Updated 11/10/174:28 PM

3 rd Grade Lesson Plan Poetry Imagery and Sensory Language

Resident: Date: Subject: Grade Level:

Sheri Hanson 11-9-17 Reading 3rd

Projected Length of the Lesson:

50 minutes

Learning Objective (Learning Intention)

The students will define, identify, and give examples of imagery and sensory language in poetry.

English Language Arts and Reading: 110.14

b:(3.6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the
structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to
describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry,
humorous poetry, free verse).

b:(3.10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an authors sensory language creates imagery in literary text and provide evidence from text to support their
understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the
senses.

b:(3.31) Students work productively with others in teams. Students are expected to participate in Teacher- and
Student-led discussions by posing and answering questions with appropriate detail and by providing
suggestions that build upon the ideas of others.

Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)
- I will ultimately know the students have mastered the learning objective based on how they illustrate The Fabulous Skating
Potato poem, and how they complete the Kindness Card for other students illustrations.
- I will also monitor, during Mix-Pair-Share/High Five, while they are sharing with elbow partner, and when they give me a peace
sign for understanding.

Students will know their mastery by:

1. I can illustrate a poem using sensory language and imagery.
2. I can define imagery and identify the five senses.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)
We are learning to identify sensory language and imagery in poetry to truly understand and feel what the author is trying to tell and
show us.

Interdisciplinary Connections (Other Subject Integration)

Science: 112.14
b:(3.2A) Plan and implement descriptive investigations, including asking and answering questions, making inferences, and
selecting and using equipment or technology needed, to solve a specific problem in the natural world.

b:(3.5A) Describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and
that liquids and gases take the shape of their container.

ELPS
Overall Learning Strategies:
C1A: Use prior knowledge.
C1C: Learn new vocabulary.
C1E: Use and reuse new vocabulary.

Listening:
C2E: Use visual and/or contextual support to confirm understanding.
C2G: Understand general meaning, main points, and details.
C2H: Understand implicit ideas and information.
C2I: Demonstrate listening Comprehension. Page 1 of 4

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Speaking:
C3B: Use new vocabulary in stories, descriptions, and communication.
C3D: Speak using grade level content area vocabulary.
C3E: Participate in cooperative groups.
C3H: Narrate, describe, and explain.

Reading:
C4F: Use visuals and contextual support to read text.
C4G: Show comprehension of English individually and in groups.
C4J: Show comprehension through inferential skills.
C4K: Show comprehension through analytical skills.

Writing:
C5B: Write using new vocabulary.

Class Information
- There are two groups of girls and two groups of boys that like to talk, so they may not be able to sit by each other on the floor.
- There are a few students with focusing problems, so classroom participation may vary.
- There is one high student that may lose interest, and focus on other things, or blurt out the answer instead of raising his hand.

Assessment Plans (Formal and Informal)

1. Assessing prior knowledge before the lesson:
The students will execute a Mix-Pair-Share/High Five and answer prepared questions about yesterdays sensory/imagery
language lesson on the poem, My Mother Made a Meat Loaf.

2. Assessing understanding during the lesson:

Using the Sensory Image Anchor Chart, students will read the poem, line by line, and state what the sensory word is in that line.

3. Assessing mastery after the lesson:

- Students will be instructed to illustrate the mental image they have in their head of the poem, by memory.
- Students will fill out a Kindness Card for one students illustration, explaining they understand the connection between a word
in the poem and the illustration drawn by that student.

Technologies and Other Materials /Resources

- Computer
- YouTube: What is Imagery? by Emily Nash
- Doc Cam
- Sensory/Imagery sentences and corresponding image
- The Fabulous Skating Potato poem
- Sensory Image Anchor Chart
- Kindness Card Post-it notes
- Fast Finisher poster

Academic Vocabulary
Imagery - Sensory - Five Senses - Mental Image
Lesson Procedures/Learning Activities:
Introductory Activity/Opening:
After reading the objective goal of defining and identifying sensory and imagery language in reading and in poems, the students will
execute a Mix-Pair-Share/High Five and answer prepared questions about yesterdays sensory/imagery language lesson on the
poem, My Mother Made a Meat Loaf.

Information Giving:
Students will watch a YouTube video, What is Imagery? by Emily Nash
Share with elbow partner one thing you learned from that video.

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Modeling/Providing Examples:

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Teacher will display on the Doc Cam examples of sensory/imagery sentences, using the five senses, and will have a different
student read each one. Then the teacher will tell the students to think about the mental image in their head. Explain the definition of
a mental image. Have one student share their image, then show the teachers-prepared image on the Doc Cam. Continue through all
the five senses examples.

Guided Practice:
Read the poem, The Fabulous Skating Potato, through once without stopping. The teacher will explain that she will read the poem
for the second time, but slower, and the students need to listen for the sensory and imagery words. The teacher will put up the
Sensory Image Anchor Chart, and explain to the students that we will read the poem for the third time. Teacher picks the first
student to read the first line and state what the sensory word is, then that student gets to pick the next student, though it has to be
opposites (boys, then girl).

Higher Level Questions/Thinking Opportunities:

1. Why is it important for the author to write using sensory language and imagery?

2. How would you classify the list of sensory words in this poem?

3. What other subjects or lessons can you connect this to?

Independent Practice:
The students will be given a small manila paper, and will be instructed to illustrate the mental image they have in their head of the
poem, by memory. Students can use pencil or crayons, No Markers. The Sensory/Imagery Anchor Chart will still be on the wall for
support. Set timer for 8 minutes, then check if they need more time, then explain they have 2 more minutes. Teacher walks around
to monitor and assists where needed. Have a few Fast Finisher students share what they chose.

Fast Finishers (Differentiation):

Student Choice: Poster on the board
1. Add more detail to your picture image.
2. Label your image with the sensory words.
3. Speech bubble: What would the potato be saying?
4. On back of paper, complete these 5 sensory sentences.
1. If I were in my picture, I would see _________.
2. If I were in my picture, I would hear _________.
3. If I were in my picture, I would smell _________.
4. If I were in my picture, I would taste _________.
5. If I were in my picture, I would touch or feel ________.
5. Invitation to Notice: Get a copy of the poem and put a:
- n over the nouns
- v over the verbs
- adj over the adjectives
- adv over the adverbs
6. Write a synonym for the sensory/imagery words.
- line 1 fabulous
- line 2 swiftest
- line 3 fleeter
- line 4 triumphing
- line 5 technique

Closure/Culmination Procedure:
Pass out the pages of the poem to the students to glue on the back of their illustration, except the students that already received one
during Fast Finisher.
We will have a Gallery Walk. The teacher will tape the illustrations in the hallway. A student will pass out the pre-printed Kindness
Cards attached to a post it. The teacher will instruct the students to go out in the hallway and pick one illustration, examine it, and
fill out their Kindness Card and stick it to that illustration. Explain, there can only be one Kindness Card to each illustration, and the
first student there gets that illustration. Remind the students that we resolve these littles differences politely among ourselves.

Teacher instructs the students to hold up a peace sign if they feel they can illustrate a poem using sensory language and imagery.

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Instructional Strategies for High Student Engagement
- Mix-Pair-Share/High Five

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- YouTube video, What is Imagery? by Emily Nash

- Elbow Partner
- Sensory/Imagery sentences and corresponding image
- The Fabulous Skating Potato poem
- Engaging hands-on activities
- Sensory Image Anchor Chart
- Student Read-Aloud
- Kindness Card Post-it notes
- Peace sign for understanding

Differentiation (Content, Product and/or Process)

Low Students:
Multiple opportunities to hear what sensory and imagery words are and practice them.
Working in whole group to find the sensory and imagery words in the poem.
Keeping the Sensory Image Anchor Chart up while students are illustrating the poem.

High Students: (Fast Finishers)

Write a synonym for the sensory/imagery words
- line 1 fabulous
- line 2 swiftest
- line 3 fleeter
- line 4 triumphing
- line 5 technique
- On back of paper, complete these 5 sensory sentences.
1. If I were in my picture, I would see _________.
2. If I were in my picture, I would hear _________.
3. If I were in my picture, I would smell _________.
4. If I were in my picture, I would taste _________.
5. If I were in my picture, I would touch or feel ________.
- Invitation to Notice: Get a copy of the poem and put a:
- n over the nouns
- v over the verbs
- adj over the adjectives
- adv over the adverbs

Anticipated Student Difficulties or Misunderstandings:

Students may act out during Mix-Pair-Share/High Five.
There may be technical difficulties with the computer.
There may be technical difficulties with the YouTube video.
Some students may not be focused when they are expected to respond and give off topic answers.
Student may get off task while they are supposed to be sharing with their Elbow Partner, or during the activities.
Students may not have the needed background knowledge to infer or understand the connection between the sensory
imagery word and the illustration.
Students may get upset or run in the hall to get to the illustration they want to complete the Kindness Card on.
Students may be too loud in the hallway.
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