edTPA Lesson Plan
“5 Senses”
Oksana Shumanska
Touro College
EDSN 657 Early Literacy Instruction I (Bir-Grade2)
Dr. Ulubabova
December 3, 2020
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Lesson Plan
Grade Level: Pre-K Subject: English Language /Ela
Group size: 10 students Date: 18/8/2021
Instructional Location:
Lesson Goals
Lesson Title: 5 Senses
Central Focus of the Lesson:
The lesson is focused on engaging students in the activities connected with 5 senses in order to develop their understanding of how
the 5 senses work, to enhance their perception, classification, and vocabulary volume on the given topic. Students will learn how to
define and classify various objects according to the categories using their 5 senses. Students will be able to gain knowledge on how
to use the methods of observation and the ability to differentiate objects in correspondence with their specific features which may be
defined using 5 senses.
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State Standard(s) Addressed:
PKW4 Creates a response to a text, author, or personal experience.
PK.L.4. Explore and use new vocabulary in child-centered, authentic play-based experiences.
PKL6. Use words and phrases acquired through language rich experiences, conversations, reading and being read to, responding to
tgexts, and child-centered, play-based experiences.
PKRF.4. Displays emergent reading behaviors with purpose and understanding
[Link].1.3Describe characters, settings, and significant events in a story using key details.
New York State Next Generation English Language Arts and Mathematics Learning Standards. (2017, July 6). NYDOE. Retrieved
September 29, 2020, from [Link]
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Lesson Objectives and Language Demands
Content/Skill Objectives:
The students will be able to identify the five senses and describe the characteristics of each sense.
The students will understand and describe the parts of the body and their relationship to the five senses
The students will be able to match the sense of hearing with the organ we hear with.
The students will be able to show and tell how they use their five senses in their daily life.
Language Demands:
Students are capable of reading simple words and sentences, they know how to use scissors and are able to cut paper, they can order
words in a sentence and they are able to connect words and pictures.
Key Vocabulary:
Eyes
Shoulders
Knees
Toes
Ears
Nose
Tongue
Hand
See
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Look
Hear
Listen
Touch
Taste
Resources and Materials
Resources:
Book: “Look, Listen, Taste, Touch, and Smell: Learning About Your Five Senses”
Audio/video: A song “Head, Shoulders, Knees and Toes”.
Materials:
Worksheets: “I can see with my eye,” Rhyming cards, “Read, write, build draw.”
Game “Matching sounds” “Hungry Caterpillar,” pencils, colored paper.
Various objects for activities: boxes filled with items, plastic eggs filled with items, a leaf, cotton ball, rock, crayon, and rubber
band, various fruits like apple, kiwi, lemon.
Whiteboard, smartboard or a laptop.
Web Sources: My 5 senses [Link]
[Link]
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Prior Academic Learning and Prerequisite Skills
Prior Academic Learning and Prerequisite Skills:
The students should know the names of body parts.
The students should know the names of senses.
Misconceptions:
Some students may not know the names of body parts, or mix them. (i.e. leg and foot, arm and hand)
Students may not understand what sense is meant from the context.
Students may mix the words related to senses.
Lesson Plan Details
Beginning the Lesson/Introduction What Teacher Will Do: What Students Will Do:
Minutes [ 6 Minutes ]
The students will move from their
Opening of the lesson The teacher will ask students to stand up and
tables to the center of the room,
The teacher will engage students in the move to the center of the classroom. The teacher
forming a circle.
lesson. will start the lesson with playing the recording of
The teacher will ask questions about the song “Head, Shoulders, Knees and Toes”. Students will sing, as well as repeat
body parts to revise the words students [Link] the movements together with the
learned previously, including from v=QA48wTGbU7A teacher and the recording.
songs about body parts.
The teacher will ask the students to show those
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body parts mentioned in the song and show what
they can do. (i.e. hands can clap, feet cant step,
Students will talk about how they
etc.)
feel.
The teacher will ask students about their feelings
The students will talk about what
and tell them the topic of the lesson: the 5 senses.
parts of the body they have and what
The teacher will ask students to work with other they can see.
students and mingle, asking each other about
The students will answer questions.
their body parts or name what they can see on
their partner.
The teacher will ask questions:
What body part do we see with? Which body
parts can we touch with? What body parts do we
use to listen? What do we use to taste food? What
do we use to smell a flower?
Introducing New Content/Skills What Teacher Will Do: What Students Will Do:
Minutes [ 20 Minutes ]
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The teacher will introduce the lesson’s Using a sheet of chart paper or the whiteboard, The students will look and listen to
vocabulary and provide more topics for the teacher will introduce the vocabulary and the new vocabulary and write the
discussion. pictures for the lesson: ears, eyes, nose, tongue, words in their note books.
fingers, body part, sight/seeing, hearing,
smell/smelling, taste/tasting, touch/touching.
The teacher will name a sense and the connection The students will repeat patterns after
it has with the body parts. the teacher.
The teacher will then name the five senses and
relate them to the essential vocabulary.
I can see – sight - eyes.
I can touch. - touch, feel - hand – smooth/rough.
I can smell – smell – sweet/flower.
I can hear – listen – sound/noise/music.
I can taste – taste - tongue- sour/sweet.
The teacher will ask the students to sit and watch
The students will watch the video and
the video about the senses.
ask questions about it.
[Link]
v=XUMiPK6LZBI
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Guided Practice [16Minutes] What Students Will Do:
Before reading a book, the teacher asks students
The teacher will introduce more The students will answer teacher’s
to look at the cover and guess what the book may
examples to develop a deeper question.
be about.
understanding of the topic. The students will listen to the teacher.
The teacher will read a book “Look, Listen,
Taste, Touch, and Smell: Learning About Your
Five Senses”.
The students will listen.
Informative Assessment The teacher will ask students open-ended The students will answer the
questions while reading a book. questions.
How many senses do we have? How do we use
our sense of sight? Which sense do we use when
we smell food? Which parts of our body do we
use to hear sounds? Which sense do we use when
we taste sweets? Which sense do we use when
we see the mountains?
The teacher will organize a game “Matching
sounds” - the teacher will bring 12 small boxes The students will mingle, ask each
with small items such as paper clips, rice, other questions about sounds and find
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a matching partner in the game.
pebbles, pennies, and marbles. Each box will
have a plastic-egg "partner" with the exact same
items in it. Children can shake the eggs and listen
carefully to find each egg's partner
Students will participate in the
The teacher will ask students questions about classroom activities and perform the
sight and touch: Which parts of our body do you tasks: name what they can see, hear,
use to see/touch? What can you see around you? touch and taste, what taste they feel,
The teacher will display a small tray with 5-10 touch the objects and say what do
items on it. (Items might include a leaf, cotton they feel like, and smell the fruit and
ball, rock, crayon, and rubber band). The teacher say what smell they perceive.
will let students study the tray by looking and Students will write in the worksheets.
touching the objects. Then teacher will cover the Students who cannot speak will be
tray and challenge each child to name some of asked to draw, some children with
the items they saw on the tray. movement disabilities will be offered
The teacher will show students the “Very hungry to do some tasks on the computer.
caterpillar” with fruits (apple, orange, kiwi, etc.)
placed on it and ask students to try eating and
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smelling the fruits.
The teacher will give worksheets to groups with
sentences like
“I can see …….with my eyes.”
I can hear……..with my ears.
I can taste……..with my tongue.
I can small……..with my nose.
I can feel…. with my hand.
Independent Practice What Teacher Will Do: What Students Will Do:
Minutes [ 10 Minutes ] Students will work on worksheets.
The students will practice what they The teacher will give out the worksheets about
have learned. the five senses with sorting, filling gaps, and Students will answer questions about
short answer question activities. five senses, do classification tasks, do
gap filling activities, search
Formative Assessment: Worksheets The teacher will ask students to work alternatives.
with questions on five senses. independently.
Students with disabilities be provided
with larger fonts, more time for
performance, supervision.
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Closing of the Lesson What Teacher Will Do: What Students Will Do:
Minutes [ 7 Minutes ] The teacher will ask students to sit at their tables. Students will take their places.
The restatements will be performed in
the form of a discussion. The students will name senses, give
The teacher will ask students to name the five examples, name body parts by raising
The review will be in the form of oral senses and body parts related to them. their hands.
and writing activities.
Summative Assessment:
The students will be assessed.
Extension What Teacher Will Do: What Students Will Do:
The students will have a chance for Have students will be shown a diagram of the Students will have to look and
more practice. tongue with the sections marked for sour, salty, memorize what they see.
sweet, and bitter tastes. (back: bitter tastes; sides:
sour tastes; tip: salty and sweet tastes). Give Students will draw and match.
Drawing and discussion will be used. students cards with pictures of different foods.
The children will be asked to make their own Students will later take part in art
drawings of the tongue and match the foods to classes to enhance their knowledge.
the appropriate sections.
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Accommodations/Differentiation Students suffering from speech-related impairments would be unwilling to take part in speaking
tasks due to anxiety, and should be softly encouraged to speak. They can be offered to work in smaller groups and provided with
extra support.
Students with Special Needs or IEPs:
Students under IEP should be facilitated by teachers, given additional time to answer questions, and might need extra visual aids to
help them understand the topic.
Students with hearing disabilities should be offered to work using their sight, written language.
Students who cannot taste or smell will be using sight, touch and hearing senses to learn about things and senses.
English Learners:
Pre-K language acquisition students will be supported with the extra visuals to learn, as well as the pictures with words in their
native language. Repetitions and reference to their native language will help students to understand and memorize new words.
Lesson Rationale/Justification
Principles of Research/Theory on Learning and Teaching:
Learning is a social activity. The more a student is exposed to content, the better chance they have to comprehend and learn
complex notions. The Zone of Proximal development is used as a basic tool to enhance the learning environment for students
(Kozulin et al., 2016).
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Bing the first and the most outstanding principle of learning, repetition helps students to get engaged in the learning process, ideas,
and develop critical thinking according to Bruner (2018).
Sudents with disabilities are in need of adaptation and adjusting of the content to their special needs in order to obtain their
educational goals. (McLeskey, 2017)
Assessment Guide: Formative/Summative Assessment (Evidence) of Student Learning
Assessment Strategy #1: Alignment with Lesson Goals:
Informal Assessment The assessment’s target is to check students’ ability to name body parts and their
While answering the questions based on the relation to the five senses.
information in the book and the games
Evidence of Student Understanding/Skill:
allows to assess what children have
The teacher will monitor the students while they write and listen to their answers.
understood about senses and body parts.
Extra activities will prove the understanding of the five senses.
Feedback to Students:
The teacher will point out most common mistakes, like students associating certain
senses with the wrong parts of the body.
The teacher will instruct students by giving proper responses and repeating or
making the class repeat them.
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Assessment Strategy #2: Alignment with Lesson Goals:
Formal Assessment The main targets of this lesson are to ensure that a student can identify, name, relate,
The given assessment is comprised of a sense words with body parts as well as explain how they are used.
variety of questions, filling gaps activities,
Evidence of Student Understanding/Skill:
and drawing activities to check the
The formal assessment is basic and crucial in the process of evaluating whether the
comprehension, and find out the level of the
students are able to comprehend lesson material based on five senses.
student
Feedback to Students:
The teacher will indicate possible mistakes promptly and correct them.
The teacher will give recommendations to the students on how to improve.
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Rationale
The given lesson plan is focused on teaching the notions of five senses and targets its attention on social learning, which was primarily
emphasized and introduced by Vygotsky, as well as the repetitive instruction highlighted by Briner (2018); and student-teacher
conversation principles outlined by Massey (2014), incorporating learner engagement in high-level practices by McLeskey (2017). All
these multi functional principles support the idea of the necessity to assist students in learning new notions with the help of consistent
interaction filled with varying activities within the proposed topi; and by engaging students in discussions, and complementing the
lesson with visual aids. Furthermore, the deeper focus is on using the modified content to help every child, including those with
disabilities to reach their academic excellence. Therefore, the provided lesson comprises learning resources, takes into account
students’ abilities and skills, as well as the learning environment to provide a perfect access and to facilitate the best conditions for
each child to learn.
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Analysis of the lesson
The lesson was targeted on developing the understanding and the ability of children to determine the five senses and relate them to
body parts, additionally, it focused on developing the vocabulary in the context of this topic. Students were able to learn how to
distinguish the 5 senses and how to use them and relate them to their body parts through participation in the range of activities such as:
drawing, looking at visuals, discussing and doing other activities involving movement. The children were able to make connections
between their body parts and senses they have, therefore they came to a conclusion that their organs help them to learn and explore the
world around them. The environment created at the lesson, which included sounds, objects to touch, taste, see and smell helped to
create a simulation of a real life context and aided children in connecting what they learn with the real life. Visuals, books, audio
recordings and other items, which served as the components of the lesson helped students to achieve their learning goals.
Reflection
I believe to be quite a good teacher who is acknowledged about the potential needs of my young students. I try to be careful in my
choice of the topics and resources depending on the needs and peculiarities of my students, and do my best to let students be the center
of learning process. Knowing that there might be students for whom English is a second language, or students with ADHD, or ones
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physically impaired, I took into consideration in which way they could participate in case of inability to perform like any other child in
the group.
I read plenty of articles and researched the topic to learn about principles that could aid me in my lesson development and be
beneficial for the students. My preparation and lesson delivery went under the guidance of IDEA, NY common core standards,
Danielson Framework of learning standards, and the BLOOM’S SMART GOALS. The largest challenge for me was finding balance
in the classroom between students with and without disabilities and allocating enough personal time to each child. This could be
avoided if the proper standards of intervention were applied. I did not have a chance of collaboration with parents or legal guardians
of children during or after the lesson.
Implication/Conclusion
Based on my observations, reflection and self-assessment, I am getting more and more interested in using games and tactile activities
with children of this age as they have a tendency to stimulate students to active participation, forget about their shyness or insecurities,
learn faster through practical tasks. I also believe that engaging parents in the educational process and organising family class days,
mini fairs or other cultural events might benefit all the participants of the learning process in the long run.
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References
Briner, R.F. (2018) Repetition is the first principle of learning.
Gray, T. & Madson, L. (2007). Ten easy ways to engage your students. College Teaching. 55 (2).83-87. DOI:
10.3200/CTCH.55.2.83-87
Kozulin, A., Gindis, B. & Ageyev, V. (2016) Vygotsky's Educational Theory in Cultural Context. DOI:
10.1017/CBO9780511840975
Massey, S. (2014). Teacher-Child Conversation in the Preschool Classroom. Early Childhood Education Journal 31(4):227-
231 DOI: 10.1023/B: ECEJ.0000024113.69141.23
McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez,
J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA:
Council for Exceptional Children & CEEDAR Center. Retrieved from [Link]
content/uploads/2017/07/[Link]
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