Understanding by Design (UbD) Lesson Plan Template

Classroom Teacher: _Alison Elphick_____________ Grade (K-12)/Developmental Level: _3rd grade_____________ Date Lesson Will Be Taught: _TBD______________ Lesson Subject Area: _Language Arts ______________ Lesson Topic: _5 Senses Poem____________________ Preservice Teacher: _Shayla Hosaka_________________

Stage 1- Desired Results Established Goals/Big Ideas (Include): What are the big picture concepts, conceptual anchors, and connections?

• To teach students to identify and compose poems using our 5 senses. • Understand that sensory language helps to create mood and puts a vivid picture in the readers mind.

Common Core Standards: CC-LA-2014.3.RL.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CC-LA-2014. 3.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

CC-LA-2014.3.W.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.

Understandings: Students will understand that…..

• Poets use descriptive words • Using sensory language helps to describe a poem • Poetry can take many forms • Authors think thoughtfully about language and word choice

when writing poetry.

Essential Questions: What questions highlight the big ideas?

• Why is language and word choice important in poetry? • What are the five senses? • What are some ways you can use adjectives to describe

the world around you? • What are some different poetic forms and structures?

Content Acquisition (Objectives): Skill Acquisition (Objectives):

 Student will know….

• How to use sensory language to write their 5 sense poem • 5 senses (HEAR, SEE, SMELL, TASTE, TOUCH)

Student will be able to… Use their 5 senses in order to:

• Write poems about topics that are important to them or they feel strongly about.

• Incorporate sensory details and figurative language in their writing.

Stage 2- Assessment Evidence Performance Tasks: What tasks will students be able to do to demonstrate understanding?

• Write a five sense poem • Use descriptive words to enhance writing

Other Evidence: What other things can students do to show what they know?

• Participate in class discussions by answering questions

Self-Assessments: What ways can students check understandings to set future goals?

• Fist for five or thumbs up/down • Reflective journal:

-Something they learned -Something they don’t understand -Questions

Reflections: What did you identify during self-evaluation?

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? Introduction:

• Show the book “Roses Are Pink, Your Feet Really Stink” by Diane de Groat to students. • Before reading, have students identify the title, author, illustrator, and have them make predictions on what the book will be

about. • I will then read the book to students. • After reading the book, students will answer questions about the book. We will discuss what type of forms of poetry we noticed

in the book and what types of words were used.

  During:

• Ask students: “What are our 5 senses we use?” • Discuss each sense and as a class come up with different adjectives to use to describe each sense. • Provide examples of 5-sense poem for students. • Provide examples of adjectives for each sense for those who may be struggling to come up with their own. • Have students pick a topic from the list provided. • Students will fill out the 5-sense poem worksheet.

Closing:

• Ask students: “What are our 5 senses?” and “Why do we use our 5 senses in poetry?” • Share poems with classmates

Materials:

• 5 Senses Poem Worksheet • Pencil • Journal

Resources:

• Book: “Roses Are Pink, Your Feet Really Stink” by Diane de Groat Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________ (Course instructor, university supervisor, and/or cooperating teacher)