• Printer Friendly Version

Subject

English Language Arts (NYS P-12 Common Core)

Learning Context/ Introduction

This lesson will provide a whole class instruction while still being mindful that the children all come with different writing experiences. This lesson will make it fun for the children to learn to use their 4 out of 5 senses and use them to write sentences. A quick review of the 5 senses would be helpful which is provided on the first two slides of the SMART Board Lesson Words from Magical Senses.

Objectives:

• Children will learn to make a list of descriptive words to help them with their story writing skills.
• They will use their 4 out of the 5 senses to help with describing the object.
• Children will write a little descriptive piece with guided practice with the teacher.

Duration of Lesson

This lesson will take two days.

• The first session is to work together to brainstorm ideas for descriptive words using the 4 senses by observing the cupcakes on hand.
• On the second day, review the provided SMART Board Lesson (Review Steps for Primary writers). Then encourage the children to work on individual stories about the tasty attributes of a cupcake.

Teacher Preparation

Copies of the Ideas Packet
Copies of the primary writing paper
Cupcakes with different toppings
Napkins

SMART Board Lesson/Materials

• Match Authors to Drawings.doc
• Rubrics--1.notebook
• Review steps for Primary Writers.notebook
• Words from Magical Senses.notebook
• Children's writing rubrics.doc

Student Materials

Students will need:

• journals
• folders to keep their written pieces in (stories at various stages)
• crayons
• red and green pencils for conferencing
• Lined paper EnchantedLearning_com.mht
• My Ideas Packet.doc

Step-by-Step Procedure

Day 1

How do I start? You are going to be a facilitator who is going to model, guide and encourage students.

1. Bring in enough cupcakes with different toppings or decorations for the entire class. Inform the students that they will each get a cupcake but they will need to use their 4 senses. Their 5th sense is to listen to the directions in today's lesson.
2. There are two SMART Board Lessonsthat you will need to open. One is an interactive activity for the children so they can have ownership. The second is a review what they need to remember to do as future writers.
3. Inform children that they will get a quick review of the five senses. Open SMART Board Lesson Words from the Magical Senses slides Review the 5 senses and Answers.
4. Allow the students to come up to the SMART Board and do the activity as per direction on the Slides. Students will take turns matching the picture to the correct sense.
5. Place one cupcake next to your chart paper or SMART Board. Tell the students when they begin to write, they should always start with what they all know best when they look at an object. Inform them to be aware of their senses and what they do for our brains to become great writers. The five senses are the adjective "givers."
6. Tell them they will start with their sense of sight.
7. Pass out to each child a cupcake and warn them that they are not to eat it yet. Just look at it. Tell them to think of some words to describe the cupcake.
8. Pass out the printed Ideas Packet to each child. Inform the children that they too will begin to build their writer's Ideas Packet together with the help of the SMART Board.

Model (sense of sight)

1. Pick up the cupcake. Look at it and verbalize the size, color, decorations. Encourage the children to do the same.
2. Inform them that making a list of words that describe the looks of a cupcake is a great way to start.
3. Bring up Slide 4 on the SMART Board Words from the Magical Senses.
4. Encourage the children to read the list with you. Ask for volunteers to come up and pull the descriptive words off the shelves that pertain to their cupcake and add it under the shaded area. Encourage children to give their descriptions of their cupcakes if they can't find it on the list. Then have them come up to write their words on the SMART Board Words from the Magical Senses Slide 4.
5. Encourage the children to write these words on the page, Sense of Sight, in their Ideas Packet.
6. Inform the students that now they can help you write sentences using the descriptive words. Pull up Slide 8 on the SMART Board Magical Senses. Solicit from the students for sentences that use the sense of sight. Then write their sentences on the chart or SMART Board.

Model (sense of smell)

1. Pick up your cupcake, close your eyes and smell the cupcake. Have the children do the same.
2. Bring up Slide 5 on the SMART Board. Ask for volunteers to come up and pull down words that help describe the smell of the cupcake. If the students have other words to describe cupcakes when they smelled it, encourage them to write the words down on the lines provided.
3. Write your sentence and the students' sentences on the chart or SMART Board Words from Magical Senses on Slide 8.
4. Have all the children re-read the entire passage that is on the SMART Board so far.

Model (sense of going)

1. Ask students "How do you think the cupcake is going to taste?" "Will it taste as good as all the other senses informed us?" Then ask children for their questions, too.
2. Bring up Slide 6 and have children find their words. Continue to follow the same pattern as you did for the above senses. Solicit from the children, "What do we want to tell our readers next about this cupcake?" Then have children verbalize their sentences and ask them to write their sentences on Slide 8.
3. Have the entire class read the piece.
4. Inform the students that they need to work on one more sense before they can do more work on the sense of taste.

Model(sense of touch)

1. With your index finger, touch the icing and describe its consistency. Have the children do the same.
2. Bring up Slide 7 and continue to solicit words and sentences. Then continue to add sentences to Slide 8.
3. Before you give the go ahead to eat the cupcake, remind the children to think of their senses and listen to each other as they describe their cupcake. Now enjoy the cupcake.
4. Ask the children, "What else can we add to the sense of taste list?"

Model(conclusion)

1. Tell the students that going back and re-reading the piece is a very important step because they might have new information. There are questions to be answered.
2. Did I use all my senses to describe the tasty cupcake?
3. Did I get to use some dramatic sentences, such as "I wished I could have two delicious cupcakes every day in class." Solicit their dramatic sentences.
4. What ending or conclusions can they come up with about their cupcake experience?

Conclusion: Have a cupcake party!

Day 2

1. As a review, click on the SMART Board Review Steps for Primary Writers. notebook.
2. Have children re-read their stories on the chart or SMART Board-Words from the Magical Senses.
3. They can now continue with their own stories. Some children will submit a story with one sentence. Remind them to use their own packet for words to describe their cupcakes from yesterday.
4. Be prepared to ask questions so that you solicit answers from them and have them turn their answer into a sentence. Being an encourager takes time and patience, however, the results are worth it.

Guided Practice

• You know the make up of your students and how far they can go with their writing. When you are conferencing with your children, ask questions about the piece in order to solicit more information.
• Children will usually give more information verbally and tell them that they have just created a sentence that can be added to their writing.
• Remind them that they need to write on one line and skip the next. This will make it easy to circle words with the green coloring pencil and write more descriptive words in the line above the original word. Encourage the children to use their red coloring pencil to mark capital letters and punctuations to their pieces.
• Encourage them to rewrite their piece neatly on a Primary writing paper or xerox the Lined Paper provided in this lesson.
• Have the children write their names on the back of their stories, not on the front. Their stories will be part of the matching cupcake to story activity.

Assessment

Assessment of the written stories can be broken up in several sections by using the writing rubric Your Rubric.mht

(You will have to decide whether to teach the children how to assess their writings or each other's writings. If you decide to model how to use the rubric with the children's own writings, there is a SMART Board Rubrics just for children (see Rubrics-1.notebook). To begin your modeling, ask one of your colleagues for writing samples of their students. Xerox them and remove their names. Gather the children around the SMART Board and you begin with your assessment lesson. You can xerox a copy of the rubric for each child so they can attach it to their stories.)

Match Author to Drawing Event

OPTIONAL Extension Activity:

1. Once the children are finished with their written cupcake piece, provide them with blank sheets of paper to draw their cupcakes (drawing should be as big as their hands).
2. Have them cut out the cupcake and put their names on the back.
3. Collect all the cut-outs.
4. Arrange the cut-outs into a pyramid shape on a construction sheet and glue them. Hang that outside the wall, too.
5. Number each cupcake cut-outs.
6. Hang each child's written piece outside your classroom and put a capital letter on each one. Example: A through Z or however many children there are in your classroom.
7. Make a banner titled "Match Author to Drawing" Event. Hang that above your children's stories.
8. Place a little table outside your class room to house the following items: paper and pencil and a shoe box with a slit cut out on the top of the lid.

Encourage your children to make poster to announce the Contest. Children can then post them around the schools or go to classrooms to hand each teacher a poster.

Credits

www.animationfactory.com
http://www.teq.com/
www.enchantedlearning.com
www.4teachers.org
Scholastic Inc. Trait Crate (tg4-5-07471-1)

Related Academic Standards

New York State

1R9 Make connections between self and text (texts and other people/ world). (RI & RL)

1W2 Write an informative/explanatory text to introduce a topic, supplying some facts to develop points, and provide some sense of closure.

1SL5 Create or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.

PK-2LAS1a Print upper- and lowercase letters in their name → Print many upper- and lowercase letters → Print all upper- and lowercase letters.

AS.LP.W.2.a think, read, speak, and listen to support writing

View All