You are on page 1of 5

Sensory Writing Unit - Lesson Plan #5 Taste

Classroom Teacher: Leslie Nohara Grade


(K-12)/Developmental Level: 5
th
grade
Date Lesson Will Be Taught: TBD
Lesson Subject Area: Language Arts
Lesson Topic: Sensory Writing Taste
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 the sense of taste to write an opinion essay about their
favorite food.
2. Students will describe different food using sensory words for taste.
3. Students will use concrete sensory details to explain why they like their favorite food rather
than using broad adjectives (e.g. good).
4. Students will know the four basic tastes (sweet, salty, sour, bitter).
Common Core Standards:
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
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 good and bad
tastes are based on opinion.
2. Students will understand that sensory
details for taste include the four basic tastes
(sweet, salty, sour, bitter), temperature, and
texture.
Essential Questions:
What questions highlight the big ideas?
1. What is taste?
2. How do you know if something tastes
good or bad?
3. How do you know if you like a particular
taste?
4. What are the four basic tastes (sweet,
salty, sour, bitter)
5. Do temperature and texture affect taste?
Content Acquisition (Objectives):
Student will know.
1. Students will know the four basic tastes
(sweet, salty, sour, bitter).
2. Students will know that temperature and
Skill Acquisition (Objectives):
Student will be able to
1. Students will be able to explain why a
particular taste is good or bad by
using sensory details for taste.
texture affect taste. 2. Students will be able to identify the four
basic tastes (sweet, salty, sour, bitter).
3. Students will be able to write an opinion
essay about their favorite food using
sensory details for taste.
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 essay
describing their favorite food using sensory
details for taste.
2. Students will participate in the class
activity and describe the mystery taste.
3. Students will be able to identify the four
basic tastes (sweet, salty, sour, bitter).
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 the taste in the
activity. Struggling learners will only be
required to describe their favorite food
using sensory details for taste. They will
not be required to include a story or
compare and contrast with their least
favorite food.
Grade-level learners will be required to
include a story/anecdote in their
description of their favorite food.
Advanced learners will be challenged to
compare and contrast their favorite food
with their least favorite food using
sensory details for taste.
Self-Assessments:
What ways can students check understandings to
set future goals?
1. Students can identify the various tastes in
their food (sweet, salty, sour, bitter).
2. Students can describe different food using
sensory details for taste.
3. Students can support their opinion of
good and bad tasting food using
sensory details for taste.
Reflections:
What did you identify during self-evaluation?
I created this lesson so that students can
experience each of the four tastes individually.
Because many foods have multiple ingredients, it
is difficult to categorize them as a definite
sweet/salty/sour/bitter taste. If the tastes are
isolated (e.g. lemon = sour), then students can
experience each of the four tastes individually.
By isolating tastes, students will be able to better
describe their favorite food using sensory details
for each type of taste.
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. Activity (15 minutes)
- Students will be blindfolded
- Students will taste a mystery food (different food for each table)
- Students will use sensory details for taste to describe the food they taste
- Share what the food tasted like using sensory details for taste (sweet, sour, salty, bitter),
texture, and temperature
- How do you know if you like or dislike the taste?
2. Essay (20 minutes)
- What is your favorite food?
- Describe your favorite food using sensory details for taste. Why is it your favorite?
- ME: compare and contrast with your least favorite food
- MP: include a story in essay
3. Sharing (10 minutes)
- Students have the opportunity to share their essay with the class

Acknowledged: ______________________________ Date: __________ Grade (if applicable): _____
(Course instructor, university supervisor, and/or cooperating teacher)













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 #5 - Taste
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.