a glum face. Say it in deep voice. Say it and hold your heart. Say it normally.


‘Someone who is heartbroken is very sad and emotionally upset.’



heart heartbreak sobs parentsbroken devastated cry wailbreak crushed mother teenager

4. 3 mins. Monologue.

‘I feel like a dog-sized hole has opened up inside me. Patchy is gone. He was such a big part of my life, and I don’t know what I’m going to do without him. Who is going to cuddle me when I get home from work? Who will be there for me when things aren’t going well? I miss him terribly, and I don’t think I’ll ever get over it.’

Is this person heartbroken? How do you know?

5. 1 min. Update scale.6.. 3 mins. Developing descriptions.

In pairs or small group, develop descriptions of:

One thing that would leave you heartbroken. One thing that would leave you glum.

Take suggestions and record responses for discussion.



drama: act out a scene where you lose something that means a lot to you. Think about body language and facial expressions.

doodle: sketch a scene where you lose something that means a lot to you. Think about body



language and facial expressions. dictate: you’ve just won two million pounds on the lottery and then accidentally dropped it all

down the drain into the sewers. How do you feel? What are your immediate reactions? divulge: write down everything you can think of about the word ‘heartbroken’.




I say: inconsolableWe say: inconsolableYou say: inconsolable


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inconsolable


(adjective)


Say it in a sad voice. Say it whilst pretending to cry. Say it and raise your eyebrows. Clap it (in-con-sol-a-ble).2. 1 min. Display COBUILD definition.

‘If you say that someone is inconsolable, you mean that they are very sad and cannot be comforted.’



console devastated sadness despairincorrect desolate grief babyincredible heartbroken infant sorrow

Discuss prefix ‘in-’. What does it do to the root?4. 3 mins. Idea substitution.

Say each sentence aloud. Each sentence has something to do with the target word. Children need to revise each sentence in a way that includes the target word.

Lots of people tried to make James feel better but he was very sad. (inconsolable) Lots of people tried to make James feel better but he was inconsolable.

The field had no grass, no animals, no sunshine: it was a bare, awful place. (desolate) The field had no grass, no animals, no sunshine: it was a desolate place.

Crying and screaming, the baby wriggled violently in her cot. (inconsolable) Inconsolable, the baby wriggled violently in her cot.

5. 1 min. Update scale.6. 3 mins. But, so, because ...

Use mini whiteboards / vocab books to record responses. It could be a good idea to collect a bank of excellent responses.

The child who lost her teddy was inconsolable because ...The child who lost her teddy was inconsolable but ...The child who lost her teddy was inconsolable so ...





doodle: sketch a scene where someone takes candy from a baby. drama: act out a scene where you are a parent and your baby is inconsolable. dictate: pretend that you have left your favourite outfit/toy at home. How do you feel? What do

you do? divulge: write down everything you can think of about the word ‘inconsolable’.


REMEMBER: Always insist that children use the target word in every answer they give you at every


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melancholy


(adjective)


stage of the session.1. 1 min. Display word.

I say: melancholyWe say: melancholyYou say: melancholy

Say it deeply. Say it in a really slow voice. Say it normally. Say it like something terrible has just happened.2. 1 min. Display COBUILD definition.

‘You describe something that you see or hear as melancholy when it gives you an intense feeling of sadness.’3. 2 min. Connections and word mapping.


woe misery thoughts moodmelancholic gloom tune voicesorrow sadness song smile

Fascinating etymology: From Greek ‘melan-‘ meaning black and Greek ‘kholē’ meaning bile. ‘Melancholy’ literally means ‘black bile’, an excess of which was formerly believed to cause depression.4. 3 mins. Image analysis.

How do the images make you feel? Are there some that make you feel sadder than the others? If they don't make you feel melancholy, can you see how they might affect someone else?

5. 3 min. Finish scale and discuss in detail. Are there any words you now wish to move? If you have more than one word on a number, how would you distinguish between the words? Are there different contexts you’d use them in?6. 4 mins. The 4-minute show me showdown!


drama: what would a melancholy song/tune sound like? doodle: draw a melancholy emoji. dictate: pretend you’re writing a melancholy song. What could the lyrics be? divulge: write down everything you can think of about the word ‘melancholy’.

7. 1 min. Choose two children. They have 30 seconds to explain their choices for the showdown. Use a



visualiser to show the whole class if possible. This is perfect for if the child has been successful or hasn’t been because either way it’ll open discussion.Notes / reflection:


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