SIOP 5 Lesson Unit on the Community

Lesson 5: Sack Suppers Changing a Hungry Community

By: Tammy McCluskey

Lesson Topic: Story Mapping and Prediction
Grade Level: Second Grade
Content Area: English Language Arts
Arizona Common Core State Standards / English Language Proficiency Standards
(ELP) (Domain, and Standard)
Content Standards:
AZCCS Standard: 2.RI.1: Ask and answer such questions as who, what, where,
when, why, and how to demonstrate understanding of key details in a texts (Arizona
Department of Education, 2014, p.14).
AZCCS Standard: 2.RI.2: Identify the main topic of a multiparagraph text as well as
the focus of specific paragraphs within the text (Arizona Department of Education,
2014, p.14).
AZCCS Standard: 2.W.4.a: With guidance and support from adults, produce
functional writing (e.g., friendly letters, recipes, experiments, notes/messages, labels,
graphs/tables, directions, posters) in which the development and organization are
appropriate to task and purpose (Arizona Department of Education, 2014, p.19).
AZCCS Standard: 2.W.7: Participate in shared research and writing projects (Arizona
Department of Education, 2014, p.20).
AZCCS Standard: 2.SL.2: Recount or describe key ideas or details from a text read
aloud or information presented orally or through other media (Arizona Department of
Education, 2014, p.22).
ELP Standards:
ELP Standard: B-2: Responding to read-alouds (fiction and nonfiction) by identifying
main ideas and supporting details in complete sentences (Arizona Department of
Education, 2010, p.12).
ELP Standard: HI-2: Summarizing main ideas and supporting details from read-
alouds (fiction and nonfiction) in complete sentences (Arizona Department of
Education, 2010, p.3).
ELP Standard: HI-4: Asking questions to clarify text (Arizona Department of
Education, 2010, p.3).
ELP Standard: HI-5: Creating a variety of functional texts (eg. classroom rules,
letters, notes, messages, directions, etc.) using complete sentences (Arizona
Department of Education, 2010, p.3).
ELP Standard: HI-7: Summarizing the main idea and details from text, using
complete sentences (Arizona Department of Education, 2010, p.3).
Objectives
Content:
Students will be able to use prior knowledge to make predictions between what they
know and the story The Girl in the Yellow Dress.
Students will be able to identify and address the four story elements on the SBWS
chart.
Students will be able to use the information from the story to investigate the issue of
hunger in their community.
Students will learn about their local nonprofit organization that helps feed the hungry
in their community.
Students will collect items to fill their hand designed supper sacks to donate to the
local food pantry.

Language:
Students will use the information from the pictures in the story to make predictions
about the story.
Students will be able to identify the different elements that make up a story.
Students will use listening, speaking, reading, and writing in small groups to create
letters of encouragement for their supper sacks.
Students will use small group discussion to help them answer questions about
hunger in the community.

Key Vocabulary: Materials:
Needs Something a person cannot
live/survive without (food, water, shelter,
clothing).
Wants Something a person can live
without, but would be nice to have (fancy
clothes, electronic games, toys, television).
Donate To give something away without
receiving payment.
The Girl in the Yellow Dress by Danielle
Alexander
Somebody Wanted But So Handout
Crayons and/or markers
Smartboard/White board
Large brown paper sacks (8 pound size)
Sack supper food donations (see wish
lists at the following website:
http://www.kidsfoodbasket.org/donate/w
Volunteer To work or do a job without
receiving payment.
Scarcity Lack of resources.
Food Pantry A place where food is
collected and shared with people who do
not have enough food.
Hunger An unpleasant feeling/pain in
the stomach from lack of food.
Community A group of people living in
the same area or sharing a similar interest.
ish-list


Lesson Sequence
Building Background/Motivation: (Hook? Why are students learning this material?
What is the real-world connection?)
Hook: Many times readers have to guess the meaning of a story or what the author is
trying to convey in their writing. Great writers do not always tell us everything directly
through words, and will often make inferences by using the relationship between writing
and pictures. This story uses inferences to introduce the issue of hunger within the
community. Students create a story map to discover the elements of the story and
brainstorm to discover ways to address the issue of hunger in the community.
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps
in lesson)(Language and content objectives, comprehensible input, strategies,
interaction, feedback)
KEY
TW = Teacher Will
SW = Student Will
Scaffolding Strategies:
1. Pre-Teaching Vocabulary: TW allow students to read the definitions out loud
and then ask students to give a different example of the vocabulary word giving
them enough response time to discuss their definition with the class. By front-
loading the vocabulary words, students will have a better understanding of the way
they are used in the story.

Opener for the lesson:
1. TW begin the lesson by handing out the Somebody Wanted But So Worksheet.
2. TW review vocabulary words by using the Pre-Teaching Vocabulary technique
listed under scaffolding strategies.
3. TW Show students the book, The Girl in the Yellow Dress and ask them to examine
the cover closely.
4. TW call on students and ask them to make predictions about:
a. What they think the story might be about?
b. Why they think the yellow dress is part of the title of the book?
c. What types of food do they see on the cover?
5. TW split students into small groups of three to fill out their SWBS worksheet.
Beginning learners: Should be paired with advanced learners in their small groups
to meet ELP Standard B-2.
Intermediate learners: Should be paired together with other intermediate learners
to receive instructional support together as per ELP Standard LI-2.
Advanced learners: Pair with beginning learners to support them in their
requirement of summarizing main ideals in complete sentences per ELP Standard
HI-2.

Focused Instruction:
1. TW engage students in a class discussion by asking the question, Why might
people be suffering from not having enough food to eat? Statistics can be located
at: http://www.kidsfoodbasket.org or http://feedingamerica.org/hunger-in-
america/hunger-facts/child-hunger-facts.aspx
2. TW explain to students that they can make a difference and there are organizations
within the community that assist those that dont have enough to eat.
3. TW ask, Why would anyone want to help those people who do not have enough to
eat every day? Is the community stronger when everyone in the community is
successful and doing well?
4. TW tell students that they are going to brainstorm together as a class to find
creative ways to solve the problem of hunger in their own community just like
Principal P. worked with other community members to create the Kids Food
Basket.
5. TW explain to students that they are about to see a short nonfiction video called
Life of a Sack Supper found at: http://www.kidsfoodbasket.org/.
6. SW brainstorm ideas of activities they could do within their own community to
address the issue of hunger. TW have students respond based on their level of
learning: beginning, intermediate, or advanced.
Beginning learners: Should respond verbally in complete sentences ideas they saw
in the video.
Intermediate learners: Should summarize ideas they learned from the video on
the white board or Smart board in complete sentences with instruction from the
teacher.
Advanced learners: Should summarize their ideas in complete sentences on the
Smart board.
7. TW explain to students that in the coming days ahead they will be collecting items
to create their own Sack Suppers to be donated to the local food shelter in their
community. They will be given a list of items that can be found at:
http://www.kidsfoodbasket.org/donate/wish-list to collect for their bags.
8. TW explain to students that for the remainder of the lesson they will use the
crayons and markers to write words of encouragement from the story The Girl in
the Yellow Dress on the Sack Supper paper bags.
Beginning learners: Should respond verbally in complete sentences ideas from the
book that can be written on the sack supper bags. Students can also create
illustrations on the sack supper bag from things they remember from the story.
Intermediate learners: Should summarize ideas they remember from the book on
paper bags in complete sentences with instruction from the teacher.
Advanced learners: Should summarize ideas they remember from the book in
complete sentences on the sack supper bags.

Practice and Application: (Meaningful activities, interaction, strategies, practice and
application, feedback)
Meaningful Activity:
If I were a sack supper, where would I go?
1. TW have students create a reenactment of the video Life of a Sack Supper.
2. SW work together in teams to tell the story of the life of a sack supper from its start
till it arrives at its final destiny.
3. TW will ask students the following questions after they have presented their
reenactment:
a. How can we make a difference in the community when it comes to hungry
children?
b. What are some ways that we can tell our friends and family members about
the problem of hunger in the community?

Review and Assessment: (Review of objectives and vocabulary, assess learning,
measurement tools) (Review objectives and vocabulary, assess learning)
The SWBS handout is the assessment for this lesson. Students will be assessed on their
ability to summarize and story map the story from this lesson. A rubric will be used to
grade the handout.

Somebody Wanted But So

Individual:
Somebody
(Main Character(s))
Wanted
(Goal/Motivation)
But
(Conflict)
So
(Resolution)


Partner:
Somebody
(Main Character(s))
Wanted
(Goal/Motivation)
But
(Conflict)
So
(Resolution)


Class:
Somebody
(Main Character(s))
Wanted
(Goal/Motivation)
But
(Conflict)
So
(Resolution)


References
Arizona Department of Education. (2010). Arizonas common core standards: English language
arts. Retrieved from http://www.azed.gov/azcommoncore/files/2012/09/accs-k-2-ela-
standards-final09_17_2012.pdf
Arizona Department of Education (2010). English language proficiency standards. Retrieved
from http://www.azed.gov/english-language-learners/files/2012/02/elps-ccs-alignment-
stage-ii-12-2-2011-final.pdf