Lesson+Plan

Lesson Plan Michelle Holloway and Laurie Kent

**Template for Collaborative Lesson Plan – A. 4.2 ** Follow this lesson plan template. Keep the template text in **bold** font. Add your information in regular font. Using Background Knowledge Emerging - 2nd Grade Cues and Questions, Classifying and Comparing, Non-linguistic representation, Notemaking 50 minute lesson The purpose of this lesson is to use background knowledge to make connections between what the students already know about plants and to identify the life cycle of a plant including what a plant needs to survive after reading //What do Roots Do?// and //The Dandelion Seed.// The students will create their own definition of a plant using //Wallwisher// and will include the vital structures and processes needed for survival. The students will fill out an note template to aid in classroom learning. This lesson is an introduction to the 2nd grade Plant Unit in which the students will be planting a garden in the schools' courtyard coordinated by the 2nd grade classroom teachers. 1. Before Reading, students will use prior knowledge to classify Living and Non-living things on a T-chart. After reading //The Dandelion Seed// and //What do Roots Do?// students will be able to: 2. Create a classroom definition of a plant using //Wallwisher//. "What is a plant?" 3. Identify the structures of a plant that allow it to grow and survive using //Wallwisher//. "What structures in a plant allow it to survive?"
 * Planning**
 * **Reading Comprehension Strategy**
 * **Reading Development Level**
 * **Instructional Strategies**
 * **Lesson Length**
 * **Purpose**
 * **Objective**

//What Do Roots Do?// by Kathleen V. Kudlinski, illustrated by David Schuppert (Non-fiction) //The Dandelion Seed?// by Joseph Anthony, illustrated by Cris Arbo (Easy) Wallwisher - [] T-chart Living and Non-Living Manipulatives Note template Whiteboard for T-chart Laptop Projector Screen The librarian and classroom teacher will co-teach this lesson. Both educators will read, initiate brainstorming, and record student responses.The librarian will provide the photo manipulatives and distribute them at the beginning of the lesson. The classroom teacher will assist with the T-chart recording. The librarian will read the first book and the classroom teacher will record the responses in //Wallwisher//. The classroom teacher will read the second book and the librarain will record the responses in //Wallwisher//.
 * **Resources, Materials, and Equipment**
 * Children’s or Young Adult Literature (fiction and informational books)**
 * Websites (including pathfinders)**
 * Graphic Organizers**
 * Materials**
 * Equipment**
 * **Collaboration**

Students will show their ability to classify "Living" and "Non-living things by participating in the T-chart exercise. Educators will be able to assess students' prior knowledge by visually evaluating the T-chart. Students will self-assess using a checklist. Educators will assess using a rubric to evaluate their participation in the T-chart and Wallwisher exercises and for the completion of the Note template.
 * **Assessment**

Plant Rubric for Students Plant Rubric for Educators English Language Arts and Reading TEKS (3) Reading/Beginning Reading Strategies. Students conprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g. illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for reading selected texts and monitor comprehension, making corrections and and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud). (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about and understand expository text and provide evidence from text to support their understanding. Students are expected to: (A) identify the main idea in a text and distinguish it from the topic; (B) locate the facts that are clearly stated in a text; (C) describe the order of events or ideas in a text. 28) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers and ask relevant questions to clarify information; and (B) follow, restate, and give oral instructions that involve a short related sequence of actions. (29) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language. (30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. Science TEKS (10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (B) observe, record and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant. Standard 1: Inquire, think critically, and gain knowledge 1.1 Skills 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real-world connection for using the process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills 2.1.4 Use technology and other information tools to analyze and organize information. 2.3 Responsibilities 2.3.1 Connect understanding to the real world. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess 3.1.6 Use information and technology ethically and responsibly. Technology TEKS (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (B) use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems.
 * **Standards (from the TEKS or other state standards)**
 * Reading and/or writing**
 * Listening and speaking**
 * Other content areas**
 * Information literacy (from the AASL Standards)**
 * Educational technology**

//Cues and Questions//: Before reading, as the students enter the room they will be given a card with a photo of a living item or a non-living item. The librarian will begin by using the students' background knowledge. She will ask the students to assign the cards to one side of the "T-chart" written on the whiteboard labeled "Non-living" and "Living." The classroom teacher will assist with the cards and will then mediate the brainstorming of characteristics by the students.What is a living thing? What is a non-living thing? What characteristics do living things share? What do living things need to survive? 1. Classify objects as "Living" or "Non-living" using a T-chart. 2. Create a class definition of "plant" using //Wallwisher//. 3. Identify parts of a plant and the role they play in the survival of the plant. The //librarian// will give each student a photo manipulative as they enter the library. The students are to classify their photo as "Living or Non-living" using their prior knowledge. The student will come up to the wipeboard and the //classroom teacher// will assist the student in attaching their photo to the chosen side of the T-chart. The //classroom teacher// will initiate a brainstorming activity in which she will write the students brainstorming ideas about characteristic that are shared by living thing on the T-chart. The //librarian// will read //The Dandelion Seed// by Joseph Anthony, illustrated by Cris Arbo (Easy). The //librarian// will initiate the brainstorming to assist students in creating a class definition of a "plant." The //classroom teacher// will record the responses on the Wallwisher and add the students' names after their comment. The //classroom teacher// will then read //What Do Roots Do?//by Kathleen V. Kudlinski, illustrated by David Schuppert (Non-fiction).The //classroom teacher// will initiate a brainstorming activity in which she assists the students in identifying the parts of a plant and their functions. The //librarian// will record the responses on the Wallwisher and add the students' names after their comment. Both educators will assist the students in filling out their note template as a summarizing exercise for this lesson.
 * Implementation**
 * **Process**
 * Motivation**
 * Student-friendly Objectives**
 * Presentation**

1. Place the photo manipulative on the T-chart, choosing the "Living" or "Non-living" category. 2. Listen to the reading for clues to defining a "plant" and identifying the parts and functions of a plant. 3. Raise a hand to add comments to the //Wallwisher//. 4. Fill out note temple. The goal is for each student to classify their photo manipulative as "Living or Non-living" using prior knowledge with little assistance from the librarian or classroom teacher. Another goal is for most of the students to participate in adding their comments to the Wallwisher to complete a class definition of plant and to identify the parts of a plant and their role in the survival of the plant.Record the students' names on their //Wallwisher// posts. Students will reflect on what they have learned by filling in the note template for use later in the classroom. They will transfer meaning from the brainstorming activities to answer the questions on the template. The students will use the note template when they plant the school garden to reinforce the things a plant needs to survive. How did the photo manipulatives help in identifying prior knowledge? How did the chosen texts aid in students learning about the parts of a plant? How did the chosen texts aid in students learning about the functions of the parts of a plant? Will the students be able to transfer this knowledge to the real-life situation of planting and caring for a school garden? An additional lesson will explore the article “Keep Flying Dandelion” in the online database //Searchasaurus.//This will reinforce the concepts of the lesson. Additional Materials: //A Seed is Sleepy// by Dianna Hutts Aston, illustrated by Sylvia Long //Plants// by Melissa Stewart //Plants// by Dana Meachen Rau //Plants// by Peter Riley Additional Websites: Time Lapse of a Seed to a plant (1:07) - [] The Life cycle of Plants - [] Altered seed growth - animated, Seed dispersal - animated, Plant Identification – chart for exploring plants on your school campus. The Great Plant Escape - [] (An interactive website with games and quizzes). The Magic School Bus - Photosynthesis -[] Ducks Unlimited - Growth of seed - animated - [] All About Seeds - []
 * Student Participation Procedures**
 * Guided Practice**
 * Closure**
 * Reflection**
 * **Extensions**(Moreillon 15)

Moreillon, J. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact//.Chicago:ALA Editions, 2007.