The Great Big Enormous Turnip

Mike Labagh

Lesson Plan

The Great Big Enormous Turnip

Subject:

Fountas and Pinnell Reading Series

Topic:

Sequencing

Objectives:

·         Given vocabulary, the students will participate and practice new vocabulary words in the story by giving an example of each word in a sentence of their own.

·         Given a text, the students will complete a picture walk and make oral predictions about what may happen in the text or what the text is mainly about.

·         Given the text, the students will complete a read aloud of the text in small groups.

·         Given a graphic organizer, the students will know and be able to sequence events in a story.

·         Given a text, the students will know and be able to read it while participating in a running record assessment.

Methods:

·         Direct instruction – small group

·         Modeling

·         Guided practice

·         Application

·         Assessment

Materials:

·         The Great Big Enormous Turnip – fiction – Book 51 – level H

·         Printables

·         Peanut Butter and Jelly, plates, napkins, plastic spoons, bread

·         Vocabulary Handout

·         Printables

·         Fountas and Pinnell Word bags and journals

·         Pens and Pencils

Motivation:

Teacher will say, “Let’s make a peanut butter and jelly sandwich. Who can tell me how to make one? I will make it according to the directions you give me. I will do exactly what you say and we can decide if we would eat the sandwich I make.”….. After the sandwich exercise is done, the teacher will continue, “Today we will learn about sequencing events. This is important to know because when we are reading a story or telling someone about something that happens, the sequence of the story has to make sense. I cannot be at school, if I didn’t drive there first. Like we learned with our sandwiches, sequencing is important. I can only do what I am told. After we read about a great big enormous turnip and sequence the events in that story, we will sequence events from another story and complete some fun tasks that involve sequence. Once we review our objectives after we complete all of the tasks, we will plant our own turnips.”

Activities:

·         Given vocabulary, the students will participate and practice new vocabulary words in the story by giving an example of each word in a sentence of their own.

·         Given a text, the students will complete a picture walk and make oral predictions about what may happen in the text or what the text is mainly about.

·         Given the text, the students will complete a read aloud of the text in small groups.

·         Given a graphic organizer, the students will know and be able to sequence events in a story.

·         Given tasks, the students will complete them and participate in extension lessons, including planting their own turnip seeds.

·         Given a text, the students will know and be able to read it while participating in a running record assessment.

Practice Activity:

After the students read the story, The Great Big Enormous Turnip, they will use the graphic organizer to sequence 5 events from the story. The teacher will guide the students and help them with the 1^st example. The teacher will ask the students to turn to 2 of their text. On page two, this is where the story begins, so this is the first event that needs to be recorded. The teacher will ask the students what happened. After the students respond, the teacher will repeat what the students have said, “One day a farmer planted a turnip seed.” The teacher will ask the students to review their story and list 4 more details from the story. The details must be in proper sequence from the story. When he students have finished this exercise, the teacher will review the completed graphic organizer with all of the students to ensure they each were able to do this correctly. After the students have successfully completed this task, they will be asked to do an independent activity on their own.

Independent Activity:

The students will have a choice of short stories to read. They will sequence the events from the story by listing the number of events, starting with what happened first, or number 1. If any student needs assistance in reading the story, it will be read to them. I am assessing if they can sequence events, not their ability to read. The text should match to their ability, but be prepared to read the story anyway.

Evaluation:

·         Participation

·         Completed extension exercises and activities

·         Completed sequence of events sheet

Closure:

The teacher will ask the students what the purpose of the lesson and activities were. After the oral responses are said, the teacher will repeat the objectives for the lesson and remind the students that sequencing of events was the purpose and how it is important to properly sequence events in our lives because we need them when we are baking, telling a story, reading, or trying to get somewhere.

Assessment:

Assessments are on-going. The students will have to sequence events on their CMT’s, DRA’s, and throughout their academic subjects as they continue on their educational journey. Once the foundation for sequencing of events has been laid, the students should be exposed to it and be challenged to sequence more events as their comprehension to this content area increases.