Subject: Reading 3 rd Grade Weeks: 2 nd Nine Weeks Group 2
Unit of Study: Making Inferences using sensory language in poetry
Essential Questions:
• How can poetry help us express our feelings?
• What does poetry mean to you?
• How can sensory language create images in our mind?
TEKS/Essence Statements:
Uses a variety of strategies to identify details in literary texts.
Critical Skills/Postsecondary Goals:
This section needs to be completed based on the students in your class.
Instruction/Classroom Activities:
Small Group Instruction:
• The teacher will explain to the student how we can use our senses to explore, describe and name objects.
• The teacher will tell the students that she is going to read them a poem. Teacher will tell the students to imagine the item that the poem is describing and picture the item in their minds.
•
The teacher will hold up a manila “mystery” folder and read the following poem from the folder:
Red, and yellow, green and brown,
They are falling to the ground.
We pile them up, OH so high,
Then we jump in,
My friends and I!!!
What are we?
• After reading the poem, teacher will show students pictures and allow them to identify the item by using the sensory words used in the poem to describe the object. The sensory words are, red, yellow, green, brown, falling, pile them up.
• Students will then be given a sentence strip that states “I am a __________.” And three words and/or picture choices and asked to guess. Student will choose which picture they think is correct and glue their choice to a sentence strip.
•
The teacher will then open the “Mystery” folder to reveal the mystery object (picture will be inside).
Stations/Centers:
• Math Station . Students will be given tongs and various containers. They will be given fall items such as acorns, seeds, pine cones, leaves, etc. Students will sort the items into different containers. Have students create their own poem like the one used above about one of the objects for other to guess.
•
Writing/Science : Let students create a leaf book by decorating a cover and ending page.
Students will write “My Leaf Book” on the cover. Have students do leaf rubbings on tracing paper by placing various leaves under paper and using a pencil to get the image. For the last page have students cut and glue the poem (attached) to page. Bind for students.
•
Art: Have various leaf shapes cut out in fall colors. Allow students to glue to a fall tree on brown construction paper. Mats can be laminated and used for placemats.
• Science: Have jars in the science center with different scents for students to explore. Have them try to identify the scent.
North East Independent School District

Individualized Communication Planning: This section needs to be completed based on the individualized communication needs of the students in your class.
Differentiated Tasks:
Level 3
The students will generate a sentence that describes an item by using sensory words by directing where to place pictures of the words to form a product or presentation using visuals.
Level 2
The students will identify items by communicating “yes” or “no” or indicating by touching, picking up or placing pictures or picture words using visual representation.
Level 1
The student will explore pictures by maintaining focus as teacher discusses differences between texts. The student will show some response when shown the pictures.
Materials/Resources: Sentence strips. Paint. Colors. Markers. Worksheets. Sequencing pictures.
Leaves. Tracing paper. Pencils. Die cut leaves. Fall items to sort.
Assessment Strategies: This section needs to be completed based on the strategies appropriate for the students in your class.
IEP Connections: This section needs to be completed based on the IEPs documented in the students’
ARDs in your class.
North East Independent School District

North East Independent School District

Super Smelly Science-Match the smell to the color of the dot on the jar .
Blue Dot
Red Dot
Black Dot
Yellow Dot
Orange Dot
Brown Dot
Green Dot
North East Independent School District