Rationale: The purpose of the

lesson is to identify and understand

the importance of sensory language Do You See What I See? Do You Hear What I Hear?
within a story, and the impact that
imagery has on the reader.
Submitted by: Tori Diaz
Materials/Equipment:
Course # _EDUC 1301_ for Grade Level(s) _2_ Subject___Reading___
See the Ocean by Estelle Condra
Construction Paper
Markers Objectives/Outcomes:
Journal • TSW be able to write their own paragraphs filled with sensory language in
Pencil
their personal journals at their desk after reading See the Ocean by
Estelle Condra.
TEKS Achieved:
Lesson Plan:
§110.13.(b)(11) Introduction (Anticipatory Set/Motivation):
(Write what CREATIVE, COMPELLING thing you will say or do to immediately grab the children’s
attention and interest.)
1. Begin the lesson by asking the children to think of their favorite food. After
a few minutes ask them to think of words that would describe how their
favorite food feels, smells, sounds, tastes, and looks. Have the students
create a bubble map on the construction paper provided, using their foods
and the words they thought of. (10 minutes)
1. Example: A student may choose pizza as their favorite food, and use
words such as cheesy or hot.
(For the four categories below, delete Process: (Plan how you will teach the lesson. Break the material into very small steps and write
any criteria which do NOT apply to your out each step.)
1. Let the children know that the words they just brainstormed and shared
Bloom’s Taxonomy: with each other was called sensory language.
Comprehension 2. Discuss with the students the specifics of sensory language (10 minutes)
1. Talk about the five senses and how sensory language is connected to
our five senses. Sensory language allows for a reader to, in their
minds, taste, see, hear, feel, and taste what the author writes.
3. When the discussion has finished, gather the children around to read See
Learning Styles: the Ocean by Estelle Condra. (15 minutes)
Auditory 4. After the story is read, have the students, while still gathered around,
Visual/Spatial
partner up with the student to their right for a think, pair, share to discuss
Verbal/Linguistic
Intrapersonal the sensory language they heard in the story. (2 minutes)
Interpersonal 5. Allow the students to share their ideas out loud. (1 minutes)
6. Since Condra’s book focused on the beach, assign each table a place.
1. The assigned places include: the jungle, a farm, the playground
during recess, a library, the zoo, and an Italian restaurant.
7. Once each table is assigned their place, have them brainstorm, as a group,
for 2 minutes.
Classroom Strategies: 8. Once brainstorming is competed have the students silently and
Cooperative Groups independently, write a paragraph in their journals, using sensory language,
Independent Activities about their respective place. (10 minutes)
Charts/Graphs/Maps 9. Finally, have the students stand up, put their hand up, and walk around the
Whole-group
room to pair up (their partner cannot be from the same group), and share
Pairing
their paragraphs with their partner. (10 minutes)
1. The partner can offer insight and corrections if needed or desired.
2. The students, on a volunteer basis can share something they
enjoyed about their partner’s writing to the class.
10.The paragraph will be kept in their journal and graded accordingly.
Homework/Practice:
1. If the student did not finish their paragraph in class, have them
finish it at home.
2. Students are assigned a library book for two weeks at a time. the
students should be able to identify sensory language within their
library book. Have the students construct a double bubble map using
the sensory language they used from the paragraph they wrote in
class and the sensory language found within their assigned
library book.

Accommodations: (What YOU will do to accommodate your lesson for special needs. Refer
to instructions.)
For the students who struggle with written language, I will provide the
students with the own personal plastic phones that allows them to hear
themselves as they read. While the class is taking their time writing a
paragraph in their journals, these students will be given their phones, so as
they write, they are able to read their sentences to themselves, out loud, to
hear if what they have written makes sense.

Assessment/Evaluation: (State your method of evaluating whether or not the students

learned the concepts or skills listed in your objectives above. State WHAT you will assess and
HOW you will assess.)
Step 4 of this lesson will serve as an example of a formative
assessment. The students discuss different examples of sensory language. I
will walk around as the students discuss and listen to their responses to
evaluate their recognition of sensory language.
After peer discussion, each pair will share aloud two examples they
found. In this, I am able to ask them some questions that not only question
their recognition of sensory language, but their comprehension and the purpose
it serves within a story.

Resources used to create this lesson (APA)

Children's Book Review: See the Ocean by Estelle Condra, Author, Linda
Crockett-Blassingame, Illustrator Ideals Publishing Company
$14.95 (32p) ISBN 978-1-57102-005-5. (n.d.). Retrieved April
21, 2017, from http://www.publishersweekly.com/
978-1-57102-005-5

Condra, E. (2006). See the ocean. Los Angeles, CA: Braille Institute.

Crockett, L. W. (2016, December 08). 10 Innovative Formative

Assessment Examples for Teachers. Retrieved April 18, 2017,
from https://globaldigitalcitizen.org/10-innovative-formative-
assessment-examples-for-teachers
 EDUC 1301 Lesson Plans Project Assessment Rubric
Student Name: Victoria Diaz-Garcia
Standards Meets or Exceeds All Expectations
1. a. Students know and Each of the lesson plans is appropriate
understand young
children’s characteristics
for the cognitive, emotional, social, and
physical development of the specified
and needs. age group. (6-8 pts.)
1. c. Students use Student’s lesson plans require active
developmental
knowledge to create
participation of every student in all parts
of the plans. (6-8 pts.)
healthy, respectful,
supportive, and
Student’s Lessons and Homework/
challenging learning
environments. Practice appeal to diverse learning
styles and to meet the needs of
exceptional learners. (6-8 pts.)
4. b. Students know, Each of the student’s lesson plans focus
understand, and use
effective approaches,
only on one major objective; all
objectives are measureable. The TEKS
strategies, and tools for are included for each activity.(6-8 pts.)
early education.
The lesson requires the learner to
practice each lesson’s skills based on
the major objective. (6-8 pts.)
Student’s Homework/Practice activities
require the learner to practice each
lesson’s skills based on the major
objective. (6-8 pts.)
4. d. Students design, Student’s lesson plan activities
implement, and evaluate
meaningful, challenging
accommodate children with
exceptionalities. (6-8 pts.)
curriculum to promote
positive outcomes. Student wrote lesson plans that include
step by step instructions telling exactly
what the teacher and students will be
doing during each part of the lesson;
lesson plans are clearly written and
could be easily followed by a fellow
teacher or substitute. (6-8 pts.)
5.c. Students engage in Student clearly identifies and uses
continuous, credible professional, Internet, and
collaborative learning to library research; sources are cited in
inform practice. APA style. (7 pts.)
Supportive Skills Meets or Exceeds All Expectations
Supportive Skill 2: Student wrote a reading/literature lesson
Applying foundational
concepts from general
education
plan, a math lesson plan, and a lesson
plan on a subject of choice. (16 pts.)
Supportive Skill 3: Student has few to no English
Strong skills in written
and verbal
mechanics errors. (6 pts.)
communication
Student has used the lesson plan
(punctuation,
capitalization, grammar, template as described in instructions; all
spelling). parts are included. (7 pts.)
Professor Comments:
Levels of Mastery
Meets Most Expectations
Each of the lesson plans is somewhat
appropriate for the cognitive,
emotional, social, and physical
development of the specified age
group. (5 pts.)
Student’s lesson plans mostly require
active participation of every student in
all parts of the plans. (5 pts.)
Student’s Lessons and Homework/
Practice somewhat appeals to diverse
learning styles and to meet the needs
of exceptional learners. (5 pts.)
Each of the student’s lesson plans
mostly focus only on one major
objective each; some objectives are
measureable. (5 pts.)
The lesson mostly requires the learner
to practice each lesson’s skills based
on the major objective. (5 pts.)
Student’s Homework/Practice activities
mostly require the learner to practice
each lesson’s skills based on the major
objective. (5 pts.)
Student’s lesson plan activities
somewhat accommodate children with
exceptionalities. (5 pts.)
Student wrote lesson plans that include
some step by step instructions telling
exactly what the teacher and students
will be doing during each part of the
lesson; lesson plans are somewhat
clearly written for a fellow teacher or
substitute to follow. (5 pts.)
Student clearly identifies and uses
credible professional, Internet, and
library research; sources not cited in
APA style. (4 pts.)
Meets Most Expectations
Student wrote two of the required
plans. The other plan is missing.
pts.)
(8
Student has less than 7 English
mechanics errors. (4 pts.)
Student has used the lesson plan
template as described in instructions;
some parts are missing. (4-5 pts.)
Semester: Spring 2017
Student
Instructor
Meets Few or No Expectations Self-
Points
Assessment
Each of the lesson plans is rarely or not
at all appropriate for the cognitive,
emotional, social, and physical 8
development of the specified age group.
(0-4 pts.)
Student’s lesson plans rarely or never
require active participation of every
student in all parts of the plans. 8
(0-4 pts.)
Student’s Lessons and Homework/
7
Practice rarely or never appeals to
diverse learning styles and to meet the
needs of exceptional learners. (0-4 pts.)
Student’s lesson plans rarely or never
focus only on one major objective each
and/or objectives are not measureable. 8
(0-4 pts.)
The lesson rarely or never requires the
learner to practice each lesson’s skills
based on the major objective. (0-4 pts.) 8
Student’s Homework/Practice activities
rarely or never require the learner to
practice each lesson’s skills based on 8
major objective. (0-4 pts.)
Student’s lesson plan activities rarely or
do not at all accommodate children with
exceptionalities. (0-4 pts.) 8
Student wrote lesson plans that rarely or
do not at all include step by step
instructions telling exactly what the 8
teacher and students will be doing
during each part of the lesson; lesson
plans are not clearly written for a fellow
teacher or substitute to follow. (0-4 pts.)
Student does not identify and/or use
8
credible professional, Internet, and
library research sources. (0-3 pts.)
Student Self- Instructor
Meets Few or No Expectations Assessment Points
Student wrote one of the required plans.
The other plans are missing. (4 pts.)
16
Student has more than 7 errors in
English mechanics. (0-3 pts.)
6
Student has not used the lesson plan
7
template as described in instructions.
(0-3 pts.)
TOTAL (100 Points Possible):
99