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| Author:||Mary Rease
|System:|| Etowah County|
|School:|| Highland Elementary School ||
|Lesson Plan ID:
Let’s Plant a Garden with Frog and Toad
Interdisciplinary ELA and science lesson where students explore the social ethics and dynamics of friendship. Students will also discuss, compare, and contrast the differences of toads attempt to plant a garden to the actual needs of a developing seed.
This is a College- and Career-Ready Standards showcase lesson plan.
|SC(1) ||4. Describe survival traits of living things, including color, shape, size, texture, and covering. |
|ELA2015(1) ||1. Ask and answer questions about key details in a text. [RL.1.1] |
|ELA2015(1) ||8. Compare and contrast the adventures and experiences of characters in stories. [RL.1.9] |
|ELA2015(1) ||10. Ask and answer questions about key details in a text. [RI.1.1] |
|ELA2015(1) ||12. Describe the connection between two individuals, events, ideas, or pieces of information in a text. [RI.1.3] |
|ELA2015(1) ||18. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). [RI.1.9] |
|ELA2015(1) ||21. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.1.2] |
|ELA2015(1) ||22. Know and apply grade-level phonics and word analysis skills in decoding words. [RF.1.3] |
|ELA2015(1) ||23. Read with sufficient accuracy and fluency to support comprehension. [RF.1.4] |
|ELA2015(1) ||30. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8] |
|ELA2015(1) ||35. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5] |
|Primary Learning Objective(s):
Objectives: Students will decode and read fluently to comprehend text by knowing, understanding, and applying grade-level phonics and word analysis skills. Students will "closely" read for details.
"I can read fluently and accurately."
Students will use decoding strategies to read with sufficient accuracy and fluency to support comprehension.
Students will read and pause to visualize and question text for understanding.
"I can ask questions about the story."
"I can picture the story in my mind."
Students will make relative connections with the text such as text to self and text to world.
"This story reminds me of when I ..."
|Additional Learning Objective(s):
Students will use comprehension strategies of visualizing, questioning, and compare and contrast to demonstrate their understanding of how seeds grow into plants.
"I can name three things seeds need to grow."
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Phonics - Remind students about short o. Discuss word families with o. (dog, fog, log...)
Discuss oa and word family with oa sound long o. (toad, road, boat, coat, float, goat...)
Comprehension - Students will need to discuss "What it takes to be a friend." The teacher could model being a friend, and then have students practice. Examples could be role play: offering to help with homework, sitting together at lunch or complementing another’s work.
Tell students they are going to read a story with a character named Toad. Tell students that Toad and Frog are friends. Toad wants to be like Frog and have a garden. Ask students what is something about their friends that they admire or like. Have students talk to their partner and then let three or four share with the class what their partner said.
Hook: Begin the lesson by showing the students a package of seeds. Start shaking, rattling, blowing, or talking to the seeds. When you have your students' attention, tell them you are trying to get them to grow. (This is really just to get them thinking, do not discuss or take much time with this.)
*Suggestion - While students are in small group have your other students:
- Pre-read story. (Prediction)
- Draw and write 4 things seeds need to grow.
- Create oa and or short o word family using “sky to ground” or notebook paper.
Read together page 4, Chapter 1 of Frog and Toad are Friends, "Spring".
Phonics: As you read the story, stop and have students put their fingers on short o words. Have your students put their fingers on the oa words. Remind students oa has the long o sound. Bring attention to any multisyllabic words. Have students say the words to you and to each other.
Use same correction and feedback.
On level - Teacher reads then has students choral read pages together.
Below level - Teacher reads, points our specific oa and short o words, then reread together phrases or sentences.
Above level - Have students whisper read pages chorally.
Comprehension: Before you read the chapter, talk about spring and what usually happens in spring. Ask students to tell their partner (partner talk) what they see in spring. Have students begin with a stem or prompt.
- Stem: "In spring I usually see..."
- Examples: birds making nests, new leaves on trees, flowers, trees turning green...
As you read the story have students listen carefully. To monitor engagement, have your students give a thumbs up when Frog is being a friend to Toad.
When Toad begins to take care of his garden have your students give a thumbs up or a thumbs down when they believe he is helping his seeds to grow or not helping his seeds to grow.
Above-Level Comprehension - At the end of the story, introduce the word patience. Talk about how patience is needed to tolerate or befriend someone who is troubling or suffering. Ask students to talk to their partner about who in the story was not patient, Frog or Toad. Have them to go back in the story and point out an example to prove their answer. (Text evidence)
Ask students to look at the picture of Toad shouting at the seeds. Ask them was this an example of patience. Thumbs up if yes, thumbs down if no.
Show the Teachertube video: "From Seeds to Plants". Discuss seeds and what it takes for them to grow. Get out the package of seeds you had at the beginning of the lesson. Talk about spring and why spring is a good time to plant a garden. Talk about what you might need to do to get the seeds in the package to grow.
*Optional - Create an Anchor chart that displays things seeds need to grow.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Formative - Ongoing. Evaluate student’s comprehension as you read. Have students tell each other, partner, or chorally details of conflict resolution, plot (beginning, middle and end), character, and setting.
Assessment 1 - Have students use their list of what seeds need to grow. Discuss answers and have students fill in the words or pictures that they need. Walk around and make sure they have: place to grow, water, sunlight, and air.
Informal Assessment 2 - Fill out Venn diagram, comparing Toad's strategies for growing seeds and the real need of seeds together as class.
Assessment 3 - Have students write, draw or tell a partner 3 of the 4 needs of a seed to grow. * This could be an exit slip.
To extend the lesson:
Plant the seeds you had at the beginning of the lesson in clear plastic cups.
Change the variables: Put one cup in the freezer, one cup without dirt, and the rest in the window. As the seeds grow revisit and discuss the things seeds need to grow.
Math: measure the plants as they grow in inches.
Phonics - talk about short o and word families, build short o words together using whiteboard. Repeat with oa words. Use Alcona boxes to have students make and sound out words.
Compression - Narrative Story, story elements
I do - Read text with students and point out the Who--characters, What--sequence first, middle, and end, Where--discuss setting
Ex. First Toad planted seeds for a garden, then in the middle of the story the seeds in his garden would not grow. But in the end, Toad learned that seeds need warm sunlight, soft dirt, water, and time to grow.
We do - Talk together about the problem in the middle of the story. Look at the pictures and talk about what Toad tries to do.
Ex. sing, play an instrument, and even yell at the seeds.
You do - Show the picture of the rain falling on the plants. Ask the students if this was something seeds need. Go back to the Venn Diagram you did in class if you need to.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: