Pumpkin Lesson

Lesson Plan Template
PREPARATION
Name: Emilee Waddell
Topic (Unit): Language Arts
Lesson: Understanding Text
Big Idea: To understand important points of a text and apply the points
appropriately.
Standards
CC.1.2.1.B: Ask and answer questions about key details in a text.
S.K-2.B.1.1.2: Identify a plant or animal based on a given life cycle stage (e.g.,
butterfly, frog, seedproducing plant).
Objectives:
The students will be able to identify important details that support the
key ideas in an informational text with 80% accuracy.

Students will be able to identify the order of the lifecycle of a pumpkin
with 80% accuracy.
Essential Questions:
What is this text really about?

Can I explain why changes have occurred?
Materials/Resources:
Student
Pencil
Crayons
Scissors
Booklet paper
Teacher
Book (From Seed to Pumpkin)
Booklet paper
Pumpkin
Vocabulary (Academic Language and Content Specific Language):
Blossom
Soil
2015
Seed
Pumpkin
UDL Considerations:
For students in my class that are visually impaired or have a

learning support the whole class will be hands on work and all
the students will be working together. As the teacher I will be
showing visual examples of the how to make the booklets and
what order they go in. The entire lesson is based on visual,
hands on activities with teacher assistance when needed for the
learning support students.
PRESENTATION
Introduction: The teacher will begin by bringing in a pumpkin or pumpkin
seeds and asking the students if they can identify them. They will discuss
how a seed can grow into a pumpkin.
Instructional Strategies: (modeling, guided practice, independent practice

I,We,You, demonstration, interactive lecture, technology, engagement
emphasis, learning probes, examples)
Time
1 min.
Teacher will
The teacher will invite the students, by
Students will
The students will sit in
table, over to the carpet.
body basics until the

teacher dismisses their
5 mins.
The teacher will introduce the pumpkin
table.
The students will answer
or pumpkin seeds to the students.
questions when asked
Together they will discuss what they
and ask questions when
2015
15
are.
The teacher will read the book From
needed.
The students will sit
mins.
Seed to Pumpkin to the students.
quietly and listen while
During the reading the teacher will ask
the teacher reads. They
the students questions about
will also answer
vocabulary words that they have
questions when asked.
already gone over.

The teacher will finish the book by
asking a few questions about what was
the questions that the
read.
The teacher will dismiss students back
teacher asks.
The students will quietly
to their seats and pass out a paper to
return to their seats and
them.
wait for the teacher to
The teacher will ask the students to
give them instructions.

The students will write
write their name on the paper on what
their name where the
will be the front cover of their booklets.

The teacher will then ask the students
teacher has shown them.

which picture in the booklet would come
by pointing to which one
first, second, third, and so on. The
they think is the correct
teacher will know how well the students
picture.
3 mins.
1 min.
1 min.
8 mins.
understand by walking around to see

15
which picture they point to.

The teacher will call on a student to
The students will sit
mins.
describe what is in the picture. They will
quietly and listen until
then pick another student to read to the
they are called on.
10
class what is on that page

The teacher will tell the students to take
The students will get
mins.
out their crayons. They will explain that
their crayons out and

2015
7 mins.
5 mins.
everything should be colored
color the pictures for
realistically.
The teacher will explain how the
their booklet.
The students will cut
students are to cut out the book and
their books out and bring
staple the booklets together for the
their book to the teacher
students.
The teacher will finish by reading the
to be stapled.
The students will follow
booklets while the students follow along
along with the reading
and repeat after him/her.
and read the pages back

to the teacher.
EVALUATION
Student Closure:
The teacher will observe how students participate in class and how
they help their peers to know how much they are understanding the
material.
Homework will be included in the assessments to see how students are

understanding units of measurement and how well they are able to add
and subtract.
The teacher will ask the students to name other objects that grow from
see
Formative Assessments: At the beginning of the lesson the next day we will go
over what they did the previous day and discuss any questions the students may
have.
2015
Reflection:
This lesson was taught because the class was going on a field trip to a
pumpkin patch later in the week. This relates to the research based teaching
strategy of making curricula relevant to students lives. The students seemed
excited that they were going to visit a pumpkin patch and they seemed interested
in the lesson being taught. Because they were going to the pumpkin patch the
lesson was relevant and relatable to their lives. This made teaching the lesson more
enjoyable for me also.
The lesson was a lot of fun to teach but nothing can be perfect and I would
have liked to change a few things. I introduced this lesson by bringing in a pumpkin
and asking the students a few things about it. The students seemed to enjoy this
but I would have liked to bring in pumpkin seeds or even cut open a pumpkin with
students. I feel that with one of these two approaches the students would feel more
engaged and even more intrigued about the lesson. If I would have been able to I
would have also liked to see what the students remembered about the lesson before
they went on their trip to the pumpkin patch.
Overall the lesson went very well and the students seemed interested in it.
Because the students were able to relate what they were learning to an experience
that they were going to have it made them very engaged in it. There were a few
students who did not seem to want to participate in certain parts of the lesson but
as a whole the class participated well and were interested in the lesson being
taught.
2015

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Lesson Plan Template

key ideas in an informational text with 80% accuracy.

What is this text really about?

Vocabulary (Academic Language and Content Specific Language):

For students in my class that are visually impaired or have a

Instructional Strategies: (modeling, guided practice, independent practice

table, over to the carpet.

body basics until the

The teacher will introduce the pumpkin

or pumpkin seeds to the students.

questions when asked

Together they will discuss what they

and ask questions when

Seed to Pumpkin to the students.

quietly and listen while

During the reading the teacher will ask

the teacher reads. They

the students questions about

will also answer

vocabulary words that they have

questions when asked.

already gone over.

The students will answer

asking a few questions about what was

the questions that the

to their seats and pass out a paper to

return to their seats and

wait for the teacher to

The teacher will ask the students to

give them instructions.

write their name on the paper on what

their name where the

will be the front cover of their booklets.

teacher has shown them.

which picture in the booklet would come

by pointing to which one

first, second, third, and so on. The

they think is the correct

teacher will know how well the students

understand by walking around to see

which picture they point to.

The students will sit

describe what is in the picture. They will

quietly and listen until

then pick another student to read to the

they are called on.

class what is on that page

The students will get

out their crayons. They will explain that

their crayons out and

everything should be colored

color the pictures for

students are to cut out the book and

their books out and bring

staple the booklets together for the

their book to the teacher

booklets while the students follow along

along with the reading

and repeat after him/her.