Apples Thematic UnitBy Chanda Addington

This thematic Unit would theoretically take place at the start of the school year. I would use this unit to help establish a classroom community, while teaching reading, math, science and social studies. Through this unit the students will be gaining background knowledge on apples. The students will learn about the different types of apples and their uses, and also the life cycle of the tree and the tree through the seasons. I would use this unit as a lead in for a fall unit. With the activities and lessons this unit could last for approximately ten days. This is a flexible unit that I can see being applied to any K-3 level. It may be adjusted to fit the Ohio Standards for the desired grade. My lesson plans reflect the different Ohio standards that will be met in each grade level.

The four main books this unit is centered around are: The Apple Pie Tree, by Zoe Hall, Johnny Appleseed by Jodie Shepherd, Ten Apples Up on Top! by Dr. Seuss, and Apple Trouble by Ragnhild Scamell. There will be a plethora of books about apples, apple orchards, apple trees in the seasons, productions of apples, chapter books, easy to read books, and books by the same authors. The children will be flooded with books to explore during this unit. They will also have many opportunities to explore using the computer to find information, and many other styles of learning.

Bulletin Board : “I Couldn’t Have Picked a Better Bunch!” The students’ names are on the apples in the basket.Each Day of the Unit:

Thematic word wall will be posted and target vocabulary will be added to it on a daily basis.

Every day the students will make a simple book to practice numbers, counting and colors. Here is an example of one:http://www.thevirtualvine.com/images/apples/app/vvcountapplbk.pdf Apple Counting Book for students to make and keep.

Every day the students will learn a new song or poem. They will each receive a copy to place into their own notebook.

Monday: We will start the unit with an introductory lesson plan focusing on

phonemic awareness and establishing prior knowledge of apples. As the students share their background knowledge, it will be recorded on a KWL chart. Then, I will read the book The Apple Pie Tree and we will clap to single syllable words as I say them. The lesson will end with clapping to the syllables in their names.

Tuesday:Today we are focusing on fluency with a poem about apples. With this

poem we will work on voice, timing, tone and expression. The students will identify the rhyming words and clap to them. Then they will get in groups and complete a writing assignment about their partner’s favorite thing to do. This will help the students to get acquainted with one another.

Wednesday- Friday:We will finish the week focusing on Johnny Appleseed. The first lesson will

be target vocabulary for understanding important elements in the unit. The vocabulary will consist of words such as: seedling, orchard, pulp, ovary, core, and meadows. (The vocabulary words can be changed to fit the grade level of students this unit will be for, the important idea to remember is to focus on the key words the children will need to learn in order to understand and learn from this unit.) Then we will look at the route he took, which will meet social studies standards. The children will also learn about the growth cycle of the apple tree; how the tree starts from the seed of the apple and can live as long as 40-60 years. Then the students will learn about the trees in the seasons. This will be meeting science standards.

Monday: Today we will start the week with the book, Ten Apples up on Top. We will

focus on rhyming words. We will end the lesson with apple tasting and exploring and will fill out a descriptive worksheet. http://www.waga.org/pdf_files/guide2.pdf The students will learn about the different types of apples and their uses. With the results of our apple tasting and exploring we will make a graph. We will also be working with apple fractions. By graphing and using fractions we will be meeting math Ohio Standards.

Tuesday: Today I will do a read a-loud with the book, Apple Trouble. As a class we

will discuss fiction and non-fiction, focusing on the key features such as one giving facts and one telling a story. For an example of non-fiction, the focus will be on sequencing, such as the life cycle of the tree, and the seasons and how the tree looks in the seasons. The students will learn the signal words for this type of text structure, such as: first, next, then. I will use the Pizza Box Story of Apple Trouble to assess comprehension and the students will practice writing a non-fiction story using the signal words as a class.

Wednesday:Today is the day of our class field trip to an apple orchard. Today the

children will get hands-on experience with picking, sorting, and making product. They will also be learning about how the farmers care for the apples and the trees, the different types of apples on the farm, how they are harvested, the life cycle of the tree and the seasons. The students will have a scavenger hunt paper to fill out as they go through their tour. I will be taking pictures to document the trip with. The KWL chart will be finished upon returning to school.

Thursday:This is the last day of the unit and the children will be creating a

culminating assignment to assess what they have learned throughout the unit. Today the students will be writing about what they have learned about apples and/or apple trees. They can choose to write either a non-fictional or a fictional story about a particular aspect they have learned about apples.

Introductory Lesson See lesson plan 1PA (for fiction)Child Research Lesson See field trip lessonField Trip Lesson See field trip lesson A &M FarmReading Instruction for fiction See Introductory lessonReading Instruction for Nonfiction See vocabulary lessonCulminating Lesson Plan See Culminating lesson

Wilmington College Lesson Plan OHIO STANDARDS Long

Candidate: Chanda Addington Age/Grade: K Subject Phonemic Awareness- FLesson Date: 9/13/10 Cooperating teacher Mrs. Bauer School Wilmington College District Clinton County

1. Learning Goals Language Arts: Phonemic Awareness- Kindergarten #3 ELP: Listening Standards- 1.1

o Objective 1: Students will distinguish the number of syllables in words by using rhythmic clapping to words from the book The Apple Pie Tree by Zoe Hall. Words from p. 12: the, to, fly Words from p. 21: low, are Words from p. 22: it, is, be, we

Building Classroom Community (Social/Quaker Value)o Objective 2: Students will be able to participate in a class

discussion about their prior knowledge of apple trees.o Objective 3: Students will generate a minimum of five examples

with their teacher about apple trees.

I have chosen these goals as an introductory to a thematic unit on apples. By sharing prior knowledge of apple trees the students will be establishing a common knowledge and creating a sense of community. Understanding syllables is the first stage of successful readers.

2. Student Grouping

HOW WHY

Whole Group

Class discussion of apple trees

Give an overview of what a syllable is

To establish a sense of community

Pairs

Increase student involvement and engagement

Training in group processes- students will begin practice working in groups

3. Methods

HOW WHY

Direct Instruction

Teacher reads the book, The Apple Pie Tree by Zoe Hall to the class

Teacher needs to model clapping to syllables in words

Cooperative Learning Social interaction is an important part of learning (Vygotsky)

Experience-Text-Relationship

Allows learners to use their authentic discourse and cultural background knowledge in constructing meanings for the text that will be read to them.

4. Materials

Teacher Supplied Materials:o Book titled The Apple Pie Tree by Zoe Hall, will be supplied by the

teacher.o Class listo Note pado Pencil

5. Activities

1. Lesson Opener: (Approximately 5 minutes.) 1. The teacher will instruct the students to come and sit on their

squares on the floor. 2. The teacher will ask the students what they know about apples. 3. As the students share the teacher will record a KWL chart. 4. Teacher informs the students they will be learning and practicing a

very important skill for kindergarteners to become successful readers.

2. Activities: (Approximately 20 minutes)5. Teacher will read The Apple Pie Tree by Zoe Hall aloud to the

students.6. Model how to clap to the syllables of each word.

Words from p. 12: the, to, fly Words from p. 21: low, are Words from p. 22: it, is, be, we

7. After the pages listed are read, have the students clap to the syllables of the listed words.

8. After the book is read, give some more examples of single syllable words. (see, he, a, in, to, as, you, or, an, all, her, him, no, so, up)

9. Let the students give some examples. Lesson Closure: (Approximately 10 minutes)

10.Play a name game of clapping to the syllable of the children’s names.

6. Contingency Plans If it runs too long, then finish after lunch. If it ends early, discuss with students their prior knowledge of apple trees,

what they learned about in the book and ask what else they would like to learn. This information will be added to the KWL chart, as well.

7. Accommodation: Ability LevelHow:

o Decrease the structure or complexity of the activity ( make it more open-ended)

o Break the task into smaller stepso Provide opportunities to work together

Why:o To teach to all learners

8. Accommodation: Diverse ExperiencesAAVE dialect student, who is not very verbal How:

Teacher needs to model clapping to a syllable and repeating the process several times, while clearly saying the word.

Why: To accommodate AAVE student in developmental stage 1

Transfer Spanish speaking student who is in the prefunctional stage.How:

Teacher needs to model clapping to a syllable and repeating the process several times, while clearly saying the word.

Why: To accommodate ELP student in prefunctional stage.

9. Assessment Data

Objective 1: The teacher will have a list of class and check each student according to ability.

Check plus Check Check minusStudent is able to clap to the syllables in their

name.

Student is able to clap to single syllable

word(s).

Student is unable to clap to single syllable

word(s).

Objective 2: The teacher will observe students as they share their prior knowledge. She will be sure a minimum of five share students share during the discussion.

Objective 3: The teacher will write down the examples of shared on a KWL chart for the class.

10. Post-Lesson Reflection – Address all questions.

I have not actually taught this in a real classroom, therefore I really don’t know how many examples will need to be given before the students will understand this concept, or if they will at all in one lesson. I ended with clapping to the sound of their name so maybe they will be engaged with it. I would like to see them have fun and learn at the same time. I think by using their name it also makes it more person to them and they will want to learn syllables.

Wilmington College Lesson Plan OHIO STANDARDS Long

Candidate: Chanda Addington_ Age/Grade: _1_ Subject _Language Arts Fluency

Lesson Date: _10/10/10_

Cooperating teacher _Mrs. Bauer_ School __Wilmington College District _Clinton County_

1. Learning Goalso Objective 1:

Language Arts: Phonemic Awareness, Word Recognition and Fluency- First Grade #10 (Read passages fluently with changes in tone, voice, timing and expression to demonstrate meaningful comprehension

Students will be introduced to a poem based on thematic unit: apples. The poem will be read by the teacher.

o Objective 2: o Language Arts: Phonemic Awareness, Word

Recognition and Fluency- First Grade #9 (Read text using fluid and automatic decoding skills)

Students will discuss the poem after the reading. Students will identify rhyming words and clap along

(Ex: could, good, me, tree). o Objective 3:

o Language Arts: Writing Conventions-Punctuation and Capitalization—First Grade # 6(Use end punctuation marks correctly.) and #7 (Use correct Capitalization).

Students will read the poem chorally. They will be told to pay attention to punctuation marks during the reading. Punctuation marks will be pointed out for expression and to emphasize diction, tone of voice, and comprehension of the meaning of words. Example: Exclamation point means excitement!

o Objective 4:o Quaker Value Community, to work in partnership with

one another, encouraging broad participation and active encouragement of all the students in the classroom. To provide, a learning environment that encourages and supports open sharing of information, empowerment and shared responsibility for decision-making, and a culture that emphasizes continuous improvement and

growth. To build a sense of shared purpose about the importance and value of each student in the classroom.

Students will be paired with a buddy. They will ask their buddy their favorite thing they like, such as sports, food, television show, etc. After a brief discussion, a handout will be given to them with the picture of an apple on it. Each student will write their partner’s favorite thing, inside the apple.

1. The poem will be read two times by the teacher. The initial reading of the poem is for enjoyment, and to introduce children to different forms of literature and writing by the use of poetry, the second reading is for learning. While reading the poem the teacher will be modeling fluency, changes in tone, voice, timing, and expression.

2. Class discussion: allows the students to demonstrate reading comprehension.

3. Rhyming words while clapping along allows students to listen actively to the text and its context.

4. Reading the poem chorally is a great way to have children demonstrate their reading skills and practice tone of voice, diction, and to understand emphasis on certain words based on punctuation.

5. Pairing up students by using the buddy system is an effective; they learn to cooperate with one another and to get to know each other.

2. Student Grouping

HOW WHY

Whole Group

Class reading of selected poem

Class discussion for reading comprehension

Identifying rhyming words and clapping along

Reading the poem chorally for practice on reading aloud.

Reading the poem chorally for practice on punctuation

PairsIncrease student involvement and engagement

To establish a sense of community

3. Methods

HOW WHY

Direct InstructionTeacher reads the selected poem

Modeling instruction

Cooperative Learning Social interaction is an important part of learning (Vygotsky)

Student directedStudents learn to work in pairs and independently work on buddy “friendship” assignments

The Natural Approach Students will be reading a rhyming poem, and clapping to the rhyming words.

4. Materials

Teacher Supplied Materials:o Handout of poemo Apple Handout: picture of a big apple with lines inside it for writing

http://www.dltk-cards.com/t/capplepaper.htm o Class list for assessment

Student Supplied Materials:o Scissors for cutting out the appleo Pencil for writing inside the apple

5. Activities

Lesson Opener: (Approximately 5 minutes)

1. Teacher: Good morning class! How many of you like Dr. Seuss’s books? Do you remember what is special about his books? Great! Dr. Seuss’s books have many rhyming words. Today we will be reading a poem with many rhyming words. Since we have been reading about Johnny Appleseed, I thought you would like it! (1 min.)

2. Teacher: While reading the poem I will be modeling fluency, changes in tone, voice, timing, and expression. (1 min.)

3. Teacher: What did you think of the poem? (3 min.)4. Teacher: Pass out copies of the poem to the students.

Activities: (Approximately 20 minutes)

5. Teacher: Can you pick out the rhyming words? I’ll read the poem again, and clap when you get to a word that rhymes, okay?

5. Teacher: Now, let’s all read the poem together, and when you read the poem, remember the punctuation marks, okay? What did we say is supposed to happen when you get to a comma? That’s right! You pause. A period means you stop for a longer pause, and an exclamation point means you are excited! Now, let’s begin! Remember to clap when you get to a rhyming word.

6. Teacher: Wasn’t that fun? Now here is a handout of an apple and do you see the lines inside it? Now it’s time for friends and fun! We like friends and fun, right? I will call out the name of your partner.

7. Students: Join your partner and sit at a table together. Ask your partner their favorite thing they like. It can be sports, a favorite television show, or hobby. Write down their favorite thing inside your apple handout. Then cut out the apple and share with the class! Doesn’t that sound like fun?

Lesson Closure: (Approximately 10 minutes)8. Students: will share their opinions about the poem. Do they like

poems? Do they know of another poem they would like to share with the class?

9. Students: will share with the class what they learned about their partner.

6. Contingency PlansIf it runs too long, then allow them to finish the apple writing

assignment at home.If it ends early, have the students write down a list of any rhyming words they remember.

7. Accommodation: Ability LevelHow:

o Decrease the structure or complexity of the activity ( make it more open-ended)

o Break the task into smaller stepso Provide opportunities to work togethero Different children have different needs. Keep this in mind when

placing children in pairs. Why:

o To teach children of all levels.

8. Accommodation: Diverse Experiences Children supply information about themselves during the apple

writing assignment. 9. Assessment Data

Objectives 1-4: The teacher will have a list of class and check each student according to ability.

5 points 4 points 3 points 2 points 1 point

Student was able to successfully demonstrate the following:

Listened to the poem.

Discussed it.

Clapped to the rhyming words.

Read the poem with expression.

Demonstrate positive cooperating skills by being able to work in pairs.

Student was able to successfully demonstrate the following:

Student listened to the poem.

Discussed it.

Clapped to the rhyming words.

Read the poem with expression.

Student was able to successfully demonstrate the following:

Listened to the poem.

Discussed it.

Clapped to the rhyming words.

Student was able to successfully demonstrate the following:

Listened to the poem.

Discussed poem.

Student was able to successfully demonstrate the following:

Listened to the poem.

Objective 4- The partner papers will be collected for informal assessment on the students writing skills.

Apple Poem:

 Eat an apple  Save the core  Plant the seeds  And grow some more.

~~~

If I had two apples What would I do? I’d keep one for me And give the other one to you.

~~~

Here I have five apples.  And here are five again.  How many apples altogether?  Why, five and five make ten!

~~~

How many apples Do you see? Can you count them? 1, 2, 3.

How many green ones? How many red? Now eat an apple And go to bed!

Wilmington College Lesson Plan OHIO STANDARDS Long

Candidate: Chanda Addington Age/Grade: Gr. 2 Subject Vocabulary- NF

Lesson Date:10/29/10 Cooperating teacher Lisa Bauer School Wilmington

College District Clinton County

1. Learning Goals1.) Read accurately high-frequency sight words in the book Johnny

Appleseed (animal, America, years, and boy)(Lang. Arts: Acquisition of Vocabulary- Gr. 2 #4)

2.) Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading the book Johnny Appleseed (Unknown words: Massachusetts, meadows, orchard, tended and seedlings)

(Lang. Arts: Acquisition of Vocabulary- Gr. 2 #1)3.) Determine the meaning and pronunciations of unknown words using a

beginner’s dictionary, glossaries and technology (Unknown words: Massachusetts, meadows, orchard, tended and seedlings)

(Lang. Arts: Acquisition of Vocabulary- Gr. 2 #10)4.) Social Objective/Quaker Value Community, to work in partnership with

one another, encouraging broad participation and active encouragement of all the students in the classroom. To provide, a learning environment that encourages and supports open sharing of information, empowerment and shared responsibility for decision-making, and a culture that emphasizes continuous improvement and growth. To build a sense of shared purpose about the importance and value of each student in the classroom.

I chose these goals because the success of vocabulary development is crucial to the academic success of the student. I have learned that the more ways students are exposed to vocabulary, the better they learn and retain it. I also have learned that the more children are exposed to a cooperative learning environment they are provided with opportunities to build their schema on the vocabulary.

2. Student Grouping

HOW WHY

Whole Group

Class discussion to establish students prior knowledge of apple orchards and possible unknown words

Teacher models reading the book, Johnny Appleseed

Teacher models a think aloud about how to look for context clues on unknown words

Teacher models how to use resources for unknown words

Small Groups

Students practice using resources for unknown words

Students practice using context clues for unknown words

Group learning centers using their sight words and new vocabulary

Student involvement and engagement

To establish a sense of community

I chose this grouping because I have learned that it is important for the

teacher to model the new concepts being taught so the students have a better chance of understanding what is expected. Then after the teacher models what the students need to learn then give the students a chance to apply it with the teacher being available for scaffolding. I have also learned that through social interaction the students can scaffold each other and present new ideas for building their schema on the vocabulary.

3. Methods

HOW WHY

Direct InstructionTeacher reads the selected book

Teacher models instruction

Cooperative Learning

Social interaction is an important part of learning (Vygotsky)

Students work together and scaffold each other on how to use resources for unknown wordsStudents work together using context clues to unknown wordsStudents are provided with choice on what type of learning center they would like to do

Words Their WayThe file folder games and centers will be focused on analyzing words for patterns of sound or meaning.

I chose this grouping because I have learned that it is important for the teacher to model the new concepts being taught so the students have a better chance of understanding what is expected. Then after the teacher models what the students need to learn then give the students a chance to apply it with the teacher being available for scaffolding. I have also learned that through social interaction the students can scaffold each other and present new ideas for building their schema on the vocabulary.

4. MaterialsTeacher Supplied:Book Johnny Appleseed by Jodi Shepherd A copy of the book on the white board for the modeling instructionDictionaries and www.dictionary.com on the class computersFile folders with new vocabulary and/or targeted sight wordsA large class map of the United StatesLearning centers

5. Activities

Lesson Opener: (appx.6 mins)1.) Teacher will begin by asking students if they’ve ever been to an

apple orchard or seen on T.V. 2.) Present the class with the new vocabulary.

3.) Teacher will read the book, Johnny Appleseed by Jodie Shepherd

Activities: (appx. 1hr 10min.)4.) Teacher will reread the book, this time modeling a think aloud

about using context clues to figure out the meaning of two of the new vocabulary words.

5.) After reading the teacher will point out the words not clearly defined by using the context clues

6.) For two of these words the teacher will model how to use a resource to find the meaning.

7.) Students will be divided into 6 small groups of 4.8.) The students will work together using the context clue to find the

meaning of one word and write it on a paper to be collected. 9.) The students will work together using a resource to find the

meaning of two words and write it on paper to be collected.10.) When finished the groups will chose 1 of 5 learning centers

or file folder game. 11.) A timer will be set for 10 minutes and the groups will rotate12.) The 6th group without a game will read the book with the

teacher.

Lesson Closure: (appx. 5 min.)13.) The class will have a discussion on their opinions on how

they feel about using a dictionary and a map to figure out the meanings of words.

14.) And if the students would like to take a field trip to an Apple Orchard.

6. Contingency Plans

If the lesson ends early, then have a class discussion on what they’d expect to find at an apple orchard.

If the lesson runs long, then the learning centers and file folder games will be used to start the next lesson.

7. Accommodation: Ability Level

I have not taught this lesson in an actual classroom. When I do, I will use accommodations necessary for the class make up.

8. Accommodation: Diverse Experiences

I have not taught this lesson in an actual classroom. When I do, I will use accommodations necessary for the class make up.

9. Assessment Data

1.) Teacher will informally assess the students as they are in their groups by walking around and listening to see if they understand the concept. The teacher will be listening and taking notes on a class list if they are working cooperatively, using the resources, and on task.

2.) Teacher will assess the students on their ability to read the sight words as she has them read for her in groups. The teacher will have a class list and will be scored according to the amount of corrected read words. (If the word ‘boy’ is correctly read, the student will receive +¼ and so on.)

3.) Teacher will collect the papers for an assessment to see if they were close to the correct meaning. If the students have the right answers then the students understand the concept and are ready for more practice. If they are way off on their answers then more time will need to be dedicated to the topic.

Class ListName Working

Cooperatively (Y/N)

Using Resources (Y/N)

On Task

(Y/N)

Sight Words

10. Post-Lesson Reflection

I have not actually taught this lesson in a classroom, so I’m wondering if it should actually be split up into two lessons; one lesson focusing on using resources to look up words, and the learning centers and file folder game on another lesson.

Wilmington College Lesson Plan OHIO STANDARDS Long

Candidate Chanda Addington Age/Grade: 1 Subject Field Trip A &M Farm

Lesson Date: 11/30/10 Cooperating teacher Lisa Bauer

School: Wilmington College District Clinton

1. Learning GoalsObjective One:

Students will use active listening skills, such as making eye contact or asking questions.

(Lang Arts: Communication – Grade 1 #1) Objective Two:

Students will utilize appropriate searching techniques to gather information, with teacher assistance, from a variety of locations (e.g., classroom, school library, public library or community resources).

(Lang. Arts: Research- Grade 1 #2)Objective Three:

Social Objective/Quaker Value Community, to work in partnership with one another, encouraging broad participation and active encouragement of all the students in the classroom. To provide, a learning environment that encourages and supports open sharing of information, empowerment and shared responsibility for decision-making, and a culture that emphasizes continuous improvement and growth. To build a sense of shared purpose about the importance and value of each student in the classroom.

I have chosen these goals because during this field trip the students will need to practice active listening skills so they will be engaged with their learning. During this field trip the students will also be conducting a research project. These skills will be very useful for the students to master for future research projects and field trips.

2. Student Grouping

Whole Group

The class will discuss rules of the field trip.

Class will discuss the day’s activities and what the children will be doing.

Class will take a bathroom break and board the bus.

Small Group

Students will be divided up into 4 groups.

Student involvement and engagement

I have chosen whole grouping so that the children will know what is expected and safety is always number one priority. I also want the children to know what the agenda is for the day so that they aren’t scared or worried and can focus on learning. Once we arrive at the Apple Orchard they will be divided up into smaller groups, this way they can receive more individual attention and have more cooperative learning.

3. Methods

Direct Instruction Teacher will lead discussion on rules and safety precautions

Cooperative Learning

Social interaction is an important part of learning (Vygotsky)

Students will work in small groups as they rotate activities

Language Experience Approach This field trip will give the class a common experience they can share.

I have chosen these methods so that the children will get the most from this learning experience. I feel students will be engaged with their learning as they are participating in their small groups.

4. MaterialsTeacher Supplied

Class list Emergency Numbers First Aid Kit Scavenger Worksheet (attached) Pencils Student Permission Slips Trip Report Worksheet http://www.waga.org/pdf_files/report1.pdf

5. ActivitiesLesson Opener: (Approx. 5 mins.)

1. Teacher explains to the students that today is the day for the field trip to the apple orchard.

2. The students will start the Trip Report Worksheet and make predictions of what they might learn at the Apple Orchard.

3. Teacher discusses with the children that under no circumstances are they to leave their groups.

4. Teacher gives each child a name tag to wear during the trip.5. Answer any questions the students may have about the trip.

Activities: (Approx. 2 hrs.)5. 9am- Leave Hillsboro Primary School6. 9:25am- Arrive at A & M Farm Apple Orchard7. 9:30am- Children divided into groups for tour- each child will receive their

own disposable camera for recording research information.8. Group 1- tour apple orchard and learn what a farmer does to care

for the orchard, learn all the different types of apples and help harvest some apples.

9. Group 2- Learn how to sort apples by grade and what is done with each grade of apple. Students will also learn how to wash the apples.

10. Group 3- Students will learn the process of making apple butter and assist in the making of apple butter. They will peel and core the apples. Students will then get to taste their end product.

11. Group 4- Students will learn the process of making apple cider and assist in making apple cider. Students will get to taste their end product.

12.10am- Groups will switch

13.10:30am- Groups will switch14.11am- All groups meet to learn about apple trees life cycle and the

seasonal changes of an apple tree. Students will be able to sequence the life cycle of an apple. Students will be able to sequence the seasonal changes of an apple tree.

15.11:30am-12pm Lunch16.12pm-12:15pm Bathroom break 17.12:15pm- Last group time18.12:45pm- All groups meet at building to taste different types of apples and

to learn what each type of apple is best for making.19.1:15pm- Board Bus to go back to school (all children will have a small

bag of apples to take home with them) – teacher will collect the cameras at this time.

20.1:40pm- Arrive Back at Hillsboro Primary School21.1:45pm- Restroom Break

Lesson Closure (40 mins.)22.The students will finish their Trip Report Worksheet as they use the

bathroom and get settled back into class.23.Class discussion on what they learned, surprised them and how they liked

making and tasting the apple products.24.The teacher will fill in the KWL chart posted in the room, as the students

share what they learned. 25.Students will write a Thank You note to A & M Farms, each student will

include something they learned or especially liked.

6. Contingency PlansIf the field trip is cancelled then the students will take a virtual field

trip, by using the internet, videos and informational books. "Vrrrooommm - Farming for Kids" video series—Apple Farming for Kids

Books: The Apple Pie Tree by Zoe HallThe Apple Pie Tree Bug Book by Zoe HallBig Red Apple by Tony JohnstonHow Do Apples Grow? with cassette by Betsy MaestroJohnny Appleseed by Jodie ShepherdJohnny Appleseed Goes Planting by Patsy JensenLet’s Visit an Apple Orchard! By Melissa DalyPicking Apples and Pumpkins by A. and R. HutchingsThe Season's of Arnold's Apple Tree by Gail GibbonsAlbert's Field Trip by Leslie Tryon

Websites:http://web.archive.org/web/20040213021432/http://www.bow.k12.nh.us/

pcain/visitto.htm - A visualizing story of a Visit to the Apple Orchard.

http://web.archive.org/web/20031210234707/http://www.alysonsorchard.com/

fall_foliage.html - A basic but informational website about the seasons of the apple orchard.

http://yakimavalleymuseum.org/apple/journey.cfm - This website provides information about the Journey of an Apple, from seed to pies.

Web Quests:

http://its.guilford.k12.nc.us/webquests/Apples/apples.htm

http://hinghamschools.com/prs/teachers/donovanl/applequest.htm

http://www.bgsu.edu/colleges/library/crc/webquest/dapples/dappledapples.html

If the field trip is delayed – for example if the bus breaks down, then we will have our class discussion as planned in the lesson closure.

7. Accommodation: Ability LevelI have not yet taught this lesson in an actual classroom, but I would

make the necessary accommodations for the make-up of the class.

8. Accommodation: Diverse ExperiencesI have not yet taught this lesson in an actual classroom, but I would

make the necessary accommodations for the make-up of the class

9. Assessment Data

Objective One and Three:Teacher will informally assess students as they participate in the activities, for active listening skills, such as making eye contact or asking questions.

Objective Two:Students will be given a scavenger worksheet to fill in as they tour the apple orchard.

10. Post-Lesson Reflection – Address all questions. Since I have not actually taught this lesson in the classroom, I am

concerned about the time frame, if it is too long or not.

Scavenger HuntNAME: ______________________________________Directions As you go through the activities at the apple orchard look for these things we have been learning about in class.

1. List 3 different apples: ______________________________,

_______________________, and __________________________________

2. What can be made out of apples? (What did you make at the apple orchard?)

________________________________ and __________________________________

3. Of the apples at the orchard, which one did you like the most?

________________________________________________________________________

4. What was the worse tasting apple?

________________________________________________________________________

5. Write one interesting fact about apples. Don’t forget to use capital letters and punctuation.

________________________________________________________________________

________________________________________________________________________

6. Draw a picture of your favorite part of the field trip.

Wilmington College Lesson Plan OHIO STANDARDS Long

Candidate Chanda Addington Age/Grade: 1 Subject Culminating Lesson

Lesson Date: 12/1/10 Cooperating teacher Lisa Bauer

School Wilmington College District Clinton

1. Learning Goals Objective One:

o Students will organize writing to include a beginning, middle and end.(Lang. Arts: Writing Process – Grade 1 #5)

Objective Two:o Students will proofread writing to improve conventions (e.g.,

grammar, spelling, punctuation and capitalization).(Lang. Arts: Writing Process – Grade 1 #12)

Objective Three:o Social Objective/Quaker Value Community, to work in

partnership with one another, encouraging broad participation and active encouragement of all the students in the classroom. To provide, a learning environment that encourages and supports open sharing of information, empowerment and shared responsibility for decision-making, and a culture that emphasizes continuous improvement and growth. To build a sense of shared purpose about the importance and value of each student in the classroom.

I have chosen these goals because being able to take information and put it into a well developed writing is crucial to the success of the students. The students will work together to accomplish their goals, thus building classroom community and inspiring one another to do the best they can.

2. Student Grouping

IndividualStudents will make a simple book of the information they learned during their field trip or any time during this unit.

Pairs Students will get in pairs to proofread books.

Whole Group

Whole Group

Students will share their books with the class.

Teacher will give instructions

Teacher will model making a book

I chose this grouping so that the students would be able to generate their own ideas for their books. Then the students will work together to proofread each others’ books and possibly generate more ideas. Then the students will be provided with time to share with the class.

3. Methods

Teacher DirectedTeacher will give instructions

Teacher will model making a book

Cooperative Learning

Working in pairs to proofread

Social interaction is an important part of learning (Vygotsky)

Language Experience Approach The class has spent several days learning about apples together

I chose this grouping because I have learned that it is important for the teacher to model the new concepts being taught so the students have a better chance of understanding what is expected. Then after the teacher models what the students need to learn then give the students a chance to apply it with the teacher being available for scaffolding. I have also learned that through social interaction the students can scaffold each other in their writing process.

4. MaterialsTeacher Supplied

Pictures from the field trip Pictures displayed in power point. Paper Proofreading Checklist

Student Supplied Pencils

5. ActivitiesLesson Opener (5 minutes)

1. I have been reading books to you and we have discussed how authors write the words. Illustrators draw the pictures in the books. Today you are going to become an author and illustrator for your own book. You will be writing a book about your experiences on the field trip.

- Show the power point pictures.Lesson (30 minutes)

2. Let’s brainstorm some of the things that you did or learned on the apple orchard field trip (write this down on chart paper). 3. These are things that you can write about in your book. You could also write about the life cycle of the apple or the apple tree or a fictional story about the apple tree in the seasons. 4. Now I will model for you how to write a book with a beginning, middle and end. Make sure you use correct spacing, capitalization and punctuation when writing. Remember to use your best handwriting. 5. Model writing a book6. Your assigned partner (use frog sticks) will peer edit your book for you and then you will rewrite your book and illustrate. You will then share this book with your classmates.7. Have students go back to their seats and pass out the booklets for them to write their first draft.8. When students have completed their first draft, their partner will edit for them. Then students will write their final copy and make illustrations or use their pictures.

Lesson Closure (10 minutes)9. Students will share their book and illustrations with the whole group. Students will explain to the class the hardest part about writing a book.

Clean up Time

Students will put away their crayons, colored pencils and pencils. Students will put their finished books in the basket provided by the teacher.**Books will be on display in the hallway.

6. Contingency Plans

Lesson can go to long- Students will share their books with the class when they arrive at school in the morning.Lesson can go to short- Students can vote on what was their favorite part about writing a book. Was it being the author, illustrator or editor?

7. Accommodation: Ability Level

I have not yet taught this lesson in an actual classroom, but I would make the necessary accommodations for the make-up of the class.

8. Accommodation: Diverse Experiences

I have not yet taught this lesson in an actual classroom, but I would make the necessary accommodations for the make-up of the class.

9. Assessment DataObjective One:

Students will organize writing to include a beginning, middle and end. The papers will be collected and graded accordingly: if all three criteria are met the students will receive a √+; if two are met √; if one is met √-

Objective Two:Students will proofread writing to improve conventions, each child will have a proofreading checklist to hand in with their papers. Teacher will check to make sure they are completed.

10. Post-Lesson Reflection – Address all questions.

Although I have not actually taught the lesson, my biggest concern with it is that it will take longer than I have planned. I may need to break this lesson up into 2 days. The first day will be for writing the rough draft and peer editing. Then on the second day, I will have students write their final copy, make illustrations and share with the class.

Revised 2008-2009

Bibliography

← Author: Zoe Hall← Reading level: Ages 4-8

← ISBN-10: 0590623826 ← ISBN-13: 978-0590623827

Author: Jodie Shepherd← Reading level: Ages 4-8

← ISBN-10: 0545223067 ← ISBN-13: 978-0545223065

Author: Dr. Seuss← Reading level: Baby-Preschool

← ISBN-10: 0394800192 ← ISBN-13: 978-0394800196

Author: Ragnhild Scamell← Reading level: ← ISBN-10: 0545049350 ← ISBN-13: 978-0545049351

Viewing AidsPizza Box Story on Apple Trouble

Big Book on Apples

Web Quests:

Apples! Apples!http://its.guilford.k12.nc.us/webquests/Apples/apples.htm

Apple Web Questhttp://hinghamschools.com/prs/teachers/donovanl/applequest.htm

Make Your Own Apple Book!http://www.sdcoe.k12.ca.us/score/apple/applebook.html

http://www.bgsu.edu/colleges/library/crc/webquest/dapples/dappledapples.html

References

http://www.thevirtualvine.com/apples.html -- This website is a great teacher resource, I used this for my idea for the Bulletin Board decoration, and for some of the books for the virtual field trip.

http://www.kinderkorner.com/apple.html -- This is also a really good website for teachers, it has a lot of apple poems and craft ideas. This is where I found the apple poem for my lesson on fluency. It also has ideas for integrating apples through the content areas.

http://www.teachingheart.net/appleunit.html -- This website has a lot of great activities for the children, it has printable books and poems, and is also a great list of books for the children.

http://www.kinderthemes.com/apples.html -- This website also has a lot of wonderful ideas on how to integrate apples with all the content areas.

Note: Most of these websites has links to other great resources too!