Responding with Wonderment and Awe & Gathering Data
Through Senses
OBJECTIVE(S)/STANDARD(S)
What will your students be able to do?
Reference Common Core or your state’s
standards, as applicable.
ELAGSE4W3 Write narratives to develop
real or imagined experiences or events using
effective technique, descriptive details, and
clear event sequences.
PREREQUISITE SKILLS
What will your students need to know to
master the grade-level objective?
 How to Write a Narrative Essay
 How to Engage n a Meaningful
Collaborative Discussion
 Five Senses- Their influence on our
learning.
 What is wonderment and awe? How
does it impact our learning?
ASSESSMENT
How will you know whether your students have made progress toward the objective? How
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Classroom Management II: Habits of Mind
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CONNECTION TO ACHIEVEMENT GOAL(S)
How does the objective connect to the goal(s)
you have for your students this year?
My goal for my students is for them to
become lifelong learners. Costa and Kallick
argue that the habits of mind are crucial to
academic success and meaningful for lifelong
personal growth and success (2000). It is
imperative that students are exposed to
learning activities that are purposeful, but also
engaging. Students are still kids, and they
should be able to have fun and enjoy their
learning environment. Exposing students to
activities that make problem solving fun
shows students a different perspective of
learning, but allows room for fun and
creativity.
Students must display mastery in narrative
writing in order to be successful on their
district and state assessments.
DIAGNOSTIC
How will you assess students’ mastery of
these foundational skills?
Class Discussion Participation (Guided
Practice)
Reflection (Independent Practice)
Exit Ticket Question (Closing)
1
and when will you assess mastery?
I will know whether students have made progress toward the objective when they
are able to clearly communicate and define orally and in written form how the
Habit of Mind- Gathering Data through senses can positively impact their
learning, and how problem solving can be fun, students should be able to write a
narrative independently.
KEY POINTS
Key points are student-facing statements that include important content students needs to
know to be successful in the lesson. What three to five key points will you emphasize?

Students will be able to write a narrative essay or constructed response

with a clear structure that includes details.

Students will feel encouraged to explore solutions to problems, and feel

compelled and enthusiastic about learning.

OPENING/HOOK (__ min.) MATERIALS

How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Students will view the following links that show students Projector
various wonders of the World.
Computer

http://www.factmonster.com/ipka/A0923082.html Interactive
• Empire State Building • Itaipu Dam • CN Tower • Panama Canal • Channel Tunnel Notebooks/
• North Sea Protection Works • Golden Gate Bridge Journals

http://www.kaibab.org/misc/gc_7wond.htm
• Mount Everest in Nepal • Victoria Falls in Zambia/Zimbabwe• Grand Canyon in
Arizona, USA • Great Barrier Reef in Australia• Northern Lights• Paricutin volcano in
Mexico• Harbor of Rio de Janeiro, Brazil

As students are viewing the photos, I will engage them in a

discussion surrounding the following questions:
1. Which place stands out to you the most and why?
2. What do you notice about these places? What makes them
so famous?
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 3. What are your thoughts when you see amazing places and
beautiful cities such as these?
4. Do you feel inspired?
5. Notice how the colors make you feel.
6. When you view this photo, what are the first thoughts that
come to mind?
7. If I were to ask you to travel to this place tomorrow, what
would you do to prepare?
INTRODUCTION OF NEW MATERIAL (__ min.) MATERIALS
What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
In our last few lessons about Habit of Mind, we learned Projector
about Persistence and Managing Impulsivity. Today we will
Computer
learn about Gathering Data through Senses and
Responding With Wonderment and Awe. Interactive
Notebooks

Problem Solving and Learning can be very fun! When we

are curious, and look for ways to expand our thinking, we
are able to have a more meaningful learning experience!

Students will add the following Habits of Mind to their

running list in their interactive notebooks.

Gathering Data Through Your Senses means to pay

attention to the world around you; gathering data through
taste, touch, smell, hearing, and sight.

Responding with Wonderment and Awe means to find the

world awesome and mysterious, feeling intrigued and
excited to solve the mysteries of the world.
Costa, A. L., & Kallick, B. (Eds.). (2009).

Students will review the 7 senses.

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GUIDED PRACTICE (__ min.) MATERIALS
How will you ensure that all students have multiple opportunities to
practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?
Students will transition between the groups below. They will record Interactive
their data in their journal for each section in an effort to remain Notebook/
accountable for their learning and understand the content more in Journal
depth.
Box with Bells
Group 1: What’s in the box? (sound)
Multiple Bags
Each of you has a box at your table. You may shake the box, but you
with various
cannot open it. Using your sense of hearing, try to determine the contents
textures inside
of the box. Explain to your tablemates your guesses, detailing specific clues
including
the sounds gave you.
slime, sand
paper, bean
Group 2: Feely Bags (touch)
bag, and
Pick up one bag but do not open it. Manipulate the bag in your hands.
shaving cream.
Using your sense of touch, explain to your partner what your feel: is it
rough? Smooth? Hard? flexible? Does it feel like a specific material? Try to
determine what is in the bag and explain your thinking behind your guess.

Group 3: Simon Says (Proprioception)

How good is your body awareness? Simon Says:
1. Close your eyes and clap your hands.
2. Close your eyes and touch your left hand to your nose. Now, touch
your right hand to your nose. Repeat.
3. Close your eyes and write your name with a pencil. Did you apply
the correct pressure?
4. Walk through the narrow path between the tables without running
into them.

Once students have rotated between their groups, they engage in a

discussion before completing a quick write in their journals.

1. How did it feel to use senses besides sight to investigate

unknown items?
2. Did you notice that you recorded evidence of your findings in a
fun, but still meaningful way? We don’t only cite evidence when
using literary text.
3. Were you surprised that you could still learn in this way?

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 4. Learning can be fun! Did you notice that many of you grew
more excited as the suspense built, because you did not know
what to expect. That is how learning should be! We must
respond with wonderment and awe when presented with a new
activity or information.
INDEPENDENT PRACTICE (__ min.) MATERIALS
In what ways will students attempt to demonstrate independent mastery of
the objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?
Students have been working on Narrative Writing for over 5 Interactive
Notebooks or
weeks. Students will review the structure and appropriate
Journals
puntuation and grammar for writing an essay or constructed
response.

Students will receive a mystery bag with a surprise treat

inside. Students will not be allowed to open the bag until
instructed to do so. They will have to write a narrative
describing their suspense and excitement for opening the
mystery bag. Students will reference their senses and use
figurative language to enhance their writing. After students
have created a strong introduction, they will be instructed to
open their bag.
Treats include- Skittles, Marshmellows, Chocolate, Starburst, Animal
Crackers, and Gold Fish.

Students will continue writing their narrative describing their

treat as creatively as possible. Students will be encouraged
to be detailed about the taste of the treat, their feelings of
suspense, the texture of the treat, and create a narrative
completely around the treat. Students will be provided an
exemplar.
CLOSING (__ min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery
of (or progress toward) the objective?

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Why will students be engaged/interested?

A few students will have an opportunity to share their

reflections if they desire.

Whip Around- When called upon, students will describe 1-2

things that they learned today or still have a question about.

Exit Ticket: On a post it note, explain how using your 5

senses can deepen your learning experience. Post it to the
parking lot, and line up at the door. (This will be posted on a
slide in the front of the classroom)

Homework:
As you walk around your school and community today, I
want you to record things that gave you the greatest
feelings of wonderment and awe. Things that stuck out to
you.
DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all
students?
 Activities that address multiple learning modalities
 Extended Time
 Frequent Breaks (For Students that have specified
accommodations in their IEP)
 Collaborative Grouping
 Written and Oral Instructions

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 References

7 Senses Street Day. (n.d.) Retrieved from http://www.7senses.org.au/wp-

content/uploads/2013/09/7-Senses-Street-Day-What-are-the-7-Senses_.pdf

Costa, A. L., & Kallick, B. (2000). Describing 16 Habits of Mind. Retrieved from
http://www.habitsofmind.org/sites/default/files/16HOM2.pdf

Costa, A. L., & Kallick, B. (Eds.). (2009). Habits of Mind across the curriculum: Practical and
creative strategies for teachers. Alexandria, VA: Association for Supervision and
Curriculum Development.

English Language Arts Georgia Standards of Excellence (GSE) K-5. (n.d.). Retrieved February
26, 2019, from https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-K-
5.aspx

Heick, T. (2012, October 19). Integrating the 16 Habits of Mind [web log comment]. Retrieved
from https://www.edutopia.org/blog/habits-of-mind-terrell-heick

Johnson, B., Rutledge, M., & Poppe, M. (2005). Habits of Mind: A curriculum for community
high school of Vermont students. Montpelier, VT: Vermont Consultants for Language and
Learning. Retrieved from http://doc.vermont.gov/programs/educational-programs/wdp-
materials/habits-of-mind-curriculum

Thornton, J. (1999, January 1-3) Getting Inside Your Head. Honolulu Advertiser, USA. Weekend
Magazine, pp. 8-9.

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