Instructional Sequence Unit Name: Food Lesson Unit 4 Week 2 Number of days: 4‐5 Text(s) Our Special Sweet Potato Pie Written Communication Objectives: SWBAT draw and label a picture of events in the order in which they occurred. SWBAT will compose an informative/explanatory text by naming what they are writing about and supply information about the topic. Writing Standards: W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Task Purpose Audience Draw, label and share a picture of their favorite teacher/peers Discuss what types of food the family has with meal. their meal at the end of the story. Have students draw a picture of their favorite meal and label it. Have students share their picture whole group. Talk about foods that grow in soil. Make a list of Write and draw about foods that grow in the soil. teacher those foods. Have students write a sentence about a food that they have seen or they know grows in soil. Some example frames might be, “A _____ grows in soil.” “I see a ____ in the soil.” “A _____ grows down into the soil.” Have them draw a picture of their sentence. Discuss, list and write a recipe for vegetable soup Make a list of ingredients that you might find in teacher vegetable soup. Discuss what you would have to do to get those vegetables ready for the soup. Have students use those ingredients and write the steps into a recipe to make vegetable soup. Use imagination to develop a story line about a Culminating Activity: (2 days) teacher/peers in class and at school giant sized vegetable. Discuss, draw and write and Have students put on their imagination caps. Say: share story sequencing. “Imagine you go to the market with your mom. She asks what type of vegetable you would like for dinner. What would you chose?” Make a list of the vegetables student s would like to eat for dinner. “When you get home you realize the vegetable had suddenly grown! What do you think happened to the vegetable? How did it grow?” Allow students to share their thoughts aloud. “What are you going to do with the vegetable now that it is home?” Allow students to share their ideas. Have students create their own story sequencing about their favorite vegetable. What happened at the beginning (in the store), In the middle (how it grew) and at the end (once it was home). Draw pictures of each part of the story to make a story line. Have them write a sentence to explain each picture. Students will share their story with their friends. You may want to keep them and make a class book and exchange/share with another kindergarten class. Oral Communication
Objectives: SWBAT participate in collaborative conversations with diverse partners about kindergarten topics and texts. SWBAT describe events and draw pictures to describe those events. Speaking and Listening Standards: SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. SL.K.1.a Follow agreed‐upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). SL.K.1.b Continue a conversation through multiple exchanges. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly Comprehension and Collaborative ‐ activities/structures: Check for understanding Kagan strategies Group work Partner Share Presentation of Knowledge and Ideas – activities/structures: Students will retell the end of the story and think about what their favorite meal is. They will discuss what types of foods grow in soil and which of those would taste good in soup. Students will use their imagination and draw and write a story sequencing about a different vegetable. Academic Language: Write, draw, label, share, discuss, brainstorm, list Reading
Objectives: SWBAT ask and answer questions about key details in a text with prompting and support. SWBAT identify the main topic and retell key details of a text with prompting and support. SWBAT actively engage in group reading activities with purpose and understanding. Reading Standards: RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding Text Dependent Questions Question Answer 1. Who is telling this story? What clues does the author give to let you know? Pg. 2‐3 2. Why do you think the sweet potatoes keep rolling down the hill? Could sweet potatoes really grow as they are rolling? Pg. 4‐5 3. How does Miss. Jean know that they people need help? Pg. 6‐7 4. Looking at the picture on page 13. What is happening? How do you know what is happening? What do you think will happen next? Pg. 12‐13 The boy is telling the story. He talks about his momma, daddy, brother and sister. They are rolling because there is a steep hill and the sweet potatoes are also rounded. No. They only grow in the ground. They are running and chasing after the potatoes. They are probably yelling too. Children are jumping rope. Two people are turning a rope and a girl is jumping. They will use the rope to stop/trap/ catch the sweet potatoes. 5. Who are the children talking to? Do the sweet potatoes really understand what they children are saying to them? Why or why not? Pg. 14‐15 6. Looking at the picture on page 16‐17. What happened to the sweet potatoes? Was our prediction correct? 7. Who helps the narrator carry the sweet potatoes home? How do we know? Why do you think the author didn’t include Lulu and her brothers? Pg. 18‐19 They are talking to the sweet potatoes. No. This story is make believe/fantasy or fiction. It cannot happen in real life. They were caught by the jump rope. Yes we made a good prediction. His family and Miss. Jean the grocer, Mr. Mason the baker, Mr. Jasper the butcher. We see them in the picture carrying the sweet potatoes. Maybe they continued jumping rope. 8. Mr. Mason tells the family to use “plenty “ brown sugar. What does the word The word plenty means enough, a lot. Because they are making a pie and pie is plenty mean? Why would he say there needs to be plenty brown sugar? Pg. 21 a dessert and sweet. Sugar is sweet. QAR Who was the first person to help catch the sweet potatoes? What did each family member due to help make the sweet potato pies? What things in the story were fantasy/fiction and could not have really happened? What things in the story were realistic/non‐fiction and could have really happened? Why do you think the author wrote about a family working together to make a feast? Scaffolds
English Learners
• • • • Special Needs/Other Differentiation
• • • • Sentence Frames Simple step directions in a variety of ways. Reread story in a small group and review vocabulary. Realia Sentence Frames Simple step directions in a variety of ways. Reread story in a small group and review vocabulary. Realia