Aisha Darnell

Title: All About Plants

Core Book: How Does a Seed Sprout? By Melissa Stewart

Read Aloud: How to Grow a Seed? By Coretta Krupinski

Table of Contents
Introduction

Core Book Description/

Audience
Lesson Goals and Objectives

Part I: Pre-Reading
Anticipation Guide
Closed Word Sort
Guided Listening Lesson
KWLS Chart
Concept Map of Key Ideas
Creative Task
Vocabulary: Preview
Part II: During Reading
Modes of Reading
Reciprocal Teaching Lesson
Study Guide
Part III: Post -Reading
Wrap Up (Anticipation Guide,
KWL)
Exploring the Text ( Alphabet
Book)
Haiku
Writing Lesson
Overview
Prewriting
Student Directions
Drafting
Revising
Editing
Publishing
Student Final Draft Directions

Examples of Narrative Story

6 Traits Writing Rubic

References
Differentiation Statement
Bibliography

Part 1 Introduction:

Description
The book, How Does a Seed Sprout? And Other Questions About Plants, written by
Melissa Stewart is a nonfictional text. The book is organized by a table of contents.
The name of the topic is written and it is followed by the page number. This book is
about what plants are and how they begin to sprout from a seed. The topics covered
in this book are, the different types of seeds and how they grow, pollination, fruits
and the different parts of plants. The pages are accompanied by illustrations of
plant and seed structures. At the back of the book there is a Find Out More, page
with more books to read about plants and websites to visit about plants. On the last
page of the book there is an index.
This lesson cycle is designed for a class of 2 nd graders. It is simple and addresses a
number of the multiple intelligences such as using visual, kinesthetic and auditory
representation. Additionally, higher level thinking will be utilized by using Blooms
Taxonomy.

Lesson Goals and Objectives

Reading
CCSS.ELA-LITERACY.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works)
contribute to and clarify a text.
Objective: SWBAT explain how the pictures in the How Does a Seed Sprout written
by Melissa Stewart help to clarify the text.
Objective: SWBAT identify the main idea of the informational text by observing,
making predictions and reading.
Writing
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal
words to signal event order, and provide a sense of closure.
Objective: SWBAT write a narrative story based upon their knowledge of flowering
plants and the process of germination.
Objective: SWBAT create questions based upon their prior knowledge
Objective: SWBAT create questions based upon their prior knowledge of plants.
Speaking:
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
Objective: SWBAT to explain what is needed for a plant to grow.

Anticipation Guide
Pre-Assessment
Purpose: To get the students interested in the topic and to challenge them to
become active seekers of important information in the text. Also, this activity will
expose the misconceptions that the students have about the topic.
Procedure:

1. Introduce the topic of plants to the students and tell them about the the
information text, How Does a Seed Sprout?
2. Tell students that you want to find out what they already know about plants.
You will want them to answer true and false questions about this topic to
assess background knowledge.
3. Distribution o Anticipation
4. Students will answer these true and false questions by themselves
5. Students will answer the true and false and questions as a class
6. Tell students that as they listen and read independently the new text, they
will try to find evidence to support their answers and take notes on their
Anticipation Guide.
7. After you begin reading, allow students to read the text.
8. After you read, students will revisit the Anticipation Guide and discuss any
changes to their responses. * Make sure that you clarify any misconceptions
about this topic during this time.

Anticipation Guide
Name:____________________________

Date:__________________________

1. Plants use water,

sun and carbon
dioxide to
survive. P13

Were
you
right?

Refection:

2. Plants go through
a process called
photosynthesis to
build a sugary
food called
glucose. P 13
3. Plants give off
oxygen after they
intake carbon
dioxide. P 13

Reflection:

Reflection:

4. Most seeds
contain food from
a plant. P 7

Reflection:

5. As soon as the
seed splits the
root pushes down
into the soil. P 9

Reflection:

6. The only job for

the stem of a
plant is to hold it
in place. P14

Reflection:

7. Plants grow as
long as they are
alive. P29

Reflection:

Story: How Does a Seed Sprout? By Melissa Stewart

Answers to Anticipation Guide

1) T
2) T
3) T
4) T
5) T
6) F
7) T

Closed Word Sort

Pre- Assessment
Purpose: To help students see the relationships between and amongst concepts in
the text. Students use prior knowledge to sort related concepts into categories.

Procedures:
1.
2.
3.
4.
5.

Model a word sort

Distribute the category words and the concepts. Read the words aloud.
Students work alone and then with a partner.
As a class discuss the word sort.
Have students rearrange their word sort if needed.

What plants need to

survive

Parts of a plant

Directions: Cut and arrange terms in the correct category

Petal

Pollen tube

Pollen

Carbon Dioxide

Sunshine

Stem

Ovary

Water

Roots

Soil

Word Sort Answer Key

What plants need for survival?
Carbon Dioxide
Water
Soil
Sunshine
What are the parts of a plant?

Petal
Pollen tube
Ovary
Pollen
Stem
Roots

Guided Listening Lesson

Read Aloud
How a Seed Grows, written by Helene J. Jordan is a nonfiction text. It is also
considered to be a narrative text written in second person ( author uses you and
we). The book gives the students a visual representation about how to grow a
seed by using a bean seed and following it through the process. The bean began as
a seed, sprouted into a bean plant.
Purpose: To build background for the topic of space, and introduce key vocabulary
that is related to the core book, How a Seed Sprouts.
Procedures:
Before Reading

1. Have students observe the cover the book and flip through the pages. Ask
them, how is this book non-fiction?
2. Ask the students, is this book a narrative text?
3. Ask the students, what ate the graphics like in this book?
4. Ask the students, what kind of people are in this book?
5. Ask the students to make predictions about the book.
6. Ask the students to listen while the book is being read for any of their
predictions and write down any new vocabulary.

During Reading
1.
2.
3.
4.
5.

Read the story and make connections with the illustrations and the text.
Review the predictions the class made if any come up while reading.
Make additional predictions while reading.
Stop at vocabulary words that might be difficult for students.
Ask the students,

After Reading
1. Ask the students, what will you need to grow a seed?
2. Ask the students, what would happen if the sun did not exist.
3. Have students create their own bean seed experiments and take written
observations daily. The steps will be followed by using the book.

KWL Chart
Pre- Reading Strategy
Purpose: To assess the background related to both the topic and structure of the
core book.
Procedures:
1. Initiate questions about key concepts about plants.
2. Ask the K questions. What do they know about seeds, what do they know
about plants etc. Have them write down their answers on the chart.
3. Ask the W questions. What do they want to know more about? Have them
answer these questions on their paper.
4. After everyone has completed writing the information down, discuss the know
and want to know section with the class as a whole to see where the class is
at.
5. Following the reading of the text, the students will answer what they L
learned about plants and seeds as a whole. The teacher will write their
answer on the board and the students will share their answers with the class.

K
What do I know or
think I know?

W
What do I want to
know?

L
What have I learned?

What is a plant? P4

What do you want to

know about plants?

What have you learned

about plants?

What is a seed? P7

What do you want to

know about seeds?

What have you learned

about seeds?

What part of the seed

grows first? P9

What do you want to What have you learned

know about the plant about the plant growth
growth process?
process?

What does a plant What do you know What have you learned
create for its food? P13 about the ingredients about how plants get
needed to create a the food that they eat?
plants food?

KWL

Concept Map of Key Ideas

Pre Reading Strategies
Purpose: To provide a visual and written overview of key ideas and organization of
the core text
Procedures:
1. Present the teacher constructed graphic organizer of the key ideas in the
book.
2. Discuss the major ideas and concepts and the organizational structure.
3. Provide individual copies of the graphic organizer for students.

Concept 1: The Process of Photosynthesis P 13

Photosynthesis is how plants get the food that they eat. Carbon dioxide is in the air
all around us. Plants breathe it in through tiny holes in their leaves. A plants roots
soak up rainwater, and tubes carry it up a plants central stem to its leaves. That

energy breaks apart the water and carbon dioxide inside of the leaf. Then the plant
uses some of those parts to build a sugary food called glucose. This process is
called photosynthesis.

Concept 2: A Flowering Plants Life P30

A flowering plants life begins with new seeds. New seeds contain all of the parts of
a plant, including leaves, stems, roots, parts, and a food supply. The second step is
for the seed to be planted and begin sprouting. After the seed sprouts the stems
and roots begin to grow. The leaves follow the stems and roots. One the leaves have

grown out, the process of photosynthesis can begin. Next, flowers begin to grow and
produce more seeds. Lastly, if the plant is fruit bearing, the fruit will appear.

Concept of Definition Map

What is it?

What is it like?
Property: Sunlight

Plants
Property: Carbon Dioxide and Oxygen

The Process of
Photosynthesis

Property: Water

Property: Glucose/Sugar

What are some examples?

Illustrations

Concept of Definition Map

What is it?

What is it like?
Property: Seed is planted

Plants
Property: Seed begins to sprout and
grow roots

The Life Cycle of a

Plant

Property: Leaves grow and collect

sunlight to begin the process of
photosynthesis

Property: Flowers begin to bud and

fruit is grown if it is a fruit bearing
plant.

What are some examples?

Illustrations

Creative Task
Pre-Reading Strategy
Purpose: To motivate students and help build connections to the text, setting, and
scientific concepts.
Procedures:
1. Students will take a nature walk outside and pick plants/flowers (the teacher
will make sure that the plants and flowers are appropriate for picking.
2. After the walk the teacher will give the students a piece of paper. They draw
and color the flower/plant they picked and draw the setting they picked it in
to surround it.
3. Then the students will dissect the plant/flower and draw what they see.

4. After everyone has completed their drawings the teacher will go over the
parts of a plant again and will classify the parts of the flower with the
students. A flower poster will be present.

Vocabulary: Preview in Context

Pre- reading Strategy
Purpose:
To introduce new vocabulary words and concepts to students before they read the
text for comprehension. Using this vocabulary strategy, students are able to
preview the vocabulary word in the core book itself and use their schema to
determine the meaning.
Procedures:
1.
2.
3.
4.
5.

Choose a word from the word bank

Write the word in the word box
Draw a picture of the word in the visual representation box
Write the definition of the word in the definition box
Write a personal connection/experience to the word in the personal
association box.

Words
Plant: They begin as seeds and are grown by using water, sun, soil. They have
three main parts, leaves, stem and roots p 4
Seed: The beginning of a plant p7
Carbon Dioxide: A gas that plants breathe in through tiny holes in their leaves p
13
Glucose: The sugary food the plant makes p13
Photosynthesis: The process plants go through to create their food.p13
Stem: The part of the plant that provides support and transports food, water and
minerals p14
Roots: They hold the plant in place and absorb water from the soil. P15

Verbal and Visual Association

Word

Plant

Visual Representation

Definition
Plants begin as seeds and are grown
by using water, sun, and soil. They
have three main parts; leaves, stems,
and roots

Personal Association or
Characteristic
My parents have a plant in their living
room.

Verbal and Visual Association

Word

Visual Representation

Seed

Definition

Personal Association or
Characteristic

The beginning of a plant.

I love to eat pumpkin seeds in October.

Verbal and Visual Association

Word

Visual Representation

Carbon
Dioxide
Definition

A gas that plants breathe in through

tiny holes in their leaves.

Personal Association or
Characteristic
Carbon Dioxide is not good for humans
to breathe in. We breathe it out.

Verbal and Visual Association

Word

Visual Representation

Glucose

Definition

Personal Association or
Characteristic

The sugary food the plant makes.

People need sugar (glucose) in their
bodies too. We need to eat it. We
cannot make our food like plants.

Verbal and Visual Association

Word

Visual Representation

Photosynthesi
s

Definition
The process plants go through to
create their food (glucose).

Personal Association or
Characteristic
Without photosynthesis plants would
die.

Verbal and Visual Association

Word

Visual Representation

Stem
Definition
The part of the plant that provides
support and transports food, water
and minerals.

Personal Association or
Characteristic
I broke the stem in half when I
grabbed the flower. I had to throw it
away.

Verbal and Visual Association

Word

Visual Representation

Roots

Definition
They hold the plant in place an absorb
water from the soil.

Personal Association or
Characteristic
When the big storm hit Ypsilanti, the
flowers were still in the ground. The
roots were holding them in place.

Part II: During Reading

Modes of Reading

Independent Reading:
This group will be reading the core text independently after the reciprocal
teaching lesson is complete. They may have the option to complete the study
guide independently, or with a partner in their group.
Cooperative Reading Group:
This group will be reading the core text independtly after the reciprocal teaching
lesson is complete. They may the option to read with a paretner and continue to
complete the study guide with the same partner after they read independently.
Guided Reading Group:
This group will be reading cooperatively with three to four students in each subgroup after the reciprocal teaching lesson. They will be completing the study
guide with their sub-group cooperatively.
Teacher Read Aloud Group:
This group will be with the whole class for chapter one of the reciprocal teaching
lesson. After this lesson is complete, students who are unable to read and
comprehend the core book will continue to listen to the read aloud. They will be
completing the study guide within this group with peers and teacher.

Reciprocal Teaching Lesson Procedures

Reciprocal Teaching Model for Literacy

Text: How Does a Seed Sprout? and Other Questions About Plants By Melissa
Stewart
Introduction
Story Background:
Every seed grows into a plant. This book is about what plants are and how they
begin to sprout from a seed. The fruits and vegetables that you eat come from a
seed. The different types of seeds and how they grow will be covered in this book.
How seeds grow and how to take care of them is very important. The different parts
of plants will be overviewed in this book as well.
Modeling Predicting:
a. I read the title of the book How Does a Seed Sprout? And Other Questions
About Plants, therefore I predict that the book will be about seeds sprouting.
b. On page 8 I looked at the picture of the bean seed sprouting from the dirt
and I can predict that this book is about plants growing because of the picture
of the bean sprouting in six different stages.
Modeling Questioning:
a. One word that was puzzling for me was photosynthesis. I figured it out by
reading the definition of photosynthesis prior to the word and then looking at
the picture on the next page of the flower absorbing light, water and carbon
dioxide. Therefore I predicted that photosynthesis is a process that involves
the chlorophyll in a plant collecting light energy, which energy breaks apart
the water and carbon dioxide inside a leaf and the parts that are broken up
build a sugary food called glucose. The book describes photosynthesis by
explain that, a plants roots soak up rainwater, and tubes carry it up a
plants central stem to its leaves. As rays of sunshine strike a leaf, a green
material called chlorophyll collects light energy. That energy breaks apart the
water and carbon dioxide inside a leaf. Then the plant uses some of those
parts to build a sugary food called glucose. This process is called
photosynthesis.
b. One new concept that I clarified was the job of the roots of a plant. I read
page 17. The cut out at the bottom of the page labeled, How do roots help a
plant survive? It explained that the roots help absorb water and minerals and
hold a plant into place.

Modeling Clarifying:

a. When I read, As bees collect nectar to make honey, they pollinate 80 percent
of all the flowering plants farmers grow in the United States, I wondered
about, what pollinates the other 20 percent of flowering plants?
b. When I read, about the things that a seed needs to grow. I found some
important information about, what a fruit is.
A quiz question for this information would be: Many believe that a fruit must
be sweet, round and colorful, but what makes it a fruit? Give examples
(Answer: A fruit protects the seeds inside of it. Some examples include,
cucumbers, radishes, avocados, and apples)
Model Summarizing
I learned about seeds and how they grow into plants by reading, How Does a Seed
Sprout? and Other Questions About Plants. They need water and the sun to grow. If
they have water, sun and soil the seed will start to sprout. Growing a seed into a
plant is a process and it takes time. After a seed sprouts into a plant a flower will
grow if it is a flowering plant. The flowering plant will produce a fruit.
Four Foundations for Reciprocal Teaching
Modeling: The teacher models each step in the 4- step process
Cooperative Learning: Students meet in groups of 3-4 to share their written
responses
Teacher Scaffolding: The teacher monitors small group discussions and continues
to support student success with the strategy.
Metacognition: The teacher asks students to identify one strategy that
helpedthem to read and recall the story.

Study Guide Questions

Section 1: What is a Plant?
1) Give an example of a plant. (Understanding) p4 Right There
Section 2: What is a Seed?
2) What is wrapped up inside a hard seed coat? (Remembering) p7 Right There
Section 3: Do all Seeds Grow into New Plants?

3) What would happen if all of the seeds from plants and trees that fell to the
ground grew? ( Applying) p7 On my own
Section 4: How does a Seed Sprout?
4) What influence would harsh rain have on soil? (Evaluate)p9 Author and me
Section 4: Which Part of a Plant Grows First?
5) As soon as the seed coat splits what starts to push out into the soil?
(Remembering) P9 Right There
Section 5: Do all Plants Make Seeds?
6) Explain what spores are and give examples of plants that have spores.
(Understanding) P10 Author and me
Section 6: How do Leaves Help a Plant Survive?
7) Illustrate the process of photosynthesis ( Apply) P13 Author and me
Section7: Why do Leaves Come in Many Sizes and Shapes?
8) How is a wildflower similar to a maple tree and how is it different? ( Analyze)
P13 Think and Search
Section 8: Why Do Plants Need Stems?
9) Molly and her friends loved to plant flowers. On one windy day the weather
forecaster predicted a tornado. Molly and her friends went to take cover. Prior
to taking cover, the flowers and trees were lush and beautiful. After the
tornado passed through Molly went back outside. She noticed that the trees
and flowers had been destroyed. The stems and branches had been broken in
half. Some plants were uprooted from the ground. A week later Molly noticed
that the plants did not grow back. Instead they appeared to be dead.
Why werent the plants growing back? What do the plants need? (Evaluate)
P14
Author and me
Section 9: Why are the Stems of Trees Covered with Bark?
10)
me

How are your fingernails similar to tree bark? (Analyze) P14 Author and

How do Roots Help a Plant to Survive?

11)
The roots of plants contain many ingredients and nutrients. They are
used to cure many diseases and sicknesses. Create your own plant and its
root with oil pastels and white construction paper. On the bottom of your

paper you will create a use for this plant. The use needs to be for humans
their health or wellbeing. Then explain why you chose that job for that plant.
(Create) P17 On my own

What is a Plants Secret Weapon?

12)
Create your own flower out of play dough. It needs to attract its
pollinators such as birds, bees and butterflies. Explain why you chose the
colors and the style you used. (Create) P18 On my own
Which Animals Spread Plant Pollen?
13)

Name all of the fruits bats pollinate. (Remember) P21Right there

How do Animals Protect Plants?

14)
Explain why ladybugs and praying mantises important to plants and
what would happen if they did not exist. (Understand and Analyze) P21
Author and me
Why do Some Flowers Smell Bad?
15)
If someone was your friend and wanted to be nice would they give you
a plant called Rafflesia arnoldii? Why or why not? ( Applying) P23 Author and
me
What Happens to a Flower After it is Pollinated?
16)
17)
me

What is a fruit? ( Remember) P24 Right there

What are some misconceptions about fruit? (Analyze) P24 Author and

Why do Some Fruits Taste so Good?

18)
Why is important for fruits to be sweet? (Understand) P24 Right there
19)
What creatures benefit from the sweetness of fruit? (Understand) P 24
Author and me
Do All Seed-Making Plants Produce Flowers and Fruit?
20)

What are some cone producing plants? (Remember) P26 Right there

How do Pine Trees Make Seeds?

21)
What picks up the pollen inside of cones? ( Remembering) P26 Right
there

A Pine Trees Life.

22)
Illustrate a pine trees life and explain it in your own words.
(Understand/Apply) P27 Author and me
Do All Plants Lose Their Leaves in Cold Weather?
23)
Compare and contrast conifers and deciduous trees. (Analyze) P29
Right there
Does a Plant Ever Stop Growing?
24)
What would happen if people did not stop growing unlike plants? Would
be the benefits and the down falls? (Apply) P29Author and me
A Flowering Plants Life
25)
Explain in your own words the flowering plants life cycle. (Understand)
P30 Author and me

Study Guide Answers

Section 1: What is a Plant?
1) Give an example of a plant. (Understanding) p4 Right There
An example of a plant is a rose bush.
Section 2: What is a Seed?
2) What is wrapped up inside a hard seed coat? (Remembering) p7 Right There
The food supply is contained inside of the seed.
Section 3: Do all Seeds Grow into New Plants?
3) What would happen if all of the seeds from plants and trees that fell to the
ground grew? ( Applying) p7 On my own
Students answers may vary: There would be an overabundance of trees. It
would be hard to travel to places and build buildings.
Section 4: How does a Seed Sprout?
4) What influence would harsh rain have on soil? (Evaluate)p9 Author and me

Students answers may vary: If the rain is too harsh, the soil will become
watery and the minerals will be washed away.
Section 4: Which Part of a Plant Grows First?
5) As soon as the seed coat splits what starts to push out into the soil?
(Remembering) P9 Right There
The roots begin to push into the soil.
Section 5: Do all Plants Make Seeds?
6) Explain what spores are and give examples of plants that have spores.
(Understanding) P10 Author and me
Spores are like the seeds of plants. They are released into the air and some
are fertilized. Ferns and Mosses have spores.
Section 6: How do Leaves Help a Plant Survive?
7) Illustrate the process of photosynthesis ( Apply) P13 Author and me
*Students will illustrate the process of photosynthesis and will include all of
the steps.
Section7: Why do Leaves Come in Many Sizes and Shapes?
8) How is a wildflower similar to a maple tree and how is it different? ( Analyze)
P13 Think and Search
Answers may vary: A wild flower grows fruit and a maple tree does not. They
are similar because they both need photosynthesis to survive.
Section 8: Why Do Plants Need Stems?
9) Molly and her friends loved to plant flowers. On one windy day the weather
forecaster predicted a tornado. Molly and her friends went to take cover. Prior
to taking cover, the flowers and trees were lush and beautiful. After the
tornado passed through Molly went back outside. She noticed that the trees
and flowers had been destroyed. The stems and branches had been broken in
half. Some plants were uprooted from the ground. A week later Molly noticed
that the plants did not grow back. Instead they appeared to be dead.
Why werent the plants growing back? What do the plants need? (Evaluate)
P14
Author and me
Answers may vary: The stems broke and they need the stems to transport
water and nutrients.
Section 9: Why are the Stems of Trees Covered with Bark?
10)
How are your fingernails similar to tree bark? (Analyze) P14 Author and
me
Tree bark protects the tree and fingernails protect our fingers.

How do Roots Help a Plant to Survive?

11)
The roots of plants contain many ingredients and nutrients. They are
used to cure many diseases and sicknesses. Create your own plant and its
root with oil pastels and white construction paper. On the bottom of your
paper you will create a use for this plant. The use needs to be for humans
their health or wellbeing. Then explain why you chose that job for that plant.
(Create) P17 On my own
Answers may vary: Students will create a model and explain

What is a Plants Secret Weapon?

12)
Create your own flower out of play dough. It needs to attract its
pollinators such as birds, bees and butterflies. Explain why you chose the
colors and the style you used. (Create) P18 On my own
Answers may vary: Have the students create a model and explain.
Which Animals Spread Plant Pollen?
13)
Name all of the fruits bats pollinate. (Remember) P21Right there
Bats pollinate avocado, bananas, dates, figs, mangoes, and peaches.
How do Animals Protect Plants?
14)
Explain why ladybugs and praying mantises important to plants and
what would happen if they did not exist. (Understand and Analyze) P21
Author and me
They eat the bad bugs that destroy plants. If they did not exist then, a lot of
plants will die.
Why do Some Flowers Smell Bad?
15)
If someone was your friend and wanted to be nice would they give you
a plant called Rafflesia arnoldii? Why or why not? ( Applying) P23 Author and
me
No, that plant does not have a pleasant smell and they are not pretty.
What Happens to a Flower After it is Pollinated?
16)
What is a fruit? ( Remember) P24 Right there
A fruit protects the seeds developing inside of it.
17)
What are some misconceptions about fruit? (Analyze) P24 Author and
me

All fruits are sweet, round and colorful.

Why do Some Fruits Taste so Good?

18)
Why is important for fruits to be sweet? (Understand) P24 Right there
It is important so that some animals will eat them.
19)
What creatures benefit from the sweetness of fruit? (Understand) P 24
Author and me
Bears and other herbivores eat fruit. Butterflies eat sweet fruit and nectar, so
they benefit too.
Do All Seed-Making Plants Produce Flowers and Fruit?
20)
What are some cone producing plants? (Remember) P26 Right there
Some cone producing plants are pine trees, cedars, redwoods, and spruces.
How do Pine Trees Make Seeds?
21)
What picks up the pollen inside of cones and spreads it?
( Remembering) P26 Right there
The wind picks up the pollen inside of the cones and spreads it.
A Pine Trees Life.
22)
Illustrate a pine trees life and explain it in your own words.
(Understand/Apply) P27 Author and me
Students will create model and present.
Do All Plants Lose Their Leaves in Cold Weather?
23)
Compare and contrast coniferouss and deciduous trees. (Analyze) P29
Right there
Coniferous and deciduous trees have bark. Deciduous trees lose their leaves
in the fall and they grow back in the spring. Coniferous trees keep their pine
needles all year long.
Does a Plant Ever Stop Growing?
24)
What would happen if people did not stop growing unlike plants? Would
be the benefits and the down falls? (Apply) P29On my own
Answers may vary.
A Flowering Plants Life
25)
Explain in your own words the flowering plants life cycle. (Understand)
P30 Think and Search

Students answers may vary. The following stages need to be covered seed,
sprouting, stems and roots, leaves; flowers and fruit stage needs to be
covered.

KWL Chart
Post- Reading Strategy
Purpose: To assess the background related to both the topic and structure of the
core book.
Procedures:
1. Initiate questions about key concepts about plants.
2. Ask the K questions. What do they know about seeds, what do they know
about plants etc. Have them write down their answers on the chart.
3. Ask the W questions. What do they want to know more about? Have them
answer these questions on their paper.
4. After everyone has completed writing the information down, discuss the know
and want to know section with the class as a whole to see where the class is
at.
5. Following the reading of the text, the students will answer what they L
learned about plants and seeds as a whole. The teacher will write their
answer on the board and the students will share their answers with the class.

K
What do I know or
think I know?

W
What do I want to
know?

L
What have I learned?

What is a plant? P4

What do you want to

know about plants?

What have you learned

about plants?

What is a seed? P7

What do you want to

know about seeds?

What have you learned

about seeds?

What part of the seed

grows first? P9

What do you want to What have you learned

know about the plant about the plant growth
growth process?
process?

What does a plant What do you know What have you learned
create for its food? P13 about the ingredients about how plants get
needed to create a the food that they eat?
plants food?

KWL

Revisit of Anticipation Guide

Post-Assessment
Purpose: To get the students interested in the topic and to challenge them to
become active seekers of important information in the text. Also, this activity will
expose the misconceptions that the students have about the topic.
Procedure:
9. Introduce the topic of plants to the students and tell them about the the
information text, How Does a Seed Sprout?
10.Tell students that you want to find out what they already know about plants.
You will want them to answer true and false questions about this topic to
assess background knowledge.
11.Distribution o Anticipation
12.Students will answer these true and false questions by themselves
13.Students will answer the true and false and questions as a class
14.Tell students that as they listen and read independently the new text, they
will try to find evidence to support their answers and take notes on their
Anticipation Guide.
15.After you begin reading, allow students to read the text.
16.After you read, students will revisit the Anticipation Guide and discuss any
changes to their responses. * Make sure that you clarify any misconceptions
about this topic during this time.

Anticipation Guide
Name:____________________________

Date:__________________________

8. Plants use water,

sun and carbon
dioxide to
survive. P13

Were
you
right?

Refection:

9. Plants go through
a process called
photosynthesis to
build a sugary
food called
glucose. P 13
10.Plants give off
oxygen after they
intake carbon
dioxide. P 13

Reflection:

Reflection:

11.Most seeds
contain food from
a plant. P 7

Reflection:

12.As soon as the

seed splits the
root pushes down
into the soil. P 9

Reflection:

13.The only job for

the stem of a
plant is to hold it
in place. P14

Reflection:

14.Plants grow as
long as they are
alive. P29

Reflection:

Post-Reading Response Strategy

Exploring the Text- Alphabet Book

Purpose: To explore the information of the informational text and encourage

students to make important choices about a plant terms that represent one letter of
the alphabet.
Procedures:
1) Model how to find information within the core book. The use of the table of
contents or index will be helpful.
2) Model how to represent an alphabet story book page. This page should
include the alphabet letter being represented, the plant term which
represents the alphabet letter, one sentence about the term and a student
drawn picture.
3) Assign a letter to each student.
4) Students research the core book and create their alphabet page.
5) All alphabet pages will be collected and presented in a classroom book.

Post-Reading Response Strategy

Exploring the text-Alphabet Book
Sample page

Fruit

Fruits contain seeds inside of

it and protect them.

Ms. Darnell

Post-Reading Response Strategy

Haiku Poem
Purpose: The purpose of this activity is to have the students apply their
knowledge about plants in an art form.
Procedures:
1) Have students collect leaves, plants and flowers outside

2) Ask the students to think about the main ideas and facts about
plants and write them down.
3) Next, have the students create a haiku poem from the information
they wrote down about plants.
4) Explain to the students that these poems are written in three lines.
The first line, is five syllables, the second line is seven syllables and
the third line is five syllables.
5) After the poem is completed the students will laminate the poems on
colored paper with the plants and flower parts that they found.

Post-Reading Response Strategy

Haiku Poem Example

A seed begins to grow.

Hurry and you will see green.

Plants are sprouting fast.

Writing Lesson
Overview
Looks great.
Suggestions: give a prompt or samples of conflicts to get students started. Students need a prompt.
Students should fill out a story map before they write a draft.
Use the 6-traits rubric, please

Selected Writing Assignment: Imaginative/narrative Writing: Narrative Story

Mode of Writing: Independent
1. Prewriting:

Form- Narrative Story

Audience-classmates, family and teacher
Topic: The topic about a seed growing from a seed to a flower. The students will be
able to choose the type of flower that they would like to be. The story needs to
include, a setting, characters, conflict, actions/events, resolution and
theme/methods.
Purpose: Students will embed facts about seeds and flowers taught from the lesson
into their narrative story. This writing activity will give the students another personal
connection in their schema to relate to.

Pre-Drafting and Draft

Anticipatory Set:
The teacher will have a color coated index card on each desk. The students with the
same colors will get into a group together. On the index card there will be a conflict.
The group members will read each conflict and come up with a solution. Once every
group has completed that exercise they will act out the conflict and resolution to the
class.
Then the teacher will explain to the students that they will be creating a narrative
story about a plant/flower. She will inform them that a conflict and resolution will be
needed in their narrative and what they just did helped them to get ideas of
possible conflicts and resolutions.
Procedure:

1. Students will take an imagery walk outside with the teacher. They will bring
their journals with them and write down the flowers and plants that they see
with great detail and the surroundings that they are in to generate ideas
about the setting and the types of flowers they would like to choose.
2. When the students come back to the school, they will be prompted to
brainstorm conflict themes. The teacher will ask questions to the students to
prompt them and draw back on personal experiences.
How do you get the food you eat?
How would you like to create your own food?
What is your favorite flower/plant?
Tell me about a time when you were frustrated with a friend?
What did you do to solve the conflict?
3. Next, the teacher will distribute a story map to organize the thoughts and
ideas of the students. For each narrative story the students need to have
characters, a setting, 3 main events, a problem and a resolution.
4. Once the organizing has been completed, the students will create a draft of
their narrative story.

Describe Revising
Procedure: The teacher will review the drafts and check the organization and
content of the story. The teacher will ask the student to add or take out certain
ideas, create more conflict, change word choice and etc.

Describe Editing

Procedure: At this point, the content of the narrative story should be perfect. The
teacher will be proofreading the story by looking for grammatical errors and
formatting errors and having the students make those corrections.

Describe Publishing:
Procedure: Students will create illustrations to go along with their story. They
will rewrite the story and the teacher will laminate it and bind it. Then there
will an authors chair. Each student will have the opportunity to share his or
her book with the class.

Differentiation Statement
Content:
The readability of my text of, How Does a Seed Sprout And Other Questions About
Plants, written by Melissa Stewart is a nonfictional text for 2 nd grade leveled
readers. This is book is appropriate for 2nd graders because, it is well organized.
Students are able to look up information by looking at the topic and its page
number. Because there is a differentiated level of readers I will support my students
by providing an appropriate mode of reading, guided reading and teacher readalouds. A wide variety of narrative texts have been selected for additional
assistance so that the students are able to have more knowledge about plants and
their functions.
Process:
The lesson cycle began with building background knowledge of plants. I have
created pre-reading strategies that include a KWL, anticipation guide and a word
sort. These activities help to assess background knowledge. After the background
knowledge, I introduced vocabulary. The vocabulary was introduced by using verbal
and word association. For vocabulary terms such as photosynthesis, I used a
concept map because of the complexity of the process.
The core book was introduced by using a reciprocal teaching lesson. The students
are required to make predictions, ask questions, clarify, and summarize the text.
Each requirement is demonstrated by the teacher prior to the task. After the
reciprocal teaching lesson, the students are given a study guide to help them review
the text. Lastly, the students are asked to do two response activities and a writing
lesson.

Products:
Students in the second grade have different learning styles. I have accommodated
the learning styles by using the multiple intelligences:
Verbal/Linguistic: Students will share their written story at the end of the writing
lesson.
Mathematical/ Logical:
Students use their logical skills when answering questions on the study guide. They
are asked about real life context that related to plants.
Interpersonal Learners:
There have been multiple strategies that students have done group work. The
anticipatory set for the writing lesson requires students to get into groups.
Intrapersonal Learners:
Students will write a narrative story about plants.
Naturalistic Learners:
The students will go on a walk outside for a couple of activities to journal and to
collect plants and flowers.

Annotated Bibliography
Nonfiction books

Burnie, D. (2011). Eyewitness plant (Rev. ed.). London: DK Pub..

This is a hard cover informational text. The level of reading is for children
ages 8-12. It is a book about plants. It has vivid real life pictures of
plants to accompany the informational text. There are about 70 pages
in this book.

Cole, H. (1995). Jack's garden. New York: Greenwillow Books.

Jacks Garden is read that a narrative text. The content is about a Jack and
the seeds that he planted. The level of reading is for children ages 4-8.
It has about 30 pages.
Jordan, H. J., & Krupinski, L. (1992). How a seed grows (Rev. ed.). New York:
HarperCollins Publishers.
This book is read like a narrative text. The content is about a bean sprouting
through stages and children experimenting with the environment of
the bean. The book takes the reader through the different stages of the
seed growth process. The level of reading is forages 4-8. It has about
30 pages.
Schaefer, L. M., & George, L. B. (2003).Pick, pull, snap!: where once a flower
bloomed. New York: Greenwillow Books.
This book takes the reader through the process of plant growth, and explains
how fruits begin as flowers. It is a colorful and intriguing book with 30
pages and is geared for children ages 4-8.
Stewart, M. (2014). How does a seed sprout?: and other questions about
plants. New York, NY: Sterling.
This book is read like an informational text. It is categorized by the table of
contents with different plant topics. All of the graphics are vivid and
colorful. The book has about 30 pages and is geared for children 8-12.

Fiction books

Anthony, J., & Arbo, C. (1997). The dandelion seed. Nevada City, CA: Dawn
Publications.
This story is about the journal of the life of a dandelion seed. The pictures are
beautiful and realistic. The book has about 30 pages and is for the early
elementary age.

Aston, D. H., & Long, S. (2007). A seed is sleepy. San Francisco: Chronicle
Books.
This book is about all of the different types of seeds and explains how seeds
are the same and different from one another. It has about 40 pages and is for
children ages 5-8.

Carle, E. (1987). The tiny seed. Natick, MA: Picture Book Studio :.
This book is about the growth of a seed. It is accompanied by beautiful
illustrations. There are about 30 pages in the book and it is geared for early
elementary children.
Relf, P., Cole, J., & Speirs, J. (1995). The magic school bus plants seeds: a
book about how living things grow. New York: Scholastic Inc..
The magic school bus story takes the reader through the journey of growing plants.
The experience is virtual and when reading it is easy for students to put themselves
into the story. The book has about 30 pages and is geared for early elementary
children.
Web-based resources

Kids Gardening . (n.d.). Kids Gardening. Retrieved September 10, 2014,

from http://www.kidsgardening.org/
This website is a great resource for children, teachers, and parents. It has
ideas for lessons and activities for teachers to use.
Plant Basics. (n.d.). Biology4Kids.com: Plants. Retrieved September 10,
2014, from http://www.biology4kids.com/files/plants_main.html
This website is a great resource for a review of plant functions and
structures.
Plants. (n.d.). NeoK12. Retrieved September 10, 2014, from
http://www.neok12.com/Plants.htm
This website is a great resource for teachers to get online resources for
their classrooms that include videos, lessons, and games.
Plants. (n.d.). Learn about for Kids. Retrieved September 10, 2014, from
http://kids.usa.gov/science/plants/index.shtml
This website is safe and fun website for children to visit. There are videos
and games that enhance their learning about plants.