Kindergarten LA LessonLesson Theme: Food Week 15 – (Treasures Unit 4 Week 1)

Objective: TLW listen to and respond to a story. Discuss theme, summarize/identify sequence of event, make inferences and connections.Language Objectives: Remind children that books follow a particular structure and that it is easier to understand and retell the story when we understand how it is organized. Remind children that they have learned how recalling details from a book will help them understand the book better.Standards(Texas Essential Knowledge and Skills):K.6A Identify elements of a story including setting, character, and key events

K.F19.A Discuss the purposes for listening to various textsK.F19.E Retell or act out important events in storiesK.1B Identify types of foods that help the body grow such as breakfast foods and snack (Science)K.3B Plan a healthy meal and/or snack (Science)K.8A Collect, sort and organize data into two or three categories (Math)K.8B Use data to create real objects and picture graphs (Math)K.8C Draw conclusion from real objects and picture graph (Math)K.2C Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangements or order (Math)College and Career Readiness:II.A.2 (Reading) Use a variety of strategies to understand the meaning of new words.II.A.4. (Reading) Identify the key information and supporting details.

VocabularyEssential: Combine/combinar, farmer/granjero, ingredient/ingrediente, market/mercado, nutritious/nutricioso

Supporting:Fiction/ficción, characters/personajes, setting/ambiente, problem and solution/problema y resolución, plot/trama, noun/sustantivo, upper- and lower-case letters/letras mayúsculas y minúsculas, farmer/granjero, market/mercado

Lesson CycleEngage

Anticipatory Set: Build background: Where Food comes from. Write the question: What is a fruit you like to eat?/¿Qué frutas te gusta comer? Make a T chart: food they like to eat/ where it comes from; frutas que les gusta comer/de dónde vienen. Track the print as you read the question. Ask students about foods they like to make. Tell the children that they are going to talk about the foods Annie makes in the big book Apple Farmer Annie. Brain pop Junior: Johnny Appleseed video

Lesson StagesPreview story. Review concepts of print (cover, author, spine, left-to-right, etc.) Have children notice what happens first, next and last in the story. Use the define/example/ask routine to teach the story words on the inside back cover of the big book. Fine Arts: Read How Are you Peeling by Saxton Freyman. Students create “food with a mood”:

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Read to SelfPhonological Awareness:Refer to Phonemic Awareness by Dr. Heggerty (blue Kindergarten Edition) Week 14 page 27Work on WordsVocabulary: Texas Treasures Unit 4 Week 1; TE p. 1919Define: A farmer is a person who grows food on a farm. Say the word with me.Example: The farmer planted corn in the fields.Ask: What kinds of vegetables do farmers grow?

Define: A market is where you can buy food and other things. Say the word with me.Example: We bought crispy carrots at the market.Ask: What other foods can you buy at a market?Shared Reading/Read Aloud: Introduce book Apple Farmer Annie. Tell children that a good way to understand a story is to think about the important events and the order in which they happen. Make connections: discuss the big book and have students make connections to their own experiences within the larger community. Text-to-self: How does this relate to my life? When you read the book did it remind you of anything you

know about?/¿Cómo se relaciona ésto a mi vida?Al escuchar el cuento, ¿pensastes en algo que ya sabías?

Text-to-text: Have I read something like this before? How is this different/similar to other texts I’ve read?/¿He leído algo similar anteriormente? ¿En que se diferencia ó parece a otros libros que he leído?

Text-to-world: What do you know about the book’s topic?/¿Qué sabes acerca del tema del libro?PORTFOLIO PIECE: STUDENTS WILL RETELL THE STORY ORALLY OR IN WRITTEN FORM. (TEKS K.F19.E)Additional books to read for a science connection: The Seasons of Arnold’s Apple Tree by Gail Gibbons; The Apple Pie Tree by Zoe Hall; How are you Peeling? By Saxton Freyman; The Very Hungry Caterpillar by Eric Carle; Growing Vegetable Soup by Lois Ehlert; From the Garden: A Counting Book About Growing Food by Michael Dahl Additional books to read for Science/Health Connection – Good Enough to Eat: A Kid’s Guide to Food

and Nutrition by Lizzy Rockwell; Being Active (Healthy Eating my Pyramid) by Mary C. Schuh; Healthy Foods from A to Z / Comida sana de la A a la Z by Stephanie Maze and Renee Comet

Dual Language Activity 1 & 2Read Aloud Text: El Manzano de las tartas, The Apple Pie Tree, by Zoe Hall (TEK K.6A)

Activity 1: Cooperative groups will work collaboratively to identify important events in the story by acting out the life cycle of an apple seed.

Activity 2: Pairs will work together to sequence important events in the story and write what happened first, next, last.

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Read to SomeoneShared Writing: Write a list of what Annie does with her apples.

What Annie Does1. Annie picks apples.2. Annie sorts apples.3. Etc.

Work on WritingExtension: Have children draw a picture of a tree with fruit growing on it. Guide them to label their drawing.Independent writing: Children complete sentences, I like ____ but do not like _____. I can make ____ with _____. /Me gusta ____, pero no me gusta _____. Puedo hacer ____ con _____. Ex: I like apples but do not like bananas. I can make apple pie with apples./Me gust alas manzanas pero no los guineos. Puedo hacer tarta de manzana con manzanas.

Apple on the TreeApple, apple on the tree,

I know that you are good for me.You are fun to munch and crunch.

For a snack and for my lunch.Apple, apple on the tree,

I know that you are good for me.You may find more songs on www.funtunesforkids.com

Closure ActivityRemind students you have been learning about where food comes from. Review charts, allow children to share writing. Make applesauce or have children bring different kinds of apples and have an apple tasting activity.

Center ActivitiesABC Center: Print letters on apple shapes and play a matching game.

Spill the letters match-up: write letters on beans, children pick the beans and match the letter to card.

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Apple activity resources: http://firstgradeowls.blogspot.com/2011/09/apple-activity-freebies.html also www.abcteach.com Science Center: Comparing apples:

Life cycle of an apple

Pretend and Learn Center/Dramatic Play: Create a restaurant or grocery store. Provide magazines, paper plates, glue, markers, etc. Children make a “plate of healthy food”. SEL lesson 15: calming down steps. Apply the calming down steps while waiting to play a game.

Math:

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Computer: www.pbs.org, starfall.com; tumble books, united streaming, brain pop junior

Library: Find books on your campus library, local library and/or request themed books from the Library Media Center located at Allan ElementaryTitle: Stone Soup by Tommie De Paola; Eating the Alphabet by Lois Ehlert; Taking Food Allergies to School by Ellen Weiner; The Big Hungry Bear by Don and Audrey Wood; Gregory the Terrible Eater by Mitchell Sharmat; Green Eggs and Ham by Dr. SeussOther themes: fitness, movement, sports, toysFinger play:

Way Up HighTune: Twinkle, Twinkle Little Star

Way up high in the apples tree (stretch arms up high)Two little apples smiled at me (hold up 2 fingers)

I shook that tree as hard as I could (make a shaking motion)Down came the apples (make a downward motion)Mmmm, where they good! (smile and rub stomach)

Round the Apple TreePlay a singing circle game to the tune of "Here We Go Round the Mulberry Bush." Children skip in a circle,

holding hands, while singing the first verse. Verse 1:

Here we go round the apple tree,The apple tree, the apple tree.

Here we go round the apple tree,So early in the morning.

Verse 2: This is the way we plant the seeds.Verse 3: This is the way the little seed sprouts.

Verse 4: This is the way it grows to a tree.Verse 5: This is the way the flowers blossom.

Verse 6: This is the way the apples grow.Verse 7: This is the way the apples are picked.

Enduring Understanding: Understanding text features, text structures,

and characteristics associated with different text genres facilitates readers’ ability to

Essential Questions: How do the story elements and structure

help a reader understand the text? For what purposes do authors write?

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make meaning of the text. Interpretations of text involve thinking

about, within, and beyond the text. Readers are able to determine and

summarize important information in text. References from texts provide evidence to

support conclusions drawn about the message, the information presented, or the author’s perspective.

How do authors organize fiction stories? How do authors organize informational

texts?

Lesson PreparationBig Book – Apple Farmer AnnieAn assortment of foodsPicture cardsSongs on chart paperRestaurant menus

Anchor of SupportLife cycle of an appleVocabulary Chart/Descriptive words chartConcepts of Print chartMake a list chart

Differentiation StrategiesStruggling Learners: Modify to accommodate student’s academic level. Have student tell you the story orally.English Language Learners: Pair with English speaking. Have action words and high frequency words written on index cards and have them use the cards to make sentences and then copy.Extension for Learning: Students create food pyramid using pictures from magazines. They may work in pairs or independently and present to class. They may choose to create an interactive food pyramid using foods from dramatic play center.GT: Work independently with booklet writing, fiction/non-fiction choices SEL: Lesson 15: Calming Down Steps

21st Century SkillsCommunication and Collaboration (Communicate Clearly): Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts.

English Language Proficiency Standards1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment;4(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html - 74.4

Check for UnderstandingFormative: Observe the student making self to text connections, text-to-text connection and text to world connections.

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Summative: During center time take pictures of the students interacting with the themed materials and place these photos in the child’s portfolio for documentation of story retelling. Provided needed vocabulary support if you don’t hear the children using the themed words during their conversations.

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