(K-12)/Developmental Level: 5 th grade Date Lesson Will Be Taught: TBD Lesson Subject Area: Language Arts Lesson Topic: Sensory Writing Taste 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 the sense of taste to write an opinion essay about their favorite food. 2. Students will describe different food using sensory words for taste. 3. Students will use concrete sensory details to explain why they like their favorite food rather than using broad adjectives (e.g. good). 4. Students will know the four basic tastes (sweet, salty, sour, bitter). Common Core Standards: CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 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 good and bad tastes are based on opinion. 2. Students will understand that sensory details for taste include the four basic tastes (sweet, salty, sour, bitter), temperature, and texture. Essential Questions: What questions highlight the big ideas? 1. What is taste? 2. How do you know if something tastes good or bad? 3. How do you know if you like a particular taste? 4. What are the four basic tastes (sweet, salty, sour, bitter) 5. Do temperature and texture affect taste? Content Acquisition (Objectives): Student will know. 1. Students will know the four basic tastes (sweet, salty, sour, bitter). 2. Students will know that temperature and Skill Acquisition (Objectives): Student will be able to 1. Students will be able to explain why a particular taste is good or bad by using sensory details for taste. texture affect taste. 2. Students will be able to identify the four basic tastes (sweet, salty, sour, bitter). 3. Students will be able to write an opinion essay about their favorite food using sensory details for taste. 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 essay describing their favorite food using sensory details for taste. 2. Students will participate in the class activity and describe the mystery taste. 3. Students will be able to identify the four basic tastes (sweet, salty, sour, bitter). 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 the taste in the activity. Struggling learners will only be required to describe their favorite food using sensory details for taste. They will not be required to include a story or compare and contrast with their least favorite food. Grade-level learners will be required to include a story/anecdote in their description of their favorite food. Advanced learners will be challenged to compare and contrast their favorite food with their least favorite food using sensory details for taste. Self-Assessments: What ways can students check understandings to set future goals? 1. Students can identify the various tastes in their food (sweet, salty, sour, bitter). 2. Students can describe different food using sensory details for taste. 3. Students can support their opinion of good and bad tasting food using sensory details for taste. Reflections: What did you identify during self-evaluation? I created this lesson so that students can experience each of the four tastes individually. Because many foods have multiple ingredients, it is difficult to categorize them as a definite sweet/salty/sour/bitter taste. If the tastes are isolated (e.g. lemon = sour), then students can experience each of the four tastes individually. By isolating tastes, students will be able to better describe their favorite food using sensory details for each type of taste. 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. Activity (15 minutes) - Students will be blindfolded - Students will taste a mystery food (different food for each table) - Students will use sensory details for taste to describe the food they taste - Share what the food tasted like using sensory details for taste (sweet, sour, salty, bitter), texture, and temperature - How do you know if you like or dislike the taste? 2. Essay (20 minutes) - What is your favorite food? - Describe your favorite food using sensory details for taste. Why is it your favorite? - ME: compare and contrast with your least favorite food - MP: include a story in essay 3. Sharing (10 minutes) - Students have the opportunity to share their essay with the class
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 #5 - Taste 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.