Name: Daniel Solis

Key Content Standards and CA ELD Standards: List the complete text of only the relevant parts of each content and ELD standard.
CCSS.ELA-LITERACY.W.4.3: Write narratives to develop real or imagined experiences or events using descriptive details

CCSS.ELA-LITERACY.W.4.3.D: Use concrete words and phrases and sensory details to convey experiences and events.

Cross-Disciplinary Connection: Incorporating Visual and Performing Arts:

Science: The five senses Students will illustrate foods
Lesson Objective: What do you want students to know and be able to do?
Students will be able to describe a food using sensory details
Students will be able to use a graphic organizer
Students will be able to draft sentences describing a food related event or memory using sensory details
Students will be able to brainstorm ideas
Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)?
Students have utilized graphic organizers in the past.
Students have learned parts of speech.
Students have practiced using descriptive adjectives.
Students have drafted personal narrative paragraphs.
Students benefit from participating in collaborative completion of activity pages.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson?
Students need to know the five senses in order to correctly utilize their graphic organizer.
Students need to understand that adjectives are used to describe nouns.

Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
Students will produce a completed graphic organizer anchoring sensory details into the corresponding senses .
- Students will do this for both their chosen food and the guava described in the story that I will open the learning segment with
Students will brainstorm and anchor ideas for food related memories
Students will draft 5-10 sentences about a food related memory, the sentences will involve sensory details

Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
Students will be engaged in a variety of learning tasks where they will practice using sensory details to describe, I will take note of the
areas that students are struggling in and adjust instruction to meet these needs .

Connections Engaging All Learners

· Connections to Students’ Lives - experiences, interests, · Range of Communication Strategies & Activity Modes :
development, and social emotional learning needs:: - Turn and talk
- Students have expressed interest in sharing their - Think, pair, share
experiences related to food. - Equity sticks
- Students will have the opportunity to reflect on their - Whole group discussion
memories and the emotions associated with those - Table group discussion
memories when they draft their narrative sentences. - Illustrating and labeling
- Opportunities to discuss potential topics with peers
 - Shared talking in table groups
· Connections to Real Life Contexts & Culturally Responsive
Practices :
- The example food I am using to model completion of
activity pages is a food I know that ALL students in my
class are familiar with.

· Promoting Multiple Perspectives :

- Students will participate in a game of “Guess That
Food!”, where multiple answers will be considered.
- Students get to select a food related topic that
resonates with them, promoting the inclusion of multiple
experiences.

Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? :
- I will incorporate activities that give students multimodal opportunities to practice describing foods with sensory details.
Illustration will be incorporated to support students visualize the foods concretely and support them as they generate sensory
details.
- The Core Knowledge Language Arts guide has students reading from the CKLA reader on their own, I will modify this lesson
and read the excerpt from the reader twice with students, giving them plenty of opportunities to stop me and ask questions
about what is being read before engaging in the text.
- Students will participate in an activity that will support their generation of topics for their food narrative. This activity is designed
to give students the opportunity to move around the room and discuss a variety of food related topics with their peers.
Technology: How will technology be used to facilitate students’ equitable access to content?
The document camera and projector will be used to make modeling of activity sheets visible for all students.
Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught?
Sensory details, descriptive adjectives, and narrative will be explicitly taught. The five senses will be reviewed, too.
Approaches to Support English Language Learners & Standard English Learners:
Students will have a variety of communication methods they will be engaged in that do not include whole group talking such as:
- Think, pair, share
- Turn and talk
- Table group discussions
I will also be circulating the room and stopping to check in with and support English language learners. I will offer to translate any words
from English to Spanish to support students’ abilities to engage with the lesson content. I will also offer to translate from Spanish to
English for students who will challenge themselves to write ideas down in English.
Name: Daniel Solis

Lesson _1_ of _4_

Time Teacher Student Resources / Materials

11 am Welcome back from recess everybody. Pulling out CKLA Activity book and reader, CKLA Activity book and
Please take out your activity books and ELA notebook, and something to write reader , ELA notebook,
readers, something to write with, and your with. something to write with
ELA notebook.

This week we are going to be learning and Writing “sensory details” in table of
talking about sensory details. (Modeling contents and on next available page in
opening my ELA notebook). Go ahead ELA notebook
and open your ELA notebooks to the table
of contents and add sensory details to
your next available page.
(Discusses five senses and sentences that
extend understanding of senses e.g.
“Sight- How something looks, what we
see.”)

We’re going to refer back to this page in

our notebooks throughout the week

To start we’re going to turn our readers to

pg 12 and read an excerpt from
Esmeralda Santiago. I’m going to read the
passage out loud twice. The first time you
can follow along in your reader or just
listen to me read. The second time I read,
follow along with your reader and take
(Following along and listening to the
note of any words that are unfamiliar to
excerpt being read aloud).
you or anything you might have a question
about.
Asking questions.
(Reads excerpt twice)

Now that we’ve had an opportunity to Turning and talking to discuss excerpts.
listen to the passage twice, are there any
words you might need clarified or
questions you’d like to ask?
11:20

(Uses in-reader glossary to refer to

passage specific vocabulary words)

Before we engage with the text in small

groups, turn and talk to your elbow partner
about what I just read. What was it about? Sharing partner thoughts.
Who was speaking? What were they
doing?
 Ss share their experiences and feelings
Would anyone like to share what was about guavas.
discussed with their partner?

That's right, this excerpt follows a

woman’s trip to the grocery store and she
sees a guava. Has anyone ever had a
guava? In Spanish they are called
guayabas.

Did you all notice how the narrator

described the guava? I was able to picture
the way the guava looked because the
11:30 am narrator described it with sensory details!

Now you’re going to work with your elbow

partner or in groups of three to read
through the passage together. This time
as you read the passage I encourage you
to pay close attention to the language that
the narrator uses to describe the guava. Reading through passage with partner(s)
and taking notes on the language/words
used to describe the guava fruit.
Once you and your partner(s) have had a
chance to read through the passages, go
ahead and discuss what words were used
to describe the guava. We’re going to
need this information tomorrow so you can
take notes in your ELA notebook to keep
track of what you and your partner(s)
discuss.

(Circulating around the room as students

read and take notes. Stopping to check
with groups as they ask questions or as
the teacher sees appropriate. Checking in
with English language learners to ensure
that content is accessible and clarifying
any misinterpretations that may arise).
(Return to seats once they have finished
reading and taking notes.
11:50 am Let's take a few more minutes to wrap up
our note taking and discussions

Turning and talking

Alright, now that we’re back to our table
groups, turn and talk, what words did the
narrator use to describe the guava? Students share

Does anyone want to share what they and

their partner(s) discussed?
All of those were great points! The
narrator talked about how the guava
looked, smelled, tasted, and felt! All of the
words that you all shared are examples of
sensory details! Putting materials away.
 Tomorrow we’re going to use a graphic
organizer to sort the sensory details into
the corresponding sense. For now you can
put your ELA materials away and get
ready for a brain break!

Lesson_2_ of _4_

Time Teacher Student Resources / Materials

11 am Welcome back from recess everyone! Getting materials ready CKLA Activity book and
Please get ready for ELA by getting your reader , ELA notebook,
activity books, readers, ELA notebooks, something to write with
and something to write with.

Please review your notes on sensory Reviewing and discussing sensory detail
details, then when you’re finished notes with elbow partners
reviewing, discuss with your elbow
partner.

What do we remember about sensory Sharing thoughts and ideas.

11:05
details?

That's right! We use sensory details to

describe something so that it can be
vividly pictured.

We’re going to do a quick warm up to get

us thinking about sensory details. Each
table group is going to get a picture of a
food and together you’ll refer to your
sensory notes questions we wrote down
yesterday in your notebook to create a list
of sensory details for the food you receive.

Let's do an example together. Let's use Rubber ball, document camera

11:10 Students sharing sensory details to
sensory details to describe this ball. (omits and projector
describe rubber ball.
taste sense!) How would we describe the
feel, look, sound, and smell of this ball?

Perfect so now that we’ve done this

example together you’re going to work in TA’s passing out images, table groups Images of food, timer.
table groups to do the same thing for a engaged in discussion.
specific food. (Has TA’s pass out one food
image to each table) You’ll have about 5-7
mins to discuss with your tables and then
we will share out.
 Ok now that we’ve had some time to
discuss lets hear what sensory details you Sharing the sensory details they
all came up with. (Uses equity sticks to generated as table groups.
11:20 call on first person to share, that person
chooses the next table to share and so
on.)

Thank you all for sharing. You all are great

at coming up with sensory details to Retrieving readers and opening up to CKLA Reader
describe food. Now we’re going to revisit guava excerpt.
11:30 the How to Eat a Guava except, please
pull out your readers and flip to the
passage.

I’m going to read the first four paragraphs

and then you’ll work with a partner to read Listening to T read paragraphs.
it together. (Reads from reader)

Ok so now you’ll work with a partner to CKLA Activity book and reader
Ss working together to read the first four
read through the first four paragraphs
paragraphs of How to Eat a Guava.
again and fill out activity 4.2 on page 33 in
11:40 Completing activity page 4.2 on page 33
your CKLA activity book. This page is
of activity book.
asking us to list the sensory details for the
guava that is talked about in the first four
paragraphs that I just read. I’ll be around
the room, call me over if you need
support!

How much time might you need to

complete this? Ss showing how much time they need.
11:55
Ok it looks like everyone is finished. Lets
share a bit of what sensory details we Sharing sensory details.
came across.

Wonderful! Go ahead and put your activity

book and reader away and open up your ELA notebook
ELA notebook to the sensory details notes Putting materials aways and opening up
we took yesterday. to sensory details notes

We’re going to use the last 10 minutes to

play a quick game. You’ll take your
notebook with you as you walk around the
12:00 classroom. When you hear the timer buzz
you’re going to stop walking. Look around
you and find the closest object to you.
You’re going to create a list of sensory
details for that object. Of course you can
skip taste and smell if it is something that
you cannot taste or does not have an
odor. Ok you can start walking around (set
timer for 30 seconds)

(Timer buzzes)
 You have five minutes to create a list of Walking around classroom. Timer
sensory details. Once finished please
return to your seats.
Stopping in front of an object and
describing it with sensory details.

Returning to seats
Ok before we wrap up does anyone want
12:05 to share what object they had and a few
sensory details they came up with?
Volunteering to share

Excellent descriptive language. Please but

your ELA materials away and lets get
ready for a brain break.
Cleaning up
12:10

Lesson _3_ of _4_

Time Teacher Student Resources / Materials

11 am Who can share with the class what we’ve Sharing

been talking and learning about the last
two days during ELA?

We've been discussing sensory details.

Can I have some volunteers remind me of 5 students share one sense each.
the five senses?

Perfect. Thank you! Our warm up today is

11:05 am a game called Guess That Food! I have Prewritten guess that food
written some sentences describing a food sentences
using sensory details. You are going to
listen to the way I describe it and try to
guess what food it its
Listening to sentences being read
(Reads sentences)

Now that you’ve heard my descriptions, Turning and talking with a partner to share
take some time to think about what the thoughts.
food might be. Turn and talk to a partner to
11:10 am discuss your ideas.

3 students sharing guesses.

Lets hear from a few people what their
guesses are (use equity sticks to call on Equity sticks
students)

(Reveals food after students have had an

opportunity to guess.
11:15 am Ok so we’re all going to create our own CKLA activity books
descriptions of a food and play Guess Getting out activity books and checking in
That Food at the end of ELA today! For with neighbors.
now we need to start thinking of some
foods. Please get your Activity book on
and turn to activity page 4.3 on page 35.
Check in with your neighbor and help
them get to where we need to be if they
need help.

11:20 am So we’re going to think about four food

topics and think about a food that does
with that topic.

I have four already filled out here. (Has

one student read a topic, repeat for all four
topics)
11:25 am
- The best meal I ever ate at a
restaurant
- The first food I cooked for myself Reading prewritten topics Filled out CKLA activity book,
- A time that something made me
document camera, projector.
sick
- A food that I love to cook
(Writing down a food that goes with each
topic after students finished reading them.)

11:35 am So now you’re going to come up with

some topics and foods of your own. Ss circulating around the room reading
Around the room are 8 sticky notes that and discussing topics. Writing topics down
have topics on them. You’ll walk around if they have a food memory related to it.
the room for about 10 mins reading the
topics and talking about them with
someone near you. If you are able to think
of a food that goes with that topic and you
like it you can write it down! You can also
come up with your own topics if you do not
like the ones posten in the room.

(Starts timer)

11:45 am Picking one food to illustrate and label with

Now that you’ve had time to write down
sensory details. Pencil, paper or ELA notebook,
four topics and four foods, you’re going to
and crayons/markers/colored
choose one food from our list of four.
pencils
You’re going to illustrate that food and
label it with sensory details. Once you're
finished we’ll play a game of Guess That
Food!

(T circulating around the room providing

support as needed)
12:00 pm Ok we have time for a few students to
come up here and share their sensory Guessing which food is being described.
details with the whole class. We will try to
guess what their food is!
(T uses equity sticks to call 4 students up
to the front of the room and share their
sensory details)

12:10 pm Ok thats all of the time we have for ELA

today. Please start to put your ELA
Cleaning up
materials away. For those who did not get
to share their sensory details during
Guess That Food, we will play this game
again for brain breaks throughout the
week!

Lesson _4_ of _4_

Time Teacher Student Resources / Materials

11 am Ok everyone welcome back from recess!

The last three days we’ve been talking
about sensory details and have had a lot
of practice coming up with sd for foods
we’ve read about and our own foods.

Let's get out our activity book and turn to Getting out activity book CKLA Activity book
page 35.

Just like we did yesterday when we chose

one of the foods from this list to illustrate
and label with sensory details, we’re going
to choose one of our memories to draft
some sentences using sensory details that
we can use to form a narrative paragraph.
We’ll fill mine out together.
Recalling and sharing the events of my
food memory that was discussed in the
(Asking students questions about the food previous lesson.
memory I chose yesterday. Anchoring their
sentences)

(T also modeling how think about the food

memory by providing questions like:

- Where was I?
- What did I eat?
- How did I feel?
- What did the food look like?
- What did the food taste like?
- Who was with me?
- When did I go?)
11:15 am Now that you all have helped me fill my
chart out I think you’re ready to do this for
your own food memory! Turn to page 41 in
the activity book, it is activity page 5.2.
You’ll have 10-15 mins to generate some
sentences that describe the food memory Turning to a page in the activity book and CKLA activity book
you chose. Remember to refer back to generating sentences.
your activity page 4.3 to remind yourself of
the sensory details you wrote down for
your food. I’ll be around if you need
support.
(T circulating as ss work on activity page.)

So now that you have your sentences

11:30 am
down we’re going to share what we wrote
with a few partners. You’ll take turns
sharing your narrative sentences and
using page 43 you’ll record some details
you liked about your partner’s narrative
and something you’d like to know more
about.

(T models activity on page 43 before

having ss start)

11:40 am You’ll have about 5 minutes with each Sharing narrative sentences with partners
partner. and recording details in activity book

(timer buzzes)

Thank your partner and find someone new ““

11:45 am to share with.

(T circulating around the room listening to

students sharing, supporting as needed. T
identifies a pair of students to demonstrate
the sharing and recording process.
Identified pair of ss comes up to front of
12:00 pm the room to model their sharing and
recording process.

(The partner sharing repeats until each

student has shared with 3 different Sharing narrative sentences with partners
partners) and recording details in activity book

12:10 pm Hopefully this helped you give and get

some good feedback on your narrative Cleaning up
sentences! We’re going to pack up and
get ready for a brain break and lunch!