SIOP Lesson Plan Template 1

Key: SW = Students will | TW = Teachers will | SWBAT = Students will be able to | HOTS = Higher Order Thinking Skills

SIOP Lesson Title: Lesson 2 Sensory Poems (50 - 60 minutes)

Grade: 1st

Content Standard(s):
- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (CCSS.ELA-LITERACY.RL.1.4).
-With prompting and support, read prose and poetry of appropriate complexity for grade 1 (CCSS.ELA-LITERACY.RL.1.10).
-Demonstrate understanding of spoken words, syllables, and sounds (phonemes) (CCSS.ELA-LITERACY.RF.1.2).
-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (CCSS.ELALITERACY.SL.1.4).

Key Vocabulary:
Content: Subject Specific and Technical Terms:
Sensory poem, senses see, smell, hear, taste, touch
General Academic: Cross-Curricular Terms/Process &
Function:
Descriptive words, adjective, senses see, smell, hear, taste,
touch

HOTS: How can you use poetry and descriptive words

to talk about what you see, smell, hear, taste, and
touch around our school and outside?

Supplementary Materials:
-Los sentidos or The Senses from
http://laminaseducativasde.blogspot.com/2012/04/los-5sentidos.html#.VjcVnLerTIU
-Popcorn from
http://rowdyinfirstgrade.blogspot.com/2013/03/sensorypoetry.html
-Audio recording of Los sentidos read in Spanish
-ELMO document camera
-Printouts of the two poems to show text as it is read
-Pizza sensory poem template to complete as a class
-Sensory Poem handout for outdoor activity
-Pencils
-Clipboards/hard surface for students to write on outside

SIOP Lesson Plan Template 1

Explicit Connections to Prior Knowledge and Experiences/Building Background:
Review of five senses
Draw from background knowledge and show value for home language by sharing and discussing a sensory poem written in
Spanish
Poems about popcorn and pizza students are familiar with eating these foods at school or home

Explicit Connections to Past Learning:

Review and discuss difference between rhyming poems and sensory poems
Review and discuss rhyming in different languages

Content Objective(s):
SWBAT:
-Explain what a sensory poem is and
compare and contrast it to rhyming
poems
-Write to create sensory poems as a
class and on their own
-Use poetry to explain a topic or express
their feelings about a topic
-Recognize that poetry is cross-lingual
SF (if needed): Today you will learn
about a new type of poem called a
sensory poem. We will read some
sensory poems in Spanish and English,
and then you will write your own poem!

TW ask: Yesterday we learned about

rhyming poems. Do you remember what
rhyming poems are? Today we are going
to learn about a new type of poem called
a sensory poem. What do you think a
sensory poem is?
SW share guesses and TW clarify:
Sensory poems tell us about something
by using descriptive sense words. Do you
remember what the five senses are?
Lets stand up and name them together.
TW and SW stand and point to eyes,
nose, ears, mouth and hands as you say,
See, smell, hear, taste, touch. Repeat
motions and recite senses faster and
faster.

Review/Assessment:

Informal assessment discussion

questions and review of previous days
content

Draw from background knowledge of

senses

TW discuss poetry in different

languages:
Teacher might say: People write poetry

SIOP Lesson Plan Template 1

Language Objective(s):
SWBAT:
-Comprehend the meanings of and use
new descriptive vocabulary when writing
poetry
-Write to create sensory poems as a
class and on their own
-Read poems aloud clearly to other
classmates and/or the class as a whole
SF (if needed):
Today we will use descriptive words to
write poems about our five senses. We
will also read our poems aloud to one
another.

in all languages. Since many of you

speak Spanish as well as English, we can
listen to this sensory poem in Spanish
and English. Be careful and listen for
descriptive sense words that tell how we
see, smell, hear, taste, and touch.
TW play Spanish recording of Los
sentidos and then read poem in English.
TW ask comprehension questions: What
did you notice? What does the character
in this poem see, smell, hear, taste, and
touch?

Informal assessment discussion and

comprehension questions

Does this poem rhyme? In Spanish or in

English?
TW and SW discuss rhyming in different
languages: We can see that even though
poems are written in all languages,
poems dont always rhyme in different
languages because the words and end
sounds are different.
TW say: Lets read another sensory
poem. This time see if you can guess
what this poem is about only by listening
to the different descriptions of senses.
When Im done reading the poem. Dont
shout out the answer, but whisper it in
your hand.

SIOP Lesson Plan Template 1

TW read the Popcorn poem, making
sure to cover up the title and pictures
when placing the text on the ELMO.
TW say: Ok, if you think you know what
this poem is about whisper it into your
hand and then toss it in the air on 3. 1
23!
SW respond: Popcorn!
TW reveal the answer and say: Way to
go! You were right! What descriptive
words or adjectives helped you know
that it was popcorn?
SW answer by coming up to the paper
on the ELMO and highlighting the words
they noticed.

Students draw from previous experiences

a time when they ate popcorn or pizza.
Students use background or previous
knowledge of adjectives and descriptive
words.

Teacher and students will write a sensory

poem together about pizza (see template
attached).
SW close their eyes and picture a
delicious, hot pizza with their favorite
toppings.
TW ask questions such as: What do you
see when you look at some delicious
pizza? What words can you use to
explain how it tastes? etc.

SIOP Lesson Plan Template 1

TW record students answers on the
template.
Read the poem together as a class.
SW write their own sensory poems.
TW explain sensory poem worksheets
(see attachment) and expectations for
walking around school and outside
write your name at the top, on the first
line write about the setting (e.g. Outside
my school, By the playground), quiet
in hallways, we are not playing on the
playground etc.
SW grab a pencil and a worksheet and
line up to go outside.
TW lead students through hallway,
through cafeteria and outside to
playground area.
TW ask: What do you see? What colors?
What plants? What buildings? Write it
down.
SW walk around outside (playground off
limits) and record what they see, smell,
hear, and touch.

SIOP Lesson Plan Template 1

TW ask prompting questions periodically.
-How are the outdoors around school
different to what you saw on your trip to
Blandford Nature Center? What animals
do you see and hear? (science
connection)
-Do you see people commuting? What
kind of transportation do you see? Are
there cars? Buses? (social students and
reading connection to vocabulary like
commute and transportation)
-What other descriptive words can you
use in your poems? Dont just say, I see
cars. How about, I see fast red cars
drive by ?

Summative assessment students can

write sensory poems with scaffolding
(worksheet and teachers prompting
questions)

For the taste part of the poem, teacher

can instruct students to think about
something they usually eat at school.
What do you taste at lunchtime in the
cafeteria?
Teacher and students will walk back to
class and meet on the rug.

See Wrap Up section:

Self-reflection rereading and revising
their poems
Summative assessment Can students
clearly and fluently read their poems
aloud?

SIOP Lesson Plan Template 1

Wrap-Up: This must include the review of the content and language objectives, followed by teacher choice of final
wrap-up to the lesson.
SW sit on rug in a large circle with their poems.
SW read their poems to themselves and consider: Did I write about all five senses? Do I have a title for my poem?
TW invite students to share their findings.
SW read their poems or parts of their poems to the class.
TW give compliments after each person reads I like how you wrote and note students descriptions of animals, nature, and
city life (commute, transportation etc.) in their poems.
(Developed by Melissa Castillo & Nicole Teyechea. Used with permission.)
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English
Learners: The SIOP Model.)

Resources:
Los sentidos (2012, April 24). In Laminas Educativas. Retrieved October 28, 2015, from
http://laminaseducativasde.blogspot.com/2012/04/los-5-sentidos.html#.Vkki1HarTIV
Tice, J. (2013, March 27). Sensory poetry. In Rowdy in First Grade. Retrieved October 27, 2015, from
http://rowdyinfirstgrade.blogspot.com/2013/03/sensory-poetry.html