Turnips and Tree Maps Part 2

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Objective

SWBAT answer text dependent questions. SWBAT complete their tree maps adding a branch for what a turnip ‘has.

Big Idea

Perseverance pays off!

Prepare the Learner

10 minutes

The Great Big Enormous Turnip continued

 

I bring students to the carpet with me and with the Big Book displayed.  I ask: Does anyone remember the title of our story for this week?

 

We first read the title and revisit the word ‘enormous.’  I say: Turn and tell your partner what you remember about the word ‘enormous.’ 


The turn and tell or turn and talk strategy allows for the collaborative conversations that are so important within the Common Core standards and to the bigger goal of getting kids ready for college and career.

 

I give student think time and wait for them to share with a partner.  I invite the students to share out with the whole group what they remember about the word ‘enormous.’  

 

Interact with Text

45 minutes

The Great Big Enormous Turnip  continued

 

 

I read pp. 4-5 and prompt students: The turnip is described first as ‘big’ and then as ‘enormous.’  Look at the picture.  Using the words and this picture(p.5) what does enormous mean? (something that is really big)  How do you know?  What words and items in the picture help you figure that out? (the word ‘big,’ the turnip in the picture is larger than the man)

 

I read p. 6 and prompt students: Who has a prediction about what will happen next?   I allow volunteers to share their predictions.

 

I read p. 7 and remind students that this story contains the repeated text “And they pulled and they pulled again, but they could not pull it up.”  I say: I’m going to touch those words and you help me read them again!   As I point and read, students choral read with me.

 

I read pp.8-11 and discuss ‘setting.’  I ask: What is the setting of the story?  What can we get from the information in the story and from the pictures to identify the setting?  Where do the old man, old woman and their granddaughter live? (in the country, probably on a farm)

 

I read pp. 12-15 and discuss how sentences are determined.  I ask a volunteer to come and show me in the big book where the first sentence starts on pg. 15.  I ask: How do you know that is the beginning of the sentence? (capital letter)  Can anyone show me where this sentence ends? (period)  Does anyone see another capital and period that signify a different sentence on this page?  I allow students to come up and show us sentences in the big book.  I monitor and assist when necessary.

 

I read pp. 16-17 and ask: Why did the old man need help? (because the turnip grew so large that he could not pull it up by himself) How did everyone work together in this story? (everyone came to help him pull the turnip from the ground and because they didn’t give up, they were able to pull up the turnip)

 

Extend Understanding

30 minutes

We quickly review the tree map format.  I say: Boys and girls, let’s describe the vegetable that our story is about.  What is the vegetable that is a main character in the story? (turnip)  ‘My turnip’ is on the top line of our tree map because that is our topic yesterday.  Everyone say ‘topic.’  (students echo ‘topic) The topic of a sentence is what the sentence is about.  Let’s review what words we came up with yesterday to describe what a turnip ‘is.’   We quickly read the left side of the thinking map together and I remind students that the purpose of our map is to provide information about our turnip.

 

I again give each group of four a real turnip to examine.  I encourage them to feel it and smell it as well as look at it.  I say: Boys and girls, what are our five senses? (sight, smell, hear, taste, touch) We are not going to taste the turnip.  Can we ‘hear’ the turnip? (no) Use your other three senses to help me describe your turnip. Talk with your group about what words you could use to describe your turnip.  I give students about 3 minutes to examine their turnips.  I monitor and assist through guided inquiry where necessary.

 

I pull the whole group back together and say: Today I want to talk about what your turnip ‘has.’  What could you say to finish the sentence “My turnip has ­­__”  I take student suggestions and write them on the tree map under the word ‘has.’  I write on my paper on the document camera and students write on theirs.

Tree map 'has' video

I collect student papers and tell the class that we will be writing off the map tomorrow.