EDUC 330/347

Calvin College Lesson Plan Format

Universal Design/Access

Teacher: Ms. Vander Baan

Date: 12/2/14

Subject/Topic/Theme: ELASensory Details Extended

(Show Me Sentences)

I. Objectives
What is the point of this lesson? What is the Big Idea?
Students will continue their understanding of sensory details. Students will continue writing using sensory details in order
to enhance their own writing style. My main reason for teaching this second lesson is to get Anahla and Deona inspired to
do some writing! I want them to continue understanding that writing doesnt have to be boring; they can add descriptions
and imagination to it!
How does this lesson fit into a unit or long term plan?
This lesson is important in the students lives, as they will need to use details in their writing for school. Writing is a life long
skill and always needs to be improved.
The Learner will (your objectives):
Gain a better understanding of sensory details

Be able to write sensory details in order to enhance their own writing styles

Identify words that enhance their senses

Revise sentences to incorporate imaginary and sensory details

Connection to Standards (Common Core, GLCES, Extended GLCES)

-CCSS.ELA-LITERACY.W.7.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic
-CCSS.ELA-LITERACY.W.7.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey
experiences and events

II. Before You Start

Identify Prerequisite Skills (modified Task Analysis)
-Students should remember the lesson we talked about last week. They should remember what sensory details are
(smelling, hearing, touching, seeing, tasting).
-Students should have common knowledge of descriptor words
Assessment Method (How will you know what student knows)
-Formativevisually watching students. Listening to their responses
-Summativecollecting their written work.
Universal Design for Learning Networks/Domains (see UDL Guidelines)
RECOGNITION
STRATEGIC
AFFECTIVE
Multiple Means of Representation
Multiple Means of Expression (Action)
Multiple Means of Engagement
Options for Perception
Options for action/interaction
Options for recruiting interest
-Visual information
-Having students talking through their
-Using manipulative
-Auditory information
answers
-Minimizing distractions by having
-I am describing expectations and steps students in the resource room
to students as I am moving through the
lesson
Options for Language/Symbols
Options for Expression
Options for Sustaining Effort &
-Clarifying steps as I am going through
-Using multiple means of
Persistence
them
representation
-Moving through the activities
-Illustrating sensory details as I am
-Allowing students to create their own
(switches between senses in each
going through them with multiple
sentences based off a given sentence
given sentence)
media

EDUC 330/347

Calvin College Lesson Plan Format

Universal Design/Access

Options for Comprehension

Options for Executive Function
-Activating background knowledge and -Use of manipulatives
previous knowledge by discussing what -Using examples of our last lesson,
we had talked about in our previous
sentences and stories we shared.
lesson
-Guiding information with
manipulation and visualization
-Continually checking students
understanding by having them describe
why they chose a certain word, etc.
Materials Needed and Arranged
-iPad with the descriptor words from last lesson
-Cotton balls
-Sand paper
-The scarf (red)
-Cinnamon
-Candy
-Paper
-Pencils
-Written sentences
Instructional Space Arrangement
-Same as the classroom is already set up

III. The Plan

Time
Parts
8:15
Motivation/
(roughly) Engagement/
Opening

Teacher Activity
-Ask the students if they
remember what we learned and
talked about in our previous
lesson? (Show the cotton balls,
sandpaper, etc.) To activate
previous knowledge
-Describe that?
-We are going to be working on an
exercise that will continue our
growth in sensory details.
Remember about showing
someone who might not be able
to see
-Discuss with the class the idea of
showing rather than telling in
writing. For example, in a casual
conversation, a student might say,
I was in a plane yesterday, but
such a statement gives little
information. Where was I going?
Where did I come from? WasI
alone on the plane? What did the
plane look like?

Options for Self Regulation

-Promoting expectations and beliefs
that optimize motivation

Student Activity
-Sensory details
-Students describe what sensory
details are

EDUC 330/347

8:20

Development

Calvin College Lesson Plan Format

Universal Design/Access
-Pass out handout, pencils, etc.
-Explain to students that I am
going to be reading aloud the
sentence on the paper in front of
them. Note: this sentence tells
what happened rather than
shows what happened.
-Ask the students to rewrite the
sentences so that the description
comes alive
The scarf fell off the table
-Ask: scarf look like? Think of an
image in your mind. How did the
scarf fall?
-Ask does the sentence provide
enough detail to visualize what
happened? (iPad pulled out for
descriptor words)
-Discuss a possible show
sentence together with students
(brain storm together to get the
idea) I will write it on the board.
-Next work on the second
sentence provided in the tell
box with students.
-I will ask for a volunteer to read
the next sentence out loud The
cotton ball was round
-Ask students to list some sensory
words that could be added to
enhance this sentence.
-List the words on the board
-Ask students to write their own
sentence based on some of these
words
-Volunteer to read the next
sentence. I used cinnamon in my
baking
-Ask students what the person
could be baking? What does the
cinnamon smell like? Can you
reword it to include these sensory
words?
-Ask students to write their own
sentence.
-Ask students to grab an item out
of the bag and write a show

-Students share the image that

comes to mind
-Students share their opinions on
this
-Students discuss out loud, then
write the show next to the
original tell sentence on their
papers.
-Students follow along in the
tell box

-Volunteer will read the next

sentence out loud The cotton
ball was round
-Students list off sensory details
that could be added to this
sentence. (Look at iPad for help if
needed)
-Students use the words that we
brainstormed about to write a
tell sentence
-Volunteer reads the sentence out
loud
-Students think about the
questions and answer them.

-Students rewrite their own

sentence.
-Students write a show
sentence about the item chosen.
3

EDUC 330/347

Calvin College Lesson Plan Format

Universal Design/Access
sentence about the item.

8:45ish

Closure

-Review with why we did this?

Why is this important in our daily
lives? Why is it important to be
able to show and not just tell?

-Students brainstorm and share

the importance of this lesson in
our daily lives.

IV. Reflection
Reflection on the lesson and student learning. Did you follow the plan? Was the plan effective? What
evidence do you have that the plan did or did not accomplish your Objectives? What will you change
for the next lesson Access options, Materials, the Plan, the Assessment?