Sensory Writing Unit - Lesson Plan #9 Sharing/Presenting Alien Writing

Classroom Teacher: Leslie Nohara Grade

(K-12)/Developmental Level: 5
th
grade
Date Lesson Will Be Taught: TBD
Lesson Subject Area: Language Arts
Lesson Topic: Alien Writing Presentation
Preservice Teacher: Kate Ganiron
Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
1. Students will share their alien story with small groups and with the whole class.
2. Students will share their alien drawing along with their story.
3. Students will identify the different senses in each others stories.
4. Students will speak clearly and slowly when they are presenting.
5. Students will listen attentively and respectfully as an audience member.
Common Core Standards:
CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically
and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.
Understandings:
Students will understand that..
1. Students will understand that they need to
speak clearly and slowly when they are
presenting their writing.
2. Students will understand that they need to
listen attentively and respectfully as an
audience member.
Essential Questions:
What questions highlight the big ideas?
1. What senses did you notice in your peers
writing?
2. How are the senses presented in the
drawing?
3. How do you act as a presenter?
4. How do you act as an audience member?
5. Why did you choose that particular piece
of writing to present to the class?
Content Acquisition (Objectives):
Student will know.
1. Students will know the five senses.
2. Students will know how to present their
writing to the class.
Skill Acquisition (Objectives):
Student will be able to
1. Students will be able to identify different
senses in each others writing.
2. Students will be able to connect the senses
3. Students will know how to be a respectful
audience member.
used in their story to a visual
representation in their alien drawing.
3. Students will be able to present their
writing to the class by speaking clearly
and slowly.
4. Students will be able to listen attentively
and respectfully as an audience member.
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to
demonstrate understanding?
1. Students will be able to identify the
different senses used in each others
writing.
2. Students will be able to connect the senses
used in the story with the visual drawing of
an alien.
3. Students will be able to present their
writing clearly, slowly, and effectively.
4. Students will be able to listen attentively
and respectfully as an audience member.
See attached rubric.
Other Evidence:
What other things can students do to show what
they know?
Lesson Accommodations:
Struggling learners will be encouraged to
share their writing with at least their table
partner. It is encouraged that they share
with the class, but it is not required. As
long as struggling readers and presenters
share with another person.
Advanced learners will be expected to
read clearly, with projection and emotion,
and maintain eye contact with the
audience as they present their writing.
Self-Assessments:
What ways can students check understandings to
set future goals?
1. Students can identify different sensory
words in other pieces of writing.
2. Students will be aware of their
performance as a presenter.
3. Students will be aware of their
performance as an audience member.
Reflections:
What did you identify during self-evaluation?
I wanted to give students the opportunity to do
some art in this lesson. Students are constantly
doodling on their papers and I wanted to give
them a chance to draw something that theyre
interested in for an assignment. Drawing an alien
is an instant attraction for many students. I also
wanted to give the students an opportunity to
share their writing with each other. Ive learned
that students are curious about each others work
and I thought that it would be a good idea to give
them a chance to share with each other. I also
thought that my students could practice public
speaking in front of an audience. This is good
practice for when they progress into middle and
high school.
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?
1. Presentation Review (5 minutes)
- Review how to be a good presenter (e.g. loud, enunciate, etc.)
- Review how to be a good audience member (e.g. listening, respectful, etc.)
2. Partner Sharing (10 minutes)
- Share your drawing and writing with at least one other person on your table.
3. Class Sharing (30 minutes)
- Students will be encouraged to share their drawing and alien story with the class.
- After each presentation, students will answer the question: What senses did you notice
in the story?
- ME: Share with class
- MP: Share with table partner

Acknowledged: ______________________________ Date: __________ Grade (if applicable): _____
(Course instructor, university supervisor, and/or cooperating teacher)












Sensory Writing Unit: GLO Assessment
CATEGORY 4 3 2 1
Stays on task Student writes for
the entire period.
Student is not
distracted by
peers. Student is
not a distraction to
others.
Student writes for
the majority of the
period. Student is
slightly distracted
by peers. Student
is not a distraction
to others.
Student writes for
half of the period.
Student is
distracted by peers
and is somewhat
of a distraction to
others.
Student does not
write for the entire
period and is not
on task. Student is
very distracted by
peers and is a
distraction to
others.
Sharing Student eagerly
shares with both
small groups and
to the whole class.
Student shares
with small groups.
Student needs
guidance to share
with small groups.
Student is hesitant
to share his/her
work.
Student does not
share with small
groups or anyone.
Presenting Student eagerly
volunteers to
present writing to
the class. Student
speaks loudly,
slowly, effectively,
and clearly.
Student presents
writing to the class
with prompting.
Student speaks
loudly and clearly.
Student somewhat
rushes through
reading.
Student is hesitant
and requires a lot
of prompting to
present to the
class. Student
does not speak
loudly, clearly,
slowly, or
effectively.
Student does not
present to the
class even after
prompting.
Listening Student is a
respectful
audience member.
Student listens
quietly and
attentively to the
speaker. Student
asks questions only
at appropriate
times.
Student is mostly
respectful as an
audience member.
Student listens to
the speaker, but
gets distracted or
talks to a neighbor
once. Student asks
questions at
appropriate times.
Student is not
respectful as an
audience member.
Student gets
distracted by
others and asks
questions at
inappropriate
times.
Student is very
disrespectful as an
audience member.
Student is
distracted by
others and is a
distraction to
others. Student
talks at
inappropriate
times and is
disruptive.