Culturally & Linguistically Responsive Read Aloud

Childhood Lesson Plan

Administrative Details
Title of Lesson: Colors and the Five Senses
Candidate: Tara Fort Date of Lesson: 10 June 2020
Host Teacher: Terri Valentine Approx. Length (min): 30
Grade level/Age: 1st Grade Anticipated # of Children: 13

FOUNDATIONAL ELEMENTS OF LESSON

1. 2R4: Explain how words and phrases in a text suggest feelings and appeal to the senses. (RI&RL)
2. 2R9: Make connections between self and text (texts and other people/ world). (RI&RL)

Objectives/Learning Outcomes:
1. Identify and explain how colors in the story suggest feelings and appeal to the senses.
2. Identify and explain how colors in their own lives suggest feelings and appeal to the senses.
3. Develop a sense of respect for diversity.

DOCUMENTATION PLAN
List all planned assessments AND the data to be collected and analyzed

Formal Assessments (assessment of learning) Informal Assessments (assessment for learning)

Student work samples Teacher observations

Classroom discussions

CONCEPT PLANNING/SCAFFOLDING
Description of the Lesson Content/Concepts
· Students will identify colors in the text
· Students will explain how the colors in the text suggest feelings or appeal to the senses.
· Students will identify colors in their own lives.
· Students will explain how the colors in their own lives suggest feelings or appeal to the senses.
· Students will create a poem, art piece, or spoken presentation about the colors in their lives.
· Students will compare and contrast the meaning of the colors in their lives to the meaning of the colors in the text.
· Students will compare their products with their classmates’.

Background Knowledge Required

Lesson Rationale (Why, where, and how does this CLR lesson fit into the curriculum?)

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 · This CLR lesson fits in the ELA and Social Studies curriculum because it is exploring another culture while also
teaching students about their senses and words to describe senses.
Targeted Vocabulary Words:
- Senses
- Unique

Teacher Materials/Resources Student Materials/Resources

LEARNING ACTIVITIES
Introduction/Opening We will play a game of I-Spy, where I will say “I Spy, I Hear, I Smell, and I Feel” to recall the
/Anticipatory Set senses. I will use examples of things from the book such as “I feel something that makes me
How are you hooking warm” or I hear something that goes “click, click, click” We will play this game for a few
students into the minutes, allowing some volunteers to have a turn. I will then say to look for some of the words
lesson? that we talked about in the book we are about to read.
Body - Learning I will read Deep in the Sahara by Kelly Cunnane and Hoda Hadadi. After the first reading, we
Segment, Activities, will discuss the senses described in the book. Once students give some examples.
Timeline We read the story again, we will pull out the colors and write their feeling/sense on the board as a
What will you say? class.
What will you do?
What will your students After the second reading, I will introduce the assignment by reading my own model:
do? This is the place to
write out all that will Yellow
happen during your Yellow looks like: my favorite dress I like to wear on happy days
lesson. Yellow smells like: freshly baked lemon cake with vanilla frosting
Yellow tastes like: a banana for breakfast when I am running late for school
Yellow feels like: the warm sand at the beach in the summertime
Yellow sounds like: tiny birds chirping outside my window

We will talk a few minutes about my model, dissecting it’s parts to understand the sentence
starters students will use to create their own product. The model will remain on the Smartboard
for student reference while they work.

I will then discuss the assignment. Students will create a poem, a series of drawings, or a
spoken presentation about their chosen color using the sentence starters given to them at
their seat. They will choose one of the colors written on the board from the book Deep in the
Sahara.

Students will take their color and fill out the template shown below:
(Chosen color) looks like: ___________
(Chosen color) smells like: __________
(Chosen color tastes like: ___________
(Chosen color) feels like: ____________
(Chosen color) sounds like: ____________

While students work, I will walk around the room to check for understanding, scaffold, and ask
thoughtful questions.

Once students finish their assignment, we will host a Gallery Walk in which students will

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 circulate the room and view their classmates’ work. As they wall around the room, they will write
down at least one interesting thing their classmates wrote about.
Conclusion Once they have reviewed everyone’s work, students will come together as a large group to discuss
How are you bringing their observations of classmates work. I will ask them to share one thing they wrote down to the
closure to/wrapping up class about their classmates’ work. To end the lesson, I will compare and contrast student samples
the lesson? to the sample from the book that we wrote on the board. Using these connections I will summarize
the material we already learned and applaud the diverse responses we received in the classroom,
and urge to students think about how students around the world would have very different answers
than their own.
Accommodation Plan for Children

Translation of senses
Sentences starters
Multiple means of demonstrating proficiency
Visuals of key words and phrases
Act out key words or phrases
FINAL NOTES
Next Steps

References/Resources Used
[Link]