Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate: Hailey Ogle

Subject: Reading,

Grade level(s):

Date: 10/30/2014

ELA
1
Standard: CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Sensory words. Concept.
II. LEARNING OUTCOME (Objective):
Given paper and pencil, students will demonstrate understanding of words that appeal to the senses by
writing a descriptive sentence about their favorite food and then, underline the words in the sentence that
appeal to the senses with 95% accuracy.
DOK/Cognitive Rigor Level: This assignment is at a DOK level 2 because students are understanding the
concept of descriptive sensory words.
Language Demands This lesson demands that students are capable of understanding what the senses are,
what descriptive words are, and how to write a sentence in English.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): A lesson on
adjectives would come before this, and a writers workshop on creative writing would come after it.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity): Have students close their eyes as I describe a thanksgiving
meal.
Student friendly objective: By the end of our lesson you should be able to identify words that appeal
to the senses by forming your own sentences and underlining the proper words.
Purpose: Students are learning this because it is one part of being able to write better, and it will
enhance their reading enjoyment.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Discuss the five senses and what adjectives are.
a. Teacher: Ask students what senses they know, on the board write sight, smell, taste, hear, and
feel. Ask students what adjectives are, ask for examples.
b. Student response: Students will pair share words used to describe the senses.
Step #2: Read The Night Before Thanksgiving.
a. Teacher: I will read the story out loud, pointing out words that appeal to the senses while reading.
b. Student response: Students will listen and make connections, they can ask questions.
Step #3: Read through Weird Bird poem together.

a. Teacher: I will read Weird Bird with the class, out loud, then stop reading as the class reads.
b. Student response: Students will listen, read out loud on their own, and follow along.
Step #4: Underline words that appeal to the senses in Weird Bird.
a. Teacher: I will underline words from the poem, and ask students what words they think should be
underlined.
b. Student response: Students will give responses and underline on their copies of the poem.
Step #5: Brainstorm words that describe students favorite Thanksgiving foods.
a. Teacher: I will put three words up on the white board, then ask for student input and suggestions.
b. Student response: Students will suggest words that describe their favorite Thanksgiving foods.
C. APPLICATION ACTIVITY (Practice and/or Reflection): Students will form a description of their
favorite Thanksgiving food and identify, then underline them in the sentence they have formed.
D. MATERIALS & RESOURCES: The Night Before Thanksgiving book, Weird Bird poem, papers,
pencils, colored pencils/ crayons.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative (During Lesson): I will eavesdrop during pair-share in step one, I will listen to and take note of
verbal responses in steps one four and five, and I will look to see what words students have underlined
in steps four and the application activity.
Summative (at the end of the lesson): I will collect both the underlined poems, and the papers with the
sentences and pictures students have created.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): Students can write one descriptive word, they dont have to write the sentence,
then can go on to drawing a picture(Accommodation).
High achievers can go on to write two sentences, then draw, struggling students can use one descriptive
word in their sentence, then draw pictures(Modification).

VII. HOMEWORK (if appropriate):

For homework, students could practice underlining on a worksheet, they could fill in
the blank of a sentence with a suitable descriptive word, or write more sentences.