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Day 2 My Five Senses
Day 2 Overview- Teacher reads aloud My Five Senses for the second time as students
will be listening for author’s purpose and the complexity of the read aloud which is the idea of using multiple senses to become aware of the world we live in. It is important that students become familiar with thinking about the text and justifying their reasoning. Teacher facilitates group discussion with sentence frames, asking text dependent questions, and then students work independently.
Content Objectives-
Students will be able to identify the reasons an author gives to support points in a text. RI1.8
Students will able to ask and answer questions about key details in a text. RI1.1 RI1.4
Language Objectives-
I can orally share why the author wrote this text and what they wanted me to learn.
I can ask and answer questions about the author’s purpose.
I can answer text dependent questions.
Dive Into the Text- My Five Senses, Day 2
Re-read My Five Senses for author’s purpose
Let the students know that you are going to re- read, My Five Senses to figure out why the author wrote it. You can also remind them what they said it was mostly about the previous day or think-pair- share what the story was mostly about.
Stop after page 21- Why does the author write “Sometimes I use all my senses at once, sometimes I use only one.”
Have students think about it and share out whole class.
Stop after page 25. Why does the author use the word smell on page 23 and not page 25?
Use the illustrations to show that we can smell a puppy but we do not smell a ball.
Stop on page 26 after the word aware.
Think aloud "I wonder what the author meant when she said but each sense is very important to me, because it makes me more aware."
Ask students for input. Tell students that you are going to continue to read to see if the author gives more clues on what the word aware means.
Finish reading the text.
What do you think aware means?
As a class, brainstorm and create a sentence on what aware means. To be aware is to______.
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Let’s brainstorm our ideas.
Why do you say that? What does the text say to make you think that? What words does the author say are similar to that?
Suggestions to get students to justify their reasoning. If the students are not ready for this, you can think aloud, “I wonder where ___ got their answer.”
Why is it important to be aware? Let the students know that being aware of what they see, smell, hear, taste, and touch will help them describe their favorite activity or person. They will become better writers if they can describe or are aware of their senses.
Whole class activity:
1. To prepare for writing, ask students what their favorite activity is. Can repeat with favorite restaurant, person, pet, or snack.
2. Write the activity on chart paper or white board and identify senses being used. Students can use white boards to list which senses are being used or thumbs up thumbs down when you ask them if a sense is being used.
3. Repeat for several activities asking students questions like how are you using your sense of smell while ____.
Independent practice:
1. I can write about my favorite activity explaining what senses are being used. When I ________.
I see, hear, smell, taste, and touch. I use one/two/three/four/five senses.
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Day 3 My Five Senses
Day 3 Overview- Teacher will re-read the sentence on the last page, page 32 Wherever I go, whatever I do, every minute of the day, my senses are working.
Students will discuss what the author meant by stating “senses are working.” Teacher facilitates group discussion, leads a whole class activity, then students work
independently.
Content Objectives-
Students will able to ask and answer questions about key details in a text. RI1.1 RI1.4
Students will be able to use the illustrations and details in a text to describe its key ideas.RI1.7
Language Objectives-
I can answer text dependent questions using a complete sentence.
I can describe key details by coloring/ labeling my body parts
Dive Into the Text- My Five Senses, Day 3
Re-read page 32 Wherever I go,
whatever I do, every minute of the day, my senses are working.
Explain to the students that you are going to re- read to try to figure out what the author meant.
What did the author mean when she wrote, “my senses are working?”
Have a whole class discussion about what the author meant. Use sentence frame My senses are working when_______. That means that they are_______.
Whole class activity:
1. Have the students show you with their fingers how many senses are “working” when you watch a movie, stare at the sun, go swimming, drink water, slide the slide, play on the computer, write in your journal, listen on the carpet, stand in line. Any activities can be used. Can extend by choosing an activity and have students tell how they are working. A visual of the five senses would be helpful for this activity.
Independent practice:
1. 5 Senses graphic organizer- this is a preparation for writing. They must choose their favorite snack.
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