Lesson plan: Beyond animals can we say that products have life cycles?

? Goals & Objectives SWBAT apply previously learned life cycle frameworks IOT understand and represent common patterns and unique characteristics in the life cycles of products. SWBAT use grade-level literacy skills and appropriate language IOT describe key components of a product life cycle. SWBAT employ and articulate evidence IOT construct and deliver persuasive arguments. Standards CC.1.2.K.C With prompting and support, make a connection between two individual, events, ideas, or pieces of information in a text. CC.1.5.K.A Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.4.K.H Form an opinion by choosing between two given topics; and CC.1.4.K.I Support the opinion with reasons.

Materials Book: The Tortilla Factory, by Gary Paulsen Easel, markers Paper, pencils

Classroom arrangement & management I will essentially follow the procedures consistently followed within our classroom. That means that little additional arrangement will be required. Activities in this lesson will take place in two locations: the back carpet and student tables. The back carpet will be set up for a read-aloud: students will be positioned facing a rocking chair and easel where I can read the book, and I will have the rainstick which we use as an attention aid. In addition, I will later use the section of the carpet traditionally used for mini-lessons (an easel with paper, across from the rocking chair). For independent work, students will be prearranged into established tables, and supplies will be in bins assigned to each table. Students will follow pre-established routines for transitions, for gathering supplies, etc. The plan Part 1: Read-aloud The Tortilla Factory (~20 minutes) o Before reading: Introduce the topic of the book tortillas Students share their experiences with tortillas: o What are they? o What have you eaten them with?

Where do you think they come from? What do you think it takes to make a tortilla? Show the front cover and read the title. Do we see any clues in this cover/title to help us learn about/confirm what we predicted about how tortillas are made? Literacy content Point out the double-L in the word tortilla, solicit student thoughts then clarify that sound is different because the word is Spanish. Point out that the book is full of descriptive language, and ask students to be on the lookout for it as we read. o During reading: Throughout, solicit understanding and predictions (e.g. What are they doing here? What do you think will happen next?) Point out certain literacy content Vocabulary: o Ground (see if the students know both meanings noun and verb and make sure students know what it means in context). o Disks o Point out use of onomatopoeia o Second reading (its a very short book, so I will read it a second time without stopping, and without showing pictures) Have students stand up and act out each of the actions in the book (e.g. sleeping, rustling, mixing, eating). Part 2: Discussion & activity (~10-15 minutes) o First (fairly quick) question: is a tortilla an animal? Are you sure? Why not? o Second question: Thinking about this, and about the previous weeks discussions of life cycles can we say that tortillas have life cycles, or not? Students should think quietly for a few moments about the question. Students will turn and talk to partners (an established classroom practice) about whether they think we could say tortillas have life cycles. I will emphasize that they should be trying to think of evidence to back up their opinions reminding students of sources such as our life cycles chart, our previous readings, and the book weve just read. After discussion, a show of hands who believes tortillas do/do not have life cycles? o If the class is split, then have students stand on one side of the carpet or the other depending on their opinion. Students who are unsure can stand in the middle. Students should partner within each group and share their reasons for being in that group. Volunteers from each group will be asked to share evidence for their opinions. Students may move groups if they change their minds. o I will remind students that all opinions are valid. At the same time, however, we will begin to discuss how, whether or not we can call it a true life cycle, we could apply some of the patterns we used to describe life cycles. We will discuss our previously learned vocabulary of origin, transformations, maturity. Students will be asked to remember specific details from the life

cycle of a tortilla, and will discuss which parts could be seen as equivalent to those stages. Part 3: Writing (~45 minutes) o Using templates (similar to those used in the previous, animal-centric section of the unit), students will have a writers workshop assignment divided into three parts: Write about the various stages in the life cycle of a tortilla. I will have images from the book copied and arranged at the front of the room so students can refer to them if needed. Illustrate those stages In a space at the bottom or on the back of the page, students will write their opinions on the question, Do tortillas have life cycles?

Anticipating students responses and your possible responses Although I feel confident that most of the tasks in this lesson are appropriate for my students capabilities, there are a few places where student responses may not lead well to the sort of discussion I am planning for. For instance, students might struggle to articulate arguments against tortillas having life cycles beyond theyre not animals. In this case, I will pose questions designed to prompt deeper and higher-level thinking, such as how is the origin of a tortilla different from the origin of a frog or a bear? Another possibility could be that students will reach a consensus regarding whether tortillas do or dont have life cycles. In that case, I will ask students to think of all the arguments against their consensus opinion, and get volunteers to share those points. Assessment of goals & objectives Student responses to questions and prompts during read-aloud Student arguments during debate Student writing and drawing should: o Accurately represent the content, o Use evidence to support opinions, and o Demonstrate appropriate technical writing proficiency and use of expected terminology.

Accommodations The lesson incorporates a variety of opportunities for students to practice crafting and sharing arguments (partner sharing, whole-group sharing, and writing). Expectations for student writing will, as with any writers workshop in this classroom, be matched to the individual student e.g. students will be held accountable for different (yet still rigorous) standards regarding spelling, punctuation, detail, etc. Accommodations will be made both for students who finish their writing quickly (can continue working on other writing projects or begin a new one) and for those who cannot finish in the allocated time (can be given opportunities to finish later). Various materials (e.g. letter charts, anchor posters, word lists) will be available for students as needed.