thematic unit

Below is a unit on the five senses. Each lesson has a plan of a different one of the five senses. By the end of the unit the students should have grasped the idea of the five senses.

Candidate’s Name: Susan Sasson

Grade Level: Kindergarten

Title of the lesson: Sense of SIght

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: what do you want your students to learn? what are the important understandings and core concepts you want students to develop within the learning segment? The children will be able to state the different parts of the eye. They will understand the sense of sight.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: What do students know, what can they do, what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? The children were introduced to the five senses prior to this lesson.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use. Vocabulary ·       General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ·       Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ·       Sentence structure, transitions/connectives, complex verb tenses Discourse ·       Text structure, message, conversation, discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them? Key vocabulary words that will be taught- iris, pupil, socket, veins, muscles, blind, braille.

Learning objectives Students will be able to identify and label the different parts of the eye. They will understand the sense of sight.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. I will assess the students understanding of this lesson’s objectives by listening to and observing children’s responses to the questions. I will collect the students drawings and look over them to make sure they made sense as to what they saw around the classroom. I will meet with them one and one and discuss their drawings with them and make sure they understand the sense of sight.  I will assess the students drawing based on the rubric below.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: understanding of students’ prior academic learning and personal/cultural/community assets research and/or theory developmental appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. I will ask the students a couple of question. Does anyone know what the black dot in the center of  our eyeball is called? What is the color in our eyes called? What shape is our eyes? How are our eyes able to stay in our heads and not fall out? What is it called when you can’t see? What is the special language called that blind people use to read? I will teach the students a song about the sense of sight and will have them sing it a couple of times. I will display different diagrams of the eye on the smartboard for the children to observe and study. I will show the students a 3D diagram of the eye, showing them how the veins and muscles hold our eyes into the socket. I will then cover one part of the eye at a time and ask the students to name the part of the eye that I was covering. I will have the students draw what they saw using crayons, markers, and watercolor paints.

Instructional resources and materials used to engage students in learning. 3D diagram of an eye, papers, crayons, markers, and water paint

Reflection Did your instruction support learning for the whole class and the students who need great support or challenge? What changes would you make to support better student learning of the central focus? Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. I explained that people have different color iris’s and shapes of their eyes depending on what part of the world they are from. I only called on children who raised their hands. When a couple of children were fooling around on the carpet and not sitting in their spots nicely, I had them sit in a chair until they felt they were ready to come back and sit on the carpet with everyone else. I assigned four children to each corner of the classroom when walking around and observing different things in the classroom. I allowed them to walk around but had them start at these corners so that the room would not get crowded in one corner at a given time.

Candidate’s Name: Susan Sasson

Grade Level: Kindergarten

Title of the lesson: Sense of  Hearing

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: what do you want your students to learn? what are the important understandings and core concepts you want students to develop within the learning segment? The children will be able to identify and state the different parts of the ear. The children will be able to understand the sense of  hearing.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: What do students know, what can they do, what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? The children were introduced to the five senses prior to this lesson.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use. Vocabulary ·       General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ·       Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ·       Sentence structure, transitions/connectives, complex verb tenses Discourse ·       Text structure, message, conversation, discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them? Key vocabulary words that will be taught- Pinna, ear canal, ear drum, middle ear, inner ear, deaf, sign language.

Learning objectives Students will be able to identify and label the different parts of the ear. They will understand the sense of hearing.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. I will assess the students understanding of this lesson’s objectives by listening to and observing children’s responses to the questions. I will collect the students drawings and look over them to make sure they made sense as to what they saw around the classroom. I will meet with them one and one and discuss their drawings with them and make sure they understand the sense of hearing.  I will assess the students drawing based on the rubric below.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: understanding of students’ prior academic learning and personal/cultural/community assets research and/or theory developmental appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. I will ask the students does anyone know what we use to hear? I will then read the students a book called Hearing from the series called The Five Senses by José María Parramón. I will ask the students a couple of questions: What is it called when you can’t  hear? What is the special language called that deaf people use to communicate? I will teach the students a song about the sense of  hearing and will have them sing it a couple of times. I will display different diagrams of the ear on the smartboard for the children to observe and study. I will show the students a 3D diagram of the ear. I will then cover one part of the ear at a time and ask the students to name the part of the ear that I was covering. I will have the students draw what they saw using crayons, markers, and watercolor paints.  As a fun activity I will have the students create their own sound boxes. They will create a box and then place an object inside. They will have their peers guess what object is inside using their sense of hearing.

Instructional resources and materials used to engage students in learning. 3D diagram of an ear,  a book called “Hearing”,  papers, crayons, markers, and water paint, paper box, can, pennies, marbles, jelly beans, rice.

Candidate’s Name: Susan Sasson

Grade Level: Kindergarten

Title of the lesson: Sense of Smell and Taste

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: what do you want your students to learn? what are the important understandings and core concepts you want students to develop within the learning segment? The children will be able to state the different parts of the mouth and nose. They will understand the sense of smell and taste

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: What do students know, what can they do, what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? The children were introduced to the five senses prior to this lesson.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use. Vocabulary ·       General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ·       Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ·       Sentence structure, transitions/connectives, complex verb tenses Discourse ·       Text structure, message, conversation, discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them? Key vocabulary words that will be taught- nostrils, odor, tongue, taste buds.

Learning objectives Students will be able to identify and label the different parts of the nose and mouth. They will understand the sense of smell and taste.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. I will assess the students understanding of this lesson’s objectives by listening to and observing children’s responses to the questions. I will collect the students drawings and look over them to make sure they made sense as to what they saw around the classroom. I will meet with them one and one and discuss their drawings with them and make sure they understand the sense of  smell and taste.  I will assess the students drawing based on the rubric below.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: understanding of students’ prior academic learning and personal/cultural/community assets research and/or theory developmental appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. I will ask the students a couple of question. Does anyone know what we use to smell? Does anyone know what we use to taste? I will read the students a booked called “Smelling” by Rebecca Rissman.  I will teach the students a song about the sense of smell and taste and will have them sing it a couple of times. I will display different diagrams of the nose and mouth on the smartboard for the children to observe and study. I will show the students a 3D diagram of the nose and mouth. I will have the students draw what they saw using crayons, markers, and watercolor paints. I will have the students smell different foods and taste them. They will see how both the sense of smell and taste are connected. They will also realize that if they have a stuffy nose their food will taste differently.

Instructional resources and materials used to engage students in learning. 3D diagram of a nose and mouth, papers, crayons, markers, and water paint, book called “Smelling”, different foods.

Candidate’s Name: Susan Sasson

Grade Level: Kindergarten

Title of the lesson: Sense of  touch

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: what do you want your students to learn? what are the important understandings and core concepts you want students to develop within the learning segment? The children will be able to state the different parts of the body they use to touch. They will understand the sense of touch.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: What do students know, what can they do, what are they learning to do? What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? The children were introduced to the five senses prior to this lesson.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CCSS.ELA-LITERACY.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Support literacy development through language (academic language) Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use. Vocabulary ·       General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ·       Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ·       Sentence structure, transitions/connectives, complex verb tenses Discourse ·       Text structure, message, conversation, discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them? Key vocabulary words that will be taught  textures.

Learning objectives Students will be able to identify and label the different parts of the body they use to touch. They will understand the sense of touch.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. I will assess the students understanding of this lesson’s objectives by listening to and observing children’s responses to the questions. I will collect the students drawings and look over them to make sure they made sense as to what they saw around the classroom. I will meet with them one and one and discuss their drawings with them and make sure they understand the sense of touch.  I will assess the students drawing based on the rubric below.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: understanding of students’ prior academic learning and personal/cultural/community assets research and/or theory developmental appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. I will ask the students a couple of question. Does anyone know what we use to touch? I will read the students a booked called “find out by touching” by Paul Showers.  I will teach the students a song about the sense of touch and will have them sing it a couple of times. I will display different diagrams of the body parts we to touch on the smartboard for the children to observe and study. I will have the students draw what they saw using crayons, markers, and watercolor paints. I will have the students create a book with each page a different texture. They will get to experience the different textures by touching these objects and placing them in their book.

Instructional resources and materials used to engage students in learning. , papers, crayons, markers, and water paint, book called “find out by touching”, different textures for the students to place in their books.

Teacher Name: Susan Sasson


Student Name:     ________________________________________

CATEGORY	Weight for Each Category	4	3	2	1
General Formatting	X2 (up to 8 points available)	Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner. There is a figure caption that describes the drawing. The caption includes information about magnification, when appropriate.	Unlined paper is used. The drawing is large enough to be clear (about 1/2 of a page of typing paper). Student name, class, and date are in the lower left corner.	Unlined paper is used. The drawing is a little too large or a little too small. Student name, class, and date are in the lower left corner.	Lined paper is used AND/OR the drawing is much too small or much too large.
Drawing - details	X1 (up to 4 points available)	All assigned details have been added. The details are clear and easy to identify.	Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify.	Almost all assigned details (at least 85%) have been added. A few details are difficult to identify.	Fewer than 85% of the assigned details are present OR most details are difficult to identify.
Knowledge Gained	X3 (up to 12 points available)	When asked to describe what the sense of sight is, the student can describe it accurately.	When asked to describe what the sense of sight is, the student can describe it with a little difficulty.	When asked to describe what the sense of sight is, the student has some difficulty describing ir	When asked to describe what the sense of sight is, the student has a very difficult time describing it.
Accuracy	X3 (up to 12 points available)	95% or more of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.	94-85% of the assigned structures are drawn accurately and are recognizable. All assigned structures are labeled accurately.	94-85% of the assigned structures are drawn accurately and are recognizable. 94-85% of the assigned structures are labeled accurately.	Less than 85% of the assigned structures are drawn AND/OR labeled accurately.