Name: Shawntel Davis Lesson Plan Title: Five Senses Frank Grade Level: 1st School Site: Petersen

Elementary School 1. State Standards: L.2.B.1 Students know humans and other animals use their senses to know their world. 2. Teaching Model: One Teach One Observe 3. Objective: First graders will know at least three of the five senses and where the senses are used provided they have watched a video and participated in the Five Senses Frank activity. 4. Materials & Resources: SMART board (1) Video of 5 senses (1) Poster of Five Senses Frank (1) Five Senses Worksheet (one per student) ELMO (teacher use only) Pencils (one per student) Whiteboards (one per student)

Distribution/Collection Strategy: Students keep white boards and pencils in their orange bags. They are responsible for getting them and bringing them to the floor. Teacher will distribute paper for exit ticket to each student. Teacher will collect worksheets as students finish. 5. Instructional Procedures: a. Motivation/Engagement: I will use a video to introduce the five senses that includes a song that catches their attention. (Lemov: the Hook) http://youtu.be/z7pi9kv1dj0 Quiet Signal: Teacher says, Chicka Chicka. Students respond, Boom Boom. They must stop what they are doing and put their hands on their shoulders. Lesson Modeling/Guided practice: b. Activities or Student Learning Experiences: Step 1: Play the video (4min)

Step 2: Bring students attention to poster board. Introduce Five Sense Frank to the class. Teacher Note: Five Sense Frank is a poster of a boy with unlabeled senses. I will have the five senses cut out and ready for student to tape on to franks correct body part. Five Sense Frank has five senses just like we do, now who can tell me what sense goes here? Repeat until all five senses have been correctly labeled. In between students coming up to label Frank TW stop and talk about how we use that sense.

What part of your body do you use for tasting? (Blooms: Knowledge) What part of your body do you use for seeing? (Blooms: Knowledge) What part of your body do you use for touching? (Blooms: Knowledge) What part of your body do you use for hearing? (Blooms: Knowledge) What part of your body do you use for smelling? (Blooms: Knowledge) When might you use each of your senses? (Blooms: Comprehension) Can you think of times when you use two or more senses at the same time? (Blooms: Application) How do your senses help you find out more about something? ( Blooms: Application)

When students get an answer correct I will use the Lemov Technique: Props. I will use this by saying okay, Give your brain a kiss, muah. Step 3: Teacher will dismiss students to go to their seats to get their white board and pencil. While students do this TW switch on the ELMO and get ready for the worksheet. TW distribute worksheet and say, we always start the same we write our name. SW follow along with the teacher while completing the worksheet. Check for Understanding: Checking for understanding while students complete the worksheet and participate in pinning Five Sense Frank. c. Closure: I will replay only the Five Sense song from the video one more time before ending the lesson.

d. Extension and Contingency Plans: Extension: The extension for this lesson would be to have the students write, which of your senses do you think you use the most and why? This will be written on the back of the worksheet. Contingency plans: If students are having trouble with correctly matching the sense to Five Sense Frank, I will ask for more student help. Ex. Can we help out your friend? Does Smell go here or here? 6. Modifications and Accommodations: Repeat vocabulary throughout lesson and if student is struggling I will pair them with a high student for added support during the game. I will use hand gestures and I purposely incorporated pictures into the worksheet and poster for ELLs. 7. Student Assessment: Formative Assessment: I will be observing while they participate in the Five Sense Frank Activity. Summative Assessment: I will be collecting their worksheets to make sure they correctly matched the sense to the corresponding body part. 8. Homework: No homework necessary because lesson objectives were met during class time. 9. Reflection: if the lesson is taught in the field, then this reflection should be completed after the lesson was taught. Consider how your expectations were or were not met and consider reasons why. Include: strengths, concerns and insights. Strengths: My video was a great opening motivator. The kids really got interested in the 5 senses. I explained that Five Senses Frank (my poster) had five senses just like we do. I had them touch the part of their body that with the corresponding sense (TPR: Total Physical Response). It worked really well to say okay, I am looking for a quiet helper to put the sense on Frank. This was a positive behavior reinforcer. It was also good that I remind students of what they are going back to their seats to get, what are we getting? Whiteboard and pencil. When we moved on to the worksheet I had students give me a thumbs up when they wrote their name on their paper. This way I knew when everyone was ready to get started. Concerns: When I had some kids repeat what sense words were on the worksheet, not all the kids responded. Insights: It would be a good idea to say to kids who did not respond Im going to wait until everyone says the words with us. I think that it also would have been a good idea to use a cup of sticks with names on them to vary who is called on. When I said pencils down eyes on me maybe I should count to five and then have them

move their clip down. This would make the kids pay more attention because a few students were still holding pencils.