Lesson Planning Template

Lesson Title: The Five Senses________ Grade:_1st ___

Learning Target:
The student will be able to learn about the five senses and how they are used in their daily lives.
The student will be able to share their knowledge of the five senses by writing an essay about how they
use their senses.
The student will be able to share their knowledge orally to the class.

Grade Level Guide: Content Standards List your state, the grade level, subject area, and description
of expectations as you fill in the chart.

Content Curriculum Common Core State Standards Interdisciplinary

Focal Points (ie: Connections
NCTM, IRA,…)
CCSS.ELA-LITERACY.W.1.2 Literature, Science, and
Write informative/explanatory Language Arts
texts in which they name a topic, supply some
facts about the topic, and provide some sense
of closure.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with
diverse partners about grade 1 topics and texts
with peers and adults in small and larger
groups.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to
descriptions when appropriate to clarify ideas,
thoughts, and feelings.
Ohio State Standards (K)
LIFE SCIENCE (LS)
Topic: Physical and Behavioral Traits of
Living Things This topic focuses on observing,
exploring, describing and comparing living
things in Ohio: Living things are different
from nonliving things.

Academic Language: What Academic Language specific to your content area is necessary for learning
to occur? What procedures will you use to introduce key words?

Students’ Needs: What experiences, prior knowledge and/or knowledge gaps do students have that
relate to the lesson goals? What prior knowledge do students need in order to be successful in reaching
the goals of the lesson? How will you connect previous background knowledge to the new skill being
taught? I’m looking for EDU 320 students to apply the material they have been learning and discussing
in class to this assignment. Consider the answers to these questions as you complete the chart.
Also be sure to consider how you will meet the needs of diverse learners through use of Universal
Design for Learning (UDL) (e.g., English Language Learners, students with disabilities, gifted
students). List at least three accommodations for students with special needs or of diverse learning
backgrounds in the chart as well.

English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)

Materials: List materials for both Student Needs and Teacher Needs. What supplies will you need for
the lesson? What will you have prepared before teaching the lesson?

Language Function: How will you move your students beyond lower level thinking to engage them in
your content area (ie: “thinking like an Historian”)? Which of the following are appropriate for
providing evidence of learning these objectives? Describe how you and/or your students will
incorporate these terms (from the Academic Language section) into the lessons by identifying a key
learning task from your plans that provides students with opportunities to practice using the language
function.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Before:
 The lesson will begin with a song about the five senses to engage the students and get them
motivated to learn about the topic of the five senses
(https://www.youtube.com/watch?v=MtwV9Mi_aNk).
 When the song is over, the students will engage in a brief discussion about what they already
know about the five senses.

During: Describe the expected actions of the students during this phase. What are they to be doing?
How are you making sure each child is accountable? What will you ask students as you observe?
(Ask questions related to your objectives and language function) Describe possible extensions or
challenges you will have ready for early finishers. Describe possible re-teaching strategies for students
lacking acceptable understanding.
 The students will move to the carpet to engage in the reading of the Big Book.
 Before reading the book, the teacher will ask the students if they can guess what senses would
relate to the items on the cover of the book.
 The teacher will begin to read the Big Book aloud to the class.
 For each sense, the teacher will discuss the items on the page and what part of the body is used
for that sense
 The teacher will remove each item from the book one at a time and allow the students to pass
it around to observe it.
  The teacher will ask the student how each item relates to their senses and how they can
compare and contrast how the different items felt, looked, smelled, tasted, and sounded.
 As the students are observing the items, the teacher will ask the students how the items make
them feel. For example, how the scratchy bow made you feel compared to the fuzzy ball.
 The teacher will ask the students if they have come across these items in their daily lives and
ask them to elaborate on other items they come across with their senses in their daily lives.
 When the book is finished and all the senses are covered, the students will go back to their
seats.
 The students will complete a sketch to stretch individually about how they use their five senses
in their daily lives.
 The teacher will walk around and monitor the students’ progress and check their work.
 As each student finishes, they will complete an essay (1-2 paragraphs depending on the ability
level) using the information in their sketch to stretch graphic organizer.
 As students finish, they will be able to draw illustrations that go along with their essay (This
will accommodate students who finish early).
 The teacher will walk around as the students complete their essays to check for completeness.

After: This is the most important part of a problem-based lesson! What questions will you ask
students that will help them understand the content they explored in their task or activity? How will
you structure those questions (ie: think-pair-share, share with an “elbow partner”) so that all students
will participate in answering each question? Will students be presenting findings? How will this be
structured?
 Once all of the students finish their essays and they are reviewed by the teacher, the students
will be grouped by ability.
 Each student will be given a think, pair, share graphic organizer.
 They will fill out the “think” portion of the graphic organizer individually.
 When finished, the students will read their essays to their partner (The students will be
separated far enough apart to avoid noise distractions, and the students will use their whisper
voices as they read to keep the noise level low.)
 Once both partners read their essays, the students will individually fill out the “pair” portion of
the graphic organizer.
 Together, the students will collaborate their ideas and fill out the “share portion of the graphic
organizer.
 If the groups finish early, they will be allowed to finish working on the illustrations for their
essays.
 Once all of the groups are finished, each group will present their think, pair share to the class.
 The teacher will allow for volunteers to read their essays to the class and show their
illustrations (not mandatory).
 The lesson will conclude with a group discussion of what the students learned about the five
senses and how they use them in their everyday lives.

Assessment: How will you determine who knows which objectives? Describe the tools and techniques
you will use. How will you conclude the lesson? What skills or examples are you looking for the
students to be able to restate or demonstrate to you? Think about the answers to these questions as you
fill in the chart.
 Type of Description of Modifications to Evaluation Criteria- How good is
assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal formative The students will
complete an essay
about the five senses
and how they use
them in their daily
lives. The students
will also show their
knowledge with their
graphic organizers
(sketch to stretch and
think, pair, share) and
sharing their work
with the class through
presentations and
discussions.

Resources: Include assessments, rubrics, and online resource links incorporated into the lesson, if
applicable. List anything that adds value to your lesson and include resource(s) to support your
pedagogical decisions. These resources could be anything: a sample of student work that you are
hoping your students will produce, a video that demonstrates the lesson plan topic or activity,
information supporting multiple intelligences in your approach in providing differentiated instruction,
websites or articles that support your teaching strategies such as collaborative or cooperative learning to
justify what you are planning to do in your lesson. Another resource that could be used for this project
might be to find the Lexile Score of your Big Book by going to http://www.lexile.com/ and following
the instructions on that site to calculate the Lexile Score. Again, really anything could go here in the
way of adding value to your lesson.

Analyzing Teaching: To be completed after the lesson has been taught.

The process of making the big book went well, but it was a little stressful. It took me a couple
weeks of walking through Joann’s, Walmart, and the Dollar Store looking for items that could fit for
each sense. It was difficult to find an even number of items for each sense. That is when I got the idea
to use similar items for more than one sense to show that you can use more than one sense at a time.
Making the big book went pretty smooth. If I would change anything, I would have bought stronger
foam board. Walmart was out of the all-white board when I went, but the dollar store had some, so I
bought it there. I did not realize that the quality was not as good. It held together, but I noticed that the
rings were tearing the hole a little when I would turn the pages, so it may have to be reinforced sooner. I
would also buy stronger Velcro. For the amount of times the items will be removed, the Velcro will
eventually stop sticking to some of the items due to the shape. I am going to reinforce it with hot glue to
ensure that the Velcro does not fall off. I enjoyed putting the big book together, and I believe that all of
the items worked well to show the five senses and the hands-on element will allow the students to get
engaged with the content.
 My off-campus teaching went well, but it could have been better. Ideally, my big book was for
kindergarten or 1st grade. The times available before my in-class presentation at the Weirton Christian
Center for the k-4th grade were filled, so I told her I was able to adapt my book to preschool. When I
arrived, the students had already been told that I would be coming, and the teacher told them again how
they are supposed to behave while I read my book. When we began, the students behaved very well.
They answered my question and engaged in the discussion of what they already knew about the five
senses before we began. Once I flipped to the first page “touch” the students began to get out of hand.
When I removed the first item, the students got very excited to hand it around. Two girls in particular
were interested in the rest of the items on the page and would not stay seated. One of the girls pulled a
ball off of the page that did not have Velcro on it. The teacher came back over and reminded them how
they are to sit on the carpet and listen. The students then continued to pass the items around nicely and
they told me how the items felt to them. We continued through the book with no more disruptions other
than one child that would not give the rattle back or pass it to the other students, so the teacher had to
take her off the carpet and put her in the “thinking chair.” I had initially planned on passing candy
around to the students for the “taste” page, but because of their age and the time of day (9:30am) I
decided that it would not be a good idea. Instead, I asked the students what their favorite foods were and
foods that they did not like to eat. When we were finished with the book, the students discussed when
they used their senses, and we reviewed what parts of the body they use for each sense. Overall, I think
it went very well for the students’ ages. This was a very young age to have all of the tangible items
moving around, and they were already overexcited to have someone new in their class. They were
thrown off of their normal schedule, so I understood why some of the behaviors occurred. The students
really enjoyed the book, and they really enjoyed using their senses when they were passing around the
items and comparing them.
I think my in-class presentation went well also. I didn’t realize how long I had talked about the
book and off campus teaching. If I were to change anything with that, I would have spent more time
talking about my lesson. I had to shorten the explanation of the activities the students would engage in
during the lesson with the big book.