IDAHO STATE DEPARTMENT OF EDUCATION
Materials Bank
Sensory Communication Part 8 of 8: My Family ­ 5 Senses Poetry
Lesson: English Language and Literature , Grade(s) 03 ­ 05
Sensory Communication is a unit that takes students on a journey through an exploration of using their senses as tools. to help them communicate
thoughts through verbal and written words. In this concluding lesson students will apply skills learned to create a sensory poem describing their families.
Duration: 5 Days
Lesson
Lesson Plan Template (if applicable)
21st Century Classroom Lesson Plan
Idaho State Department of Education Students Come First
Developed According to the Charlotte Danielson Framework and
Universal Design for Learning (UDL)
Charlotte Danielson Framework ­ This lesson plan incorporates all of the components found in Domain 1: Planning and Preparation of the Danielson Framework for
Teaching,: 1a: Demonstrating Knowledge of Content and Pedagogy; 1b: Demonstrating Knowledge of Students; 1c: Setting Instructional Goals; 1d:
Demonstrating Knowledge of Resources; 1e: Designing Coherent Instruction, and; 1f: Assessing Student Learning.
UDL – This lesson plan incorporates the primary components of Universal Design for Learning (UDL) which is an educational approach with three primary principles including;
1. Multiple means of representation, to give diverse learners options for acquiring information and knowledge,
2. Multiple means of action and expression, to provide learners options for demonstrating what they know,
3. Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation
Lesson plans created by educators for submission into Idaho’s Learning Management System (LMS) Schoolnet must include these components. For
information on Universal Design for Learning including a tutorial and model lessons access the Center for Applied Special Technology (CAST) website at;
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http://lessonbuilder.cast.org/
Bloom’s Revised Taxonomy – This lesson plan includes Bloom’s Revised Taxonomy as a component.
*Note: Not all areas are required for every lesson. * Indicates Optional areas to be included only if applicable to the specific content/grade level lesson. This lesson plan
template is based upon the CAST UDL Lesson Plan Builder but includes extra fields specific for submission into Idaho’s Schoolnet Learning Management System and must be
completely filled in ( unless labeled * for optional) to facilitate entry into a searchable state­wide and national online database. Educators are not limited to the space provided as
the table will expand to fit the entries.
Name: Katrina Kelly
Email: (not published) [email protected] District Name:Kimberly School District
School Name: Kimberly Elementary School
District Number: #414
School Address: 141 Center St. West, Kimberly, ID 83341
School Phone: (208) 423­4170
Administrator Name: Linda Reese
Lesson Overview
Unit: Sensory Communication Lesson Title: Sensory Communication 8 of 8: My Family ­ 5 Senses Poetry
Subject: English Language and Literature
*Subheading: Writing and Language
Duration: 5 days
Grade Level(s): 3rd ­ 5th
Course: (Please choose from the dropdown list provided)
Big Idea or Focused Investigation: Your senses are a tool that can be used for communicating with others.
Enduring Understandings: Communication is a whole body experience.
Essential Question/s: What tools do you carry with you that help you explain/communicate something to someone else?
Description
Lesson Description: Describe the primary nature (e.g. hands­on, inquiry, project based etc.), whether interdisciplinary or single­subject
and how it relates to a broader unit. Being clear, descriptive, and specific will help to develop the online keyword searches within
Schoolnet. Make sure you provide enough information on this lesson plan that it can be replicated.
Description: Through a writing workshop students will use their five senses to describe their family. Then students will find unlikely
comparisons for describing their family and write similes. Finally students will combine their smilies to make a poem about their family
For additional instructional materials in Classrooms, visit https://sn.sde.idaho.gov/414
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IDAHO STATE DEPARTMENT OF EDUCATION
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using the Sensory Poem Data Page.
Goals and Objectives
(Framework Domain 1c: Setting Instructional Goals)
Goals and Objectives:The overall goal, as well as objective, outlining the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be
the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should
be able to answer.
Unit/ Lesson Goal/s:Students will know how to use their senses and resources to strengthen their writing.
Lesson Objectives: Students will use their five senses to produce a poem using similes.
Standards
Standards: A lesson may address a single content standard, two or more content standards from the same subject area, or content standards from two or more subject areas and or grades. (Use the drop down menu provided for each if submitting online within Schoolnet or use the internet links provided to access then copy and paste into the document)
Idaho State Content Standards: Common Core State Standards (English Language Arts and Mathematics):
3rd Grade Writing:
4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and
purpose.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact
and collaborate with others.
3rd Grade Language:
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
i. Produce simple, compound, and complex sentences.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
e. Use conventional spelling for high­frequency and other studied words and for adding suffixes to base words.
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g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
5. Demonstrate understanding of word relationships and nuances in word meanings.
b. Identify real­life connections between words and their use (e.g., describe people who are friendly or helpful).
4th Grade Writing:
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by lanning, revising, and editing. 4th Grade Language:
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
d. Spell grade­appropriate words correctly, consulting references as needed.
4. Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine
or clarify the precise meaning of key words and phrases.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
5th Grade Writing:
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
5th Grade Language:
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
e. Spell grade­appropriate words correctly, consulting references as needed.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
*National Education Technology Standards:
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*Professional Technical Standards
*English Language Development (ELD) Standards:
Learning Outcomes – Begin with the end in mind
(Framework Domain 1e: Designing Coherent Instruction)
Learning Outcomes: How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
Create, Present, Perform, Exhibit, Report, Respond/Reflect. Students will be able to:
Learning Outcome: Students will use their senses and resources to create descriptive poetry.
*Learning Outcome:
Checking for Understanding Questions: What tools do you have available to you to strengthen and enhance your writing?
Bloom’s Revised Taxonomy
Which levels of Bloom’s Revised Taxonomy are targeted? Check one or more.
(Use drop down online within Schoolnet or checkbox)
x Remembering
x Analyzing
x Understanding
x Evaluating
x Applying
x Creating
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Vocabulary: List all key vocabulary words necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson.
synonym, antonym, thesaurus, same, different, noun, adjective, sight, sound, touch, smell, taste, senses, simile,
metaphor, comparing, unlikely, family,
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Introduction/Anticipatory Set:
Students will try and guess a person by the sensory clues given. After each clue students will write down who they
think is the person. Who am I?
1. I am magical.
2. I am the smell of peppermint and pine needles.
3. I am the sound of children's delight.
4. I am the feel of comfort and excitement.
5. I am the look of a bowl full of jelly.
6. I am the taste of cookies and milk.
7. I am Santa Clause.
Show the picture from Discovery Education "Christmas Present".
Instructional Strategies: (e.g. Inquiry lessons vs. direct instruction. Whole class vs. small group.)
Through a hands on practice this lesson gives students the opportunity to develop an understanding of how to use senses, dictionaries,
and thesaurus to strengthen their writing.
Build, Apply Knowledge:
Students will 1. Day 1:
Guide students through a review of nouns and adjectives.
Guide students through a review of synonyms and antonyms.
Guide students through a review of how to find synonyms and stronger or more detailed adjectives.
2. Day 2:
Guide students through using nouns and adjectives to describe someone.
Guide students through making unlikely comparison to objects.
3. Day 3:
Guide students through a review of similes and metaphors.
4. Day 4:
Guide students through previously learned peer editing skills.
5. Day 5:
Guide student through creating and discussing computer room etiquette.
Talk about what it means to publish a piece of writing.
*Higher Order Thinking Questions:
What power do words have in communicating?
*Provide Guided Practice:
1. Day 1:
Model writing adjectives for the senses to describe your family.
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Note that their is a 6th place shown with a heart.
this section represents something you know in your heart to be true about your family.
Model looking up or creating synonyms and making stronger adjectives .
2. Day 2:
Model identifying nouns that represent the senses and your family.
Model making unlikely comparisons.
3. Day 3:
Model taking the adjectives, nouns, and unlikely comparisons and writing a simile that describes your family for all six senses.
Model combining the similes into a poem.
demonstrate changing the order of the senses.
demonstrate leaving spaces between the similes when writing so that editing may be easier.
4. Day 4:
Model peer reviewing another person's poem.
Model writing a final draft with revisions.
*Provide Independent Practice:
Students then will then work independently, looking at objects and using their senses to describe the objects.
1. Day 1:
Students will write sensory adjectives that describe their family.
Students will write sensory nouns that describe their family.
2. Day 2:
Students will write revise their adjectives focusing on creating strong descriptions.
Students will make unlikely comparisons to the sensory objects.
3. Day 3:
Students will write similes for each of the senses choosing the strongest and their favorite adjectives and comparisons.
Students will combine one simile from each of the senses and make a rough draft of their poem.
4. Day 4:
Students will peer review 1 other student's family poem.
Students will have 1 adult (teacher, parent helper, etc.) review their poem.
Students will make a revised copy of their poem.
Students will have their revised copy checked by an adult.
5. Day 5:
Students will type their final published copy of their poem, using netbooks or desktop computers.
Wrap Up/Synthesis/Closure:
Students will orally present their published poem to the class.
Materials
For additional instructional materials in Classrooms, visit https://sn.sde.idaho.gov/414
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IDAHO STATE DEPARTMENT OF EDUCATION
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(Framework Domain 1d: Demonstrating Knowledge of Resources)
*Digital eLearning Materials: URL (Web Site Link/s) to online digital text or materials, games, activities, programs, tools or video – List as
many as necessary.
Title: (List the title of the website/s.)
Discovery Education : Christmas Present
URL: (Copy and paste the Internet address here. You must include http://)
http://app.discoveryeducation.com/player/?assetGuid=75083ff1­41e8­4e03­af81­
145b0f4b96ed&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=US&isAssigned=false&includeHeader=YES&homeworkGuid=
Annotation: (Write a brief description of the website.)
Discovery Education is an online multimedia educatinal resource. The link I am using is an image of a present with Santa on it.
*Technology Tools and Equipment (Including UDL­Assistive Technology Software and Hardware): Examples of technology tools might include
hardware as well as software; e.g. document camera, digital camera, tablet, iPad, iPod, Interactive Board, calculator, geotracking, etc. Examples of UDL ­assistive
technology; e.g. text to speech, speech to text, switch or adapted keyboard, screen reader or word prediction etc. (List as many as necessary)
1. computer projector with speakers
2. computer with dictionary/thesaurus program or online dictionary/thesaurus
*Other Materials: Those required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books,
science equipment or supplies, art materials or equipment. (List technology items in the previous field.) (List as many as necessary)
1. Experiencing My Family Through the Senses Data Page
2. Thesaurus (one for each student/group)
3. Dictionary (one for each student/group)
4. Sensory Adjectives Posters
5. Pencil
6. Computer with printer
*Safety Considerations (e.g. for Science and Professional Technical Education Plans)
UDL ­ Differentiation According to Student Needs
(Framework Domain 1b: Demonstrating Knowledge of Students)
Differentiation of curriculum, instruction and assessment using (UDL) Universal Design for Learning to address diverse student needs including students with an IEP
or 504, cultural linguistic needs e.g., (ELL, SIOP) as well as providing opportunities for extension and remediation if indicated.
UDL: Multiple means of;
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Action and Expression
Teacher will have the option for students who are unable to physically complete all or part of the hands on sensory exploration and data
recording to have a scribe write the words where designated by the student on the data sheet.
Engagement
Teacher will limit the number of responses required by the students reduce anxiety and/or overwhelming sensation from the number of
adjectives needed to describe each sense.
Representation
Teacher will have the option for students who are unable to read the Sensory Posters and references to have them read to them. The
student will direct the reader what to read and how to find enteries in the references.
ELL, SIOP: (Modifications to Instruction)
*Other Means of Differentiation:
Extension: Modifications for students who already know or can do the primary learning objective, e.g. activities that apply the concept to new content or extend opportunities for
further research and exploration.
*1. Extension:
Students who already have a firm understanding of using similes to describe someone may use metaphors to describe someone.
Remediation: Explain what may be done for students who need extra preparation or assistance before, during or after the lesson.
*1.Remediation:
Students who need more assistance will be provided small group teacher guided assistance through the independent activities.
Assessment
(Framework Domain 1f: Assessing Student Learning)
Assessment: (Optional)May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available
submitted along with the lesson plan as attachments.
*Formative/Ongoing Assessment:
Students will write a sensory poem describing their family.
*Summative/End Of Lesson Assessment:
Students will complete an end of untit review where they will write a simile or a metaphor, identifying the nouns and adjectives. Students
will defend their claims for nouns, adjectives, and simile or metaphor. Finally students will identify and justify what sense is described in the
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simile or metaphor.
Educator Self­Reflection
Please use this area to self­reflect on the successes and areas of improvement for your own planning purposes. (You may use this area then delete for submission online as the
contents of the self­reflection section is not intended to be shared.)
*Self­Reflection – Successes and Areas of Improvement
Standards Covered
L: Language
L.A: Conventions of Standard English
L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.01: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.01.i: Produce simple, compound, and complex sentences.
L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.02: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.02.e: Use conventional spelling for high­frequency and other studied words and for adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
L.3.02.g: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.C: Vocabulary Acquisition and Use
L.CCR.5: Demonstrate understanding of word relationships and nuances in word meanings.
L.3.05: Demonstrate understanding of word relationships and nuances in word meanings.
L.3.05.b: Identify real­life connections between words and their use (e.g., describe people who are friendly or helpful).
L: Language
L.A: Conventions of Standard English
L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.01: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.01.f: Produce complete sentences, recognizing and correcting inappropriate fragments and run­ons.*
L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.02: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.02.a: Use correct capitalization.
L.4.02.d: Spell grade­appropriate words correctly, consulting references as needed.
L.C: Vocabulary Acquisition and Use
L.CCR.5: Demonstrate understanding of word relationships and nuances in word meanings.
L.4.05: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.05.a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
L.4.05.c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not
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IDAHO STATE DEPARTMENT OF EDUCATION
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identical meanings (synonyms).
L: Language
L.A: Conventions of Standard English
L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.02: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.02.e: Spell grade­appropriate words correctly, consulting references as needed.
L.C: Vocabulary Acquisition and Use
L.CCR.5: Demonstrate understanding of word relationships and nuances in word meanings.
L.5.05: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.5.05.a: Interpret figurative language, including similes and metaphors, in context.
L.5.05.c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of
the words.
W: Writing
W.B: Production and Distribution of Writing
W.CCR.04: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.3.04: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and
purpose. (Grade­specific expectations for writing types are defined in standards 1 through 3 above.)
W.CCR.05: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.3.05: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.CCR.06: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.3.06: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to
interact and collaborate with others.
W: Writing
W.B: Production and Distribution of Writing
W.CCR.04: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.4.04: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.CCR.05: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.4.05: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W: Writing
W.B: Production and Distribution of Writing
W.CCR.04: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.5.04: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.CCR.05: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.05: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
Materials
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Resources:
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IDAHO STATE DEPARTMENT OF EDUCATION
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1. Experiencing My Family Through the Senses Data Page
Organizers
Bloom's Taxonomy
1. I. Knowledge
3. III. Application
5. V. Synthesis
2. II. Comprehension
4. IV. Analysis
6. VI. Evaluation
Additional Properties
Author: Katrina Kelly
Publisher: Kimberly School District
Cost/Fee: No
Restricted Use: No
Rights:
Keywords:
Created by: Kelly, Katrina (11/15/2012 4:03:00 PM)
Last modified by: Kelly, Katrina (4/8/2013 3:49:00 PM)
Other revisions of this resource:
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