LESSON TITLE: The Community Garden GRADE LEVEL: 2nd Grade

GRADE SUBJECT AREA: Language Arts TIME ALLOCATION: 35 Minutes

Learning OBJECTIVES (with active verbs):     The student will fluently be able to read 90% of what is on the page. (Cognitive) Upon completion of The Community Garden, the student will be able to analyze/evaluate how they feel about the story and write a written response. (Affective, Cognitive) Given a conclusion on paper, students will be able to list at least three supporting details to justify that conclusion. (Affective, Cognitive) Orally given a conclusion, students will be able to provide supporting details to justify that conclusion. (Affective, Cognitive)

STANDARDS: ELA Standard: Benchmark A: Benchmark B: Acquisition of Vocabulary (Grades K-3) Use context clues to determine the meaning of new vocabulary. Read accurately high-frequency sight words.

ELA Standard: Concepts of Print, Comprehension Strategies & Self-Monitoring …………………………………Strategies Standard (Grades K-3) Benchmark B: Make predications from text clues & cite specific examples to support predications. Benchmark C: Draw conclusions from information in text. Benchmark E: Demonstrate comprehension by responding to questions (e.g., literal, informational & evaluative). ELA Standard: Benchmark A: Benchmark C: Benchmark D: Informational, Technical & Persuasive Text Standard (Grades K-3) Use text features & structures to organize content, draw conclusions & build text knowledge. Identify the central ideas & supporting details of informational text. Use visual aids as sources to gain additional information from text.

BIG IDEA(S): To aid students in learning how to actively associate concepts and evaluate their feelings. GROUPING OF STUDENTS & RATIONALE: PRIOR KNOWLEDGE NEEDED/(THIS CAN BE Students will participate in a small group of four students FORMATIVE ASSESSMENT): throughout the entirety of instruction as this allows for The student should be able to: more individualized one on one instruction.  Answer literal, simple inferential and evaluative questions to demonstrate comprehension Students will participate in whole group setting in which  Speak clearly and understandably. they will all be seated at a circular table. This type of  Compare information with prior knowledge and grouping allows each student the opportunity to properly experience. view and listen to their peers and the teacher. This type of  Produce informal writings (e.g., messages, setting is also optimal for the whole group discussion they journals, notes and poems) for various purposes. are engaging in, as it allows for the teacher to view how  Print legibly, and space letters, words and the student participates in regards to the discussion of a sentences appropriately. topic and peer interaction.  Use active listening skills, such as making eye contact or asking questions.

Students will also participate in individualized seat work where they will be seated at the circular table. This type of grouping allows one to easily assess how students work individually and view any difficulties they may be facing. MATERIALS:  The Community Garden storybook  Teaching Comprehension…A Systematic & Practical Framework with Lessons & Strategies (Reference)  Main Idea & Supporting Details (two-sided) graphic organizer  Pencil

Deliver brief informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

STUDENT PROFILE (identify special characteristics of students relative to lesson):  4 students  0 students with disabilities  1 boy  3 girls  4 Caucasian students

MODIFICATIONS TO MEET INDIVIDUAL IDENTIFY ACADEMIC & RELATED CONTENT STUDENT NEEDS: LANGUAGE : There are no students with disabilities in the  Realistic fiction (a story that could happen in real classroom, however, to ensure each student has the life) opportunity to achieve success, I will:  Community garden  State questions/definitions in a number of  Blooming (when a plant flourishes or grows) different ways.  Muscles (a part of your body)  Allow extended wait time when I ask a question and expect a response.  Nodded (shake your head up & down to agree)  Plain (simple, not elaborate)  Scent (a smell)  Shovels (a tool)  Tough (hard to cut, rough)  Wrinkled (lined) INSTRUCTIONAL MODEL(S) & RATIONALE Direct Instruction:  As this allows teachers to structure academic tasks, engaging in this method will ensure that the curriculum will be covered so that the students will learn the material.  This will also allow students with the opportunity to become familiarized with concepts as it guides them through exercises that will lead the students to mastery. Discussion  An oral dialogue reading a theme or idea which presents an opportunity for listening, active discussion, & the verbalization of their thoughts.  Allows students to gain a different view through others personal accounts, as well as an incentive to question their own personal beliefs.  Enhances comprehension by allowing students to make connections, as well as listening to the connections made by other members of the group. Guided Practice  Posing questions that gradually lead students from easy or familiar examples to new understandings.  The strategy is effective for teaching thinking skills as well as content. Graphic Organizers:  A visual diagram used to represent, and organize, information in an easily read manner.

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This provides the students with a highly detailed instructional outline that will help them guide their interactions of a topic by organizing their thoughts. Using this will also help the students confirm their level of knowledge on a topic while also encouraging them to actively process how they hope to focus their research. It’s a permanent product which develops a student’s ability to clarify and extend meaning.

Independent Practice:  Follows up the lesson to give students supervised practice, individually.  By working on the graphic organizer on their own, students have a chance to reinforce skills and synthesize their new knowledge away from the guidance of the teacher.

Indirect Instruction  This will allow a high level of student involvement through observing, investigating, drawing inferences and forming hypotheses prior to the reading of and during the reading of the story.
 This method will also aid in their development regarding the organization of their thoughts Interactive Instruction:  Relies on discussion and sharing among participants which will aid in a student’s development regarding social skills and abilities, how to organize their thoughts, and how to develop rational arguments. Modeling:  Teacher’s model behaviors or skill and students learn by observing.  Using this type of instruction will allow the students to first view how one should conduct an activity before they actually conduct in that activity themselves.  Acts as a guideline Think-Aloud  In think-alouds, teachers make their thinking explicit by verbalizing their thoughts while reading orally.  Conducting this activity will provide students several opportunities to discuss the story, predict what may happen next, and recall past information.  This will also help the students develop in how they clarify their understanding of readings and their understanding of how to use strategies. PROCEDURE & ACTIVITIES TIME ***Questions using Bloom’s Revised Taxonomy will be color coded: Remembering, ALLOCATIONS Understanding, Applying, Analyzing, Evaluating, Creating 1. PRE-ACTIVITY: ADVANCE ORGANIZER (Discussion, Interactive Instruction, Indirect Instruction)  A group of four students will be seated at the small group table, where they will be told they are going to read a short story aloud and discuss their findings from within that same story. Once everyone has settled, for the anticipatory set, students will be asked if they like to eat (conducting the anticipatory set with a bit of humor in the very beginning is how I will get students interested in what the lesson will entail). The students will then be explained that some of what they eat is grown in a garden (“Did you know that some of what you eat is grown in a garden?”) and also asked: o To name some items that are grown in a garden? A favorite food? A favorite flower? o If they have (or ever had) a garden? o If they know of anyone who has/has had a garden?  After discussing these questions, students will each be passed out a copy of The

7 minutes

Community Garden, where they will be read aloud the text’s title and shown how the cover depicts a community garden. The students will then be asked to raise their hand, and based on the title and accompanying cover, answer what they believe a community garden is. Once each student has had an opportunity to answer, the students will then be given the actual definition of a community garden (a single piece of land that is gardened collectively by people in a community AND/OR where people of a community work together to create a single garden) and be told how this story depicting a community garden is a genre of realistic fiction; a story that could happen in real life. Immediately following, the students will be instructed/reminded that this lesson consists of them individually take turns reading a page aloud, while the others in the group follow along with the text. The students will be told that as they read the story aloud, they will use surrounding details to figure out more of the text/interpret the text on a higher level, and once the story has been completed, they will disclose how they felt in response to the story. By the end of this lesson, students will be able to put together story details to figure out a conclusion.

Transition:  After the learning objective has been established, the students will be presented with an opportunity to volunteer who reads first. If too many or too few students volunteer, a random student will be assigned to go first. 2. ACTIVITY (Discussion, Think-Aloud, Direct Instruction)  One by one, the students will take turns reading a page, while the others in the group follow along with the text. As the students read the story, they will be told that the surrounding details of a story can help them to determine unfamiliar vocabulary, help determine more of the text and help predict future outcomes. After the reading of each page, the students will go over the highlighted word and describe what the vocabulary means. Students will also be asked specific questions that encourage them to use surrounding details such as: o On page three, the students will be asked:  What was Luz looking for, behind her apartment building?  To determine what they believe Luz feels when she realizes her backyard does not consist of room for a garden (using the words sighed and the expression on Luz’s face).  Why they believe the garden smelled so good when the flowers were blooming (using the words blooming and scent located on the page). o On page four, the student will be asked:  Why they believe Luz asked the woman if they had a garden when she saw her carrying shovels? o On page five, the student will be asked:  What they believe was Luz’s favorite part about working in the garden? Why?  What they believe their favorite part about working in a garden would be. o On page six, the student will be asked:  Why they believe gardening can cause sore muscles?  What is the relationship between Luz and the other gardeners? o On page seven, the student will be asked:

13 minutes

To explain the jobs the gardeners are doing. Why they believe there were always more weeds? To describe how they would feel if they had to do each of the jobs depicted in the picture. o On page eight, the student will be asked:  How they can tell that time has passed based on the picture? o On page nine, the student will be asked:  What they believe might make this potluck dinner special?  To explain how they would feel if they got invited to a potluck dinner. Why would you feel that way? o On page ten, the student will be asked:  Why they believe Luz and her mother want to plan a garden next year? After the story has been read, the students will be told that they can put together story details to figure out a conclusion.

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Transition:  The students will be given a Main Idea & Supporting Details (two-sided) graphic organizer and be asked to get out a pencil. 3. POST-ACTIVITY (Modeling, Guided Practice, Independent Practice, Integrated Instruction, Discussion, Direct Instruction)  Once the graphic organizer has been passed out, the students will be explained that this worksheet is a graphic organizer that allows for one to state a conclusion while using supportive details (from the story) to back that conclusion up. Students will first have this skill modeled using the first-side of the graphic organizer, where they will assist in creating supports to the conclusion: Gardening is hard work, but gardeners have fun doing it, together.  After the skill has been modeled, the students will work independently using details in the text to support the conclusion: This story made me want to/ not want to belong to a community garden.

10 minutes

Closure: (Discussion, Independent Practice, Indirect Instruction)  To conclude the lesson, the students will review how they were able to justify a conclusion through the accompaniment of supporting details and how graphic organizers provide a way for them to carry this out by helping them organize their thoughts on paper. Students will also be asked to orally state what they learned about community gardens through Luz’s experience and to orally state what they now know about community gardens that they did not know beforehand. SUMMATIVE ASSESSMENT:

5 minutes

The students will be assessed through a variety of ways during the instruction, including: Authentic  Monitor if the student is able to actively associate real life experiences with concepts from the reading.  Observing if the student relies on others for the answers and/or if they were confident in their answers.  Monitor whether or not the student was able to justify and support their answers during the discussion.

Observing the students’ ability to orally state their own thoughts, feelings, understandings and personal beliefs regarding a certain topic.

Traditional  Their graphic organizer worksheet (if they were able to list supporting details to justify conclusions) POST TEACHING REFLECTIONS:

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