SIOP Lesson Plan Template 3

Topic: The Five Senses Content Objectives:

--Students will choral read book using finger to locate words on pages. --Teacher will have students identify body part picture cards coordinating with senses (touch, taste, hear, sight, smell). --Students will practice writing skills by using body part vocabulary in coordination with senses vocabulary in sentences.

Class: Kindergarten ESLsmall group

Date: April 17, 2013

Language Objectives:
--Students will continue learning the vocabulary that is associated with the fives senses including body parts that coordinate with specific senses. Students will be asked to use the terms when identifying the cards. --Students will be using structured sentences to be read in group after filling in the words with the teacher..

Key Vocabulary:

--tongue --eyes --ears --nose --skin --hands --fingers --hear/hearing/listen --see/sight --smell --touch --taste --senses

Materials (including supplementary and adapted):

My Five Senses book, 5 Senses Sentences worksheet, Picture cards

Higher Order Questions:

What is a way we can use all five senses together? (lunchroom) Why do we use our senses? (keep us safe, warning, tell us things, relay information) When might we not want to touch, smell, or taste something? (danger items) What covers our whole body that can feel things? How might we use our sense of taste and smell together? (If you smell something that is bad or stinks, you would not want to taste it)

(Developed by John Seidlitz. Used with permission.)

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 3

Time:
2:152:25 p.m.

Activities Building Background

We are building vocabulary and comprehension on the five senses. We started reading a book at the beginning of the week and we will read it together using fingers to track words in the sentences. Students are aware that we have five senses that coordinate with different body parts. Students have been introduced that we can use more than one sense at a time. Students have engaged in using their senses in large and small group activities triggering each of the senses. Discussion has taken place based on what body part they used to discover what senses were being used in the activity.

Links to Experience:

During this lesson, the teacher will use cards with pictures of body parts coordinating with pictures of senses being used. The students will identify the cards. After picture identification with key vocabulary used, students will practice writing structured sentences by using vocabulary terms to fill in the blanks of the sentences coordinating to the pictures. Teacher will use phonics to encourage students to say letter that is teaching is sounding out. Students will write the vocab in the lines of the sentences and then choral read the sentences as a group.

Links to Learning:

Illinois State Science Standards: STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences. 12A. Know and apply concepts that explain how living things function, adapt and change. 12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions Illinois State English Language Arts Standards: STATE GOAL 1: Read with understanding and fluency. 12A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. STATE GOAL 3: Write to communicate for a variety of purposes. 3A. Use correct grammar, spelling, punctuation, capitalization and structure. 3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech 3C. Communicate ideas in writing to accomplish a variety of purposes. 3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration.

(Developed by John Seidlitz. Used with permission.)

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 3

STATE GOAL 4: Listen and speak effectively in a variety of situations. 4A. Listen effectively in formal and informal situations. 4.A.1c Follow oral instructions accurately. 4.A.1d Use visually oriented and auditorily based media. 4B. Speak effectively using language appropriate to the situation and audience. 4.B.1b Participate in discussions around a common topic.

Key Vocabulary:
--skin --nose --hands/fingers --sight/seeing --touch/feel --senses --ears --hearing/listen --danger --eyes --smell --warning --tongue --taste --safe

(Developed by John Seidlitz. Used with permission.)

2008 Pearson Education, Inc.

SIOP Lesson Plan Template 3

Time:
1:301:50 p.m.

Student Activities (Check all that apply for activities throughout lesson):
Scaffolding: Grouping: Processes: Strategies: Modeling Whole Class Reading Hands-on Guided Small Group Writing Meaningful Independent Partners Listening Independent Speaking

Links to Objectives

Review and Assessment (Check all that apply):

Individual Group Written Oral

Review Key Vocabulary:

Students will participate in independently in identifying pictures of body parts that correspond to senses. Students will use key vocabulary to describe what body part uses what sense.

Review Key Content Concepts:

I will read with students and review the vocabulary words as described in book. These words will be reviewed by identification of picture cards that corespond to the five senses. Students have experienced tangible activities that have provided knowledge to what types of items use which senses. This lesson is to incorporate the vocabulary related to the senses and body parts as time moves forward, descriptive words will be introduced and used to help distinguish what sense is being used and what triggers the particular sense. Students will write vocabluary terms in structured sentences to expose small group to format of sentences beginning with a capital letter and ending with punctuation. Students will fill in the vocabulary word to gain knowledge on what body part is uses which sense.

(Developed by John Seidlitz. Used with permission.)

2008 Pearson Education, Inc.