Pumpkins3

Pumpkins (Social Studies Lesson) Grade Level: 2 Length of Lesson: 30 minutes Date: Objectives The student will: 1. Participateand actively engage in class discussion through a guided reading lesson and read The Pumpkin Book by Gail Gibbons 3. Make a flip book about pumpkins including facts that are learned from the book Standards HP 1 -1: Act as historians, using a variety of tools (e.g., artifacts and primary/secondary sources)…


 * b. __classifying__ objects, artifacts, and symbols from long ago and today __and describing how they add to our understanding of the past__ ||

Instructional Materials and Resources • The Pumpkin Book by Gail Gibbons • Lined paper • Pencil • Markers, crayons, colored pencils • Colored Paper • Stapler Instructional Activities and Tasks

Opening: 1. Open discussion by asking students if they know any facts about pumpkins. We would have a class discussion about the information they know. Then, I will go over some of the informational text features that I would like them to focus on. Students will learn where pumpkins originated from and what there uses were in colonial times. We will learn some more facts and helpful information.” I will also tell them, “I want you to focus on how history is shown in this book. Focus on culture and how the pumpkin came to be. This will become important for our activity after we finish reading the book.

Development: 1. Ask students to read along with me as a class as we read the book “The Pumpkin Book.” 2. After reading, “The Pumpkin Book.” I will ask the students questions about information that was directly in the text. Students will talk about some facts that they learn such as: pumpkins come from the Greek work meaning “ large melon” 3. I will ask students to create a flipbook using the colored paper as a cover, and the lined paper as their informational pages. They will write five facts they learned about the history of pumpkins. They can illustrate the pages to go along with their facts, after they have written them all down. These flipbooks will become a study tool for their culminating assessment.

Closing: 1. Students will come back to the group, and share what facts they learned about the history of pumpkins, and describe how their fact pertains to history.

Assessment Summative: Students will hand in their flipbooks, and be graded on if they have 5 facts (atleast 2 of the 5 facts must relate to history). They will be graded on a scale of 1 to 5.( Objective 3) Formative: Teacher will use an observational checklist to assess participation, engagement, and appropriate data recording.( Objective 4)

Learner Factors 1. The hands-on nature of this activity will help visual and kinesthetic learners grasp the material stronger. 2. For inclusion students with specific needs, teacher will arrange specific partners to ensure that all students learn from this activity. 3. The directions will be said aloud for all of the students which address the auditory learners in the classroom.

Environmental Factors 1. Students will discuss information that they learned after participating in the guided reading as a whole class discussion. 2. Students should work collaboratively if necessary while working on flip books. They will work in partners to help find ideas if necessary. (Strong readers are paired with weaker readers)