- I can describe the characteristics of a flower using the Frayer Model. (RI.2.1, RI.2.3, SL.2.1)
- I can build a model of a flower and label its parts. (SL.2.5)
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.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
- 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.
- 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.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- L.2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Daily Learning Targets
Ongoing Assessment
- After Work Time B, collect students' Plants and Pollinators research notebook, Part I to review page 7 and measure progress toward RI.2.1 and W.2.7.
- During Work Time B, listen for students to provide information for the Flower Frayer Model anchor charts using evidence from the text Plant Secrets. (W.2.7, SL.2.1)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Poem and Movement: "Plants around the World"(5 minutes) 2. Work Time A. Focused Reading: Seed to Plant, Pages 18-21 (10 minutes) B. Reading Aloud to Research Flowers: Plant Secrets, Pages 13-18 and 29 (15 minutes) C. Engaging the Researcher: Using a Diagram to Create a Flower Model (25 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 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:
|
In Advance
- Prepare and pre-distribute Materials for building flower models in Work Time C. Consider space needed for models to dry.
- Cut spool of yarn into two- to three-inch-long pieces.
- Tear or cut yellow construction paper into small scraps.
- Tear or cut tissue paper into small scraps.
- Prepare the Plants and Pollinators Word Wall cards for the words flower and model.
- Preview the Language Dive Guide and consider how to invite conversation among students to address the language goals suggested under each sentence strip chunk (see supporting Materials).
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
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.A.1, 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 through the use of a graphic organizer to process information and consolidate content knowledge. Students also deepen content knowledge by building models of flowers.
- ELLs may find the parts of a flower introduced in this lesson overwhelming. Provide students additional opportunities to practice using the terms as they build their flowers. Reassure them it is most important to understand that flowers have different parts that all have important jobs to help flowers grow and survive.
- In Work Time A, ELLs may participate in an optional Language Dive that guides them through the meaning of a sentence from Seed to Plant. The focus of this Language Dive is explaining the process of pollination and understanding the role of an adverbial phrase. Students then apply their understanding of the meaning and structure of this sentence when completing their Plants and Pollinators research notebook, Part I.
Levels of support
For lighter support:
- If students received heavier support completing the Frayer model during Lessons 3 and 4, encourage them to try the task with lighter support during this lesson. For students who feel confident, invite them to mentor others who may still need heavier support.
For heavier support:
- During Work Time B, distribute sticky notes with pre-written sentence frames. (Examples: Flowers help plants _____. A flower is _____.)
- During Work Time C, provide sentence frames to encourage communication and oral processing as students build their flower models. (Example: This is a flower. This part is a _____. This part is a _____.)
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to ensure all students have access to the directions in each session and feel comfortable with the expectations. Vary the ways in which you convey expectations for each activity or task.
- Multiple Means of Action & Expression (MMAE): In this lesson, students use a diagram to create a 3D model of a flower. Continue to support students in setting appropriate goals for their effort and the level of difficulty expected.
- Multiple Means of Engagement (MME): As students engage with the texts during this lesson, continue to support them in linking the information presented back to the learning target to emphasize and remind them of the instructional goal
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New
- bloom, bud, stamen, stigma, pollen, reproduce (T)
Review
- model, efficient, compound word, plant, seed, diagram (L)
- flower (T)
Materials
- "Plants around the World" (from Lesson 5; one to display)
- Compound Words anchor chart (begun in Lesson 4)
- Seed to Plant (from Lesson 3; one per student and one to display; for teacher read-aloud)
- Plants and Pollinators research notebook, Part I (begun in Lesson 2; page 7; one per student)
- Plants and Pollinators research notebook, Part I (begun in Lesson 2; example, for teacher reference)
- Flower Frayer Model anchor chart (new; co-created with students during Work Time B; see supporting Materials)
- Flower Frayer Model anchor chart (example, for teacher reference)
- Language Dive Guide: Seed to Plant (optional; for ELLs; for teacher reference)
- Language Dive Chunk Chart: Seed to Plant (optional; for ELLs; for teacher reference)
- Language Dive Sentence Strip Chunks: Seed to Plant (optional; for ELLs; one per student and one to display)
- Language Dive Note-catcher: Seed to Plant (optional; for ELLs; one per student and one to display)
- Seed Frayer Model anchor chart (completed in Lesson 5)
- Plant Frayer Model anchor chart (completed in Lesson 3)
- Text Features anchor chart (begun in Lesson 3)
- Plant Secrets (from Lesson 2; one to display; for teacher read-aloud)
- Sticky notes (two to three per student)
- Unit 1 Guiding Question anchor chart (begun in Lesson 3)
- What Researchers Do anchor chart (begun in Lesson 2)
- Plants and Pollinators Word Wall cards (new; teacher-created; two)
- Plants and Pollinators Word Wall (begun in Lesson 3; added to during Work Time C; see Teaching Notes)
- Creating a Flower Model (one per student and one for teacher modeling)
- Yarn (one spool; four pieces per student and four pieces for teacher modeling; see Teaching Notes)
- Drinking straws (one per student and one for teacher modeling)
- Yellow construction paper scraps (6-10 small pieces per student and 6-10 small pieces for teacher modeling)
- Tissue paper (various colors; three small pieces per student and three small pieces for teacher modeling)
- Glue stick (one per student and one for teacher modeling)
- Pencil (one per student and one for teacher modeling)
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 |
---|---|
A. Poem and Movement: "Plants around the World" (5 minutes)
"If you know the meaning of the words sun and flowers, what do you think the word sunshine might mean?" (light shining from the sun) |
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Focused Reading: Seed to Plant, Pages 18-21 (10 minutes)
"What is one thing you learned about flowers from this text?" (Many plants grow flowers. Flowers make pollen. Pollen sticks to birds and bees. Pollen helps make seeds.)
|
|
B. Reading Aloud to Research Flowers: Plant Secrets, Pages 13-18 and 29 (15 minutes)
"What did you learn from this page that helps us answer our research question: How do plants grow and survive?" (Responses will vary.)
"Who can add on to what your classmate said? I'll give you time to think."
"What did you learn from this page that helps us answer our research question: How do plants grow and survive?" (flowers help plants make new plants)
|
|
C. Engaging the Researcher: Using a Diagram to Create a Flower Model (25 minutes)
"What idea from our notes can we help explain by making a model of a flower?"(flowers have parts that make seeds)
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Reflecting on Learning (5 minutes)
|
|
Copyright © 2013-2024 by EL Education, New York, NY.