ALEX Lesson Plan


Ready, Set, Let's Grow!

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  This lesson provided by:  
Author:Taraethia Sullivan
System: Clarke County
School: Clarke County Board Of Education
  General Lesson Information  
Lesson Plan ID: 33059


Ready, Set, Let's Grow!


In this lesson, students will learn about how plants change over time. Students will use literacy skills during a close reading to discuss the basic parts of a plant.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
SC (1)
4. Describe survival traits of living things, including color, shape, size, texture, and covering.
  • Classifying plants and animals according to physical traits
  • Examples:
    animals—six legs on insects,
    plants—green leaves on evergreen trees
  • Identifying developmental stages of plants and animals
  • Examples:
    plants—seed developing into seedling, seedling developing into tree;
    animals—piglet developing into pig, kid developing into goat
  • Describing a variety of habitats and natural homes of animals
  • ELA2015 (1)
    2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. [RL.1.2]
    ELA2015 (1)
    10. Ask and answer questions about key details in a text. [RI.1.1]
    ELA2015 (1)
    14. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. [RI.1.5]
    ELA2015 (1)
    19. With prompting and support, read informational texts appropriately complex for Grade 1. [RI.1.10]
    SC2015 (3)
    5. Obtain and combine information to describe that organisms are classified as living things, rather than nonliving things, based on their ability to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment.

    Local/National Standards:


    Primary Learning Objective(s):

    Students will be able to:

    • use close reading strategies to access complex text 
    • comprehend "What Is a Plant" and "Plant Structures" using the diagram text feature
    • examine the basic parts of a plant

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    31 to 60 Minutes

    Materials and Resources:


    • Questions
    • Chart size Graphic Organizer (for guided/shared writing)
    • Writing material
    • Interactive Whiteboard
    • Projector
    • Sound Speakers


    • Text Type: Article - "How Plants Grow" 
    • Evidence Finder - can be accessed from and used as an active participation best practice during the close reading of text 
    • Graphic Organizer - will include Part One for Note Taking and Part Two for Plant Diagram "Inside a Seed"

    Technology Resources Needed:

    Interactive Whiteboard


    The teacher should be familiar with the overall structure and function of the plant parts: root, stem, and leaf. 

    The teacher should have an understanding of key vocabulary terms to deepen group discussion. 


    Whole Group Activities (60 minutes)

    Before: (20 minutes) 

    1. In order to activate prior knowledge, the students will gather in collaborative groups to complete the K(now) and W(onder) of a KWL graphic organizer.

    2.  After the students have had about ten minutes, each group will do a Gallery Walk rotation North, South, East, and West around the classroom to chart results from KW. This should be completed in ten minutes.

    During: (20 minutes)

    Close Reading Steps

    1. Questioning the Author

    Using the text "What Is a Plant" and "Plant Parts", students will read the text the first time to find out what the author is telling the reader. Students will complete Section I of the graphic organizer jotting down notes about a.) unfamiliar words and b.) questions they may have about the text.

    2. Say What, Author?

    Together, the students and teacher will reread the text "What Is a Plant" and "Plant Parts". The students will search for text evidence using evidence finders ( to locate picture and textual evidence.

    a.) The teacher will ask text-dependent questions.


    Strategy: Make and Confirm Predictions (Teacher Think Aloud) On these pages, I see different kinds of plant parts. I will make a prediction about what this information text selection is about. I predict that this text is about how all kinds of seeds grow into tiny plants. I will read the text to find out what it is about. Then I will check whether my prediction is correct. The teacher will point out content words: seeds, root, and sprout. Students will be guided to use context clues from the text and diagram to understand and gain meaning.  


    Text Feature: Diagram Teacher Think Aloud

    This picture is a diagram. It shows a plant--even parts that are normally underground. It has labels for all the parts. I know that this illustration is a diagram because it shows the parts of a plant and it has labels to name the parts. I can learn information from the diagram.


    3. Write to the author.

    Students will think about what the author wrote. The students will label/write the parts of the flower and it's main purpose in Section III.

    What parts of a plant does the diagram show? 


    • Close Reading Routine (Outlined in Before-During-After)
    • Questioning Techniques to facilitate deep thinking and meaning of text 
    • Speaking and Listening Routines

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    Assessment Strategies

    To formatively assess student learning, the teacher will monitor and target students during close reading practice. Students will be summatively assessed by the diagram of the plant parts. 




    Students needing extra preparation before the lesson will watch a video on (subject to subscription cost) to build background knowledge.

    Students needing extra assistance after the lesson will be provided small group guided reading assistance.  

    Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.