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    4th Sensory Detail Lesson Plan

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    The document outlines a lesson plan for a 4th grade writing class that teaches students how to use sensory details in their narratives by having them analyze the use of sensory details in the story "Owl Moon" and then practice incorporating sensory details into their own personal narratives using a graphic organizer. The lesson includes identifying the five senses, discussing sensory details in a sample text, brainstorming sensory details for a nature picture, and writing a personal narrative using a graphic organizer to incorporate sensory details.

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    4th Sensory Detail Lesson Plan

    Uploaded by

    api-466313227
    256 views2 pages
    The document outlines a lesson plan for a 4th grade writing class that teaches students how to use sensory details in their narratives by having them analyze the use of sensory details in the story "Owl Moon" and then practice incorporating sensory details into their own personal narratives using a graphic organizer. The lesson includes identifying the five senses, discussing sensory details in a sample text, brainstorming sensory details for a nature picture, and writing a personal narrative using a graphic organizer to incorporate sensory details.

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    4th sensory detail lesson plan

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    The document outlines a lesson plan for a 4th grade writing class that teaches students how to use sensory details in their narratives by having them analyze the use of sensory details in the story "Owl Moon" and then practice incorporating sensory details into their own personal narratives using a graphic organizer. The lesson includes identifying the five senses, discussing sensory details in a sample text, brainstorming sensory details for a nature picture, and writing a personal narrative using a graphic organizer to incorporate sensory details.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    256 views2 pages

    4th Sensory Detail Lesson Plan

    Uploaded by

    api-466313227
    The document outlines a lesson plan for a 4th grade writing class that teaches students how to use sensory details in their narratives by having them analyze the use of sensory details in the story "Owl Moon" and then practice incorporating sensory details into their own personal narratives using a graphic organizer. The lesson includes identifying the five senses, discussing sensory details in a sample text, brainstorming sensory details for a nature picture, and writing a personal narrative using a graphic organizer to incorporate sensory details.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Erin Koerselman

    Grade: 4

    Standards:
    Writing Standard 3
    Write narratives to develop real or imagined experiences or events using effective technique,
    descriptive details, and clear event sequences.
    Indicator: Use concrete words and phrases and sensory details to convey experiences
    and events precisely.
    Reading (Key Ideas and Detail): Literature Standard 1
    Refer to details and examples in a text when explaining what the text says explicitly and when
    drawing inferences from the text.

    Essential Question: How can we use sensory detail to improve our writing?

    Objective:
     Students will be able to identify sensory detail in a story by listening and discussing.
     Students will be able to use sensory detail to write a personal narrative.

    Materials:
     Owl Moon by Jane Yolen
     Power point with nature picture and sample writing
     Graphic of the five senses
     Graphic organizer for writing

    Vocabulary: sensory detail

    Introduction:
    Seated on the floor
     Review the five senses and provide a graphic (going over the 5 senses will benefit ELDs).
     Explain that you will be reading a story and want them to imagine the scene in their
    minds as they hear the story.
     Read Owl Moon.

    Phase I:
     After the story, ask students to talk about what they saw, heard, felt, etc. – What did the
    author say to help you see what was happening? What did the author say to help you
    hear what was happening? What did the author say to help you feel what was
    happening?
     Ask students, “When you use seeing, hearing, touching, tasting, and smelling, what are
    you using?” (Our five senses)
     Explain that when you use your five senses to describe something, you are using
    something called sensory detail.

    Excuse students to their desks.

     Go over Essential Question and Objectives.


     Project a picture on the Smart Board. Have students help describe the picture using the
    five senses: “What do you think you would hear in this picture?”, “What do you think
    you would feel in this picture?”, etc. Record their answers on the board/poster paper.
    *Use think-alouds as needed.
     After writing down a few suggestions, ask, “If I were going to tell you a story about when
    I went hiking, do you think it would be a good idea to use some of these details? Why?
    Do you think when you are writing, it is important to use details like this? Why? When
    we write stories, we want the reader (our audience) to be able to see, hear, feel, maybe
    even smell or taste what we describe. When we use sensory detail in our writing, it
    helps the audience imagine themselves in our story.”

    Phase II:
     Explain that students will now have the opportunity to practice using sensory details by
    writing a personal narrative- a personal story about an experience they had.
     Go over expectations (project on power point)
     “But, first, let’s look at some examples.”
     Project the power point slide with sample writings of a personal experience.
     Help students identify sensory details in the examples and discuss why the second story
    is more effective than the first.

    Phase III:
     Have students take turns explaining the meaning of sensory detail to their shoulder
    partner.
     Display the graphic organizer, pointing out that they will fill it out like we did for the
    picture, only this time with their own story.
     Project the writing criterion and review.
     Pass out graphic organizers.

    ELD: Graphic organizer provides visuals and has been translated into Chinese and Korean.
    Eason, who does not speak English, may write in his native language.

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