Tomato Time A Scott Foresman Reading Street 2 nd Grade ELL/ELD Reader 2 nd Grade ELL Module 3: Unit 4: Week 2 Lesson Plan for 60 minute class Developed for Knox County Schools LDS: October 2014

Essential Question 1 (Hook) What are ways that we can use tomatoes in everyday life? Whole Group

Essential Question 2 How do tomatoes change as they grow? Whole Group (Hook)

Objectives I can identify everyday objects and their use(s). (tomatoes) Correlates to WIDA Standard 1 I can use my describing words to connect pictures and objects in our non-fiction book. (Tomato Time!) Correlates to WIDA Standard 2 I can follow oral directions to use standard measurement tools. (with my teacher’s help) Correlates to WIDA Standard 3 I can sort/write about/sequence the changes of tomatoes from seeds to plants using pictures, words, phrases, or short sentences. Correlates to WIDA Standard 4 Whole Group Communication of Objectives

High Frequency Words Let’s say these words together. Who can tell me what they mean? (Talk Sticks) (Do you agree with the meaning? (Accountable Talk Stems) Add the following words to our Word Wall as I hand you the cards. If the words are already there, add a sticky dot to the card. good help colors heavy easy Whole Group

Concept Words Today we will read about tomatoes. These words will help us find out more about tomatoes. I will give you a picture card with one of these words. Listen as the story is read out loud. When you hear the word on your card, hold your card up in the air. vitamins vines stakes soil stem seeds flower fruit roots garden Whole Group

Read the Book Yesterday we did a picture walk through our book. Today we will read the book. Remember to raise your picture-word card in the air as you hear your word in the book. LeveledReaderFrameset.do?page=leveledReader&id= 4361 Whole Group

Rotation Centers Find your name on the Centers board. The pictures will tell you in what order you will visit each center. Listening - In the listening center you will listen to a recording of Tomato Time. There is a graphic organizer you will fill out about what happens first, next, and last in the story. Reading- In the reading center you will read another book about tomatoes. You will answer 3 questions about this book. Writing- In the writing center you will take one selection card. The card has a picture from one of our books, and a writing activity on it. You will write on the paper that your teacher has put at that station. Speaking- In the speaking center, you will work with your teacher to measure tomatoes, and talk about their sizes and shapes. Small Group / Individual

Circle Back- Extension Activities Circle Back- Tell your partner one thing you learned in centers today. Extension Activities- For your extension of learning, each of you will receive a zipper bag to take home tonight. Each zipper bag contains a book and an activity sheet. Find your bag. Open it. Look at the activity sheet. Sit quietly while I explain what to do. Your bag with the book and the completed activity is due on Friday. Circle Back- Tell your partner one thing you learned in centers today. Extension Activities- For your extension of learning, each of you will receive a zipper bag to take home tonight. Each zipper bag contains a book and an activity sheet. Find your bag. Open it. Look at the activity sheet. Sit quietly while I explain what to do. Your bag with the book and the completed activity is due on Friday. Pairs / Individual

Reflection- What did we do today? Did we meet our objectives? Let’s find out. I can identify everyday objects and their use(s). (tomatoes) Did we do this in our reading? and in our Listening center? I can use my concept words to connect pictures and objects in our non-fiction book. (Tomato Time!) Did we use our concept words to connect pictures with objects when we read our book in whole group? I can repeat and follow oral directions to use standard measurement tools. (with my teacher’s help) Did we do this in the Speaking center with teacher when we measured the tomatoes? I can sort/write about/sequence the changes of tomatoes from seeds to plants using pictures, words, phrases, or short sentences. Did we do this in the Writing center? Did we meet our objectives? Let’s find out. I can identify everyday objects and their use(s). (tomatoes) Did we do this in our reading? and in our Listening center? I can use my concept words to connect pictures and objects in our non-fiction book. (Tomato Time!) Did we use our concept words to connect pictures with objects when we read our book in whole group? I can repeat and follow oral directions to use standard measurement tools. (with my teacher’s help) Did we do this in the Speaking center with teacher when we measured the tomatoes? I can sort/write about/sequence the changes of tomatoes from seeds to plants using pictures, words, phrases, or short sentences. Did we do this in the Writing center?

Ticket Out the Door On your Ticket Out the Door paper write the following: 1. Write one way we use tomatoes in everyday life. 2. Write one thing you know about how tomatoes grow. On your Ticket Out the Door paper write the following: 1. Write one way we use tomatoes in everyday life. 2. Write one thing you know about how tomatoes grow. Informal Assessment