Sensory Writing Unit - Lesson Plan #1 Sight

Classroom Teacher: Leslie Nohara Grade

(K-12)/Developmental Level: 5
th
grade
Date Lesson Will Be Taught: TBD
Lesson Subject Area: Language Arts
Lesson Topic: Sensory Writing Sight
Preservice Teacher: Kate Ganiron
Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
1. Students will use sensory details to describe an object in their point of view.
2. Students will write a description of an object by showing with sensory details rather than telling
what the object is.
Common Core Standards:
o CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey
experiences and events precisely.
o CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Understandings:
Students will understand that..
1. Students will understand that perspective
and opinions are affected by point of view.
2. Students will understand that multiple
details are necessary for an accurate
description of an object.
3. Students will understand that simple
objects can have many details.
Essential Questions:
What questions highlight the big ideas?
1. What is sight?
2. What is point of view?
3. What are sight sensory details?
4. What are examples of sensory words for
the sense of sight?
5. What does show, dont tell mean?
Content Acquisition (Objectives):
Student will know.
1. Students will know how to show rather
than tell what an object is using sight
sensory details.
2. Students will know what point of view is.
3. Students will know how to use sensory
Skill Acquisition (Objectives):
Student will be able to
1. Students will be able to accurately
describe an object using sight sensory
details without telling what the object is.
2. Students will be able to list descriptions of
a chosen object in a given amount of time.
3. Students will be able to use their notes to
details for sight to describe an object. write a description of an object that was
seen in their point of view.
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to
demonstrate understanding?
1. Students will be able to write continuously
for 20 minutes.
2. Students will be able to write silently
without distractions to focus on the sense
of sight.
3. Students will be able to list descriptions of
an object using their sense of sight.
4. Students will be able to write a description
or a riddle of an object using the sight
sensory descriptions listed.
5. Students will share their
descriptions/riddles with classmates.
6. To receive an ME, students will write a
second description or riddle of an object
without using any of the listed words.
See attached rubric.
Other Evidence:
What other things can students do to show what
they know?
Lesson Accommodations:
Advanced learners will be challenged to
write more than one page of listing
descriptions for an object. They will also
be challenged to write a second piece
about the object without using any of the
listed words.
Struggling learners will be assisted in
choosing an object to choose. These
students will also only be required to
compile a list of sight sensory words as
long as possible. They will be required to
describe the object to the best of their
ability using sensory details for sight.
Self-Assessments:
What ways can students check understandings to
set future goals?
1. Students can recognize descriptions using
the sense of sight in other forms of writing
(e.g. in books, in science, etc.)
2. Students can recognize sensory details of
sight in their peers writing.
3. Students will include sensory details of
sight in other writing assignments (e.g.
journal entries)
4. Students will be able to identify showing
and telling in other writings (e.g.
newspapers, books)
Reflections:
What did you identify during self-evaluation?
I wanted to take the students outside of the
classroom to complete this assignment. Because
they are cooped up in the same classroom all day,
I thought it would a refreshing and fun way to
change their point of view. I purposely had
students remain silent during their writing
because it helps them to focus on their senses as
well as eliminates distractions.
Stage 3 Learning Plan
Learning Activities:
What will the students do during the lesson so that they achieve the stated goals? How will you guide
the students? What resources are needed?
1. Discussion (10 minutes)
- Showing vs. telling
- What is telling what an object is?
- What is showing with words what an object is?
- How is showing different from telling?
- What are some examples of showing?
2. Outdoor silent observations (20 minutes)
- Take students outside on the playground
- Students sit down anywhere on the playground (must be at least 5 feet away from
another person will be moved or placed if necessary)
- Choose an object in point of view (teacher will assign if needed)
- List as many descriptions and observations of the object for as long as the class is
outside (ME = more than 1 page, MP = 1 page)
- Writing time must be silent
3. Writing (20 minutes)
- Using the as many words on list of descriptions of the chosen object, show instead of
tell what the object is through writing.
- Option to put in riddle form (i.e. What am I?)
- ME = write a second description/riddle without using any of the listed words
4. Writing requirements
- ME: More than 2 paragraphs
- MP: 2 paragraphs
- Include at least 10 different sensory details for sight
5. Whole class sharing (if time) (10 minutes)
- Encourage students to share description/riddle with the class.
Resources needed:
- Pencil
- Paper
- Object in sight

Acknowledged: ______________________________ Date: __________ Grade (if applicable): _____
(Course instructor, university supervisor, and/or cooperating teacher)



Sensory Writing Unit: GLO Assessment
CATEGORY 4 3 2 1
Stays on task (Self-
directed Learner)
Student writes for
the entire period.
Student is not
distracted by
peers. Student is
not a distraction to
others.
Student writes for
the majority of the
period. Student is
slightly distracted
by peers. Student
is not a distraction
to others.
Student writes for
half of the period.
Student is
distracted by peers
and is somewhat
of a distraction to
others.
Student does not
write for the entire
period and is not
on task. Student is
very distracted by
peers and is a
distraction to
others.
Sharing Student eagerly
shares with both
small groups and
to the whole class.
Student shares
with small groups.
Student needs
guidance to share
with small groups.
Student is hesitant
to share his/her
work.
Student does not
share with small
groups or anyone.
Presenting Student eagerly
volunteers to
present writing to
the class. Student
speaks loudly,
slowly, effectively,
and clearly.
Student presents
writing to the class
with prompting.
Student speaks
loudly and clearly.
Student somewhat
rushes through
reading.
Student is hesitant
and requires a lot
of prompting to
present to the
class. Student
does not speak
loudly, clearly,
slowly, or
effectively.
Student does not
present to the
class even after
prompting.
Listening Student is a
respectful
audience member.
Student listens
quietly and
attentively to the
speaker. Student
asks questions only
at appropriate
times.
Student is mostly
respectful as an
audience member.
Student listens to
the speaker, but
gets distracted or
talks to a neighbor
once. Student asks
questions at
appropriate times.
Student is not
respectful as an
audience member.
Student gets
distracted by
others and asks
questions at
inappropriate
times.
Student is very
disrespectful as an
audience member.
Student is
distracted by
others and is a
distraction to
others. Student
talks at
inappropriate
times and is
disruptive.








Sensory Writing Unit: Lesson #1 - Sight
CATEGORY 4 3 2 1
Task appropriate Writing is
appropriate to the
task and to the
given sense.
Student
demonstrates and
exceeds
expectations and
requirements.
Writing is
appropriate to the
task and to the
given sense.
Writing is
somewhat
appropriate to the
task. Writing does
not reflect the
sense of the
lesson.
Writing is
inappropriate to
the task and does
not demonstrate
the sense of the
lesson.
List of descriptions Student writes
more than one
page of
descriptions of an
object.
Student writes one
page of
descriptions of an
object.
Student writes half
a page of
descriptions of an
object.
Student is unable
to fill half a page of
descriptions of an
object.
Writing assignment
- Length
Student writes
more than 2
paragraphs
relevant to the
assignment.
Student writes 2
paragraphs
relevant to the
assignment.
Student writes 1
paragraph relevant
to the assignment.
Student writes less
than 1 paragraph
relevant to the
assignment.
Writing assignment
- Imagery
Writing includes
details like color,
shape, texture, or
details relevant to
the sense. Writing
includes influences
from memories,
experiences, or
thoughts. Writing
includes
compare/contrast.
Writing paints a
picture for the
reader.
Writing includes
details like color,
shape, texture, or
details relevant to
the sense. Writing
mentions
memories,
experiences, or
thoughts. Writing
somewhat paints a
picture for the
reader.
Writing includes
some details like
color, shape,
texture, and details
relevant to the
sense. Writing
attempts to paint a
picture for the
reader.
Writing does not
include details like
color, shape,
texture, or details
relevant to the
sense. Writing
does not paint a
picture.
Writing assignment
- Sensory Details
Student includes
more than 10
sensory details for
the assignment.
Student includes
10 sensory details
for the assignment
Student includes 5-
9 sensory details
for the assignment
Student includes
less than 5 sensory
details for the
assignment.