SECTION I - SIOP Lesson Plan Format - This lesson must be taught in class

Candidate Name: Kaitlyn Lyons Date: October 12, 2020

Title of Lesson: Five Senses Course: EDDN 680

Core Components

Topic of Lesson and Rationale

This lesson on the five senses will allow children to discuss and understand the five senses, while
also activating prior knowledge, learning through material that is relative to them, help to develop
social skills of having conversation both with academic and informal language, and will help to
enhance their phonics skills. The reason for choosing this topic is that students at this age need to
know how to describe objects using their senses, as well as understand how to identify the senses
being used in books they are reading. As students as this age learn to read, they will need to
identify character traits and feelings, and knowing the senses will help this understanding. I also
chose this topic to allow students to be engaged in learning how to read, write, listen and speak
without even knowing they are practicing these skills.

Standards:
CCSS.ELA-LITERACY.SL.1.6 – Produce complete sentences when appropriate to task and
situation.
CCSS.ELA-LITERACY.SL.1.2 – Ask and answer questions about key details in a text read aloud
or information presented orally or through other media.
CCSS.ELA-LITERACY.RL.1.4 – Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
CCSS.ELA-LITERACY.RF.1.3 – Know and apply grade-level phonics and word analysis skills in
decoding words.

Content Objective
The student will be able to/SWBAT
 Identify and use adjectives describe the five senses: sight, hearing, smell, taste, and touch
 Identify the body parts associated with the five senses

Language Objective:
The student will be able to/SWBAT
 Provide simple explanations about how the eyes, ears, nose, tongue and skin work
 Describe how the five senses help people learn about their world

Student Population
First grade – level C/D readers which is below grade-level at this time. Two students in this small
group are English Language Learners, and one student receives speech service due to a moderate
receptive language impairment and a moderate expressive language impairment and a mild
pragmatic language impairment. The students are placed in this group together because they all
received a 2 or a 3 on their recent phonics assessment.
Learning Community
Students in this group are from urban area, all living in Manhattan or the Bronx, and are all African
American, Hispanic or white. This is an elementary school in Harlem and all students are currently
in an ICT classroom, not because they all have IEPs but rather to support needs. Virtual learning
currently is happening, and therefore the seating is non-applicable.
Materials/Resources
- Zoom (and it’s functions)
- Infographic – five senses
- Five Senses Poem
- Five Senses by Aliki (book)  https://www.youtube.com/watch?v=8FW2jQqweOg
- Matching – Five Senses
- Google Slides  contains informal assessment
- Five Senses sentences (informal assessment)
- Student objects

SIOP Components and Explanation

1. Preparation
In preparation for this lesson, I wanted to find visuals for students to be able to grasp concepts
of the five senses, but to also build on their language skills. The Five Senses chart has labels for
body parts and the related sense. The name of the body part is colored in as the same color of
the sense it goes along with. This will help visualize and keep track of the senses. I also was
able to create a matching game with visuals so it is not all words and reading, but rather
practicing their speaking skills to match the sense with the body part. Bringing in videos and
other technology will keep students engaged, as well as allowing them to go grab an object and
describe it using what they know about the five senses already and from today’s lesson. Their
ability to describe the object will help me to see if they understand the senses and will build
their writing skills in order to “show, not tell.” Lastly, the writing activity at the end will assess
their mastery of senses and correct tense of the sense in writing.
2. Build Background
Today we are going to be learning about something that you use every single day. We will be
learning more about the five senses and how we use our five senses to do so many different
things in the world.
Students have been spending this year and last building on their ability to know letter sounds
and how those letters sound when they are combined with other letters. This lesson will build
upon their ability to read and speak certain words. It also connects to lessons they have done in
kindergarten about colors, and science about describing what is happening in an experiment. In
order to link this lesson to those and other previous lessons, I will ask students, “when have you
had to describe an object before?” and “how can you describe objects?”
 Key vocab 
o Sight/see/seeing  eyes
o Smell/smelling  nose
o Taste/tasting  mouth/tongue
o Touch/touching/feel/feeling  fingers/hands
o Hear/hearing  ears
o Texture
o Volume
o Skin
o Taste buds
o Scent
o Adjective
This vocab will be introduced naturally through the lesson, not explicitly told to the students.
Through the readings, video, and discussion, scholars will have a grasp on what these words
mean.
3. Comprehensible Input
Although the students are ELLs and are below grade level in reading, they are really good
students who work hard to understand. With the ELLs in this group, my speech will be
articulate but not over-enunciated to the point of sounds unnatural. My plan is to use a lot of
visuals, as well as pointing out my own senses/body parts, which they can do too. When reading
the poem, I will read slowly and articulate, and I also am planning on breaking up this lesson
so it is not all content at once and they can have some movement within the timeframe of the
lesson. Lastly, in order to make it hands-on even through the screen, I am going to have students
grab an object that they can describe using their senses. This also allows for collaboration and
meaningful, informal conversation between peers.
4. Strategies
Students will be able to apply what they know to their own life and will be able to discuss what
we are reading in our poem and read aloud. If students are struggling, I will use visuals to help
point out how to figure out the answer and provide them with vocabulary to push their
understanding. I will start with more open ended questioning and then scaffold with less open-
ended questioning. For example, why are our senses important? If struggling, I could say, “why
is it important to notice the things around us?” and even more scaffolded could be, “why would
we want to smell things around us?” The goal here is for students to hold a conversation using
real evidence of the world around them and of our readings from the lesson. It is also for
students to be able to know the senses and how each are different. Through the plan, students
will be able to do this and I will ensure the questioning is not difficult but still gets them
thinking.
5. Interactions
Since this is already a small group, I am expecting all students to have ample time to interact
with each other and add to the conversation. Students are used to fast-paced lessons, but I am
going to ensure they have plenty of time to gather materials, answer questions, and ask
questions. The students have been doing a lot of phonics practice, so they should not need to
use L1. The students will be engaged throughout the lesson because of the varying activities
and opportunities to be included.
6. Practice/Application
Due to remote learning, I cannot give scholars materials to use, but they will be able to get their
own objects to use. They will be able to speak at all points of this lesson, listen to the teacher
and peers throughout the lesson, as I check for understanding to assess their listening skills,
speaking skills and content understanding. They will also be able to read along with me as we
go through all parts of the lesson. As far as writing, they will be able to complete a follow-up
activity to assess content and writing skills. The students will be able to use what they learn
from this lesson moving forward at home and in the classroom. They can use what they learn in
the classroom to enhance their writing skills by adding more details in stories by thinking about
their senses.
7. Lesson Delivery
(6-8 minutes) Today, we are going to learn about something we use every single day and
something that helps us learn more about the world around us. Does anyone know what we
might be learning about? Give students 1 minute to respond. Those are all great guesses, but
today we are going to be learning about our five senses! Does anyone know what our five senses
are? Give me a thumbs up if you know. Students can give thumbs up or down. It is okay if you
do not know because I have my handy dandy five senses man to help us out  show five senses
chart. Now this may look like a lot when your first look at it but let’s go through and start
learning. So, like I said we have 5 senses (hold up the number five). The senses are: seeing,
smelling, hearing, tasting, and touching. Can you all look on the chart and tell me – what body
part do we use to smell? See? Touch? Taste? Hear? (after they answer each part say the phrase
 we use our ____ to _____.)

(8-10 minutes) Okay, now that you know what the five senses are, lets read a poem together that
will tell us some things we use our senses for. As we read it, I want you to think, “what does the
poem say we can smell with our nose? Etc… I have a job for you to all do now. I am going to
give you 1 quick minute to find an object that you can describe using your senses. I picked this
as my object  show red pen, I can describe it as skinny, red, hard  I am not going to taste it
because it is not to be eaten, and it doesn’t really have a smell or make a sound  so the only
senses I am using are seeing and touching (eyes and hands/fingers).

(6 minutes) You all did a great job using your senses to describe your object. Let’s see if we
can use what we just learned to finish these sentences.
- I use my eyes to ____ _______...do for each body part. Fill in what they say and have
students read the sentence altogether.

(5 minutes) End the lesson with reading “My Five Senses” by Aliki and have kids read certain
parts  for example: I would read “ I can see. I see with my” and have them read “eyes.”
On p. 1, ask  what would you hear this object do? When you touch ___, how would it feel?
At 1:20, ask  how are the character’s senses helping him?
After reading  why are our senses important (might have to explain the word ‘aware.’)
I am challenging you all for the rest of the day to see how you can use your senses! Ms.
Friedman is going to share an activity for you all to do on your own tomorrow, and I can’t wait
to see how great you all can do on it using what you have learned today. Show them the activity,
which is to create a drawing and writing piece, based off themselves but related to the book. 
Draw a picture of yourself doing your favorite activity. Then write about what you are doing,
how many senses you are using and what those senses are.
8. Review/Assessment
Feedback and informal assessment will happen throughout the lesson as I call on students to
participate and as they share out answers. As far as vocabulary and key content, this is going to
be repeated throughout the entirety of the lesson, so students will have many opportunities to
hear and practice these words. Students are used to feedback, but it will be delivered
immediately and in a way that is not demeaning. The extension activity will assess students on
writing skills, while the lesson as a whole will be an informal assessment of reading, writing,
and speaking. Both informal and formal assessments will assess the five senses knowledge.
9. Extension/Homework
As an extension to this lesson, students will complete the writing and drawing activity. This
activity connects to the lesson because it will assess their comprehension of the content,
vocabulary, and writing skills. It is still a fun and engaging activity because they get to write
about themselves, but fully connects to the lesson objectives. The activity is to create a drawing
and writing piece, based off themselves but related to the book.  Draw a picture of yourself
doing your favorite activity. Then write about what you are doing, how many senses you are
 using and what those senses are. After they complete this activity I will give feedback on
writing skills and content knowledge, and will be able to create groups and activities based on
how good their writing skills are.
Source: Short, D., Hudec, J., & Echevarria, J. (2002). Using the SIOP Model: Professional
Development Manual for Sheltered Instruction. Washington DC: Center for Applied Linguistics.

Section II: Lesson Plan Commentary

Reflection

Although the lesson has not yet been taught, I think that it is planned out in a culturally responsive
manner, and allows students to use what they know and have learned already this year. After
speaking with my cooperating teacher, she does believe this lesson plan is good and will help to
improve students’ language skills. I originally did not include the chart in my lesson plan, but she told
me that students especially ELLs, would benefit from more visuals. I had thought that through the
rest of the plan, it would be enough, but after talking with her, I realized that she was right and I need
more of a visual for the students to refer back to if needed. I am interested to see what the students
will say throughout the lesson and how their writing is going to look after the lesson, and how it will
compare to previous writing of theirs.

I researched how to enhance learning for ELLs through remote learning and was able to find that
language production always needs to be emphasized through content. This lesson allows that to
happen, and it is not just an explicit phonics lesson, but it does hit on letter and word sounds that they
have practiced explicitly before. The article also address looking for ways for interaction which is
why I included the video and the several activities that they can participate in. Lastly, the article
mentions to “get those creative juices flowing,” which is exactly why I included examples from my
life, allow the students to use objects known to them, and allowing them to write their response about
themselves.

Source: Robertson, K. (2010). Distance Learning for ELLs: Planning Instruction. Retrieved from
https://www.colorincolorado.org/article/distance-learning-ells-instruction

After teaching this lesson and speaking with Professor Lin and my cooperating teacher, it is clear to
me that there are some edits I would need to make in order for students to fully master content and
language objectives. The first thing I would change is to break apart this lesson into more days due to
the amount of time it took to get students on task and doing the work that I wanted them to do. After
chunking the lessons into more days, I also would think through more visuals to include, better ways
to show those visuals, and ways to make it more hands-on for the students. The students loved getting
up and grabbing an object and did a great job describing. I can have them do more of this in different
ways, which will help to engage them as well as push towards mastering content and practicing
language skills. Putting up more visuals will also allow students to talk more about the senses and
engage them in the content, while striving to help them master speaking and other language skills