(K-12)/Developmental Level: 5 th grade Date Lesson Will Be Taught: TBD Lesson Subject Area: Language Arts Lesson Topic: Sensory Writing Smell Preservice Teacher: Kate Ganiron Stage 1- Desired Results Established Goals/Big Ideas (Include): What are the big picture concepts, conceptual anchors, and connections? 1. Students will use sensory details for smell to write a story about the different scents they experience. 2. Students will describe smells without seeing the item that they smell. 3. Students will be able to recall the different smells they experienced while blindfolded. Common Core Standards: CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. o CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey experiences and events precisely. Understandings: Students will understand that.. 1. Students will understand that smells can evoke emotions or memories. 2. Students will understand that prior knowledge of a smell helps to associate the smell and meaning. Essential Questions: What questions highlight the big ideas? 1. What is smell? 2. What emotions, memories, or experiences are evoked when you smell different smells? 3. How can you tell if something smells good or bad? Content Acquisition (Objectives): Student will know. 1. Students will know what sensory words are associated with smell. 2. Students will know that different smells evoke different emotions, memories, or experiences. Skill Acquisition (Objectives): Student will be able to 1. Students will be able to recall different scents they smelled while blindfolded. 2. Students will be able to use the different scents to create a story. 3. Students will be able to use sensory details for smell to develop a story. Stage 2- Assessment Evidence Performance Tasks: What tasks will students be able to do to demonstrate understanding? 1. Students will be able to write an original story using the different scents and using sensory words for smell. 2. Students will be able to recall the different scents they smelled while blindfolded to use in a story. See attached rubric. Other Evidence: What other things can students do to show what they know? Lesson Accommodations: Struggling learners will be required to identify and describe 4 different smells using at least 3 sensory words for smell. These students may write a story if able. Using sensory words for smell is the main idea for this lesson. Advanced learners will be challenged to write a story using more than 10 sensory details for sound and include more than 10 of the different scents they experienced during the lesson. These students will also be challenged to write their story using the scents in the order they were smelled. Self-Assessments: What ways can students check understandings to set future goals? 1. Students can recognize smell sensory details in different situations (e.g. outside, at home, in food) 2. Students can identify scents and associate them with memories or emotions. Reflections: What did you identify during self-evaluation? I decided to create this lesson by having students picture and imagine events in their minds using sensory clues using smell. Students are accustomed to experiencing stories through visual and audial methods that imagination is not practiced as often. This lesson allows students to create their own story using the sensory clues. Stage 3 Learning Plan Learning Activities: What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources are needed? 1. Discussion (10 minutes) - Do you have a favorite smell? Why is it your favorite smell? - What things have a distinct smell? What makes it distinct? - Does a particular smell make you think of something? Feel an emotion? Spark a memory? - Share a story with your neighbor - Share stories with the class - List words associated with smell 2. Activity (10 minutes) - Blindfold students - Students will be silent during the activity - Explain to students that they will write a story based on the different smells they will smell. (Sequence of smells does not have to be in order) - Teacher will walk around class with different items in bags for students to smell 3. Writing (15 minutes) - Students will have 15 minutes to write a story based on the different smells they experienced while blindfolded 4. Sharing (5 minutes) - Students have the opportunity to share their story with the class
Sensory Writing Unit: GLO Assessment CATEGORY 4 3 2 1 Stays on task Student writes for the entire period. Student is not distracted by peers. Student is not a distraction to others. Student writes for the majority of the period. Student is slightly distracted by peers. Student is not a distraction to others. Student writes for half of the period. Student is distracted by peers and is somewhat of a distraction to others. Student does not write for the entire period and is not on task. Student is very distracted by peers and is a distraction to others. Sharing Student eagerly shares with both small groups and to the whole class. Student shares with small groups. Student needs guidance to share with small groups. Student is hesitant to share his/her work. Student does not share with small groups or anyone. Presenting Student eagerly volunteers to present writing to the class. Student speaks loudly, slowly, effectively, and clearly. Student presents writing to the class with prompting. Student speaks loudly and clearly. Student somewhat rushes through reading. Student is hesitant and requires a lot of prompting to present to the class. Student does not speak loudly, clearly, slowly, or effectively. Student does not present to the class even after prompting. Listening Student is a respectful audience member. Student listens quietly and attentively to the speaker. Student asks questions only at appropriate times. Student is mostly respectful as an audience member. Student listens to the speaker, but gets distracted or talks to a neighbor once. Student asks questions at appropriate times. Student is not respectful as an audience member. Student gets distracted by others and asks questions at inappropriate times. Student is very disrespectful as an audience member. Student is distracted by others and is a distraction to others. Student talks at inappropriate times and is disruptive.
Sensory Writing Unit: Lesson #4 - Smell CATEGORY 4 3 2 1 Task appropriate Writing is appropriate to the task and to the given sense. Student demonstrates and exceeds expectations and requirements. Writing is appropriate to the task and to the given sense. Writing is somewhat appropriate to the task. Writing does not reflect the sense of the lesson. Writing is inappropriate to the task and does not demonstrate the sense of the lesson. List of descriptions Student writes more than one page of descriptions of an object. Student writes one page of descriptions of an object. Student writes half a page of descriptions of an object. Student is unable to fill half a page of descriptions of an object. Writing assignment - Length Student writes more than 2 paragraphs relevant to the assignment. Student writes 2 paragraphs relevant to the assignment. Student writes 1 paragraph relevant to the assignment. Student writes less than 1 paragraph relevant to the assignment. Writing assignment - Imagery Writing includes details like color, shape, texture, or details relevant to the sense. Writing includes influences from memories, experiences, or thoughts. Writing includes compare/contrast. Writing paints a picture for the reader. Writing includes details like color, shape, texture, or details relevant to the sense. Writing mentions memories, experiences, or thoughts. Writing somewhat paints a picture for the reader. Writing includes some details like color, shape, texture, and details relevant to the sense. Writing attempts to paint a picture for the reader. Writing does not include details like color, shape, texture, or details relevant to the sense. Writing does not paint a picture. Writing assignment - Sensory Details Student includes more than 10 sensory details for the assignment. Student includes 10 sensory details for the assignment Student includes 5- 9 sensory details for the assignment Student includes less than 5 sensory details for the assignment.