Lesson Plan

Literacy)

Template

(Teacher

Facilitated

HEADING:
Students Name: __________Sarah Wells__________________ Date: ___April 18,
2016__________
Subject Area(s): _Writing_________________________________ Grade Level: __First
Grade____
Concept/Topic: ____Five Senses_________________________ Time: ____1 hour, 45
mins_________
DESIRED RESULTS:

Big Ideas/Key Concepts:

What do you want students to understand about the topic? Students will explore
pieces of art. They will also explore the idea of the five senses. The teacher should
know about the five senses and how the paintings connect to the five senses.

Objectives:

1. Observe different pieces of art.

2. Practice applying the five senses to other things.
3. Practice writing.
4. Practice explaining why.
5.
Address Coherence and Continuity: This lesson fits into the unit because it
touches on writing and practice examining the senses.

Curriculum Standards

9.1: Early Childhood Production, Performance and Exhibition:

Visual Arts

9.4: Art & Humanities Aesthetic Response

EVIDENCE:
I will monitor progress during the lesson by going around and seeing how the
children are doing. I will compare how they do earlier to how they are doing now. I
will see if they gained understanding if they do the project correctly. I know they will
be able to perform the skills taught in the lesson because they will be able to
identify and use their senses later on in the year.
LEARNING PLAN:
Rationale:

Differentiation: Through this lesson all students will be introduced to the

meaning of the five senses and they will recognize their senses. They will
develop the concept of the five senses through looking at paintings and
trying to feel, see, etc. the things in the picture. They will immerse
themselves in the painting. The Temple Teaching standards will be
incorporated throughout the entire lesson. The children will have to actively
be incorporated with the paintings in order to get the feeling of the five
senses.

Materials and Technology:

Still Life with Roses in a Fluted Vase, 1889, by Henri Fantin-Latour ARTstor
search: 1978-1-10
Les Peches (Peaches), 1895, by Pierre-Auguste Renoir ARTstor search: 1993-1513
Pepper-Pot: A Scene in the Philadelphia Market, 1811, by John Lewis Krimmel
ARTstor search: 2001-196-1
Tar Beach 2 Quilt, 1990, by Faith Ringgold ARTstor Search: Tar Beach, 1991
Concert Singer, 189092, by Thomas Eakins ARTstor search: 1929-184-19
Cuirassier Armor, 163334, Italy ARTstor search: 1977-167-39
Worksheet
Writing utensils
Step-By-Step Procedure:
1. Launch:
a. Hook/Lead-in: Introduce lesson by showing the whole class a
painting and asking them what they smell, hear, see, etc Talk about
the five senses and how they are used and where they come from.
i. What do you smell in this painting?
ii. Does anyone know what the five senses are?
b. Activate Prior Knowledge: Introduce all the paintings one by one.
Hand out the worksheets and explain how to fill it out. Let the students
know that they are going to have to feel the senses in the pictures in
order to do the task. Elaborate on the five senses and if needed give
an example using one of the paintings.
2. Instruction:
a. Explicit Instruction or Worked Example: Students will work
separately to complete a worksheet on a couple of paintings. They are
to fill in the rest of the line pertaining to the painting that is being
shown. The teacher will demonstrate properly how to do the worksheet
before handing them out so the students know how to do it. Teaching
will switch each painting after 15 minutes of it being shown. When they
are finished after each painting they can read what they wrote aloud to
the class.
b. Modeling: Tell how you will use concrete representations to model
concepts and procedures.
c. *Guided Practice: I will provide support by walking around the room
and helping them if they need help. I might ask them individually why
they wrote what they wrote. If students are not experiencing success I
will sit with them and one on one work with them and gradually let
them take over the whole worksheet until they are on their own again

Lesson Plan Template

Page 2 of 4

and can do it alone. They can share what they wrote with the whole
class if they would like to.
3. Independent Practice: Students can practice realizing the senses in
everything they do. They also have the freedom to write anything they think
will relate to the five senses during the activity.
4. Application: Students will apply newly learned skills to everyday life,
realizing they have the five senses and can describe what they feel better.
They will connect these senses to the real world. To connect this to other
activities the teacher could ask them later on in the year to write about the
five senses during another lesson.
5. Closure: Ask students what are the five senses again to make sure they
understand what they are. Prompt students to use these senses they have
just learned about in everyday life and to remember where they originate
from. The closure will be spoken to them.
EVALUATION:

Students will be evaluated with a yes or no rubric.

Demonstrate
understanding of the
five senses?

Yes

No

Completed the whole

worksheet?

Yes

No

Little to no grammar
issues?

Yes

No

Little to no spelling
mistakes?

Yes

No

When asked, can they

explain what the five
senses are?

Yes

No

ATTACHMENTS:
The worksheet:
Today I jumped into a painting!
I saw _________________________________________________________ .
I heard _______________________________________________________ .
I smelled ______________________________________________________ .
I tasted _______________________________________________________ .
It made me ____________________________________________________ .

Lesson Plan Template

Page 3 of 4

TEMPLE TEACHING STANDARDS (TTS):

Review your lesson plan to make sure you have addressed the six
TTS (Deep Content Understanding, Coherence & Continuity, Real
World Connections, Active Learning, Critical & Creative Thinking,
Teacher Reflective Thinking).
Revise, if necessary, to ensure all standards are included.
Be prepared to explain how your lesson plan addresses the TTS.

REFLECTION (AFTER THE LESSON):

Analyze the evidence you collected and reflect on how the lesson went:

What did the students learn? How do you know?

What went well? What makes you think so?
What would you change if you were to teach the lesson again? Why?
Explain how the evidence that you collected is also useful in thinking
about something more than the success of this particular lesson. For
example, consider how your data support or conflict with theory and
research that youve read.

Lesson Plan Template

Page 4 of 4