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Lesson Plan Template

Grade Level: Pre-K Number of Students: 17 Instructional Location: Choppee Head Start Date: Sept. 24th, 2019
Lesson Goals
Central Focus of Lesson:
Children will be able to identify how specific items they use in the everyday world feel using their sense of touch.
Standard(s) Addressed:
Goal CD-1: Children use their senses to construct knowledge about the world around them

Lesson Objectives/Student Learning Outcomes and Demands

Content Objectives/Student Learning Outcomes:
1. Children will be able to state how objects feel when they touch it
2. Children will reproduce what they feel through drawing the image of an object they liked the feel of
Language Objectives:
Use descriptive words for objects. “______ feels ________ “
Key Vocabulary in Lesson:
Touch, soft, hard, squishy, rough, pointy

Evidence and Formative Assessment of Student Learning: How will you know whether students are making progress toward
your learning goal(s) and/or how will you assess the extent to which they have met your goal(s)? Use the chart below to describe
and justify a formal or informal assessment strategy that occurs in your detailed plan above.
Assessment Strategy #1: Alignment with Objectives:
I will observe children’s ability to tell what an object they This aligns with the 1st objective. They cannot see the item, making
touch feels like. One by one, the children will reach into them rely solely on touch.
a brown paper bag, so they are unable to see the item Evidence of Student Understanding:
they are touching. The items were passed around during Children will correctly state how the item they blindly touch feels if they
the lesson, so children are familiar with the objects and have a clear understanding of descriptive touch words.
their proper feeling. Then, the child will tell be how the Student Feedback:
item feels and try to guess which item they touched. I will provide positive words to those who are able to correctly describe
what they feel. I will give extra support by helping to describe what a
child might be feeling and then explaining the difference between what
they said they felt and what they should have felt.
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Lesson Considerations
Materials:
Book- “Touch That” by Sally Hewitt, brown paper bags, a “soft” item, a “hard” item, a “pointy” item, a “rough” item, and “squishy”
item, a “bumpy” item, paper, crayons,
Prior Academic Learning and Prerequisite Skills:
Students worked on body parts the week prior. They will have a basic understanding of where their hands are and different things
they are able to do with them
Misconceptions:
Children may be used to basing what they feel on what they see.

Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets:
Students will have little to no personal knowledge on this topic

Grouping Strategies:
No group work

Planned Supports:
For those who are unable to say the words, I will let them hold an item, give them a number to match a feeling options
and then speak those options to them. They will then give me the correct number.
Ex. I let the child hold a bear. I ask is it ONE hard or TWO soft? They then tell me ONE or TWO.
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Lesson Plan Details: Write a detailed outline of your class session including instructional strategies, learning tasks, key questions, key
transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could
understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each
lesson phase. Include a few key time guidelines. Note: The italicized statements and scaffolding questions are meant to guide your
thinking and planning. You do not need to answer them explicitly or address each one in your plan. Delete them before typing your
lesson outline.
Lesson Introduction - “Before”: Setting the stage, activate and build background knowledge, introduce and explain

Welcome the class to the carpet and introduce the lesson by asking questions to determine how much the children already know about
the 5 senses, specifically touch. (What are the 5 senses? What can you do with your sense of touch?) Explain the sense of touch allows
you to feel things and you feel with your skin. Be sure to cover how it is important to have a sense of touch to protect you from things
that are hot, when something can hurt you. Ask the class to share what they think different objects might feel like around the room.

Learning Activities - “During”: Active engagement in meaning making, explicit instruction, and practice (you should be checking for
understanding throughout the lesson)

Introduce the read aloud story, “Touch That” by Sally Hewitt. Read the story to the children asking the questions that are in the book.
When children show interest on how a specific thing feels. Take the time to go more in depth.

After the story is read, pull out different objects that represent different feelings. Hold each object up, discuss the object and then pass it
around for the children to feel. Let them explore the different feelings and discuss with one another. Be sure to monitor what the children
are saying and clarify if they are not giving correct explanations.

Closure - “After”: Restate teaching point, clarify key points, extend ideas, check for understanding

Restate that our sense of touch is very important for our safety and the enjoyment of items. Children will have the opportunity to go ask
any remaining questions they have on touch. Instruct children they will be going back to their desk to draw their favorite object they held
during the lesson. Ask them to include details that will make someone get an idea of what the object might feel like. Dismiss children to
their tables as you prefer.

Extension: How could you extend this lesson if time permits?

If there is extra time, ask children to go around the room and find objects that match a feeling.
Ex. “_______ can you go find an object that is fuzzy?”

NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and utilized in this lesson.
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Acknowledgements

Sources:
If ideas in this lesson were based on work from others, acknowledge your sources here