How to grow you own pumpkin.
Students will participate in a pumpkin KWL chart. Students will discuss what they know and want to know before the project and what they learned after the research project. KWL chart will be done on the Smart Board.
Students will popcorn read Pumpkin Fiesta by Caryn Yacowitz. Teacher will stop through text asking students what the characters are doing and why they are doing it. We will discuss how Old Juana and Foolish Fernando grew their pumpkins differently. Students will be put with a partner and they will discuss why Old Juana's pumpkin growing techniques worked and why Foolish Fernando's didnt.
2 Research project
With their parnter students will be given the following three websites:
Students are given two thirty minute class sessions to research, how to grow a pumpkin. Students will take the information from the websites and their text book from the story; Pumpkin Fiesta, to take notes. Students will type of a rough draft on their laptops from the information provided by text and websites. Students will print off their notes.
Students will use their researched information to created a poster. Students will set the poster up as: Step 1- they will describe step one in a complete sentence and draw a picture. Students will be given fourty- five minutes to construct their posters. Teacher will re-enforce that when working with a partner the work should be equally shared. Both students will write and draw steps on the poster. After every group has finished students will present their posters and information to the class.
4 Wrap Up
Students will use ipads to create an imovie. Students will take the information from their posters to create one slide on imovie. Students will take turns recording each others voices; discussing the steps of how to grow your own pumpkin. Students will take pictures of their posters and add to their imovie. When all slides are completed teacher will show complete imovie on the Smart Board.
We will go back to KWL chart and discuss what the students learned about pumpkins to complete the chart.
Key Standards Supported
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use collective nouns (e.g., group).
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize holidays, product names, and geographic names.
Use commas in greetings and closings of letters.
Use an apostrophe to form contractions and frequently occurring possessives.
Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Compare formal and informal uses of English.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the meaning of a word or phrase.
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
Reading Informational Text
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
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.
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Describe how reasons support specific points the author makes in a text.
Compare and contrast the most important points presented by two texts on the same topic.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking & Listening
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
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.
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.