Name: Caelen Bensen



Name: Caelen Bensen

Date: November 2, 2010

Grade level: Second grade

Plant Growth Cycle

GOALS

Content Area: Science

Common Curriculum Goal (CCG): 2.1 Structure and Function: Living and non-living things vary throughout the natural world.

Standard/Benchmark: 2.1L.1 Compare and contrast characteristics and behaviors of

plants and animals and the environments where they live.

ESOL Goal (Function): Contrasting

OBJECTIVES

Content: After planting two seeds (one pumpkin and one radish seed), students will compare and contrast seed growth and record their observations in five journal entries.

Proficiency Levels: Intermediate to Early Advanced

ESOL Objectives (Forms): Comparative Adjectives

B: The radish.

EI: The radish was big(er).

I: The radish seed grew bigger.

EA: The radish seed grew faster than the pumpkin seed.

A: The radish seed grew at a faster rate than the pumpkin seed by difference of 3cm.

Learning Strategies: Manipulative/Hands-on and vocabulary building strategies

MATERIALS

Flowers, Trees & Other Plants, by John Stidworthy

A Seed is Sleepy, by Dianna Hutts Aston

Pumpkin and radish seeds

Ziplock plastic sandwich bags (2 per student)

Papertowel (2 per student)

Card stock and computer paper (to make observation journals)

Poster paper and pens

PROCEDURE

• Anticipatory Set: Read A Seed is Sleepy to the class while they are gathered on the carpet area. While reading the story, prompt students with various questions about plants, such as: Who recognizes this plant? Do different types of seeds look different? Who knows what plants need to grow? Provide wait time for students to think and answer the questions.

• Teaching: After reading the book, create a word wall with the class. Were there any words that students did not recognize or understand? Provide wait time for students to think and answer. What are some common/important words that are needed to talk about plants and plant growth? Provide wait time for students to think and answer. Create a second word wall that provides students with example sentence structures that they can use while talking about or writing about plant growth (i.e.: I observe… Today my seed is… Etc.).

• Guided Practice: Pass out one ziplock bag, one paper towel, and four seeds to each student. The students will fold their paper towel into quarters and dampen it in the sink. The teacher will model each of these steps as she is explaining them to the class. Next, students will place the wet paper towel in a ziplock bag followed by the four seeds. The seeds must be placed in between the two sides of the paper towel to stay in place. The teacher will walk around to each table to make sure students are doing this correctly and provide any extra assistance that is needed. Call one table group at a time to tape their bags to the window. After this process is complete, pass out one piece of cardstock and seven blank pieces of computer paper to each student. Model for students how you want them to create their observation journals. Have students place all paper in a stack with the cardstock on top. Next, students must fold the stack of paper in half (hamburger style) so that the cardstock is on the outside. Go around to each table group and staple the crease of their booklet. While the teacher is stapling, students are invited to decorate the cover of their observation journal. The teacher will write “My Observation Journal – By ________” on the board so that students have a model to copy or reference.

• Independent Practice: Once the observation journals are made and decorated, students will be asked to make a prediction about what will happen to the seeds on the first page of their journal. Students are also encouraged to draw these predictions on the same page. Over the course of the next two weeks, have students record observations about their seeds in their observation journals. They should record at least one observation per day. Students are free to record their observations in any way they like (sentences, drawings, diagrams, charts, etc.). Students are encouraged to use the word walls to create sentences in their journals.

• Closure: As students line up for lunch/recess/etc. have each student tell you one new thing they learned about plants. This is their exit ticket in order to go to the next activity. This will also allow the teacher to gauge where students are at.

DIFFERENTIATION:

ESOL strategies are in bold.

ASSESSMENT:

Informal: Review students’ observation journals every couple of days.

Plans for Formal: At the end of the unit, have students write about the conclusions they have made about plant growth. Allow them to study their observation journals and use the word walls.

REFLECTION:

To be addressed after the lesson is given.

Name: Caelen Bensen

Date: November 2, 2010

Grade level: Second grade

Vocabulary

GOALS

Content Area: Language Arts

Common Curriculum Goal (CCG): Vocabulary: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

Standard/Benchmark: EL.02.RE.15 Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational text as well as student-read stories and informational text.

ESOL Goal (Function): Describing people, places, things

OBJECTIVES

Content: After reading Crysanthemum, by Kevin Henkes, students will create a flower (using a stencil) and write a name poem (with one letter of their name in each pedal) having each letter of their name match an adjective that describes them.

Proficiency Levels: Intermediate to Early Advanced

ESOL Objectives (Forms):

B: Art.

EI: “A” is art.

I: “A” is for art.

EA: “A” is for artistic.

A: “A” is for artistic because I enjoy making art.

Learning Strategies: Vocabulary building strategies.

MATERIALS

Crysanthemum, by Kevin Henkes

Flower petal stencil

Construction paper

Chart paper and pens

PROCEDURE

• Anticipatory Set: Have students gather on the carpet. Preview new vocabulary with students. Show them pictures of different flowers and their names (the names that will be in the book). Read Chrysanthemum to the class while they are gathered on the carpet. While reading the story, prompt students with various questions about the actions of characters in the story: Is this kind behavior? Has anyone ever teased or been teased? What do you do when someone is mean to you? Provide wait time for students to think and answer the questions. Also ask students to think about any new words that they hear or do not understand.

• Teaching: Ask students what other new words came up in the reading. Provide wait time for students to think and answer the questions. Re-read these new words within the context of the book and ask students to brainstorm and Think-Pair-Share their ideas using the pictures and surrounding words to determine the meaning of the word. After students have brainstormed and shared their ideas, work through discovering the meanings of the new words as a class. Include these words on a word wall.

• Guided Practice: Have students return to their desks and brainstorm words that describe them (i.e.: energetic, happy, fun, etc.). Model a short list of words for yourself to give them ideas. Once students have a long list of words, pass out materials to make flowers (construction paper and flower stencils). Have students trace the flowers and cut them out of construction paper. In the center students are to write their names. Do an example flower for the class while giving instructions. On each petal students are to choose one word that describes them that also starts with one letter of their name. Model this. Encourage students to brainstorm with peers for ideas of words to use if they get stuck.

• Independent Practice: Have students write an “I Am” poem. Create an example poem as well as a poem “skeleton.” An “I Am” poem is great for all students because it can be modified through length or vocabulary for students of all levels.

• Closure: Have students share their name flowers and poems within their table groups. After students have shared their work with their group, ask a few volunteers to share with the class. Hopefully, by sharing with small groups first, students’ affective filters will be lowered and more will feel comfortable sharing with the class.

DIFFERENTIATION:

ESOL strategies are in bold.

ASSESSMENT:

Informal: Use students’ name flowers to informally assess their understanding of new vocabulary and the concept of using a word that starts with a letter from their name. Use the “I Am” poems to assess students understanding of new vocabulary within a the correct context.

Plans for Formal: I will provide students with a short vocabulary quiz based on the words they have learned. It will be matching and will allow the teacher to assess how students have retained new vocabulary.

REFLECTION:

To be addressed after the lesson is given.

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