Washoe County School District

Desert Giant

Recommended for Grade 2

Title/Author: Around One Cactus by Anthony D. Fredericks

Suggested Time to Spend: 5 Days (Recommendation: five 30 minute sessions)
Common Core grade-level ELA/Literacy Standards: RI.2.1, RI.2.2, RI.2.3, RI.2.4,
RI.2.6, RI.2.7; W.2.2, W.2.8, SL.2.1, SL.2.2, SL.2.5, SL.2.6; L.2.1, L.2.2 L.2.4
Lesson Objective:
Students will listen to an informational text read aloud and use literacy skills (reading, writing, discussion,
and listening) to understand the how different creatures use the saguaro cactus to survive in the desert.

Teacher Instructions
Before the Lesson
1. Read the Big Ideas and Key Understandings and the Synopsis below. Please do not read this to
the students. This is a description to help you prepare to teach the book and be clear about what
you want your children to take away from the work.
Big Ideas/Key Understandings/Focusing Question
The saguaro cactus is a haven for different creatures in the desert. Desert creatures need to find
ways to survive in desert conditions.
Focus Question: How do creatures, who may or may not be friends, use the saguaro cactus to adapt
to their special environment?
Synopsis

Washoe County School District

Desert Giant

Recommended for Grade 2

This is a literary text with a poetic structure which draws in information and content specific
vocabulary focusing on the saguaro cactus in the Sonoran Desert. The author uses rhyme,
repetition, and building text to explain how the saguaro cactus provides the means for some
creatures to survive in desert conditions. (See standard RL2.4)
2. Go to the last page of the lesson and review What Makes this Read-Aloud Complex. This was
created for you as part of the lesson and will give you guidance about what the lesson writers saw as
the sources of complexity or key access points for this book. You will of course evaluate text
complexity with your own students in mind, and make adjustments to the lesson pacing and even
the suggested activities and questions.
a. *For more information on the qualitative dimensions of text complexity, visit
http://www.achievethecore.org/content/upload/Companion_to_Qualitative_Scale_Features_Explain
ed.pdf
3. Read the entire book, adding your own insights to the understandings identified. Also note the
stopping points for the text-inspired questions and activities. Hint: you may want to copy the
questions vocabulary words and activities over onto sticky notes so they can be stuck to the right
pages for each days questions and vocabulary work.

The Lesson Questions, Activities, and Tasks

Questions/Activities/Vocabulary/Tasks
Expected Outcome or Response (for each)
FIRST READING:
Pull the students together or use a document camera The goal here is for students to enjoy the book, both
so that all can enjoy and use the illustrations. The
writing and pictures, and to experience it as a whole.
illustrations play a key role in understanding some of This will give them some context and sense of

Washoe County School District

Desert Giant

Recommended for Grade 2

Questions/Activities/Vocabulary/Tasks
Expected Outcome or Response (for each)
the concepts and vocabulary in the story. Read aloud completion before they dive into examining the parts
the entire book with minimal interruptions. Be sure to of the book more carefully.
read the letter from the Western Diamondback
Rattlesnake on the first page. Stop to provide word
meanings or clarify only when you know the majority
of your students will be confused.
SECOND READING:
As you read this time, you are going to focus on close
reading and responding to text dependent questions
to build meaning and knowledge about the saguaro
cactus and what it provides for other desert species.
Students may start reading parts of the text chorally,
which should be encouraged.
Reread page 1
Questions:
The Western Diamondback Rattlesnake is writing the
Who is writing this letter? What is the purpose of the letter. The snake is writing the letter to introduce the
letter?
reader to the desert environment and to get us
interested in the desert. The snake uses the words
amazing and unique to pique our interest.

What does the snake say adapt means?

The snake says that adapt means to survive and

reproduce. He says that it also means that there are
many kinds of neighbors who like to live in the same
area.

Washoe County School District

Desert Giant

Questions/Activities/Vocabulary/Tasks
The snake states that some of the creatures are
friends and some are not, but thats OK. Why does
he say that?

Reread page 3
Questions:
What do you notice about the way the author wrote
this book?

Recommended for Grade 2

Expected Outcome or Response (for each)

Its OK that they may not be friends, because the
animals have adapted to their special environment in
order to survive and reproduce. This means they
may need to live next to enemies.

This is poetry. There is rhyme, rhythm, and

patterning.

Where does this story take place? What details from This story takes place in the desert. The author says
the illustrations and text support your claim?
its a desert and describes it as sun-baked, a
waterless land, with a cactus and dunes.
Reread page 7
Questions:
What is the boy curious about?

The boy is wondering who could be living on this arid

ground.

Define arid as waterless and sunbaked. What might

be some challenges for creatures living on this arid Answers may vary, but students should talk about
ground?
finding basic needs such as shelter, water, and food
which may be scarce due to the environment.
Reread page 8
Teacher Note: You may want to take the opportunity
to build an understanding around nocturnal animals.
Questions:

Washoe County School District

Desert Giant

Questions/Activities/Vocabulary/Tasks
Why does the boy leave?

Recommended for Grade 2

Expected Outcome or Response (for each)

He doesnt see any creatures because they are
resting far from sight. Its getting dark, and he
probably needs to go home.

Using the illustrations and details from the text,

describe what happens when the boy leaves.
The creatures wake up to play and hunt (prey). The
(Teacher Note: The word prey may cause some
rabbit watches the boy leave.
confusion because of the way the author places it at
the end of the sentence. They may think the animals
woke to play and PRAY. Some clarification might be
needed to distinguish between the two words.)
Reread Page 11
Questions:
How does the first creature use the cactus?

The rat builds a cozy nest to shelter her babies.

Reread Page 12
Questions:
How is the cactus a haven for the owl?
Why does the owl need perfect sight?
Reread Page 15
Questions:
What tower does the bat fly to? How is the cactus
like a tower?

It builds a nest in it. The babies are safe from

predators.
The owl hunts at night and needs perfect sight to see
the prey.

Washoe County School District

Desert Giant

Questions/Activities/Vocabulary/Tasks
What is the bat spreading? (Note to teacher: you
may need to build knowledge around pollination
here.)
How does the cactus help the bat adapt to its
environment?
How does the bat help the cactus survive?

How does the bats nose help it to spread the pollen?

Reread Page 16
Questions:
Who comes next?
What words does the author use to create a scary
tone about the snake?

Recommended for Grade 2

Expected Outcome or Response (for each)

The bat flies to the cactus, which is the tower. The
cactus is like a tower because it stands tall in the
desert.

The bat is spreading pollen from flower to flower on

the cactus.
The cactus provides food for the bat.
It helps it pollinate flowers.

The bat has a long nose, which allows it to reach

deep inside the flower to where the pollen is.

The rattlesnake comes next.

Why would a rattlesnake need to rely on the cactus The author uses words like deadly and slip-slides.
to help it survive? (Teacher Note: you may need to
help the students think about the animals they have
already read about that might be food for the snake)
The rattlesnake comes to the cactus to hunt for other
animals that depend on the cactus to survive (like
Reread Page 19
the rat).
Questions:
Who comes next?

Washoe County School District

Desert Giant

Questions/Activities/Vocabulary/Tasks

Recommended for Grade 2

Expected Outcome or Response (for each)

Why does the author use the word dance when

describing the scorpion?
Reread Page 20
Questions:
Who is eyeing the scorpions?
Using evidence from the text and illustrations,
describe why the foxes might be eyeing the
scorpions.

Some scorpions come next.

The author uses dance to describe the way the
scorpions walk along the trails.

A den of foxes is eyeing the scorpions.

Reread Page 22
The fox is licking its lips as if its hungry. He might
Questions:
want to eat the scorpion.
What is the gila monster looking for? What might be
the gila monsters snack?
The gila monster is looking for a snack. It might also
Reread Page 24
want to eat the scorpions.
Questions:
A survivor is someone or something that manages to
live through a difficult situation. How are the animals
living in a difficult situation? How does the cactus
help the creatures survive in the desert?
The animals are trying to find food and shelter in the

How is the cactus like a guard? (Teacher Note: this

desert environment. They may have to live next to

creatures they are enemies with. They may have to
find food at night. The cactus provides shelter,
protection, and food for creatures in the desert.

Washoe County School District

Desert Giant

Recommended for Grade 2

Questions/Activities/Vocabulary/Tasks
Expected Outcome or Response (for each)
question is meant to build an understanding around (examples: the rat and owl use the cactus for
the metaphor before answering the next question.) shelter, the bat drinks the pollen from the flowers)

Explain in your own words the meaning of the last

A guard is someone or something that protects
sentence: The spiny plant with its weathered face is others. The cactus provides protection for the
a noble guard in this busy place. (Teacher Note: you creatures in the desert.
may need to spend some time on vocabulary before
students will be able to answer this question)
THIRD READING:
***During the third reading, have the students read
the following line chorally with you each time it is
encountered: Beside the cactus tall and grand,
a haven for creatures in a waterless land.***

(Answers may vary) This sentence describes the

prickly cactus that has been worn down by the
weather as a protector of the animals in the desert.

Reread Page 2
Questions:
Personification is when an author gives human traits
to something that is not human. Listen carefully as I
reread the page for an example of personification.
What example of personification did you find?
Why does the author use gripping?
bushes gripping ancient ledges
Reread Page 7
Questions:

Washoe County School District

Desert Giant

Recommended for Grade 2

Questions/Activities/Vocabulary/Tasks
Expected Outcome or Response (for each)
Listen carefully as I reread for another example of
To show how the bush has to survive by hanging on
personification. What example of personification did to the ledge so as to not be blown away by the wind.
you hear?

Reread Page 19
Questions:
Listen carefully as I reread for another example of
personification. What example of personification
did you hear?
Teacher Note: With student help, collect the last
words of the lines and write them on the board or a
piece of chart paper (tails, trails, teeth, beneath,
tower, flower, sight, night, nest, rest, grand, land).
Sometimes authors will put important words at the
end of lines in poetry. How do these words help you
understand this story? Talk to your partner. (Follow
with whole group discussion)

The prickly cactus with arms raised high

Some scorpions with stinging tails dance along on

unseen trails.

Students should discuss how each word relates to or

describes the creatures and the cactus. Examples:
tower describes the tall cactus, flower describes the
food for the bat, teeth describes the dangerous
rattlesnake, etc.

Reread Page 24
Questions:
What does the author mean when he states that the The author means that the cactus keeps the
survivors are sheltered and harbored by the cactus? survivors safe by providing food and shelter.

Washoe County School District

Questions/Activities/Vocabulary/Tasks

Desert Giant

Recommended for Grade 2

Expected Outcome or Response (for each)

Reread the line from the previous page: Beside the A haven is a safe place. The cactus is a haven
cactus tall and grand, a haven for creatures in a
because it keeps the creatures in the desert safe and
waterless land. Using details from the text, what do protected by providing food and shelter.
you think a haven might be? How is the cactus like a
haven?
FOURTH READING:
During this last reread, students will create a t-chart Example:
of the creatures in the story and how they use the
cactus. This will serve as their graphic organizer for Creatures
the culminating task. Be sure to stop during this
read as needed for students to complete their chart. rat
owl
Model with a class chart as needed.
bat

Cactus
builds nest for babies
lives high up to hunt
drinks nectar from flowers

FINAL DAY WITH THE BOOK (Day 5)- Culminating Task

Discuss the focus question whole group (students should be using their t-charts to organize their
thoughts for writing): How do creatures, who may or may not be friends, use the saguaro cactus to
adapt to their special environment?
o Sample answer: The saguaro cactus helps the creatures adapt to the desert environment. The
rat builds its nest at the bottom of the cactus to shelter its babies. The tiny owl lives high up on

Washoe County School District

Desert Giant

Recommended for Grade 2

the cactus which helps it see its prey at night. The long-nosed bat drinks nectar from the cactus
flowers. Other animals live near the cactus such as rattlesnakes, scorpions, and foxes. Even
though some are enemies, they still gather at the cactus to meet their survival needs. The gila
monster comes to the cactus to hunt for a snack. The saguaro cactus helps these creatures

survive in the desert.

Provide students with the writing prompt and scaffold as necessary for your class.

Vocabulary
These words merit less time and attention

These words merit more time and attention

(They are concrete and easy to explain, or describe events/

processes/ideas/concepts/experiences that are familiar to
your students )

(They are abstract, have multiple meanings, and/or are a

part
of a large family of words with related meanings. These
words are likely to describe events, ideas, processes or
experiences that most of your student will be unfamiliar
with)

Page
Page
Page
Page
Page
Page
Page
Page
Page
Page

[3] dunes a mound of sand formed by the wind

[3]- creatures - animals
[3]- majesty impressive, dignity, beauty
[4] prickly covered in prickles
[4]- breeze- a gentle wind
[4] arid having little or no rain, dry, barren
[8]- critters - a living creature, animal
[16]- deadly - causing or able to cause death
[19]- unseen not seen or noticed
[20]- eyeing - look at or watch closely

Page [1] adapt to change to match conditions

Page [3] shifting- changing, especially unpredictably
Page [3] edges the outside limits of an object
Page [3] ledges a narrow horizontal surface
projecting from cliff
Page [3] gripping to grab or hold tightly
Page [3]- ancient belonging to the very distant past
Page [3] grand magnificent and imposing
Page [3] waterless lacking sufficient water or
rainfall
Page [3]-haven a place of safety or refuge
Page [4] -curious eager to know or learn something
Page [8]- observed noticed or perceived something

Washoe County School District

Desert Giant

Recommended for Grade 2

Page [8]-prey - hunt and kill for food

Page [11] - sheltered protected from difficulties or
bad weather
Page [15] - tower a tall narrow building
Page [15] - pollen a fine powdery substance
produced by a plant
Page [16] beneath at a lower level or layer than
Page [24] survivors person remaining alive where
others died
Page [24] weathered worn by long exposure to the
air
Page [24] spiny full of or covered with prickles
Page [24] harbored give a home or shelter to
Pages [24] noble guard - a protector with high
moral principles

Fun Extension Activities for this book

To further explore the language and concepts, create a readers theater around the text. Assign a
small group of students to the different parts of the book (A tiny owl with perfect sight, who sleeps
by day and hunts by night). Have the students create an illustration for the part and practice
reading the lines chorally. Present the illustration and recite the lines during a reading of the
readers theater.
Create a picture of the cactus and the creatures from the text using the position words the author
uses throughout the poem (beside, high above, above, upon, past, near). Students can use the
blackline master of the cactus to start, or create their own. Then the students should draw the
animals where they belong around the cactus according to the position words (A leaping rat builds a
cozy nest, a sheltered place for her young to rest, beside the cactus tall and grand)
At the beginning of the text, there is a persuasive letter from the Western Diamondback Rattlesnake
providing even more information about the desert while encouraging students to become interested

Washoe County School District

Desert Giant

Recommended for Grade 2

in this environment. The students could then write a letter back to the Rattlesnake telling it
everything they have learned about the desert. Or, they could write a letter persuading others to
become more knowledgeable about the desert.
At the end of the text, there are field notes to explore more detailed information about each creature
featured in the text. This could be used for report writing or expert groups.
This lesson was written to be paired with The Desert Giant, which provides more in depth information
around the saguaro cactus. Consider using Around One Cactus first.
Build additional knowledge around the saguaro cactus by watching these short videos:
o http://www.bing.com/videos/search?
q=saguaro+cactus+videos+for+kids&FORM=VIRE2#view=detail&mid=65C492CCD896832A5E0965C492
CCD896832A5E09
o http://www.bing.com/videos/search?
q=saguaro+cactus+videos+for+kids&qs=AS&sk=&FORM=QBVR&pq=saguaro%20cactus%20video&sc=320&sp=1&qs=AS&sk=#view=detail&mid=6213D2797ABAF6E4B6856213D2797ABAF6E4B685

o https://www.youtube.com/watch?v=NmTH6zsCs9Y

Washoe County School District

Desert Giant

Recommended for Grade 2

What Makes this Text Complex?

1. Quantitative Measure
Go to http://www.lexile.com/ and enter the title of your text in the Quick Book
Search in the upper right of home page. Most texts will have a Lexile measure in
this database.
5.2
(Lexile level not
available, DRA 38,
Guided Reading P)

2-3 band
4-5 band
6-8 band
9-10 band
11-CCR band

420-820L
740-1010L
925-1185L
1050-1335L
1185-1385L

2. Qualitative Features
Consider the four dimensions of text complexity below. For each dimension *, note
specific examples from the text that make it more or less complex.
In the arid desert, many types of
animals use the giant saguaro cactus for
survival.

A nonfiction text that uses poety and building

text.

Meaning/PurpoStructure
se
LanguageKnowledge
Demands
Text includes specific content vocabulary,
diverse language, personification, complex
sentence structures, rhyming, and repetition.
Here stands a cactus, tall and grand, a haven
for creatures in a waterless land.

Some students may need background

information on desert environment and
animals basic needs.

3. Reader and Task Considerations

What will challenge my students most in this text? What supports can I provide?
This text provides a lot of information, rich vocabulary, and complex sentences.
Support using a graphic organizer (t-chart), repeated readings, readers theater,
questions to clarify word meanings, time spent on syntax, and attention paid to
illustrations.
How will this text help my students build knowledge about the world?
The text will help students build background knowledge around the desert
environment and animals in that environment. Students familiar with this content
and vocabulary will have a basis for understanding more complex text they may
encounter in the future.
4. Grade level
*For more information on the qualitative dimensions of text complexity, visit
http://www.achievethecore.org/content/upload/Companion_to_Qualitative_Scale_Features_Explained.pdf

What grade does this book best belong in? 2nd grade

*For more information on the qualitative dimensions of text complexity, visit

http://www.achievethecore.org/content/upload/Companion_to_Qualitative_Scale_Features_Explained.pdf