Early Childhood Special Education Lesson Plan

Teacher Candidate: Theresa Falcn

Grade Level: Kindergarten

Lesson: My Senses Writing Workshop
Unit of Study: Five Senses

Common Core State Standards:

Writing Standards K5
1.
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name
what they are writing about and supply some information about the topic.

Objectives:
Students will be able to accurately express their feelings from the neighborhood- walk uses five senses language one of
three ways.
Pre-Assessment:
Day or two before writing workshop. What do I know chart during a morning meeting. Have the children sing My five
senses and see who can identify their five senses. Using CD My Five Senses
Post-Assessment:
Show and Tell. Have children describe what they wrote, drew, and or paste.
Materials:
Book My Five Senses
Two pre-made books by teacher
Blank My Five Senses books for students
Post board from previous day
Table size poster board with words, (smell, taste, see, feel, and hear) with picture of a nose, hand, eye, mouth and ear.
Precut pictures of eyes, ears, noses, hands, and mouths from magazine
Glue
Scissors
Markers

Crayons
Color pencils
Pencils
Pens
Stickers (for rewards)
Vocabulary words (0n a poster board large and two small ones for the table)
1. See: to look at
2. Smell: sense of perceiving with the nose
3. Feel: to touch
4. Taste: to perceive flavor by taking into the mouth
5. Hear: to perceive by the ear
6. Senses: sight, taste, hearing, feeling, smelling
Use of Technology: CD Player and CD
Differentiation:
Up: Children will be given a blank book and ask to draw a picture related to the statement on the bottom of the page and
complete the sentence.
Across: Children will be given a blank book and ask to draw a picture related to the statement on the bottom of the page
and complete the statement. A sample book will be place on table for reference. (Assistant and Aide with take dictation if
needed)
Down: Children will be given a blank book and ask to draw a picture related to the statement on the bottom of the page
and complete the statement. (Assistant and Aide with take dictation if needed). A sample book will be place on table for
reference. In addition, precut pictures of ears, eyes, noses, hands and mouths. In addition, magazine sheets, with
pictures of things to see, hear, taste, touch or smell will be place on table for support.
Seating Configuration/Use of Physical Space:
1. Student will begin on the rug to listen to the story and instructions of writing activity.
2. Student will stand up and stretch out their body (Brain break)
3. Students will be directed to their assigned table (tables are numbers, children divided by level of understanding) for

the small group activity.

4. Back to the rug for show and tell.

Teaching roles and collaboration:

Teachers Role
1.
Will assist with individual writing and drawing of story. (Table 1)
2.
Create a vocabulary chart with words and pictures
See: to look at
Smell: sense of scent with the nose
Feel: to touch
Taste: to understand flavor by tasting with mouth
Hear: to understand by the ear
3.

Create a table version of chart with words and pictures

4.

Prepare two sample books for two tables

5. Prepare and send home an activity book to continue exploration at home.

6. Send invitation home for publishing party
Assistants Role
1. Will set up table with the needed materials. (All three tables)
2. Will assist with individual writing and drawing of stories or help take dictation where needed. (Table 2)
3. Take pictures during circle time and individual work
Aide Role
1. Assistant any student that needs assistance with the gluing of the pictures. (Table 3)
2. Take pictures during large group activity and individual work
3. Sit at circle time to support children where needed.
Classroom Management:

1.
2.
3.
4.

Teacher will review rules of the rug and of the table.

Teacher will review instructions of the writing activity.
Teachers will use positive narration to identity which students are doing good listening and following instructions.
Teachers will reward students with stickers and or first choice for free choice play (depending on number of
children.)

Engagement of students/anticipatory set/Motivation:

1. Label teachers with pictures of things we like to see, smell, hear, taste and touch
2. Have various items that the children can see, hear, taste, touch and smell. Allow the children to try all if time is
allowed.
3. Have the children demonstrate how to use their favorite sense.

Connection to Previous lesson/Prior Knowledge:

1. Last week we talked and labeled mini me with pictures of things we liked in our classroom
2. This week we are exploring our senses related to the world outside.

Lesson Presentation:
1. Introduction to lesson (5 minutes)
Teacher will outline writing lesson for today.
Good morning class today we will be writing about our five senses. Yesterday we did a neighborhood walk to find
out what we see, hear, smell, taste and feel in our neighborhood. Today you are going to write and draw a picture
of what we saw, heard, smelt, tasted and felt in our neighborhood. Here is an example of what you can do with
your book. (Show them book). Before we go and create our books let me read you a fascinating book on the five
sense
2. Read the book, My Five Senses (10 minutes)
Questions will vary depending on cooperation and classroom dynamics
3. Brain break (needed to keep focus and on task) (2 minutes)
4. Explain instructions for the writing project, show book and send children to their assigned table. (3 minutes)
Guided Practice/Active Involvement/Small group work/Independent Practice:

Estimated Time: 20 minutes

The children will participate in making their own Five Senses book. Using the material on table and assistance of teachers
assigned to table if needed.
When independent work is done, children will transition back to rug.
(A song will be use to transition to the rug.)
It is time to go to the rug, to the rug, to the rug
It is time to go to the rug and share what we learn.
***Those that need transition time will be given a countdown verbally and visually using a 5 minute hour glass than a 1
minute hour glass)
Final Summary/Closure:
Estimated Time:10
Today you were writers and documented what you like by using your five senses and our neighborhood walk yesterday
Give each child a chance to share. Teacher will ask each child by name What is your five senses (Allow child to come
up and show what they wrote and drew.)
Teacher will ensure to those that did not finish that time will be allotted later for completion.
Announce to the children that next week we will have a publishing party for their family and school members.

Extension:
1. Send letter home to parents to discuss topic of the senses.
2. Invite the parents for the publishing
3. Send supporting activity book home to continue exploration