A. Shared Writing: Fruit Frayer Model (20 minutes) 

• Refocus whole group.
• Direct students' attention to the posted learning targets and read the first one aloud:
• "I can describe the characteristics of a fruit using the Frayer model."
• Confirm with students that they have learned about the seed, plant, and flower but have not have gathered information about the fruit. Tell students that that's what they will be doing today!
• Follow the routine from Lessons 5-7 to guide students through completing the Fruit Frayer Model anchor chart.
• Move students into pairs and distribute sticky notes.
• Display and read aloud pages 19-24 and the top of page 30 of Plant Secrets for gist.
• Confirm the gist with students (what fruits are and why they are important).
• Reread the pages in Plant Secrets (stopping to define words), reflect on the Unit 1 guiding question, and allow students time to Turn and Talk. 
• Invite pairs to record their ideas on their sticky notes. Possible notes from this set of pages include:
• Some plants grow fruits.
• Fruits can be many shapes, colors, and sizes.
• Some fruits can be eaten, some cannot.
• Fruits have seeds inside them.
• Reread the top of page 30. Stop at the word container and define it for students (something that can contain or hold something).
• Invite pairs to add their sticky notes to the Fruit Frayer Model anchor chart. Refer to the Fruit Frayer Model anchor chart (example, for teacher reference) as necessary.
• Show students the Plants and Pollinators Word Wall card for fruit (the part of a plant that has seeds and flesh; most fruits that people eat are sweet.) and follow the same process established in Modules 1 and 2: provide its definition, clap out its syllables, use it in a sentence, and place the Word Wall card and picture for it on the Plants and Pollinators Word Wall.
• For ELLs: (Whole Class Practice: Lighter Support) Before dividing students into groups, consider inviting students who needs lighter support to identify information for one item on the Frayer model.
• Before reading, provide white boards and dry-erase markers as an option for students to record (in drawing or writing) their ideas. (MMR, MMAE)

C. Independent Writing: Module Guiding Question (15 minutes) 

• Display page 26 of Plant Secrets and read it aloud.
• Review the definition of stage (one step in a process of growing or making something) as necessary.
• Using a total participation technique, invite responses from the group:

"What was the main idea of this page?" (Each stage of a plant is important to the plant.)

• Tell students that over the past few days, they have learned about the different stages of a plant, and as they have just read, all stages are important to the plant.
• Direct students' attention to the Module Guiding Question anchor chart. Point out to students that learning about the stages of a plant has helped them get closer to being able to answer this question.
• Tell students that they will now have an opportunity to think about the most important things they have learned about each stage of the plant.
• Direct students' attention to the posted learning targets and read the second one aloud:

"I can record my thinking about important details for each stage of a plant."

• Point out the words important details and confirm with students that these are facts that help you understand the differences between each stage.
• Display page 8 of the Plants and Pollinators research notebook, Part I. Focus students on the table and tell them they will have a chance to write each stage on the left-hand column and choose one or two important details that describe this stage.
• Using a total participation technique, invite responses from the group:

"What resources in the room can we use to help us think of important details?"(Frayer Model anchor charts) 

• If necessary, model for students how to fill out the table on page 10 using the following steps:
• Say the stage you want to collect information about first.
• Find the Frayer Model anchor chart that has information on it about this stage.
• Reread the anchor chart and decide on one to two important details about that stage.
• Write one detail in a sentence in the appropriate box under "Information about this Stage."
• As time permits, go back and draw pictures underneath the name of the stage.
• Guide students through completing page 8 of their research notebooks. For each stage, reread the corresponding anchor chart aloud, give students silent think time, and provide oral processing time with a partner:

"What are the one to two important details you will include about the seed?" (It is the beginning of a plant.)
"What are the one to two important details you will include about the plant?" (It is a living thing. It can grow flowers.)
"What are the one to two important details you will include about the flower?" (It is the part of the plant that can make a fruit.)
"What are the one to two important details you will include about the fruits?" (It is the part of the plant that holds the seeds.)

• If productive, cue students to explain why a classmate came up with a particular response:

"Who can explain why your classmate came up with that response?"

• Transition students back to their work spaces. Invite them to open to page 8 of their Plants and Pollinators research notebook, Part I and begin writing.
• Circulate to support students as they write. Refer to the Plants and Pollinators research notebook, Part I (example, for teacher reference) as necessary.