TCNJ Lesson Plan

Title: 5 Senses Unit: Poetry Lesson #8 Grade 1

4/6/23

Aim/Focus Question
Write out the Learning Objective from the Unit Plan

Learning Target: Identify and understand the five senses through the medium of poetry.

Daily Learning Objectives/ Corresponding Assessments

Skills/Dispositions (SWBAT) Include the formative assessment or summative assessment that
Include the learning objectives specific to the lesson and correspond to each objective.
skills/dispositions from the Unit Plan.

Daily Learning Objectives: Corresponding Assessments:

1. Students will be able to identify the 5 senses 1. Worksheet: two things I…
2. Students will be able to use descriptive a. See
words relative to the 5 senses. b. Hear
c. Smell
d. Taste
e. Feel

Standards – Cut and paste full standards here.

CCSS.ELA-LITERACY.W.5.3.D Use concrete words and phrases and sensory details to convey
experiences and events precisely.

Beginning (Do Now/Opening/Hook)

Your beginning should engage students in the material for the day and be related to the objectives above. It is good to make your
beginning relevant to the students’ lives and to make an overt connection between the beginning and the Aim/objectives for the
day.

I will show a powerpoint explaining the 5 senses to our class. I expect that they won’t know it by “sight” but
instead “I see…”. This will be a mini lesson within the poetry sensory lesson.

Transition – Explicitly connect the discussion of the “Opening” to the day’s “Aim” and then to the first “Activity.”
I expect attention span to be low due to Thursday being the last day before spring break so I am going to be
super engaging with the powerpoint and the worksheet.

Middle – Context/Application (Mini Lesson, Activity, Guided Practice)

1) balance of instructional time and time for application; 2) transitions (in italics) when moving to another topic/activity; 3) clear
instructions for the students (often in a list/outline) that you model activities for the students, when needed; and 4) questions w/
anticipated answers.
After the powerpoint I am going to read poems from the Big Book of Poetry and ask the students to point out
sensory words. I anticipate that the first poem will be modeled together as a class. In the best case scenario I
will have a document camera but if not I will read out the poems.
Activity 1: Reading April Rain Song
Transition: What words represent the 5 senses? How about in this next text.
Activity 2: Reading The Woodpecker
Transition: What words represent the 5 senses?
Some people do not have access to all five of their senses (show sign language as an example).

Transition – Explicitly connect the discussion of the last activity in the “Middle” to the “Conclusion.”
Now that I have gone over the five senses, let's see if we can identify them on our own with our worksheets.

End/Conclusion of the Lesson

End each lesson together as a class to sum up the material for the day and bring the class back to the “Learning Objectives” and
“Aim” for the day. (For example, an “exit slip” or another short activity that brings the lesson full circle.)

Worksheet: Two things I…

- See
- Hear
- Smell
- Taste
- Feel
For early finishers, students can list more than two things. They can also draw out an image of the senses
they discussed.

Materials
List any materials you need for the lesson.

“April Rain Song” (p.56) and “The Woodpecker” (p.25) from The Bill Martin Jr. Big Book of Poetry by Bill
Martin Jr.

Differentiation
How will you differentiate your lesson for students based on the following:
Readiness, Interest, Learning Modality, Content, Process, and Product

For early finishers, students can list more than two things.
Students can also draw out an image of the senses they discussed.