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PumpkinsJessica GizziOctober 2008

SUNY CortlandDepartment of Childhood /Early Childhood Education

UNIT TITLE PAGE for Student Teaching - EDU 490-491

A unit is a unifying structure with a focus. This unit is a plan that organizes a sequential progression of lessons related in theme, topic, issue or problem. A unit consists of three parts: (1) an introductory activity designed to activate students’ prior knowledge and to stimulate interest (2) a series of sequenced lesson plans (3) a culminating activity that reinforces, brings closure to the unit, and allows students to demonstrate what they have learned.

NAME: Jessica Gizzi

THE NAME OF THE UNIT: Pumpkins

GRADE LEVEL: Kindergarten TIME ALLOTMENT: 5 days

I. STANDARDS FOR UNITELA Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge, generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.Standard 4: Language for Social InteractionStudents will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communications with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

MST Standard 1: Analysis, Inquiry, and DesignStudents will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. Standard 2: Information SystemsStudents will access, generate, process, and transfer information using appropriate technologies. Standard 3: MathematicsStudents will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry, Standard 4: ScienceStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Standard 5: TechnologyStudents will apply technological knowledge and skills to design, construct, use, and evaluate producers and systems to satisfy human and environmental needs. Standard 6: Interconnectedness: Common ThemesStudents will understand the relationships and common themes that connect

mathematics, science, and technology and apply the themes to these and other areas of learning.

Arts Standard 2: Knowing and Using Arts Materials and ResourcesStudents will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

II. OBJECTIVES FOR UNITStudents will be able to: learn how a pumpkin grows and express what they have learned

Read and recite three poems about pumpkinsObserve the parts of a pumpkin and describe what they look or feel likeExpress their feelings Learn to spell “orange” and “pumpkin”

III.LIST OF LESSON PLANS

-INTRODUCTION TO UNIT Life Cycle of a Pumpkin

-NAMES OF SEQUENTIAL LESSONS Five Little Pumpkins Jack-O-Faces Peter Peter Pumpkin Eater Things that are orange

-CONCLUSION TO UNIT Review the Life Cycle of a Pumpkin

VI. METHOD OF EVALUATION FOR UNIT Observation Rubric for Life Cycle of a Pumpkin

Childhood/Early Childhood Department

Lesson Plan

Date of Lesson 10/1/08 Time 12:00-1:00 Length of Lesson 15-20 minutes

Curriculum Area Literacy Content Area Reading

Title of Lesson (identify concepts taught) How A Pumpkin Grows

Age/Grade Level Kindergarten

1. Learning Objectives Students will be able to learn how to read the stages of a pumpkin and use cut out

pictures to place a picture that corresponds with the words they read.

2. Assessment(a) Learning outcomes of previous lesson related to this topic

(b)Focus of assessment in this lesson (related to objectives) See if the students can read the words on the page. See if the students can express the parts of the cycle of a pumpkin.

(c) Method of assessment used in this lesson Observation

3. New York State Learning Standards

English Language Arts: Standard 1 Language for Information and Understanding

4. Materials

Copies of the book How A Pumpkin Grows Glue sticks Cut out pictures

5. Lesson Process

(a) Introduction / Links to prior knowledge

Tell the students that they will learn to read the book and use the pictures showing the stages of the pumpkins

(b) Learning procedures relating to objectives

Have the students look at the front page and see if they can read the title. Remind them that the story is like the book they did about how a butterfly grows. If they cannot read have them say the title along with you. Try having them sound some of the words out.

Do the same for each page but have them find the picture that matches the words they just read. Have them glue the picture above the words on each page.

(c) Conclusion/Checking for understanding

Go over the stages of the pumpkin one more time by reading the story all together again.

Lesson Plan Reflection

Reflect on each lesson you teach. Complete the reflection the same day that you teach the lesson.

1. Were the learning objectives met? What evidence do you have for this?

Yes, the students were able to read the stage of the pumpkin along with me and find the matching pictures.

2. How did the children respond to the activity?

The students were very excited to put the pictures in the book. Unfortunately that didn’t have enough time to color the pictures which they all wanted to do. They were able to spot a lot of words they already knew.

3. What would you do differently next time?

What I realized after they started cutting out the pictures was that it was going to take a lot longer than I planned so I had to be flexible and move some things around. Next time I would have the pictures already cut out for the students instead of having them cut them out.

4. What concept do the children need to learn or do next that follows on from this activity?

The students will need to work on sounding each word out in the book to figure out what they are reading, not just recite what the teacher says.

5. What do you need to plan for the next activity?For the next activity dealing with the cycle will be the assessment to see if they can remember all the stages of a pumpkin’s life cycle.

6. Your professional development. What have you learned about children’s learning, planning, your teaching, resources, management, assessment?

I learned that I need to be flexible with my lesson plans because they can end up taking longer than planned. After they started cutting them out I realized it took longer than expected so I just decided to not do the afternoon lesson and just have them finish the books in the afternoon, which worked out fine.


Lesson Plan


Curriculum Area Art Content Area Cutting and pasting

Title of Lesson (identify concepts taught) Five Little Pumpkins Project


1. Learning Objectives Students will be able to cut out different shapes. Students will be able to put the pieces out to make a Five Little Pumpkins Story

Board.


Students should be able to hold the scissors correctly.

(b)Focus of assessment in this lesson (related to objectives) To see if the students can use scissors and cut on the line. See if the students can follow directions and place the parts in the right places.

(c) Method of assessment used in this lesson Observation and the project


Arts Standard 2: Knowing and Using Arts Materials and Resources

4. Materials

Sheet of gate Sheet with five pumpkins Black construction paper Scissors Glue sticks Crayons Copy of the poem

5. Lesson Process(a) Introduction / Links to prior knowledge

Show the students what they will be making. Review to the students how to hold the scissors.


Give each student a sheet with the gate to cut out. Have the students cut out the 5 pumpkins. When they have finished cutting everything out have them glue down the gate on

the bottom vertically. Then have them glue the 5 pumpkins on the gate. Have them use the crayons to draw color the pumpkins and write their name on

the back.

(c) Conclusion /Checking for understanding

Ask the students to recite the poem to see if they know it.


Lesson Plan


Curriculum Area Language Arts Content Area Reading

Title of Lesson (identify concepts taught) Five Little Pumpkins Book


1. Learning Objectives Students will be able to recite poem Five Little Pumpkins. Students will be able to read the poem.


(b)Focus of assessment in this lesson (related to objectives) See if the students can recite and read the poem Five Little Pumpkins.




4. Materials

Five Little Pumpkin Books Crayons Pencils


Have the students remind you what poem they learned in the morning.


Have the students write their names on the back with a pencil. Have the students look at the front page and see if they can read the title. Have the students read along with you one time threw.


Ask the students to read the poem one at a time, and while they are reading have the other students color their book.


Lesson Plan



Title of Lesson (identify concepts taught) Jack-O-Faces


1. Learning Objectives Students will be able to recite poem Jack-O-Faces. Students will be able to find words that rhyme.


(b)Focus of assessment in this lesson (related to objectives) See if the students can recite the poem Jack-O-Faces. See if the students can find words that rhyme.




4. Materials

Pocket chart Sentence strips of the poem Jack-O-Faces Finger pointer


Introduce the poem Jack-O-Faces

Using the finger pointer read the poem by yourself.


Have the students read along with you making sure they stay with the pointer and not just say it ahead.

Show the students that the pictures can help them read the line. Ask each student to read it by themselves by following you point to each word.


Ask the students to find words that rhyme. (sad/mad, small/all)

Poem:

This is Jack-O-HappyThis is Jack-O-SadNow this is him sleepyNow this is him mad.This is Jack in pieces smallBut in a pie he is best of all.


Lesson Plan



Title of Lesson (identify concepts taught) Jack-O-Faces Book


1. Learning Objectives Students will be able to recite poem Jack-O-Faces. Students will be able to read the poem.


(b)Focus of assessment in this lesson (related to objectives) See if the students can recite and read the poem Jack-O-Faces.




4. Materials

Jack-O-Faces Books Crayons Pencils


Have the students remind you what poem they learned in the morning.


Have the students write their names on the back with a pencil. Have the students look at the front page and see if they can read the title. Have the students read along with you one time threw.


Ask the students to read the poem one at a time, and while they are reading have the other students color their book.


Lesson Plan



Title of Lesson (identify concepts taught) Peter Peter Pumpkin Eater


1. Learning Objectives Students will be able to recite poem Peter Peter Pumpkin Eater. Students will be able to find words that rhyme.


(b)Focus of assessment in this lesson (related to objectives) See if the students can recite the poem Peter Peter Pumpkin Eater See if the students can find words that rhyme.




4. Materials

Pocket chart Sentence strips of the poem Peter Peter Pumpkin Eater Finger pointer


Introduce the poem Peter Peter Pumpkin Eater

Using the finger pointer read the poem by yourself.


Have the students read along with you making sure they stay with the pointer and not just say it ahead.

Ask each student to read it by themselves by following you point to each word.


Ask the students to find words that rhyme. (eater/her, shell/well)


Lesson Plan


Curriculum Area Language Arts Content Area Writing

Title of Lesson (identify concepts taught) Put in a Pumpkin


1. Learning Objectives Students will be able to decide what they would put in a pumpkin shell. Students will be able to write and draw a picture of what they would put in the

pumpkin shell.


(b)Focus of assessment in this lesson (related to objectives) See if the students can decide what they would put in a pumpkin shell. See if the students can write and draw a picture of what they would put in the

pumpkin shell.

(c) Method of assessment used in this lesson Observation and handout



4. Materials

Handout Crayons Pencils White board Marker

5. Lesson Process

(a) Introduction / Links to prior knowledge Ask the students what Peter put in his pumpkin shell. Tell the students that they will be drawing a picture of something that they would

put in a pumpkin shell..


Have the students say what they would put in a pumpkin Give the students a sheet and have them put their names on the top. Have the students start drawing a picture of what they would put in the pumpkin. Go to each student asking what they wanted to put in it and write it on the white

board so they could write it on their page.


Ask the students to tell you why they chose to put that in their pumpkin shell.


Lesson Plan


Curriculum Area Science Content Area Pumpkins

Title of Lesson (identify concepts taught) Pumpkin Life Cycle Assessment


1. Learning Objectives Students will be able to learn how to read the stages of a pumpkin and use cut out

pictures to place a picture that corresponds with the words they read.


(b)Focus of assessment in this lesson (related to objectives) See if the students can read the words on the page. See if the students can express the parts of the cycle of a pumpkin.

(c) Method of assessment used in this lesson Pumpkin Life Cycle Rubric


MST Standard 4: Science

4. Materials

Orange construction paper 11x17 Title strip “Life Cycle of a Pumpkin” Pictures/labels of cycle cut out Glue sticks Copy of In My Garden Pumpkin Pumpkin by Jeanne Titherington Copies of the rubric Pencil


After Morning Meeting ask the students what we have been learning about for the past five days.

Read the story Pumpkin Pumpkin by Jeanne Titherington, while reviewing the parts of the pumpkin life cycle.

Introduce a new song called In My Garden. Sing it through once alone then sing it through while having the student repeat each verse. Sing song all together.


Have the students sit at the table and tell them that you want to see if they remember the life cycle of a pumpkin.

Give the student a sheet of orange construction paper, a title strip, glue stick and the pictures/labels.

Tell the students to first glue the title on the top. Tell the students that they will see pictures and words; they need to place the

pictures in order from left to right and place the matching words underneath it. Tell the students that I cannot help them put them in order, but I can read the

words for them if they need help reading them.


When they are finished have them express to you the cycle of the pumpkin verbally. Record how well they did using the rubric and write their name on the back of their paper.

Jessica Gizzi 10/8/08Rubric Reflection

SummaryTarget 10Acceptable 6Emerging 4

I was quite impressed how many students knew most of the life cycle of a

pumpkin. What impressed me most was that two students that are in our low group got a

very score and 2 students in a group level above them got really bad scores. The rubric

was very easy to use. I actually found it online, but I didn’t like that the numbers went

from 1 to 4, so I changed it going from 4 to one making it easier to see where the student

fell. I would definitely use another rubric like this again because all I needed to do was

add up 3 scores and I would see where they fell. I liked that there was three parts of the

rubric, one part being a hand on and visual part to measure how much they know using

pictures and words and another part measured how well they were able to express what

they did using words. Some students were better at the visual representation while others

were better at the verbal expression. If the student wasn’t able to express what they did

verbally it wouldn’t really bring down their score because the other parts kept their score

high.

I really wouldn’t change anything about the rubric, except maybe make it a little

more clear about the amount of labels or pictures missing/placed wrong. Sometimes I

wouldn’t know which one to put it under. I believe that I exposed them enough to the

cycle of the pumpkin by reading the story, and reviewing it while reading it, and singing

the song three times right before assessing them.


Lesson Plan


Curriculum Area Language Arts Content Area Writing

Title of Lesson (identify concepts taught) I Like Orange…. Chart


1. Learning Objectives Students will learn to read and spell the word “orange.” Students will be able to tell me something they like that is orange. Students will be able to read the line “I like orange_______.”


Students will learn to read and spell the words “I” and “like.”

(b)Focus of assessment in this lesson (related to objectives) See if the students can tell me something they like that is orange. See if the students can read and spell the word “orange.” See if the students can read the line “I like orange_______.”




4. Materials

Chart paper Markers Magnetic letter tiles Magnetic board

5. Lesson Process

(a) Introduction / Links to prior knowledge

Review with the group what they did with the chart yesterday.


Introduce the word “orange” spelling it out with magnetic letters. Have the students spell the word with you two times as a group Have them close their eyes and spell the word without looking at it. Then scramble the letters and ask each student to sequence the letters in the

correct order. Ask them to read the first two words of the sentence, which should be pointed out

that they learned already. Show the group the chart and explain that we will be thinking of things that are

orange like a pumpkin. Have the students close their eyes and think about when they walked around the

house with their parents (doing the literacy pack) and what they found that was orange.

Explain that you will be filling in something they found that was orange and write their name at the end of their sentence.

Call on one student at a time to tell you something that is orange.


Have the group read each line along with you. Ask the group to think of other things that are orange.

Unit Reflection

I feel that my unit plan went really well. I did it on pumpkins because it was

something that deals with fall and my teacher said I could do anything with fall. I was

able to find so much on pumpkins online. I spent over a week looking up activities and

books to do with pumpkins and found so much. I tried to make it where each day of the

five days there was a different theme dealing with pumpkins. The first day I had it all

about how they grow, the second focused on the poem Five Little Pumpkins, the third

dealt with feelings, the fourth focused on the poem Peter Peter Pumpkin Eater and the

fifth was about the color orange and a wrap up on how pumpkins grow. The students

were very excited about the unit the whole time; they really liked how everything had to

do with pumpkins. They were excited to hear what there would be learning each day.

I am really proud of my unit and would definitely use it in the future if I have a

Kindergarten classroom. I feel like it was a perfect topic to choose because there was so

much to do with it. I do feel that the students did learn a lot from my unit from what I

hear them say after the unit is over. A lot of the students did really well on the

assessment as well. I felt like their parents would love to know what they were learning

about so I sent home a letter written from the child saying everything they have been

learning and a folder that had all the activities and books they did with me. The

connection between home and school is very important and by sending it home gave the

parents an insight on what their child was doing and feel like they are part of their child’s

learning. I also made my literacy pack revolve around my unit plan and used the

information they gathered in one of my lessons for my unit plan, so everything tied in

together.

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