Lesson Plan Resources Essay



State the goals/learning outcomes you expect from students. Your objectives should always be aligned to the


Instructional Procedures:

Indicate what you will do to help students meet the learning objective. List each step in your lesson, including

what you will do and what you expect students to do. Include your introduction, questioning strategies, etc.


Indicate exactly what you will have students do that will enable them to meet your learning objective. Specifically

list the activity or activities, and whether it is whole group, small group, or independent practice, and what

aspect(s) of literacy is being addressed (reading, writing, listening or speaking).


Indicate how you will ensure that students understand concepts and have met the learning goals you set for the

lesson. Be specific about the assessment tool you will use. (Assessment does not have to be formal, like a written

test. Assessment can be a class discussion aimed at checking for understanding).


Use the Common Core Standards for English Language Arts. Choose 1-2 literacy outcomes you hope to achieve

with this lesson. These standards must be aligned to your objective above.


Grade Level: Reading Informational Text

Grade Level: Kindergarten

Lesson title: “My Five Senses”

  • Students will show interest and enthusiasm in the poem by using actions and recitations.
  • Students will be able to identify the five senses.
  • Students will also be able to learn the use of these five senses.
  • They will be able to recognize the colors of the different objects given to them.
Kindergarten Standards: ( 2015)
With prompting and support questions are asked about the poem.
Identifying the different objects and items refers in the text.
Identify the relationship between the different objects used in the poem.


Book: MY Five Senses by Aliki. (Aliki., 1989)

Supplies: Cut outs of different parts of the body on a chart paper. Different objects like flowers, ice-cream, sun, bell, dog to understand by which body part we sense. A cut out of an outline of a face so that children are able to stick the parts of the face correctly. Pictures of sun, frog, drum, fire engine, soap, cookies, milk, food, kitten, balloon, water, moon, stars, balls to help visualize the children make the poem interesting. Colorful crayons to paint the pictures and the face.


I will gather all the children to recite the poem with actions. Give each student the pictures of different objects and parts of the body. This is done to make the poetry quite interactive.

I will put up the cut outs of different parts of our face to signify the five senses. I will divide the children into five groups for five senses, eyes, ears, tongue, nose, fingers (skin). This is done to understand how our senses work.

I will give the students pictures of different objects to help them identify the colors and the which sense is used in the object.

I will also provide them with colors to paint the face cutout after the respective senses and parts of the faces are stuck to it. (Scholastic Teachers, 2015)


I am going to recite the poem and tell the children to repeat the poem after me, the poem will be recited using actions. Like if they say “I can see! I see with my eyes,” children are going to point at their eyes. The poem has mention of certain objects like sun, moon, stars, frog etc. I will put up the pictures of these objects so that they can identify them. The poem also lets the children to use their five senses to perform actions. Like if they see picture of a milk, they must ensure they drink it and identify it as a sense of taste.


I am going to ask questions:

Where are your eyes? Where are your ears? Where is your nose? Where is your tongue?

Where are your fingers?

What do you do with your nose? What do you do with your eyes? What do you do with your ears?

What do you do with your tongue? What do you do with your fingers?

How many ears, eyes, tongue, fingers and nose do you have? (Fuson, Clements & Beckmann, 2010)

Guided Practice:

Art Center

I am going to divide the children into three groups and give each group the cutout of the outline of the face and separate cutouts of nose, eyes, ears, tongue, lips, eye brows. I will instruct the students to stick each part of the face on the correct position. Students will then be asked about the functions of these senses. Then they need to color the face. When the structure of the face gets completed, it is put up on the board for display.

Pictures of bell, flowers, ice cream, sun and dog are given to the student to match these with the correct senses eyes, ears, tongue, nose and fingers.

Writing Center

The students will be given the pictures of different objects like sun, moon, stars, drum, fire engine, soap, milk, balloons etc and they need to write down the colors of each object and which part of sense matches with these objects.

Check for Understanding:

I am going to use the anecdotal records to assess which students:

Showed enthusiasm and interest in the recitation of the poem by using actions.

Were able to understand and identify the five senses of human.

Were able to repeat the functions of the different senses of our body.

Were able to stick the parts of the face in the correct position and color them

Were able to write down the colors of the objects and match with the five senses.


Aliki.,. (1989). My five senses. New York: Crowell.

Fuson, K., Clements, D., & Beckmann, S. (2010). Focus in kindergarten. Reston, VA: National Council of Teachers of Mathematics.

(2015). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Retrieved 12 February 2015, from

Scholastic Teachers,. (2015). Character Education in PreK & Kindergarten | Scholastic.com. Retrieved 12 February 2015, from

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