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STUDENT LEARNING OBJECTIVE UNDERSTANDING BY DESIGN (SLO UBD)

STUDENT TEACHER UNIT PLAN

Student Teacher: Kate Ganiron School: Kamiloiki Elementary School Cooperating Teacher: Leslie Nohara
Grade: 5 Content Area: Language Arts University Supervisor: Jeff Judd Dates:

Student Population:
Total Number of Students: 26 Males: 14 Females: 12 SPED Inclusion: 2 SPED Pullout: 1 ELL: 0 GT: 0

SLO Components For a complete description of SLO components and guiding questions, use the Student
Learning Objective Planning Document attachment.
Learning Goal
STAGE 1

Learning Goal:
Established Goal(s):
What habits of mind and cross-disciplinary goal(s) for example 21
st
Century skills, core competencies
will this unit address?
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
CCSS.ELA-Literacy.W.5.2a Introduce a topic clearly, provide a general observation and focus, and
group related information logically; include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
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.

Big idea:
What are the big picture concepts, conceptual anchors, and connections?

Sight
Sound
Touch
Smell
Taste
Senses are expressed through and support writing.
Creating experiences through different senses and the lack of senses.
Expressing different senses through memories, ideas, and experiences.

Transfer:
Students will be able to independently use their learning to:
What kinds of long-term independent accomplishments are desired?

Express opinions with sensory details
Write narratives using descriptions based on senses
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Describe observations based on senses or the lack of senses

Meaning:
Understanding:
Students will understand

Senses support stories.
Eliminating a sense heightens other senses.
Senses affect opinions.

Essential Questions:
Students will keep considering

What are the five senses?
How does the elimination of a sense affect the other senses?
How do sensory details affect writing?

Acquisition:
Students will know:

That the five senses are sight, sound, touch, smell, and taste.
That by eliminating a sense heightens other senses.
That including sensory details strengthens stories and narratives.

Students will be skilled at:

Identifying the five senses.
Writing stories and narratives with supporting sensory details.
Expressing opinions using sensory details.
Describing observations using senses.

Assessments,
Scoring and
Criteria
STAGE 2
Planned assessments and criteria used to determine levels of performance:
Results:
Are all desired results being appropriately addressed?

Each lesson will address the specific goals of the students.

Evaluative Criteria: *(This is where you start to develop your formative assessments)
What criteria will be used in each assessment to evaluate attainment of the desired results? Regardless of the format
of the assessment, what qualities are most important?

Each lesson will use formative assessment to gauge student understanding. By learning
what prior knowledge each student has, both teacher and student will be able to build
upon and improve learning.

Students will be assessed using formative and summative assessments for each lesson in
this unit using different methods: observations, opportunities for revision, and a rubric.

Students will be given the opportunity to conduct peer editing as well and make
revisions on their writing to improve their grade.
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The same rubrics will be used for each lesson in this unit. Because all lessons are
sensory writing lessons, student progress and improvement will be better assessed if
the same rubrics are used throughout the unit to show growth.

Performance Task:
Students will show that they really understand by evidence of
How will students demonstrate their understanding through complex performance?

Expressing the different senses through different forms of writing
Using observations and experiences to express the different senses in writing
Communicating feelings and emotions
Using artwork to express the senses
Using music to express emotions
Writing narratives using sensory details

Other Evidence:
Students will show they have achieved Stage 1 goals by

Completing different types of writing assignments
Working independently and with peers
Contributing and participating in small group and whole class discussions
Verbally presenting writing pieces
Explaining and expressing opinions when questioned

Expected Targets
STAGE 3
Goals:
What is the goal for (or
type of) each learning
event?

For each learning event,
the goals are for students
to:
Understand the
sense of the
lesson
Work
independently
and with small
or large groups
Incorporate
sensory details
in writing
Starting point for student performance groups
*Pre-Assessment:
What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions? How
will you monitor students progress toward acquisition, meaning, and transfer? How will students get the feedback
that they need?

Pre-assessments: Discussions will be used to check prior knowledge. Individual and group
activities will assess students skill levels. Potential misconceptions and questions will be
addressed through teacher observation of group work and discussions as well as through the
opportunity for students to ask questions during the lessons. See individual lesson plans.

Expected target for each student performance group:
For advanced learners: Advanced learners will be expected to complete the lesson task as well
as have the opportunity to exceed expectations by completing additional challenging work.
For at grade level students: Students will be expected to complete the lesson task and support
their writing with sensory details.
For struggling students: Struggling students will be expected to complete the lesson task
according to the differentiation plan for struggling learners. These students will still be expected
to work both individually and in a group.

Students will receive feedback in multiple forms: comments on paper, through discussions, and
through peer editing with the opportunity for revision.

Rationale for expected targets:
Does the learning plan reflect principles of learning and best practice? Will the plan be effective and engaging for
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students?

The learning plan reflects principles of learning and best practice because it includes multiple
ways of learning for students. Students will work in groups, individually, and have the
opportunity to get feedback from the teacher and peers. Students will also have the
opportunity to continually improve their grade and show growth through revisions. This plan is
effective and engaging in that it has hands-on activities and opportunities for students to go
outside of the classroom to learn. This unit plan also allows students to express themselves
artistically and creatively.

Instructional
Strategies
STAGE 3
(CT and US will determine
how many lesson plans you
will need to submit for your
unit)
Instructional strategies for each level of performance:
Learning Events:
Student success at transfer, meaning, and acquisition depends upon
-Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?
-Does the learning plan reflect principles of learning and best practices?
-Is there tight alignment with Stages 1 & 2?
Is the plan likely to be engaging and effective for all students?

Lesson 1: Sight Students will observe their surroundings outside and pick one object
within their point of view and describe it. Students will then describe this item using
sensory words for sight without revealing the object they are writing about.
Formative assessment: Students will formulate a list of words associated with
sight and will use these words to find ways to describe objects by showing
instead of telling.
Differentiation: Advanced students will be required to list more than one page of
descriptions for an object. Grade level students will be required to write one
page of descriptions. Struggling learners will be assigned an object in nature to
choose and will be required to list as many descriptive sensory words as possible.

Lesson 2: Sound Students will listen to a variety of different types of music (e.g.
classical, jazz, etc.) and describe what they think is going on in each musical
composition.
Formative assessment: Students will participate in a discussion about music
genres and discuss what they know about types of music. They will also discuss
how music makes them feel.
Differentiation: High achieving students will be encouraged to express their ideas
through a story with more than 10 sensory details and compare/contrast. Grade
level students will be required to include at 10 sensory words for sound in their
stories. Struggling learners will be encouraged to use at least three sensory
words for sound in their story.

Lesson 3: Touch Students will feel items of different textures (e.g. Velcro, cotton, etc.)
to describe and compare and contrast the textures using sensory words for touch and
feel.
Formative assessment: Students will participate in a hands-on activity where
they feel different items with different textures and describe what each feels
like. This activity will prepare students to compare and contrast the textures.
Differentiation: High achieving students will be encouraged to list more than a
page of sensory words for touch as well as write more than two paragraphs.
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Grade level students will be required to list one page of sensory words for touch
and write two paragraphs. Struggling learners will be encouraged to write as
many descriptions as possible for different objects.

Lesson 4: Smell Students will be blindfolded and smell different smells. They will use
sensory words for smell to describe what they smell in a story.
Formative assessment: Students will participate in a discussion where they will
share experiences and memories of distinct and significant smells.
Differentiation: Advanced learners will be encouraged to write a story longer
than two paragraphs and list more than a page of sensory words for smell.
Grade level students will be required write two paragraphs and list one page of
sensory words for smell. Struggling learners will be required to list as many
sensory words for smell as possible and write at least one paragraph.

Lesson 5: Taste Students will write a short essay about their favorite food. They will
use sensory words for taste to explain how and why the food that they chose is their
favorite.
Formative assessment: Students will participate in an activity where they will
describe different foods that they taste while blindfolded.
Differentiation: Advanced learners will be encouraged to choose their favorite
food to describe as well as contrast that food to their least favorite food.
Advanced learners will be required to list more than one page of sensory words
for taste and write more than two paragraphs for the assignment. Grade level
students will be required to write two paragraphs and list one page of sensory
words for taste. Struggling learners will be required to list as many sensory
words for taste as possible and write at least one page for the assignment.

Lesson 6: Sharing of a sensory piece of writing Students will share a piece of sensory
writing that they think is their best writing in the sensory writing unit.
Formative assessment: Students will complete writings for each sense. Students
will choose their best writing.
Differentiation: All students will be encouraged to share their writing to the best
of their ability reading out loud to both small groups as well as to the whole
class.

Lesson 7: Colors (all senses) Students will be assigned different colors and write a
poem using the 5 senses about the color.
Formative assessment: Students will participate in a discussion where they
discuss what different colors express and what feelings and emotions are
associated with colors.
Differentiation: Advanced learners will be required to include more than two
sentences for each prompt in the poem. Grade level students will be required to
write two sentences for each prompt in the poem. Struggling students will be
required to use one sentence for each prompt in the poem.

Lesson 8: Alien at School (all senses) Students will use an original alien drawing and
description to write a story using multiple senses about the aliens journey to earth.
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Formative assessment: Students will draw an alien and describe the alien using
multiple senses.
Differentiation: Advanced learners will be required to use all five senses in their
story. Grade level students will be required to use three or four senses in their
story. Struggling students will be required to use two senses in their story.

Lesson 9: Imaginary friend Presentation (all senses) Students will share their alien
drawing and story with the class.
Formative assessment: Students will complete a story about an aliens journey to
earth using multiple sensory words.
Differentiation: All students will be encouraged to share their writing to the best
of their ability reading out loud to both small groups as well as to the whole
class.

Lesson 10: No technology (lack of senses/heightened senses) Students will journal
their experience going a week without technology. Students will write an opinion paper
on whether or not they think technology is helping or hurting students.
Formative assessment: Students will participate in a discussion about what
technology they use on a daily basis, how long they use this technology, and for
what purpose they use the technology. Students will log their technology use
and journal during a technology purge.
Differentiation: All students will be encouraged to journal their experience
without technology for a week. Advanced learners will be required to write
more than one page of journaling per day. Grade level learners will be required
to write one page of journaling per day. Struggling students will be required to
write half a page of journaling per day. Each journal entry must include a
sensory writing activity or focus on a sense discussed earlier in the unit.

Progress Monitoring *(Formative Assessment x 3):
-How will you monitor students progress toward acquisition, meaning, and transfer, during lesson events?
-What are potential rough spots and student misunderstandings?
-How will students get the feedback they need?

Students will receive multiple forms of assistance, monitoring, and feedback in
discussions, through observations, in conferences, with rubrics, and through peer
editing. (See Stage 2)

Students will be graded on final products rather than first drafts to allow for growth and
improvement.

Students who do not turn in their work or fall behind in this unit will not be able to
share their writing with the class if the writing is incomplete. This may be problematic
for students who are unmotivated or need extra time to complete writing assignments.

Students without prior knowledge and proper training with sentence structure, spelling,
and fundamental writing habits will find this unit difficult and difficult to stay on task
and on time. Students need to complete assignments in a timely manner because this
unit does not allow for much extra time to complete assignments.
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To assess and assist with the Student Learning Objective, use the Rubric for Rating the Quality of Student Learning
Objectives attachment










SLO Rating Scale
Student teacher should attach the pre-assessment, three formative assessments, and the post assessment with rubrics, data, and
analysis (Pre-assessment: Student Generated; Formative assessment: Formative Assessment Analysis Form; Post-Assessment: Final
Unit Reflection).

Rating rubric for teachers with a class of 5 or more students.
Highly Effective Effective Developing Ineffective

At least 90-100% of students
met or exceeded expected
target.



At least 75-89% of students
met or exceeded expected
target.



At least 60-74% of students
met or exceeded expected
target.


Fewer than 60% of students
met or exceeded expected
target.
Rating rubric for teachers with a class of 4 or fewer students.
Highly Effective Effective Developing Ineffective

Based on individual growth
outcomes, all students met
expected targets and some
exceeded the targets.


Based on individual growth
outcomes, all students met
expected targets.


Based on individual growth
outcomes, some students met
or exceeded expected targets.


Based on individual growth
outcomes, no students met
expected targets.



Results
*Post-Assessment
Each individual lesson plan will have a post-assessment where students turn in their writing,
either in their writing tablet or in their writing folder. Students will have the opportunity to
revise their work for a higher grade.

Colors Lesson Plan Post-assessment will be conducted. Final poem will be assessed to see if
students know the 5 senses and can use sensory details for each sense to describe color.