- I can sketch and label a scientific drawing of a plant. (W.2.7)
- I can answer questions using information from the text to learn about the parts of a plant. (RI.2.1, RI.2.2, RI.2.4, RI.2.5, RI.2.6, RI.2.7)
These are the CCS Standards addressed in this lesson:
- RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
- RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
- RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
- RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
- RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
- W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)
- SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Daily Learning Targets
Ongoing Assessment
- During the Opening, circulate and monitor students' ability to sketch a scientific drawing of a plant. (W.2.7)
- During the focused reading in Work Time A, continue to use the Reading Informational Text Checklist to track students' progress toward RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, and RI.2.7 (see Assessment Overview and Resources).
- After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 4 and measure progress toward RI.2.5, RI.2.7, and W.2.7.
- During Work Time C, listen for students to provide information for the Plant Frayer Model anchor chart using information from the text Seed to Plant. (W.2.7, SL.2.5)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Making Observations: Plant Drawings (10 minutes) 2. Work Time A. Focused Reading: Seed to Plant, Pages 8-9 (20 minutes) B. Engaging the Writer: Adding Labels to Plant Drawings (10 minutes) C. Shared Writing: Plant Frayer Model (15 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
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In Advance
- Prepare the Plants and Pollinators Word Wall cards for the words roots, stem, and leaves.
- Gather four live plants to use for observational drawings during the Opening. Consider choosing a selection of plants that include variety (e.g., different kinds of leaves, some with flowers) if possible.
- Pre-determine four workspaces for students to go to for sketching their observational drawing during Opening A.
- Pre-divide the class into two groups to work with the Plant Frayer Model anchor chart in Work Time C.
- Strategically partner students for focused reading during Work Time B, partnering students with varying levels of reading proficiency together.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson Materials.
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families, to record students as they participate in discussions and protocols to review with students later and to share with families, and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.B.5, 2.I.B.6, and 2.I.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to ask and answer questions about plants and to use text features to find information.
- ELLs may find it challenging to comprehend and answer the pattern of questioning ("How does the [text feature] help the reader?") because it may sound abstract. Restate and rephrase these questions to support comprehension. (Examples: "How does this help me understand...? How did I know...?")
Levels of support
For lighter support:
- During the Mini Language Dive, challenge students to generate questions about the sentence before asking the prepared questions. (Example: "What questions can we ask about this sentence? Let's see if we can answer them together.")
For heavier support:
- During Work Time B, consider working with individual students, or a small group of students who need heavier support, to complete some of the labels on page 4 of the research notebooks.
- During Work Time C, consider placing students who need heavier support in the group assigned to generate visuals. Engaging with a less challenging task may scaffold student participation with the Frayer model.
Universal Design for Learning
- Multiple Means of Representation (MMR): To facilitate effective learning during this lesson, ensure that all students have access to the directions in each session and feel comfortable with the expectations. Continue to vary the ways in which you convey expectations for each activity or task.
- Multiple Means of Action & Expression (MMAE): During Work Time A, some students may benefit from sensory input and opportunities for movement while they are sitting. Provide options for differentiated seating.
- Multiple Means of Engagement (MME): As students label the parts of their sketched plant, support sustained motivation and effort by providing mastery-oriented feedback by providing feedback that is frequent, timely, and specific to students as they label their drawing. (Example: "I can see that you are working hard to use the word bank to spell each word correctly. Using resources to spell correctly helps us become better writers, so keep it up!")
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New
- scientific drawing, diagram, label, roots, stem, leaves (L)
Review
- table of contents, headings, captions (L)
Materials
- What Researchers Do anchor chart (begun in Lesson 2)
- Plant #1 (one to display; used by the teacher to model observational drawing)
- Plants and Pollinators research notebook, Part I (begun in Lesson 2; page 4; one per student and one to display)
- Pencils (one per student and one for teacher modeling)
- Plant #2 (one to display; used by students to create an observational drawing)
- Plant #3 (one to display; used by students to create an observational drawing)
- Plant #4 (one to display; used by students to create an observational drawing)
- Plants and Pollinators research notebook, Part I (from Lesson 2; example, for teacher reference)
- Text Features anchor chart (begun in Lesson 3; added to during Work Time B; see supporting Materials)
- Seed to Plant (from Lesson 3; one per student and one to display; for teacher read-aloud)
- Reading Informational Text Checklist (RI.2.1, RI.2.2, RI.2.3, RI.2.4, RI.2.5, RI.2.6, and RI.2.7) (for teacher reference; see Assessment Overview and Resources)
- Text Features anchor chart (begun in Lesson 3; example, for teacher reference)
- Plant Frayer Model anchor chart (begun in Lesson 2; added to during Work Time A; see supporting Materials)
- Plant Frayer Model anchor chart (begun in Lesson 2; example, for teacher references)
- Sticky notes (two to three per pair)
- Plants and Pollinators Word Wall card (new; teacher-created; three)
- Plants and Pollinators Word Wall (begun in Lesson 3; added to during Work Time C; see Teaching Notes)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Making Observations: Plant Drawings (10 minutes)
"What do you notice when you look at this plant? What shapes or colors do you notice?" (Responses will vary, but should be related to the physical features of the plant.)
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For ELLs: (Discussing Vocabulary) Ask students about the word record. Examples: "What do you think it means to record something?" (to write or draw so you can keep the information) "What are some different ways we can record something?" (write; draw; enter it into the computer) "Can you guess another word we use to call information we record?" (a record)
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Work Time
Work Time | Meeting Students' Needs |
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A. Focused Reading: Seed to Plant, Pages 8-9 (20 minutes)
"What page is 'Parts of a Plant' located on?" (page 8)
"What information does this diagram give you?" (what the parts of a plant look like, the names of the parts of a plant)
"How does a diagram help the reader?" (shows a picture of the parts of something or how something works)
"What do you think this chapter will contain information about?" (Responses will vary, but may include: what the parts of a plant are, how the parts of a plant work)
"Who can explain why your classmate came up with that response?"
"What do the labels in the diagram on page 8 name?" (how a person's body part is like a plant's part) "What do the labels on page 9 name?" (the parts of a plant)
"How does a label help the reader?" (names a part of something)
"What do roots do to help the plant?" (hold it in the ground) "What does the stem do to help the plant?" (helps the plant stand up tall) "What do leaves do to help the plant?" (soak up sunlight)
"What is one thing you learned about plants from this text?" (Plants have roots, stems, and leaves; roots hold the plant in the ground, the stems helps the plant stand up, and the leaves get sunlight for the plant.)
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"What?" / Meaning: soak up the sunlight is the action that the leaves do. (verb phrase) soak+ up: "What?" / Meaning: soak up means to collect and hold; absorb. Suggested questions: "Why do the leaves soak up the sunlight? What, in the sentence, makes you think so?""What is another way to say this chunk?" (collect sunlight; absorb nutrients from the sun). (phrasal verb)
"Now what do you think the sentence means?" "How does your understanding of this sentence add to your understanding of how leaves help plants?"
"What is another way to say this sentence?"
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B. Engaging the Writer: Adding Labels to Plant Drawings (10 minutes)
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C. Shared Writing: Plant Frayer Model (10 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (10 minutes)
"You took initiative to learn new information about plants today. What is one thing you learned?" (Responses will vary.)
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