Lesson Cover Page

Lesson Topic: Sensory Language Length of Class Period: 70 minutes

Course: Poetry Grade Level: 7th grade ELA

TERMINAL BEHAVIORAL OBJECTIVE
Content Objective(s):
Students will create a line of poetry using sensory language and in groups create a poem out of compiled lines.
Language Objective(s):
Students will use descriptive vocabulary to describe an object.
Students will orally read aloud their line of poetry.
CONTENT STANDARDS
Arizona Department of Education 8th grade ELA:
Reading Standards for Literature: Language Standards: Writing Standards:
-8.RL.4 -8.L.3 -8.W.10
-8.L.5
-8.L.6
ELL STANDARDS AND ACCOMMODATIONS
List the language objective for listening, speaking, reading and writing: Arizona ELP Standards [http://www.azed.gov/oelas/elps/]
-ELL Stage IV: Grades 6-8, Listening & Speaking, Comprehension, LI-6 -ELL Stage IV: Grades 6-8, Writing, Narrative, LI-2
-ELL Stage IV: Grades 6-8, Listening & Speaking, Comprehension, LI-7
-ELL Stage IV: Grades 6-8, Listening & Speaking, Delivery, LI-4
List any ELL accommodations, vocabulary, strategies you will use:
Vocabulary: taste, touch, smell, sight, sound, sensory, line, poetry, simple, compound, complex
-Students will be grouped in heterogenous groups of mixed English language proficiency -Use of L1 for vocabulary clarification
-Visual representations of senses -Realia
-Small group discussion for oral skills -Link to background knowledge (use of Takis)
-Guided practice -Hands on activities
-Adaptation of content
-Writing/Listening/Speaking
ADAPTATIONS/ENRICHMENT
List accommodations you will make for Exceptional Education students: Students who need extra help with language skills will be paired with those with a
higher level of English proficiency. Students who are lower English proficiency will be given additional sensory word bank that has been modified with more
appropriate vocabulary.

List enrichment/extension activities you will provide for students: Students who finish their group poem early and continue to make another four line poem
on their own for extra credit.
HOMEWORK

No Homework
 RESOURCES/MATERIALS
-“The Shark” by Edwin John Pratt -Blank paper -plastic apple, stuffed bear, snow globe, candle, metal spoon, piece of fur
-PPT Sensory language -Bag of Takis
-Five senses visual aids -Strips of paper
-Sensory word bank -Paper bag
-Adapted sensory word bank -Sentence structure handout (previous class)

Lesson Sequence
The Task Analysis must include the specific sub-tasks/topics. The first step in your Task Analysis should be your BW/Anticipatory Set.
The last step in your Task Analysis should match your terminal behavioral objective for the lesson. (Add more rows to this chart as needed.)

TIME TASK ANALYSIS TEACHING STRATEGY WHAT ARE THE STUDENTS DOING?
(Sub-tasks/topics) (BW, lecture, lab, group work, handout, (Active participation, Int. Closure)
guiding questions, etc)
15 BW: Students are given a sensory poem and Students are given the poem and work
mins asked to identify the figurative language and individually to annotate the poem. After five
Sensory Poem: “The Shark” answer the following question: “What makes minutes they work with a partner to compare
this poem effective? What words stick out to annotations/add anything they missed. Whole
you?” group discussion about what students noted.

10 Pictures of five senses with Spanish/English Students are asked to identify the five senses by
mins Review five senses word underneath calling out when the teacher holds up a picture:
Sensory word bank taste, touch, sight, smell, sound. Students then
Think/Pair/Share to come up with a sensory
word list for each different sense.
Group discussion where students share the word
list they created
15 Blank paper for handprint Students observe the object and offer
mins Handprint activity Sensory word bank suggestions for sensory words to describe the
Guided practice with a Takis. The teacher object. Students vote on the best sensory word in
reveals the bag of Takis and fills out a each category
handprint with each finger representing one of Intermittent closure: Pick a sense and think of a
the five senses. Uses sensory word bank to sample line of a poem you could use to describe
come up with description the Takis.
20 Paper strips, mystery object, sentence structure Student are put into groups of four. Each
mins Create your own poem activity handout (already given in previous class) member is given a strip of paper with a sense
written at the top. A paper bag with a mystery
object is placed on each table. Each member of
the group is responsible for creating a simple,
compound, and complex sentence using the
sense on their strip of paper to describe the
 object. Group members individually choose
their best sentence and circle it. The group
members then work together to arrange their
strips into a four line poem and create a title.
10 Group presentations Student present their finished four line poem to
mins Guiding Q: the class. Each group member must read their
Presentations/Closure “What was the most difficult part of creating own line in the poem. After every group has read
your group’s poem?” their poem, whole group discussion about what
“What was hard about using sensory language was the hardest part of creating the poem and
in your writing?” using sensory language. Whole group discussion
Closure Q: on closure question and then students are
“How does thinking about your senses help dismissed
your writer’s voice?”