Sensory Writing Unit - Lesson Plan #4 Smell

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 Smell
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 for smell to write a story about the different scents they
experience.
2. Students will describe smells without seeing the item that they smell.
3. Students will be able to recall the different smells they experienced while blindfolded.
Common Core Standards:
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.
Understandings:
Students will understand that..
1. Students will understand that smells can
evoke emotions or memories.
2. Students will understand that prior
knowledge of a smell helps to associate the
smell and meaning.
Essential Questions:
What questions highlight the big ideas?
1. What is smell?
2. What emotions, memories, or experiences
are evoked when you smell different
smells?
3. How can you tell if something smells
good or bad?
Content Acquisition (Objectives):
Student will know.
1. Students will know what sensory words are
associated with smell.
2. Students will know that different smells
evoke different emotions, memories, or
experiences.
Skill Acquisition (Objectives):
Student will be able to
1. Students will be able to recall different
scents they smelled while blindfolded.
2. Students will be able to use the different
scents to create a story.
3. Students will be able to use sensory
details for smell to develop a story.
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to
demonstrate understanding?
1. Students will be able to write an original
story using the different scents and using
sensory words for smell.
2. Students will be able to recall the different
scents they smelled while blindfolded to
use in a story.
See attached rubric.
Other Evidence:
What other things can students do to show what
they know?
Lesson Accommodations:
Struggling learners will be required to
identify and describe 4 different smells
using at least 3 sensory words for smell.
These students may write a story if able.
Using sensory words for smell is the main
idea for this lesson.
Advanced learners will be challenged to
write a story using more than 10 sensory
details for sound and include more than 10
of the different scents they experienced
during the lesson. These students will
also be challenged to write their story
using the scents in the order they were
smelled.
Self-Assessments:
What ways can students check understandings to
set future goals?
1. Students can recognize smell sensory
details in different situations (e.g. outside,
at home, in food)
2. Students can identify scents and associate
them with memories or emotions.
Reflections:
What did you identify during self-evaluation?
I decided to create this lesson by having students
picture and imagine events in their minds using
sensory clues using smell. Students are
accustomed to experiencing stories through visual
and audial methods that imagination is not
practiced as often. This lesson allows students to
create their own story using the sensory clues.
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)
- Do you have a favorite smell? Why is it your favorite smell?
- What things have a distinct smell? What makes it distinct?
- Does a particular smell make you think of something? Feel an emotion? Spark a
memory?
- Share a story with your neighbor
- Share stories with the class
- List words associated with smell
2. Activity (10 minutes)
- Blindfold students
- Students will be silent during the activity
- Explain to students that they will write a story based on the different smells they will
smell. (Sequence of smells does not have to be in order)
- Teacher will walk around class with different items in bags for students to smell
3. Writing (15 minutes)
- Students will have 15 minutes to write a story based on the different smells they
experienced while blindfolded
4. Sharing (5 minutes)
- Students have the opportunity to share their story with the class

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 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 #4 - Smell
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.