LESSON PLAN OUTLINE JMU Elementary Education Program

NAME REMOVED FOR PRIVACY PURPOSES TEACHER AND SCHOOL REMOVED FOR PRIVACY PURPOSES Date and time lesson plan is to be presented: February 26, 2014 Date written plan is submitted to the teacher: February 23, 2014

A. TITLE OF LESSON- Read-Aloud based on the Five Senses B. CONTEXT OF LESSON The students will be continuing the science lesson pertaining to the five senses and the corresponding organs using a read-aloud. Students are well aware of the things they see, touch, smell, hear, and taste. I have observed that as students make their way to the cafeteria for lunch, they comment about how yummy it smells in the hallway or after being out in the cold during recess, how cold each others hands feel when they come inside. Students have also discussed in class that the weather reflects many of the five senses as it changes, such as the story line in the read-aloud. C. LEARNING OBJECTIVES
Understand what are the broad generalizations the students should begin to develop? (These are typically difficult to assess in one lesson.) Students should begin to understand that they use their senses to describe objects or categorize objects by comparing and contrasting them based on their five senses. Know what are the facts, rules, or specific data the students will gain through this lesson? (These knows must be assessed in your lesson.) Students will be able to apply a specific sense to an object and be able to recognize which organ they used to identify their sense with. Do what are the specific thinking behaviors students will be able to do through this lesson? (These will also be assessed in your lesson.) Students will be able to use their five senses to describe any object and relate their senses to a specific organ that helps them to see, feel, hear, taste, or smell that object.

D. ASSESSING LEARNING Students will use the terms see, touch, taste, hear, and smell to label their five senses. As students describe their five senses, they may point to their eyes, ears, mouth, nose, and hands rather than say them or they may say them while pointing. Students will be able to describe parts of the story using their five senses. E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required) K.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) basic characteristics or properties of objects are identified by direct observation; K.2 The student will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings. Key concepts include a) the five senses and corresponding sensing organs; and b) sensory descriptors used to describe common objects and phenomena.

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MATERIALS NEEDED Read-aloud book Rain by Manya Stojic provided by Mrs. Harner Childrens journals provided by Mrs. Harner Pencils and crayons provided by Mrs. Harner

G. PROCEDURE I will take three students out into the hallway and have them sit in the floor to do a small-group readaloud. To begin the lesson I will ask students What science topic have you all been learning about this week? If they dont remember I will ask What do you do with your hands/nose/ears/eyes/mouth? If they do remember or after I have prompted them to remember that they are learning about their five senses then I will ask What are your five senses? or if they only call them senses then I will also ask How many senses are there? After they tell me their five senses I will say We are reading the book Rain by Manya Stojic and it is a book about the five senses. Before reading, I will tell the students to point to their nose for smell, their eyes for seeing, their mouth for tasting, and their ears for hearing or put their hands up by their shoulders for touch as each sense is being mentioned in the story. As I read the story I, too, will point or raise my hand for each sense if the students need help remembering or after they remember to do so. After the story, I will ask How did the animals predict the rain? At the end of the read-aloud, I will give the students their journals and a bin with their pencils and crayons to draw a picture from the story and write two sentences (1) using a sense to describe a part from the book and (2) what organ they use to obtain that sense. i.e. I smell rain. I use my nose to smell. After students are done with their journals, they know to raise their hand and I will check their spellings and look at their sentences. Students will also self-assess their writings on whether they correctly used a capital letter, space between words, and punctuation. Then students will clean up their pencils and crayons and go back inside the classroom. I will carry their bins and journals back inside the class. H. DIFFERENTIATION Some of the students have a hard time keeping their attention focused on what the teacher is reading or teaching about. As we read the story, I am having the students point to their eyes, nose, mouth, or ears and raise their hands to help them keep their attention focused and keep the read-aloud more physically active since the students do other read-alouds during class. If students finish early, I will play a game that has a twist on I spy but instead we will say I taste/smell/hear/touch/see and I will give the first example by filling in the blank and the students will touch their nose/mouth/ears/eyes or raise their hands when I or the other students change the sense. If students are struggling, I will use students interests in order to help them to use their five senses about an object they like. I will get them to describe it to me and show them how their five senses are used to describe objects. I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? During the lesson, A fire drill could happen, and in that case we would have to work with the amount of time leftover and do as much as we can cover in the lesson. We would read the book if we have enough time and I can write down things they talk about and use that as an assessment, or if we

dont have enough time to do the read-aloud at all then we will postpone it until the next day and the students will be assessed then. Students may not be used to having me do a read-aloud to them or feel strange doing something slightly out of routine. I will keep the read-aloud as entertaining as possible by changing my voice during the story and letting them show me the ways they find their five senses to make it more hands-on. If any students become a disruptive problem I will talk to them about how to respect me as an adult just as they respect Mrs. Harner, her student teacher, and parent volunteers, and if they keep acting out I will use the same rules Mrs. Harner has in place for disruptive behavior. As students point to their mouth to show taste, some may try to put their hands in their mouth or touch their tongue. I will address this before they start touching their mouths or tongues (especially since a lot of colds and viruses have been going around). I will be sure to set an example and show them to just put their fingers over their chins pointing to their mouths.

Lesson Implementation Reflection As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights. I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. My actual teaching lesson went well, however there were a few parts that went differently than I had planned. I was hoping the kids would physically follow along labeling their senses by pointing and physically showing me them as we read along the story, but as the kids were more into the story they attentively listened rather than being physically active with it. When assessing the students, they were so used to writing two sentences with one of them being about anything they chose. I just let them write their second sentence about whatever they wanted, since thats what their teacher always asks of them. II. Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid? I did my read-aloud on Wednesday and the students had been learning about their five senses since Monday. The students were more likely to point to their nose, mouth, ears, eyes, and hands when showing their five senses after the read-aloud. In their drawings, they used their five senses to show details about them. All three of the students were able to tell me what parts they used to find their five senses. III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again. One of the students I assessed has problems keeping his attention focused. I could have had the read-aloud earlier in the day instead of after recess when the kids were all tired and even less focused. IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher? I would move on to teach life processes since I am well aware that the students are able to use their senses to be observative and descriptive. They can begin to learn about how certain plants and animals grow and form and describe their different processes. V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners? Young children are very unpredictable. A teacher must truly be ready for any response from them. It is not always a natural instinct to learn how to expand off of childrens responses and help them to keep learning from something they say or take away from a lesson. Children are also more focused learners earlier in the morning. VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching? Teaching does not always go as planned especially when it comes to weather related reasons or drills. Teaching takes a lot of time and patience and it is not based on how we want to teach but on how and when students learn best. VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

I still have a lot of learning to do in creating lessons and planning for anything that may come up or happen during lessons. I also found out how much I actually love reading to kids and seeing the excitement in their eyes as we go through a story together.