Lesson Foundations

Pre-assessment (including cognitive and noncognitive measures):

On day one, the teacher will use a schema chart showing what the students know about farms and cities so far. On day two, the teacher will use a schema chart showing what the students know about wheat and how bread is made so far.
Curricular Focus, Theme, or Subject Area:

The focus for this lesson is the farm, comparing a farm to the city, and understanding the goods and the services that come from farms.
State/District Standards:

The following content standards are from the Georgia Department of Education (Georgia Department of Education, 2002). listen attentively to ask and respond appropriately to questions compare and contrast content within and between stories and between stories and personal experiences organize items chronologically make predictions using prior knowledge increase vocabulary to reflect a growing range of interests and knowledge identify goods that people make and services that people provide for each other

Learning Objectives:

The students will compare and contrast cities and farms. The students will use vocabulary words, such as, wheat, dough, flour, loaves. The students will use the necessary vocabulary words to explain the process that is used to make bread. The students will identify goods that people make and services that people provide for each other.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers:

In order to adapt the lesson for my English Language Learners, my Students with Disabilities, and my struggling readers, I will use vocabulary picture cards and a realia box of the vocabulary words that we will be discussing, such as wheat, flour, dough, and bread. I will also have picture cards for the sequencing activity. I will also encourage my English Language Learners to explain their schema out loud to a

partner before they are expected to write their schema down on a sticky note.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response):

The perspective addressed in this lesson is the interactive perspective.

Texts:

There are two texts that will be used throughout the lesson. They are Moo in the Morning by Barbara Maitland and From Wheat to Bread by Stacy Taus-Bolstad.
Other Materials/Technology/Equipment/Resources:

The teacher will need sticky notes and large chart paper.
Grouping structures (one-on-one, small group, whole class):

This lesson will be completed whole group. In some portions of the lesson, the students will also work in collaborative partners.

Lesson Sequence
Learning Activities
Introduction/Anticipatory Set

Assessment Opportunities Day1: The students will work with a collaborative partner. The students will do a think-pair share to share their thinking, and then they will record their schema on the cities and farms on a sticky note. This will serve as a preassessment of the childrens current understanding and misconceptions about the farm and the city. The class will come together to discuss their thoughts and put their sticky notes up on a chart labeled our farm and city schema.

Day 1: The teacher will introduce the lesson by having the students create a schema chart telling everyone what they know about farms and cities so far. The students will do a thinkpair-share to share their thinking out loud, and then they will write their thinking on the sticky note to add to the schema chart.

Day 2: The teacher will introduce the lesson by having the students create a schema chart about what they know so far about bread and how it is made. The students will do a thinkpair-share to share their thinking out loud, and then they will write their thinking on the sticky note to add to the schema chart.

Day 2: The students will be given sticky notes and a partner so that they can record their schema on how bread is made. This will

serve as a pre-assessment of the childrens current understanding and misconceptions about the how bread is made. The class will come together to discuss their thoughts and put their sticky notes up on a chart labeled our bread schema.

Building/Applying Knowledge and Skills

Day 1: After the class has made the farm and city schema chart the teacher will read the book Moo in the Morning by Barbara Maitland (Maitland, 2000). This book tells about what is seen and heard by the child in the book when he wakes up in the morning in the city and then what is seen and heard on the farm in the morning. As the teacher reads it aloud, she will encourage the students to make predictions about the text by using their prior knowledge. When the story is complete, the class will work together to put their new knowledge about the city and the farm into a Venn diagram. The students will be comparing and contrasting the similarities and differences between farms and cities.

Day 1: The teacher will have the students discuss what should go on the different parts of the Venn diagram. This will help the teacher see if the students comprehended the story.

Day 2: The new knowledge learned will be added to the class schema chart by the students. At this point, the teacher should expect that the students concept of making bread will be clearer than before the book was read.

Day 2: The teacher will review the schema chart from the city and farm Venn diagram from the day before. After completing the where does bread come from schema chart the teacher will introduce the realia box that includes items such as wheat, dough, flour, and a loaf of bread along with vocabulary cards placed in a pocket chart. After the introduction with the realia box and the vocabulary cards the teacher will read through the book From Wheat to Bread by Stacy Taus-Bolstad Taus-Bolstad, 2002). As the teacher reads through the book, the students will be asked to give a thumbs up when they

hear one of the key vocabulary words. The students will be given opportunities throughout the book to turn to a partner and tell what they had learned up to that point in the book. The teacher will make sure to point out the different steps in the process of making bread. The students will have an opportunity to add the new knowledge learned from the book to the schema chart with sticky notes and a partner. Synthesis/Closure Day 1: The teacher and the students will review the Venn diagram. The students will then have an opportunity to add new information to the schema chart with sticky notes and their partner as the teacher explains that we are always adding and building to our schema. The teacher will also explain that if there were any misconceptions then we need to remove them from our schema and from our Venn diagram. Day 1: The new schema added to the schema chart will show what new knowledge the students gained after reading the book, Moo in the Morning (Maitland, 2000).

Day 2: At the end of the story From Wheat to Bread, the students will have the opportunity to independently sequence picture cards sequencing the steps discussed in the book to make bread (Taus-Bolstad, 2002).

Day 2: The students will create a final product that can be used for teacher assessment by sequencing picture cards independently that show the steps that are required to make bread.

Extension/Enrichment/Transfer of Generalization of Knowledge:

The students will write and illustrate a story telling what type of goods they would provide on their farm if they had a farm.