What Do You Know About Pumpkins?

English Language Arts Kindergarten Time: Five Days: 30-45 minutes each day Carly Tofel November 11th, 2013

Rationale This unit was created in order to reinforce and provide new experiences for students to demonstrate their language arts skills. The use of pumpkins is favorable due to the fact that pumpkins are prevalent in both October and November for their respective holidays, Halloween and Thanksgiving. In this unit, students will be involved in a variety of activities that touch upon a multitude of skills. These skills include writing, listening, creativity, working with a group, and working independently. In order to do this, students will participate in activities such as sequencing, observational writing, listening and recalling information, craft activities, and learning about different types of organizers. Students will experience a complete exploration of pumpkins by using their previously acquired knowledge on the five senses. The skills that are being applied in this unit are ones that will help students in the twenty-first century. This unit meets the developmental needs of the students by ensuring that they have to recall and apply information that they previously learned. Naturally, as they are exposed to more, they are learning more information and acquiring more skills, but this unit successfully makes sure that older skills are practiced. This unit also meets the goals for a majority of English language arts standards for kindergarten that are specified in their state common core standards. Developmentally, this unit challenges yet meets the cognitive and social needs of students. In terms of cognitive development, this unit provides students with the setting to explore and really apply what they know. This allows students to think on their own and really develop and fine-tune their knowledge base. Socially, this unit allows for a lot of growth. This is so because students will be working individually, yet around their peers constantly. It will teach them to respect the space of others and how to work well with people.

Content Search When teaching students of a young age, it is important to be knowledgeable in all aspects of whatever you are teaching, due to the fact that you never know what one of students might ask you. Pumpkins, although mainly known for being festive pieces for holidays, are actually very interesting specimen. The name pumpkin originated from the Greek word for large melon which is pepon. (Pumpkins and More 1) Over time, and through language differences, that original word, transformed into pumpkin. Pumpkins used to be used in a variety of ways by the Native Americans. They used them to make mats and as a source of food. (Pumpkins and More 1) Another fascinating fact about pumpkins is that there are many varieties. There are Autumn Gold pumpkins, Baby Bear pumpkins, Frosty pumpkins, and so many more! Each type of pumpkin has a different texture and or weight to it. Autumn pumpkins are the ones that most people come across, especially during the holidays. Today, pumpkins are an extremely popular fruit. There are numerous recipes for pumpkin pies, breads, cookies, etc You name it, and there is probably a pumpkin version of that product. Every single part of the pumpkin can be eaten in one way or another. Pumpkin seeds are the most popular part of the pumpkin to eat. They are extremely nutritious. Quite often, when young students think about pumpkins, they think about carving them. The practice of carving originated from an Irish myth about a man nicknamed Stingy Jack. (The History of Pumpkin Carving 1) The myth was about how a man named Jack tricked the devil multiple times to ensure that he would not end up in hell. When Jack died, G-d didnt like that Jack had been so tricky, so he was not allowed to enter heaven. Because of his deal with the devil, Jack was left with nowhere to go. The legend states that the devil sent Jack into the night

with only a light. The Irish began to refer to this eerie figure as Jack of the Lantern, and eventually, Jack OLantern. (History of Pumpkin Carving 2)

"The History of Pumpkin Carving." New University RSS. N.p., 26 Oct. 2010. Web. 28 Oct. 2013. http://www.newuniversity.org/2010/10/features/the-history-of-pumpkin-carving/ "Pumpkin History." - Pumpkins and More. N.p., n.d. Web. 28 Oct. 2013. http://urbanext.illinois.edu/pumpkins/history.cfm Theobald, Mary M. "History.org: The Colonial Williamsburg Foundation's Official History and Citizenship Website." Some Pumpkins! : The Colonial Williamsburg Official History & Citizenship Site. N.p., 2009. Web. 28 Oct. 2013. http://www.history.org/Foundation/journal/Autumn09/pumpkins.cfm

UbD Unit Plan

Title: Topic: What Do You Know About Pumpkins? Pumpkins Grade: Subject/Course: English Language Arts Carly Tofel

Kindergarten Designer:

Stage 1 Desired Results

Content Standards: CC.1.1.K.A: Utilize book handing skills CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.2.K.A: With prompting and support, identify the main idea and retell key details of text CC.1.2.K.B: With prompting and support, answer questions about key details in a text CC.1.2.K.C: With prompting and support, make a connection between two individual, events, ideas, or pieces of information in a text CC.1.2.K.E: Identify parts of a book (title, author) and parts of a text (beginning, end, details) CC.1.2.K.F: With prompting and support, ask and answer questions about unknown words in a text CC.1.2.K.G: Answers questions to describe the relationship between illustrations and the text in which they appear CC.1.2.K.J: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts CC.1.2.K.L: Actively engage in group reading activities with purpose and understanding CC.1.3.K.B: Answer questions about key details in a text CC.1.4.K.A: Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts CC.1.4.K.B: Use a combination of drawing, dictating, and writing to focus on one specific topic CC.1.4.K.C: With prompting and support, generate ideas and details to convey information that relates to the chosen topic CC.1.4.K.D: Make logical connections between drawing and dictation/writing CC.1.4.K.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling CC.1.4.K.E: With prompting and support, illustrate using details and dictate/write using descriptive words CC.1.4.K.J: Make logical connections between drawing and writing CC.1.4.K.L: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling

CC.1.4.K.N: Establish who and what the narrative will be about CC.1.4.K.R: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling CC.1.4.K.V: Participate in individual or shared research projects on a topic of interest CC.1.4.K.X: Write routinely over short time frames CC.1.5.K.A: Participate in collaborative conversations with peers and adults in small and larger groups CC.1.5.K.B: Ask and answer questions about key details in a text read aloud or information presented orally or through other media CC.1.5.K.D: Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume CC.1.5.K.E: Speak audibly and express thoughts, feelings, and ideas clearly CC.1.5.K.G: Demonstrate command of the conventions of standard English when speaking based on kindergarten level and content Understandings: Essential Questions: Students will understand that a pumpkin What is a pumpkin? is a fruit What does a pumpkin look like? Students will understand what a pumpkin How can drawing and writing help looks like on both the outside and the when exploring and understanding inside pumpkins? Students will understand that a pumpkin What is the lifecycle of a pumpkin? has a lifecycle that starts with a seed and ends with an orange pumpkin Students will understand that there are a variety of ways to explain information that youve learned such as writing and drawing Students will know. Students will be able to. What a KWL chart is Fill in a KWL chart That you read from left to right Use their five senses to observe both the inside and outside of a pumpkin How to observe a pumpkin using their five senses Illustrate and orally communicate their observations How to illustrate and orally dictate their observations Fill in a bubble map for their observations How to fill in a bubble map Create their own lifecycle sequence of The lifecycle of a pumpkin a pumpkin How to cooperate with others in a group Work together in a group How to work individually Work individually

Stage 2 Assessment Evidence

Performance Task: DAY 1 Pre-assessment Asking students if they have ever seen a KWL chart before Do you know what the K stands for? Do you know what the W stands for? Do you know what the L stands for?

Formative/Summative Having students fill out the KW part of the KWL chart What do they know? What do they want to know? DAY 2 Pre-assessment Review of KW part of KWL chart Dropping the book Pumpkin Day! and having a student pick it up and place it on the easel the correct way (cover first and right side up) Formative Discussion of the book Pumpkin Day! throughout the story What are the main characters doing? Look at the pictures What do you think will happen next? Summative Retell of what the story was about and who the main characters were DAY 3 Pre-assessment Placing the whole pumpkin and the cut pumpkin in front of the students First reactions? Do they notice that they look different? Formative Pumpkin observations discussion Inside? Outside?

Summative Making a bubble map of the observations made by students One bubble map on the outside observations One bubble map on the inside observations Individual illustration of the outside of the pumpkin Individual illustration of the inside of the pumpkin DAY 4 Formative Reading and discussing the book From Seed To Pumpkin Looking at the pictures to predict what will happen Describing what is going on in the pictures before reading the story Creating a lifecycle of a pumpkin on the pocket chart as a class Summative Individually creating their own sequence/lifecycle of a pumpkin Being able to put the pictures in order from seed to orange pumpkin DAY 5 Pre-assessment Review of pumpkins What did you learn? Favorite part? Formative Filling in the L column of our KWL chart Reading the poem Pumpkins On The Move Discussing the jack olanterns in the poem Have you ever made one? Summative Students acting out the poem (movements of the pumpkin) Painting their own pumpkins

Stage 3 Materials
Day 1 Poster paper Markers Picture of a pumpkin to glue on to poster Day 2 Pumpkin Day! by Nancy Elizabeth Wallace Pumpkin pancakes Mix (premade) Griddle Plates Day 3 Day 4 Day 5

Whole pumpkin Cut pumpkin (either on the top so you can see in or in half) Poster paper Markers Pumpkin cutouts (two for each student) Crayons

From Seed To Pumpkin by Wendy Pfeffer Pocket chart Pictures of each step in the lifecycle of a pumpkin Sentence strips with each step written out (one step = one strip) Lifecycle of a pumpkin handout Scissors Glue Crayons Pencils

Previously filled in KWL chart (KW are filled in) Markers Smartboard Pumpkin On The Move Poem Pumpkin cut out (one for each student) Die cut Actual mini pumpkin for each student Paint Paintbrushes

Resources
PumpkinFreebie by Nicole Ricca found on http://www.teacherspayteachers.com From Seed to Pumpkin by Wendy Pfeffer Pumpkin Day! by Nancy Elizabeth Wallace Poem Pumpkins on the Move found on http://www.teacherspayteachers.com

Day 1 (shorter lesson because of Day 1 of phonics) What Do You Know? I. SECTION ONE A. PA Academic Standards for English Language Arts CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.4.K.B: Use a combination of drawing, dictating, and writing to focus on one specific topic CC.1.4.K.C: With prompting and support, generate ideas and details to convey information that relates to the chosen topic CC.1.4.K.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling CC.1.4.K.T: With guidance and support from adults and peers, respond to questions and suggestions from peers, and add details to strengthen writing as needed CC.1.4.K.W: With guidance and support, recall information from experiences or gather information from provided sources to answer a question CC.1.4.K.X: Write routinely over short time frames CC.1.5.K.A: Participate in collaborative conversations with peers and adults in small and larger groups CC.1.5.K.C: Ask and answer questions in order to seek help, get information, or clarify something that is not understood B. Enduring Understandings Students will understand what a KWL chart is Students will understand that a KWL chart helps us organize what we know, what we want to know, and later on, what we learned Students will understand how to stretch out words in order to write them Students will understand that we write from left to right C. Essential Questions What is a KWL chart? How is a KWL chart helpful? What do you do when you cant spell a word? Which side of the paper do we start writing on? D. Performance Standards Students will know What a KWL chart is How to fill in a KWL chart

That we write from left to right That we can stretch out words to help us spell them

Students will be able to Fill in the K and W portion of a KWL chart Explain what a KWL chart is Stretch out words they dont know in order to identify and spell them

II. SECTION TWO A. Pre-assessment Asking students if they have ever seen a KWL chart before Do you know what the K stands for? Do you know what the W stands for? Do you know what the L stands for? B. Formative/Summative Having students fill out the KW part of the KWL chart What do they know? What do they want to know? III. SECTION THREE A. Materials Poster paper Markers Example of a KWL chart Maybe use the leaves one we already created that says Leaves are (a) Explain the comparison between that and the K of KWL B. Procedures Have students gathered on the carpet Explain to them that this week we are going to talk about pumpkins Pull up the poster paper that we previously made titled Leaves are Ask students if they remember what they did here What types of things did they write? Explain that instead of making something that looks like that, we are going to make a really cool type of organizer An organizer is a way for us to write things and put all of our thoughts and ideas down Show them the KWL chart Go over what the K, W, and L mean We are going to fill in the K and the W part today Why cant we fill in the L yet? Call on student (because we havent learned anything yet) Fill in the K

What do you guys know about pumpkins? It can be anything from the color to when you see them (say) After the K is finished, move on to the W You guys know so muchbut what are some other things you want to know? It can be anything! Fill in the W Fill in as many as you can before it is time to pack up to go home

Day 2 (shorter lesson because of phonics day 2) What Is A Pumpkin? I. SECTION ONE A. PA Academic Standards for English Language Arts CC.1.1.K.A: Utilize book handing skills CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.2.K.A: With prompting and support, identify the main idea and retell key details of text CC.1.2.K.B: With prompting and support, answer questions about key details in a text CC.1.2.K.E: Identify parts of a book (title, author) and parts of a text (beginning, end, details) CC.1.2.K.F: With prompting and support, ask and answer questions about unknown words in a text CC.1.2.K.G: Answers questions to describe the relationship between illustrations and the text in which they appear CC.1.2.K.J: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts CC.1.2.K.L: Actively engage in group reading activities with purpose and understanding CC.1.3.K.B: Answer questions about key details in a text CC.1.4.K.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling B. Enduring Understandings Students will understand how to handle a book Students will understand the basic features of print Students will understand what a pumpkin is Students will understand how to make connections between pictures and text C. Essential Questions How do you handle a book? What are the basic features of print? What is a pumpkin? How can you make connections between pictures and text? D. Performance Standards Students will know

How to handle a book What the basic features of print are What a pumpkin is How to make connections between pictures and text

Students will be able to Handle a book correctly Identify where you start reading (left) Identify a pumpkin Make connections between pictures and text in a book

II. SECTION TWO A. Pre-assessment Review of KW part of KWL chart Dropping the book Pumpkin Day! and having a student pick it up and place it on the easel the correct way (cover first and right side up) B. Formative Discussion of the book Pumpkin Day! throughout the story What are the main characters doing? Look at the pictures What do you think will happen next? C. Summative Retell of what the story was about and who the main characters were

III. SECTION THREE A. Materials Pumpkin Day! by Nancy Elizabeth Wallace Previously filled in KWL chart B. Procedures Have students gather on the carpet Review the KWL chart made the day before Explain that this book (show them) is going to teach them a lot about pumpkins Drop the book accidentally Have a student pick it up and place it the right way on the easel Ask the class if he or she placed it the correct way How do you know? Ask students where the title of the book is Open the book Take a picture walk

Look at the pictures before reading the book and ask students what they think the book is going to be about Read the book and discuss previous thoughts of students After reading the book Ask students what the book was about Was their guess right? Who was the main character? Because the book gives a recipe for pumpkin pancakes Make them and eat them as a class

Day 3 What Do You Observe? I. SECTION ONE A. PA Academic Standards for English Language Arts CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.4.K.B: Use a combination of drawing, dictating, and writing to focus on one specific topic CC.1.4.K.C: With prompting and support, generate ideas and details to convey information that relates to the chosen topic CC.1.4.K.D: Make logical connections between drawing and dictation/writing CC.1.4.K.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling CC.1.4.K.E: With prompting and support, illustrate using details and dictate/write using descriptive words CC.1.4.K.J: Make logical connections between drawing and writing CC.1.4.K.L: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling B. Enduring Understandings Students will understand how to illustrate, orally communicate, and write about observations Students will understand what the outside of a pumpkin is like Students will understand what the inside of a pumpkin is like C. Essential Questions How do you observe things? What is the outside of a pumpkin like? What is the inside of a pumpkin like? How do pictures and words help us communicate our thoughts? D. Performance Standards Students will know How to observe both the inside and outside of a pumpkin How to create a bubble map How to communicate through illustration How to clearly communicate orally Students will be able to Engage in a class discussion

Observe both the inside and outside of a pumpkin Communicate their thoughts clearly both orally and illustratively

II. SECTION TWO A. Pre-assessment Placing the whole pumpkin and the cut pumpkin in front of the students First reactions? Do they notice that they look different? B. Formative Pumpkin observation discussion Inside? Outside? C. Summative Making a bubble map of the observations made by students One bubble map on the outside observations One bubble map on the inside observations Individual illustration of the outside of the pumpkin Individual illustration of the inside of the pumpkin III. SECTION THREE A. Materials Whole pumpkin Cut pumpkin Poster paper Markers Pumpkin cutouts (two for each student) Crayons B. Procedures Gather students on the carpet Place the pumpkins in front of them and see what their first reactions are After a minute or two, explain what the items are One is a whole pumpkin One is a cut pumpkin where we can see the inside Explain to students that we are going to be making observations on the pumpkins First hold up the whole pumpkin Ask students what they see, feel, etc Make a bubble map of what they say After the whole pumpkin is done, show them the cut pumpkin Explain that this is what the inside of a pumpkin looks like Allow them to feel inside if they want to

Write down what they observe, feel, etc Bubble map After the bubble maps are done, show them the cutouts of pumpkins Tell them what to do: Each student will get two cutouts On one of them they will draw what the outside of the pumpkin looks like On the other one they will draw what the inside of the pumpkin looks like

Day 4 What Is The Lifecycle of a Pumpkin? I. SECTION ONE A. PA Academic Standards for English Language Arts CC.1.1.K.A: Utilize book handing skills CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.2.K.A: With prompting and support, identify the main idea and retell key details of text CC.1.2.K.B: With prompting and support, answer questions about key details in a text CC.1.2.K.C: With prompting and support, make a connection between two individual, events, ideas, or pieces of information in a text CC.1.2.K.E: Identify parts of a book (title, author) and parts of a text (beginning, end, details) CC.1.2.K.F: With prompting and support, ask and answer questions about unknown words in a text CC.1.2.K.G: Answers questions to describe the relationship between illustrations and the text in which they appear CC.1.2.K.J: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts CC.1.2.K.L: Actively engage in group reading activities with purpose and understanding CC.1.3.K.B: Answer questions about key details in a text CC.1.4.K.A: Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts CC.1.4.K.D: Make logical connections between drawing and dictation/writing CC.1.4.K.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling CC.1.4.K.E: With prompting and support, illustrate using details and dictate/write using descriptive words CC.1.4.K.J: Make logical connections between drawing and writing CC.1.4.K.L: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling B. Enduring Understandings Students will understand the lifecycle of a pumpkin Students will understand what a lifecycle is Students will understand the basic features of print

C. Essential Questions What is the lifecycle of a pumpkin? D. Performance Standards Students will know The lifecycle of a pumpkin The basic features of print Students will be able to Create the lifecycle of a pumpkin as a class Create the lifecycle of a pumpkin individually Handle a book correctly Participate in a large group setting

II. SECTION TWO A. Formative Reading and discussing the book From Seed to Pumpkin Looking at the pictures to predict what will happen Describing what is going on in the pictures before reading the story Creating a lifecycle of a pumpkin on the pocket chart as a class B. Summative Individually creating their own sequence/lifecycle of a pumpkin Being able to put the pictures in order from seed to orange pumpkin III. SECTION THREE A. Materials From Seed to Pumpkin by Wendy Pfefer Pocket chart Pictures of each step in the lifecycle of a pumpkin Sentence strips with each step written out (one step = one sentence strip) Lifecycle of a pumpkin handout Scissors Glue Crayons Pencils B. Procedures Read the book From Seed to Pumpkin As you are reading, discuss what is going on in the pictures Have the students describe each step After reading the book, create the lifecycle on the pocket chart Show the students the pictures in any order Ask them if they know which step in the cycle it is

Do this until the whole cycle is created Have students go back to their seats and create their own

Sequence Handout

Day 5 (Fun Friday) What Did You Learn?

I. SECTION ONE A. PA Academic Standards for English Language Arts CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) CC.1.1.K.D: Know and apply grade level phonics and word analysis skills in decoding words CC.1.2.K.C: With prompting and support, make a connection between two individual, events, ideas, or pieces of information in a text CC.1.2.K.L: Actively engage in group reading activities with purpose and understanding CC.1.4.K.C: With prompting and support, generate ideas and details to convey information that relates to the chosen topic CC.1.4.K.X: Write routinely over short time frames CC.1.5.K.A: Participate in collaborative conversations with peers and adults in small and larger groups B. Enduring Understandings Students will understand that a pumpkin is a fruit Students will understand what a pumpkin looks like Students will understand what the L in the KWL chart stands for C. Essential Questions What is a pumpkin? What do they look like? What did I learn about pumpkins? D. Performance Standards Students will know How to follow instructions in a poem What a pumpkin is How to describe all aspects of a pumpkin What the L in a KWL chart stands for Students will be able to Work creatively individually Follow instructions in a poem Describe a pumpkin Recall and explain what they learned about pumpkins

II. SECTION TWO A. Pre-assessment Review of pumpkins What did you learn? Favorite part? B. Formative Filling in the L column on our KWL chart Reading the poem Pumpkins on the Move Discussing the jack olanterns in the poem Have you ever seen these before? Have you ever made one? C. Summative Students acting out the poem Painting their own pumpkins Working well individually and as a group

III. SECTION THREE A. Materials KWL chart Markers Smartboard Pumpkins on the Move Pumpkin cut out (one for each student) Die cut Actual mini pumpkin for each student Paint Paintbrushes B. Procedures Students will gather on the carpet We will look at the KWL chart and talked about what we wrote the first day Then we will write everything we learned about pumpkins Reference the sequence and our observation maps Ask everyone what there favorite part of learning about pumpkins was Move onto the poem Pull up the poem on the smartboard Read through the poem one time Read it again with the motions Hand out the cutout pumpkins to the students

Explain that we are going to use them to act out our poem Teach the students the poem with the motions Read through it once or twice with the motions Discuss the faces on the pumpkins in the poem What are those called? Have you seen that before? Have you made one? Lastly, tell students that they are going to get to paint their own pumpkins! Show the students the mini pumpkin that they will each get When they go back to their seats, they may begin painting Dont mix paintbrushes with different colors One brush at a time