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Instructions Plan for a Single Lesson

Name: Deborah Givens

Date: August 7, 2014

Subject: Language Arts

Topic: Trees and Seasons

Grade: Second

Objectives:
1. Students will compare and contrast trees and humans, identify differences and
similarities between types of leaves and the seasonal changes in trees by
completing a Venn Diagram as they examine leaves.
2. Students will make connections between the seasons and the life cycle of a tree
by pair/sharing and comparing ideas in the Circle of Knowledge.

Standards:
1. Standard Area - CC.1.2: Reading Informational Text: Students read,
understand, and respond to informational text with emphasis on
comprehension, making connections among ideas and between texts with focus
on textual evidence.
CC.1.2.2.C: Describe the connection between a series of events, concepts, or steps
in a procedure within a text.
CC.1.2.2.F: Determine the meaning of words and phrases as they are used in grade
level text including multiple-meaning words.
2. Standard Area - CC.1.3: Reading Literature: Students read and respond to
works of literature - with emphasis on comprehension, making connections among
ideas and between texts with focus on textual evidence.
CC.1.3.2.B: Ask and answer questions such as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
3. Standard Area - 4.1: Ecology
4.1.2.E: Identify how living things survive changes in their environment.

Instructional Materials:
1. Marker or Pen
2. Poster Board or (White or Smart Board if available)
3. Book: Are Trees Alive by Debbie Miller
4. Book: Sky Tree by Thomas Locker

Introduction: During our Science class yesterday we selected a tree by our window
to observe during the school year. Do you think we can only study trees in Science
Class? Can you guess what we will do today in Language Arts class?
We are going to be explorers! We are going to search for answers to our Big
Question: How do trees change with the seasons and how can I take care of them?
Today we will read an exciting story called, Are Trees Alive? Debbie Miller, the
author, decided to write this book when she was taking a walk in the woods with her
daughter. In her book she makes comparisons between trees and humans: how we
are alike and how we are different!
Do you remember how to compare and contrast? I have two very different leaves
here in front of me. Let us look at them together and we can make a Venn Diagram
here on my poster board! What do you see?

Procedures:
I will create a KWL Chart and ask students, What do you know about trees?
What do you know about seasons?

I will ask the children, What do you want to learn about trees and seasons?
I will ask the students to create questions using words such as how, what and
why.

I will introduce the book, Are Trees Alive by Debbie Miller

We will take a Picture Walk through the book

Students will make Predictions

I will explain vocabulary: harsh = bad, pores = tiny holes, flutter = gently
flapping, uncurled = opened, glistened = shiny

I will explain words with two meanings: anchor and crown

I will read the story and will ask questions along the way, such as: Leaves
flutter in the breezewhat does that mean? Have you ever seen leaves
flutter? Then I will throw a few leaves into the air, so they can see a
demonstration. Other discussion questions, such as: Have you ever seen
flowers in trees before? and Have you ever seen tree seeds before? will be
posed and I will provide samples for observation.

During the reading of the story I will remind the students of their predictions
and check to see if they were correct.

I will ask the students to turn to the person next to them to pair/share.
Please retell the main events of our story to your partner. You may share

your favorite part of the story with your partner.

After two minutes I will call on one or two groups to share with the class their
observations

I will introduce our next book, Sky Tree by Thomas Locker.

We will take a Picture Walk through the book

Students will make Predictions

I will read the story

We will discuss the questions posed in the text

We will review their predictions and discuss if they were accurate.

I will announce, Please count off into ones and twos. The ones will stand and
will QUIETLY form a circle on the rug. After they do this, The Twos will form a
circle around the ones, QUIETLY. Please face one another to form our Circle of
Knowledge. (They will have done this before).

Discuss with your partner across from you, which season is your favorite and
why?

I will quiz one or two pairs and then will move to the next question, In the
book, Sky Tree, how did you feel when you looked at a tree in the spring, the
summer, the fall or the winter?

I will quiz one or two pairs and then we will move to the final question, In
Debbie Millers book, Are Trees Alive, how were trees like us? Which
comparison did you like and why?

After quizzing one or two pairs I will ask the students to face me and sit
down.

We will complete the KWL chart by listing what we have learned.

I will conduct an informal assessment by asking students to discuss the


seasons and to describe the trees during the seasons (Did the trees have
leaves in the winter? Why not? and Did the trees have leaves in the
spring? Why not?)

We will begin the closure.

Closure: (A brief wrap-up of questions for students to check to see if they met your
objectives. Not a place for assignments or homework (they are included at the end
of procedure)
1. Today we created our Venn Diagram by comparing our two leaves. They were
both leaves from trees, yet they were different. We will continue to use our diagram
during our Science class later today. We then created our KWL chart and listed
things we knew about seasons and trees, as we activated our prior knowledge and
we listed topics for discovery. Debbie Millers book, Are Trees Alive, allowed us to
make comparisons between trees and ourselves. We learned that we grow like
trees and we are both alive! Thomas Lockers book, Sky Tree, allowed us to view
the same tree during the different seasons and we could think about our feelings as
we studied each picture. Finally, our Circle of Knowledge allowed us to share our
thoughts and feelings with one another. Tomorrow, we will read two new books, Tell
Me, Tree by Gail Gibbons and Planting the Trees of Kenya, by Claire Nivola! (I will
hold up the books)
Please return to your desks and get out your Tree Journals for our Science class.

Assessment/Check for Understanding: How will you measure if the students


have met the lesson objectives?)

I will review the results of the Venn Diagram and note if any students have
difficulty participating in the discussion.

I will observe students during the lesson to ensure they understand the
vocabulary.

I will observe the Circle of Knowledge and the Pair/Share activities and note if
any students seem to have issues with any of the questions.

I will conduct an informal assessment by asking students to discuss the seasons


and to describe the trees during the seasons (Did the trees have leaves in the
winter? Why not? and Did the trees have leaves in the spring? Why not?).

Adaptations/Considerations: (What modifications could you make to lesson


procedures, materials or assessment?

Both books will be read to the ELL students by a primary-language tutor during a
free reading time the day before this lesson is presented.

The tutor will list key vocabulary words in both the primary-language and in
English.

We will discuss the Big Question and I will use the thematic curriculum planning
by addressing the question in content areas.

I will review the natural vocabulary prior to presenting the lesson, to ensure it is
appropriate for all learners.

I will provide a list of vocabulary words for students.

I will read more slowly, and will ensure students can follow along.

I will use cooperative teaching methods, such as Venn Diagrams, KWL Charts,
Big Question Topics, Pair/Sharing and the Circle of Knowledge.

I will make connections between the literature and the students by asking
questions, such as; Have you ever had a picnic?

Students will make connections between their lives and the curriculum