AUGUSTA COUNTY SCHOOLS
CURRICULUM MAP
READING
Submitted by Cassell Elementary
CONTENT 4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts and poetry.
TOPIC: Reading
CONTENT
What do your students need to
KNOW?
All students should develop a
variety of comprehension
strategies.
DEMONSTRATORS
What do your students need to be able to
DO?
Make connections between the text of a story or
drama and a visual or oral presentation of the text,
identifying where each version reflects specific
descriptions and directions in the text.
All students should read a
variety of fictional texts,
narrative nonfiction texts,
and poetry.
All students should explain
events, procedures, ideas, or
concepts in fictional texts,
narrative nonfiction and
poetry.
Identify sensory words that
describe sights, sounds,
smells, and tastes, and describe
how they make the
reader feel.
Refer to details and examples in a text when
explaining what the text says, drawing conclusions/
making inferences from text.
Identify sensory words that describe sights, sounds,
smells, tastes and how they make the reader feel.
Identify cause and effect relationships.
Make , confirm, or revise predictions.
ASSESSMENT
How will you assess what your
students ALREADY KNOW, and assess
WHAT THEY’VE LEARNED?
Student participation and observation
during poetry/story reading and class
discussion.
Successful completion of sensory word
graphic organizer and appropriate
discussion between teacher and
student or student and student.
ACTIVITIES
HOW will you teach it?
Introduction: As a whole class,
review the names of the five
senses. Allow students to
brainstorm examples of words that
would appeal to each sense.
Record responses on a teacher
made chart, whiteboard, etc.
Guided Practice: Use poem or
book of choice to read aloud.
During second reading, stop at
strategic points and allow students
to identify words or phrases that
appeal to the senses and identify
the sense. This may also be
recorded on a chart
(Suggestion: Poems from Hailstones
and Halibut Bones and the story OWL
MOON by Jane Yolen have good
examples of sensory words)
Independent Practice: Students
will re-visit the story Leah’s Pony
p.192 from the BASAL textbook.
Students will be asked to find
examples of words or phrases that
appeal to each sense and record
them on a sensory graphic
organizer. When complete, the
teacher will conduct a discussion
about their findings and how the
use of sensory words help you
“feel” the story and aid in
comprehension of fiction text
Enrichment: Student will write
their own sensory poem describing
a color, emotion, location, etc.
using a poem template. Student
work can be combined into a
poetry book or displayed for all to
see. (SEE BELOW)
DIFFERENTIATION
How will you meet the needs of
all students?
Students will work
independently, with a partner, in
small groups, individually with an
adult, or use audio recording
based on ability level. For
students needing further
assistance, words or phrases
could be pre-written and pasted
RESOURCES
OWL MOON by Yane Yolen
HAILSTONES AND HALIBUT BONES – poetry
book
Fourth Grade MacMillan/McGraw
Leah’s Pony by Elizabeth Friedrich p. 192
Sensory Word Graphic Organizer (see below)
Poetry Template (see below)
TEACHER NOTES:
Below is an example of writing sensory poetry using templates form
Hailstones and Halibut Bones
to graphic organizer
Sense-o-Gram
As you read or listen to the selection, jot down any words or phrases that activate your senses.
SIGHT
SOUND
SMELL
TASTE
TOUCH
Sensory Poem
Developing Skills
The students will express their feelings in
a sensory poem, following a prescribed
pattern.
Resources/Materials
Mary O'Neill's Hailstones and Halibut Bones
Materials: chart paper, markers,
paper, pencils, crayons, scissors, hole
punch, and two notebook rings
Prewriting
Brainstorm and record emotions on a
chart: joy, happiness, pride, excitement,
sadness, cheerfulness, anger, and so on.
Read the examples of sensory poems
below. Choose,
choose one emotion and write a sensory
poem together, line by line.
Sadness is gray.
It sounds like the moan of a foghorn.
It smells like mushrooms.
It tastes like stale popcorn.
It looks like a lost puppy.
Sadness feels like damp clothes.
Happiness is hot pink.
It sounds like the Fourth of July.
It smells like chocolate-chip cookies.
It tastes like strawberries.
It looks like a rainbow.
Happiness feels like a hug.
Pattern:
Line 1—Name an emotion or feeling.
Finish the line with a color word.
Line 2—Tell what it sounds like.
Line 3—Tell what it smells like.
Line 4—Tell what it tastes like.
Line 5—Tell what it looks like.
Line 6—Tell what it feels like.
Writing
At the next session, each student chooses
one emotion and writes a sensory poem.
Show the charts with the list of emotions
Brainstormed by the class and the poetry
pattern.
Responding
Students read their sensory poems to a
peer group. They listen for words that
describe the senses. The students give
specific suggestions for improvement.
Revising/Editing
The authors make necessary changes and
then the group checks each other's
papers for capitalization and punctuation.
Postwriting
Each student copies his/her sensory
poem.
Evaluating
The student used appropriate examples
for each of the senses and produced a
legible copy of his/her poem for a class
book.
© Instructional Fair, Inc. 36 ' . IF8409 Poetry Plus
POETRY FRAME
TOPIC: ___________________
POETRY FRAME
(Topic) is (the sound of)____________
_______ tastes like….
It is the (smell of) _______________
_______ smells like….
_______ feels like….
The (taste of)___________________
_______sounds like ….
A (sight or vision of)_________________
_______ looks like….
(Topic) is a (touch of)_____________
(Students may rearrange format to suit their needs)
(Students may choose to insert sense identifying word in
each blank along with a word or phrase or just use
sensory phrase to create an image.)
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