5 SENSE POETRY POETRY LANGUAGE + ART-VISUAL

GRADE: 3

OVERALL EXPECTATIONSVISUAL ARTS: OVERALL EXPECTATIONSLANGUAGE: SPECIFIC EXPECTATIONS

D1. Creating and Presenting: apply the creative
process (see pages 19–22) to produce a variety of
two- and three-dimensional art works, using
elements, principles, and techniques of visual arts
to communicate feelings, ideas, and
understandings;
WRITING:
1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience;
2. use editing, proofreading, and publishing skills
and strategies, and knowledge of language
conventions, to correct errors, refine expression,
and present their work effectively;
WRITING:
1.1 identify the topic, purpose, audience, and form
for writing
1.2 generate ideas about a potential topic, using a
variety of strategies and resources
VISUAL ARTS:
D1.1 create two- and three-dimensional works of
art that express personal feelings and ideas inspired
by the environment or that have the community as
their subject
D1.2 demonstrate an understanding of compo -
sition, using principles of design to create narrative
art works or art works on a theme or topic
D1.3 use elements of design in art works to
communicate ideas, messages, and understandings

STEP #1 STEP #2 STEP #3 STEP #4

Go over the 5 senses. Discuss how
these senses help the reader
Have students close their eyes and
hold out their hand. Place a popcorn
kernel in their palm and have them
inspect it with their sense of touch.
Students can record the exploring of
their other four senses in relation to
the kernel.
Discuss that the kernel won’t smell,
sound, or taste yet. Create a list of
words to describe its shape, size,
colour, and texture.
Pop the popcorn and have students
explore their senses again, this time
with the popped kernel
Students will then create a poem
using the words they have been
recording as a guide.
(they will compose a rough draft with
ONE rule: Each sense must be
explored in the poem)
They will also create a visual
representation of their poem that
represents the feelings, ideas, or
understandings intended in for the
audience.
 If students choose, they can have
opportunities for this poem to be
edited or proofread.

ESSENTIAL QUESTIONS:
How do the senses help the readers experience the poem? How might your visual representation assist your audience in experiencing
How did your exploration of the senses help you when writing your draft? your poem?

ACCOMODATIONS
 All recording can be done electronically (typed, speech-to-text, etc.)
 Worksheets can be provided for students to follow along with the
lesson (explore: touch, smell, sound, sight, taste)
 More time will be given for writing, and editing sessions are available
for any students that would benefit from them
 Movement and Mental breaks will be allowed during the activity
MODIFICATIONS
 Students can request a written list of instructions
 Give responses orally if so requested
 Capture responses on an audio recorder
 Use a spellchecker or dictionary
 The “ONE rule” can be modified where students don’t have to include
all the senses

INSTRUCTIONAL TOOLS
Popcorn Kernels and Popcorn maker
Other food options could include: sunflower seeds (shell on), Snap peas (or other kinds of beans), etc.