Day Lesson topic/title

Objectives

Overview of activities

Evidence of differentiation;
language support

Introduction to
service
learning-Books
for Food.

Students will be able Instructor will present the issue of child

Students will discuss,
to determine how
hunger to students through student polling. explain, and determine the
prevalent child hunger Here, students will be able to see how child prevalence of child hunger
is in their local school hunger is a local issue by taking a survey. in their school communities.
communities.
Students will be introduced to the Books Students will be provided
for Food service learning project.
with vocabulary worksheets
Students will be provided with a reading to help enhance their
log. Based on the amount of books the
understanding.
class reads, they will donate a certain
amount of food to their local organizations.
*The class will read books throughout the
entirety of this unit.

Stone SoupStudents will be able Students will engage in a whole groupStudents will be encouraged
Finding the theme to determine the
discussion about the importance of findingto use their graphic
of a story
theme or message of a the purpose of a story (i.e. why do you organizer to help find key
story.
words, phrases, or events
think the author wrote this story). The
that might allude to the
teacher will present the acronym THEtheme. Students will be
MEssage; which explains that the theme ofexpected to provide
a story is another way of finding theevidence from the text.
message the author was trying to convey.
Students will have the opportunity to
reflect on previous books to determine a
message that author was trying to present
to the reader.

Students will be read the book, Stone

Soup. Students will be encourage to find
the theme of the story and how might the
authors message be used in their service
learning experience.

Using Evidence to Students will be able

support theme/idea to determine the
theme of Stone
Soup using specific
examples and key
ideas from the text.

After students engage in a group discussion Students will be provided

about the book Stone Soup, students will with a graphic organizer in
be broken up into groups of four. Each
order to help provide
group will be provided with a different
evidence for their
section of the story. Using a graphic
reasoning.
organizer, students will have to determine
the theme of a paragraph. Students will
have to provide key details, example, and
page numbers in order to support their
responses.

Using Evidence in Students will be able After engaging about the themes supported Students will be provided
Writing
to write an evidence in Stone Soup, students will be assigned with a graphic organizer in
based paragraph using a writing prompt. Students will be asked to order to determine key
a topic sentence, key write how team the theme of teamwork is ideas, details, and page
idea/details, and a
seen throughout the book. Students will be numbers that can be used in
conclusion.
encouraged to write their evidence based their writing.
paragraphs using their graphic organizers. Students will supported
with a Step Up for
Writing worksheet that
lists examples of topic
sentence, key ideas,

supporting details, and

concluding sentence.
5-6

Researching local As a class, students Students will engage in a class discussion

organizations.
will be enabled to
about local hunger organizations. Students
research about local will be divided into groups of four. Each
organizations that help group will be presented with a different
child hunger in the
local organization. Students will have the
local communities.
opportunity to go to the computer lab and
research their assigned organization.

Students will be enabled to

work in groups with varied
learners. Students will be
provided with technology
resources in order to help
gain research. Students will
be provided with graphic
organizers to help write
down their research.

7-9

Persuasive Letters Students will be able Students will have the opportunity to write Students will be able to use
to write a persuasive a letter to the organization they are
their research graphic
letter using evidence. researching. Students will have the
organizers in order to help
opportunity to discuss what they have been construct their letters.
researching and why they think the class Students will be provided
should donate to their organization.
with Frayer Model
worksheets.
Students will be provided
with Step up to Writing
worksheet.

10

Books for Food- Students will be able As a class, students will be able to chart the Students will be enabled to
donation day.
to discuss and reflect books they have been reading throughout work with peers and engage
on the service learning the unit. Based on the books that the
in peer discussions.
project.
students have read, they will donate to the
local community of their choosing (through
class vote). Students will be enabled to
engage in a think, pair, share activity on

their feelings and experiences with this

unit.

Include PBL Design Elements:

Challenging problem or question
Sustained inquiry
Authenticity
Student voice and choice
Reflection
Critique and revision
Public product
Integrate the various subject areas, especially the arts, PE and/or health
Parent letter communicating what students will gain from experience.