This lesson addresses the CCSS by having the students engage in whole group reading with the intention of gaining an understanding of the lifecycle of a pumpkin. During the whole group reading I will ask my students questions about the story. It is important for my ELL students to engage in multiple listening and speaking activities to help them learn English vocabulary and content comprehension. We will then use our reading and writing skills to label pictures of the life cycle of a pumpkin.
I gather my students on the carpet around me and introduce todays lesson.
Today we are going to talk about pumpkins. If you could go and get a pumpkin, where would you go? Let's write our answers on a circle map.
I use my name sticks to call on students to tell me where they could get a pumpkin. And I write their answers on the circle map.
There are many places that we can get a pumpkin. Someone mentioned we could grow a pumpkin. Does anyone know how a pumpkin grows? Hmmmm, you know a lot about the pumpkin Let's watch a video to see how a pumpkin grows.
We watch the video a few times because they like the song.
Because I showed the video prior to reading the story, the students seemed interested in hearing the story. We are still gathered on the carpet as I begin the lesson.
"We have learned a fun song that teaches us the stages of the pumpkin lifecycle. Now I am going to read you a story about a little boy who grows his own pumpkin. It is titled; Pumpkin Pumpkin .Let's see if his pumpkin grows like the one on the video. When we get to each stage, lets put up one of our pictures. That is called sequencing the story."
As I read the story I stop at each stage of growth and pull a name sick for someone to put the correct pictures on the board. I found some real pictures of each part of the pumpkin life cycle for my students to use for this activity. I use name sticks so that I can give everyone the opportunity to participate in our activity. Stopping at each stage and discussing the growth increases student comprehension and vocabulary.
"I love what the boy did with his pumpkin. Will you make a jack-o-lantern out of a pumpkin this year? That will be so much fun. You can tell your mom's how the pumpkin grew out of a tiny seed."
For the writing piece of this lesson, my students will be sequencing and labeling the lifecycle of the pumpkin. I will use the same pictures as my students to model the sequencing activity. I cut the pictures and the words out as two separate circles so they can match the words to the pictures. We will first sequence the pictures and then label each picture. We will sequence the pictures on a sentence strip. I will call on students to help me and to keep their interest.
"Hmm, Which picture shows the first stage of the pumpkin lifecycle? Maybe I need help. I will use my name sticks and call on my friends to help me put the pictures in the right order."
The colored pictures from the reading of the story are still on the board in proper sequence so the students can use it as a reference if they forget which picture comes next. My students were able to sequence the life cycle pretty fast. We move on to labeling the pictures.
"Wow, we were able to sequence the lifecycle really fast. Now we need to label the stages of the lifecycle. Labeling something means we tell what it is. So what do you think I should label the first picture? A seed, great, you remembered. I need help with the labeling so I will use my name sticks again to call on students that are sitting criss cross apple sauce."
We label all the pictures on the sentence strip. I then send them to their tables to do this activity independently.
"Now you will get to sequence the lifecycle of a pumpkin. I will leave my sequence up here on the board for you to look at. You will need to color the pictures and then cut the circles out. Remember to cut the word off the picture so you can glue all the pictures down first and then glue the words."
I use my paper passers to pass out the papers as the other students are called by rows to get their pencil box from their cubbies. All my students have a daily job to foster a sense of responsiblity and community. I walk around the room to prompt and assist. As they finish they sit quietly and read library books.
When the students have finished their sequencing activity we gather back on the carpet. I have them retell the life cycle of the pumpkin to me. They then sit quietly on the carpet for the other students to finish. Each student has the opportunity to orally sequence the life cycle of the pumpkin. After each reading we applaud and cheer. It is important for my ELL students to hear the sequencing multiple times so they can learn the vocabulary and comprehend the process.
Just like I use a video to introduce my lesson topic, I like to end my day with a video of the story we read. Each time my students hear a story they learn more vocabulary and gain better comprehension of the story events. I usually show the story reading video at the end of the day. It kind of a nice way to end the day, with a review.