Sensory Writing Unit - Lesson Plan #2 Sound

Classroom Teacher: Leslie Nohara Grade

(K-12)/Developmental Level: 5
th
grade
Date Lesson Will Be Taught: TBD
Lesson Subject Area: Language Arts
Lesson Topic: Sensory Writing - Sound
Preservice Teacher: Kate Ganiron
Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
1. Students will use sensory details of sound to write about music.
2. Students will notice how different genres of music evoke different emotions.
3. Students will notice the different between sound and the lack of sound in movies and music.
Common Core Standards:
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
o CCSS.ELA-Literacy.W.5.3d Use concrete words and phrases and sensory details to convey
experiences and events precisely.
Understandings:
Students will understand that..
1. Students will understand that stories and
songs are different with and without sound.
2. Students will understand that different
sounds and songs evoke different feelings
and emotions.
Essential Questions:
What questions highlight the big ideas?
1. What is sound?
2. What is silence?
3. How do noise and silence differ?
4. What emotions and feelings are evoked by
music or the lack of sound?
Content Acquisition (Objectives):
Student will know.
1. Students will know the meaning of sound.
2. Students will experience the lack of sound.
3. Students will know how to express sound
with sensory details.
4. Students will know how to describe
emotions evoked by music.
Skill Acquisition (Objectives):
Student will be able to
1. Students will be able to describe what
they think is happening during each song
using sound sensory details.
2. Students will be able to participate in a
discussion about sound, music, and
silence.
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to
demonstrate understanding?
1. Students will be able to discuss the
difference between watching the short film
silently and with music.
2. Students will be able to use sensory details
for sound to explain what is happening
during each song.
3. Students will be able to express the
difference between sound and silence.
See attached rubric.
Other Evidence:
What other things can students do to show what
they know?
Lesson Accommodations:
Struggling learners will participate in the
discussions and will be required to write
how each song makes them feel using at
least three sensory details for sound.
Advanced learners will be challenged to
write a story using more than 10 sensory
details for sound to describe what is
happening in the songs.
Self-Assessments:
What ways can students check understandings to
set future goals?
1. Students can recognize the sound sensory
details in other forms (e.g. movies,
newspapers, etc.).
2. Students can recognize sound sensory
details in their peers writing.
3. Students can express how other songs and
forms of music make them feel and what
emotions are evoked by multiple songs.
4. Students can notice and appreciate silence
as well as sound.
Reflections:
What did you identify during self-evaluation?
I wanted to create a lesson on sound as a sensory
detail that included the elimination of sound or
silence. Silence is a part of sound that is
normally overlooked and underappreciated. I
designed this lesson plan to give students the
opportunity to appreciate silence as well as
sound.
Stage 3 Learning Plan
Learning Activities:
What will the students do during the lesson so that they achieve the stated goals? How will you guide
the students? What resources are needed?
1. The Paperman - Silent (10 minutes)
- Watch The Paperman by Disney on silent
- What sense was missing from this film?
- How did the lack of sound affect your experience watching this film?
- How would this film be different with sound?
2. The Paperman With instrumental (10 minutes)
- Watch The Paperman by Disney with instrumental accompaniments
- How did the music in this film affect your experience a second time?
- How do you think the film would be different if there was dialogue/more sound?
3. Discussion (5 minutes)
- How does music make your feel?
- What are different types of music?
- Do you play an instrument?
- Do you listen to music without words/instrumental music?
4. Writing Activity (20 minutes)
- List words associated with sound
- Listen to different instrumental songs (e.g. Wipeout, Frankenstein, The
Entertainer, etc.)
- Write a short descriptive story using sound sensory details to paint a picture of what is
happening in each piece of music.
- Students have the opportunity to share after each song
5. Writing requirements
- Include how the music makes you feel

Acknowledged: ______________________________ Date: __________ Grade (if applicable): _____
(Course instructor, university supervisor, and/or cooperating teacher)













Sensory Writing Unit: GLO Assessment
CATEGORY 4 3 2 1
Stays on task Student writes for
the entire period.
Student is not
distracted by
peers. Student is
not a distraction to
others.
Student writes for
the majority of the
period. Student is
slightly distracted
by peers. Student
is not a distraction
to others.
Student writes for
half of the period.
Student is
distracted by peers
and is somewhat
of a distraction to
others.
Student does not
write for the entire
period and is not
on task. Student is
very distracted by
peers and is a
distraction to
others.
Sharing Student eagerly
shares with both
small groups and
to the whole class.
Student shares
with small groups.
Student needs
guidance to share
with small groups.
Student is hesitant
to share his/her
work.
Student does not
share with small
groups or anyone.
Presenting Student eagerly
volunteers to
present writing to
the class. Student
speaks loudly,
slowly, effectively,
and clearly.
Student presents
writing to the class
with prompting.
Student speaks
loudly and clearly.
Student somewhat
rushes through
reading.
Student is hesitant
and requires a lot
of prompting to
present to the
class. Student
does not speak
loudly, clearly,
slowly, or
effectively.
Student does not
present to the
class even after
prompting.
Listening Student is a
respectful
audience member.
Student listens
quietly and
attentively to the
speaker. Student
asks questions only
at appropriate
times.
Student is mostly
respectful as an
audience member.
Student listens to
the speaker, but
gets distracted or
talks to a neighbor
once. Student asks
questions at
appropriate times.
Student is not
respectful as an
audience member.
Student gets
distracted by
others and asks
questions at
inappropriate
times.
Student is very
disrespectful as an
audience member.
Student is
distracted by
others and is a
distraction to
others. Student
talks at
inappropriate
times and is
disruptive.








Sensory Writing Unit: Lesson #2 - Sound
CATEGORY 4 3 2 1
Task appropriate Writing is
appropriate to the
task and to the
given sense.
Student
demonstrates and
exceeds
expectations and
requirements.
Writing is
appropriate to the
task and to the
given sense.
Writing is
somewhat
appropriate to the
task. Writing does
not reflect the
sense of the
lesson.
Writing is
inappropriate to
the task and does
not demonstrate
the sense of the
lesson.
List of descriptions Student writes
more than one
page of
descriptions of an
object.
Student writes one
page of
descriptions of an
object.
Student writes half
a page of
descriptions of an
object.
Student is unable
to fill half a page of
descriptions of an
object.
Writing assignment
- Length
Student writes
more than 2
paragraphs
relevant to the
assignment.
Student writes 2
paragraphs
relevant to the
assignment.
Student writes 1
paragraph relevant
to the assignment.
Student writes less
than 1 paragraph
relevant to the
assignment.
Writing assignment
- Imagery
Writing includes
details like color,
shape, texture, or
details relevant to
the sense. Writing
includes influences
from memories,
experiences, or
thoughts. Writing
includes
compare/contrast.
Writing paints a
picture for the
reader.
Writing includes
details like color,
shape, texture, or
details relevant to
the sense. Writing
mentions
memories,
experiences, or
thoughts. Writing
somewhat paints a
picture for the
reader.
Writing includes
some details like
color, shape,
texture, and details
relevant to the
sense. Writing
attempts to paint a
picture for the
reader.
Writing does not
include details like
color, shape,
texture, or details
relevant to the
sense. Writing
does not paint a
picture.
Writing assignment
- Sensory Details
Student includes
more than 10
sensory details for
the assignment.
Student includes
10 sensory details
for the assignment
Student includes 5-
9 sensory details
for the assignment
Student includes
less than 5 sensory
details for the
assignment.