pumpkin+la

Grade Level: 2 Length of Lesson: 30-40 minutes (for 2 days) Date: 1.  Participate in a word collection, as students discuss and show an understanding of the vocabulary and spelling of words relating to pumpkins and fall. OC–2–1.4 Participating in large group discussions to show understanding (Local )
 * Pumpkins (Language Arts Lesson) **
 * Sami Sherer **
 * ** Objectives ** || The student will:

2. Independently write at least two sentences with appropriate capitalization and end punctuation. W–2–9.2 Using capital letters for the beginning of sentences and names (Local) W–2–9.4 Using correct **//end//** punctuation in simple sentences (e.g., period) (Local)

3. Use words on Word Collection Pumpkin Patch wall to create their own Acronym poem, or shape/concrete poem (Day 1) W–2–9.2 Using capital letters for the beginning of sentences and names (Local) W–2–9.4 Using correct **//end//** punctuation in simple sentences (e.g., period) (Local)

4. Present their poem to the class giving information on pumpkins in a creative manor. (Day 2) OC–2–2.3 Telling stories or __giving information__ using details (Local)

5. Attentively listen to their peers present and wait for the appropriate time to share warm fuzzies (appropriate feedback). OC–2–1.5b Attending to speaker and waiting for appropriate turn to speak (Local)  OC–2–2.4 Providing appropriate feedback to audience (Local)  || · OC–2–1.4 Participating in large group discussions to show understanding (Local) · OC–2–1.5b Attending to speaker and waiting for appropriate turn to speak (Local)
 * ** Standards ** || ** OC –2–1 **
 * In oral communication, students demonstrate interactive listening by … **

· OC–2–2.3 Telling stories or __giving information__ using details (Local) · OC–2–2.4 Providing appropriate feedback to audience (Local)
 * OC–2–2 **
 * In oral communication, students make oral presentations by… **

· W–2–9.2 Using capital letters for the beginning of sentences and names (Local) · W–2–9.4 Using correct **//end//** punctuation in simple sentences (e.g., period) (Local) || · Stapler · Sharpie · Word Collection Pumpkin Patch Wall · Small orange pumpkins (enough for whole class) Student Materials: · BLM of Pumpkin or Jack-O-Lantern · Pencil · Markers, crayons, colored pencils · Lined paper || || 1. Open discussion by asking students how they would describe a pumpkin. As students answer this question I will be writing their responses on the small orange pumpkins using my Sharpie. We will branch out to further our word wall and include fall and Halloween words. (Objective 1) <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. Words may include: pumpkin, leaves, orange, yellow, fall, autumn, brisk, chilly, pumpkin patch, farm, field, vine, leaves. Words with spelling concepts that the students are currently studying will be pointed out and reviewed as will definitions of all words listed. Words will remain on Pumpkin Patch Word Bulletin for the remainder of this unit. || <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. After reading many poems I will ask students to respond to the following question: Which was your favorite poem and why? A two sentence response is all students need. Responses will then be turned in. (Objective 2) <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">3. I will then explain to students that they will be writing their own acronym or shape/concrete poem using words in our Pumpkin Patch Word wall or others if they can think of them. Examples of each will be hanging on the board. I will have students chose from the Jack-O-Lantern BLM or the Pumpkin BLM to write the shape poems. If the student is particularly gifted in arts and chooses to make their own shape this is fine. Students may also choose another word besides pumpkin if they chose to make an acronym poem. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">4. Students use supplies around classroom to create their poem. (Objective 3) <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">5. If students do not finish their poem and/or finish decorating it they may take it home to finish. Though I will remind students that we will be sharing our poems with the class the next day, so they need to make sure they remember to bring it back. || || <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. Students will share their poems as a class. Students who are not sharing are actively listening to their peers so that they can give a warm fuzzy (a positive comment) to the speaker when they finish. (Objective 4&5) || __ Formative: __ Handing in the response to the opening question: what was your favorite poem and why is part of an ongoing assessment of students’ use of capitalization and end punctuation. By creating a response students also show that they were being attentive during the poem readings and participated in their discussions. || <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. Visual and auditory learners will especially benefit from the opening activity in which I write and discuss pumpkin vocabulary and post it in our Word Pumpkin Patch. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">3. The directions will be said aloud for all of the students which address the auditory learners in the classroom. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">4. For students with an IEP, or who have difficulty writing I will provide a template for them to answer the question in the opening activity: Which was your favorite poem and why? This template will say { _(My)_ favorite poem was ___ _(I)_liked this poem because__ _} This template leaves blanks at the beginning of each sentence though I will discuss the format with them and make sure they understand that they are the subject (I and Me will not be written in the blanks). The goal here is to be able to get them to start their sentence with a capitol letter and end it with correct punctuation, either exclamation or a period. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">5. Students who are excelling in language arts will be prompted to make more than one poem or to do the cinquain poem instead as it is more challenging. || <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">2. For the remainder of the first days work students will return to their seats and work independently on their sentences and pumpkin poems. <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">3. On day 2 students will return to the rug as they share their poems with the class. ||
 * W ** – ** 2 ** – ** 9 **
 * In independent writing, students demonstrate command of appropriate English conventions by… **
 * ** Instructional Materials and Resources ** || Teacher Materials:
 * ** Instructional Activities and Tasks **
 * Opening: **
 * ** Development: ** || <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. I will then read to the class a collection of Pumpkin Poems that I have collected over the years. These poems will not be limited to the shape/concrete, and acronym poems that the students will be creating themselves. It will include cinquain, found, haiku, and limericks as well as some free response poems. By reading the students more complex poems I hope to expand their focus on free expression that comes with poetry. Many students at this age think poems all rhyme. While I will share some rhyming poems I will also point out that poems can sound just as nice and convey just as important a meaning without rhyme.
 * ** Closing: (Day 2) **
 * ** Assessment ** || __ Summative: __ Students will hand in their pumpkin poems after they present. They will receive full credit if they created a poem. The Oral Presentation Rubric will assess the oral communication aspect of the language arts section.
 * ** Learner Factors ** || <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. The hands-on nature of this activity will help visual and kinesthetic learners grasp the material stronger.
 * ** Environmental Factors ** || <span style="font-size: 12pt; font-family: Arial; mso-list: Ignore; msofareastfontfamily: Arial; msolist: Ignore;">1. I will have the students together on the rug when we participate in creating the pumpkin patch word wall. This will allow students to directly focus on the words we are listing and learn what they mean/be able to identify familiar spelling patterns.