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Mini Unit on Apples with a Focus in Vocabulary

EDU 740

10/17/2010

Mrs. Amanda D. Coonradt

General Description

Vocabulary is the foundation for reading and comprehension. If a student is unfamiliar with a

word, they will waste time decoding and trying to determine meaning. “Vocabulary refers to the words

we know that allow us to communicate effectively” (Sousa, 2005, p.90). I decided to do a mini unit

focusing on vocabulary using apples and the history of Johnny Appleseed; integrating our current season

of autumn. New York State has a huge following and admiration for apples and prides in their local

orchards. The main focus of the vocabulary will be science terms that will be new to most students.

These science terms are specific to the flower parts of an apple flower. Although this vocabulary is very

specific in nature, I integrated many loving books, videos, and activities for students to enjoy. There are

unlimited activities and books one could use during a thematic unit such as apples. I’ve attached four

lesson plans that can be used such a unit.

Amanda Coonradt

Grade 2-3

Mini Unit Lesson 1: Whole group instruction

Introduction to Apple Theme-Monday

Materials:

1. Have a few variety of apples to show students, including dried apple seeds2. Computer/smart board Life Cycle of an Apple Tree

(http://www.youtube.com/watch?v=0DDDBwk_-bM)3. How Do Apples Grow? By: Betsy Maestro

4. Apple Trees By: Gail Saunders-Smith

5. Worksheet Parts of a Flower ;picture and vocabulary words

Objective: Students will be introduced to the life cycle of an apple. They will demonstrate new vocabulary and label the parts of a flower.

Introduction: Who here likes to eat apples? Do you know that apples that you eat start out from a little seed? (Show and pass around dried apples and apple seeds) Today we are going to learn about the life cycle of an apple. Then we are going to learn the parts of a flower, one of the most beautiful stages of the life cycle of apples.

Plan:

1. Use introduction, and ask students about their prior knowledge of apples and experiences to apple orchards or cooking with them…find their interests

2. Students will watch YouTube video Life Cycle of an Apple Tree

3. Read both books (How Do Apples Grow? And Apple Trees)and discuss the differences between the information in them

4. Write on the board a list of facts we’ve learned today about apples and their growth5. Teacher will either pass out copies of Parts of a Flower worksheet, or draw a picture of a flower

and label it on the board. Students will copy this into their science notebook. Go over the description and location of every new vocabulary word.

Assessment:

Students will be assessed by their group participation and discussion after the video and two books; including responses for list of facts about the apple cycle.

Students will also be observed copying and labeling of flower parts worksheet.

Parts of a Flower

The flowers have many parts that are crucial to the formation of apples:

Sepals - five green, leaf-like structures that make up a flower's calyx

Petals - the part of a flower that attracts insects by their color and scent

Stamens - the male reproductive part made up of an anther and filament

Anther - the part of the stamen that produces pollen

Filament - the stalk of the stamen

Pistil - female part of the flower, made up of a stigma, style, and an ovary

Stigma - the top of a flower's pistil

Style - the part of a pistil that connects the stigma and the ovary

Ovary - the rounded base of the pistil, inside of which are five compartments each containing two ovules, female reproductive cells that can become seeds

Amanda Coonradt

Grade 2-3

Mini Unit Lesson 2: Whole group, Centers

Introduction to Johnny Appleseed and Vocab Review- Tuesday

Materials:

1. Johnny Appleseed By: Steven Kellogg

2. Cut apart Letters Worksheet, Center 13. Sliced in half apples with paint and construction paper, Center 24. Flash Card/index cards (Vocab and definition), Center 35. Small chalkboard and chalk, Center 4

Objectives:

Students will be introduced to Johnny Appleseed and learn about the history of apples in the USA. Students will rotate at three different centers, reviewing and practicing their science vocabulary words.

Introduction: Today we are going to start off our unit by learning about Johnny Appleseed. Does anyone know of this tall tale or the history of apples in our country? After this story, you will be split into four groups to explore our centers.

Plan:

1. Introduction and then reading of Johnny Appleseed. Discussion and questions2. Students broken up into 4 groups to rotate at centers.

a. Center 1: Apple Letters worksheet. Students will cut out letters and fill out worksheetb. Center 2: Students will used halved apple slices, dip the faces of them in paint colors of their

choosing, and create artistic work. They can be as creative as they want!c. Students will use blank index cards to create flash cards to study. Once created, they can

pick a partner and quiz each other.d. Students will use small chalkboards to practice spelling vocabulary words. They can also

arrange the words in alphabetical order.

Assessment: Students will participate in group discussion before, during, and after story. Students will be observed at all center activities.

Cut apart the letters!

a e l p p s

--------------------------------------------------------------------------------------------

Name:__________________________________________ Date:_____________________

How many words can you make with the letters above? We made one for you. Write your words in the box. Make at least seven words.

Al

CHALLENGE - Use all the letters to make one word. What word did you make? Hint – You can make juice out of these.

Use the space below to use this word in a sentence

Fill in the blanks with a word that uses the given letters.

The boat is floating in the ___________.

My dog sat on my _________________.

Pick one of the words you made and draw a picture below to illustrate the word.

Amanda Coonradt

Grade 2-3

Mini Unit Lesson 3: Whole Group

Group Review Game with Vocabulary- Wednesday

Materials:

1. The Little Red House With No Doors and No Windows and a Star Inside Story By: C.S. Bailey2. Apple and knife (not for students)3. Chalk board/chalk

Objectives: Students will review and demonstrate vocabulary knowledge.

Introduction: Before we do a vocabulary review game, let’s dive into a neat little story. Are there any questions or problems with our vocabulary words before we begin?

Plan:

1. Introduction2. Read The Little Red House With No Doors and No Windows and a Star Inside and cut into the

apple at the end to show the students the star inside.3. Board Races review game! A drawing of a flower’s parts we’ve been studying will be on the

board NOT labeled. Students will be divided into two teams. They will take turns sending one student up at a time from each team. Students will be given a definition from one of our flower vocabulary words, they must label the correct word in the correct location on the drawing to receive 2 points. If they mislabel the flower but got the vocabulary word correct and spelled correctly, they receive only 1 point. Team with most points at the end will receive an extra 2 points on their test on Friday.

Assessment:

Student observations will be made regarding correct vocabulary and definition recognition. Any corrections and re-teaching will be made on a student basis.

 The Little Red House With No Doors and No Windows and a Star Inside

 Once upon a time, there was a little boy who was tired of all his toys and tired of all his play.  "What shall I do?", he asked his mother.  And his mother, who always knew beautiful things for little boys to do said, "You shall go on a journey and find a little red house with no doors and no windows and a star inside."  This really made the little boy wonder.  Usually his mother had good ideas, but he thought that this one was very strange.  "Which way shall I go?" he asked his mother.  "I don't know where to find a little red house with no doors and no window.  "Go down the lane past the farmer's house and over the hill," said his mother, "and then hurry back as soon as you can and tell me all about your journey."

So the little boy put on his cap and his jacket and started out.  He had not gone very far down the lane when he came to a merry little girl dancing in the sunshine.  Her cheeks were like pink blooms' petals and she was singing like a robin.  "Do you know where I shall find a little red house with no doors and no windows and a star inside?" asked the little boy.  The girl laughed, "Ask my father, the farmer," she said.  "Perhaps he knows."

So the little boy went on until he came to the great brown barn where the farmer kept barrels of fat potatoes and baskets of yellow squashes and golden pumpkins.  The farmer himself stood in the doorway looking out over the green pastures and yellow grain fields.  "Do you know where I shall find a little red house with no doors and no windows and a star inside?" asked the little boy of the farmer.  The farmer laughed too.  "I lived a great many years and I never saw one." he chuckled, " but ask Granny who lives at the foot of the hill.  She knows how to make molasses, taffy,  popcorn balls, and red mittens!  Perhaps she can direct you."

So the little boy went on farther still, until he came to the Granny, sitting in her pretty garden of herbs and marigolds.  She was

wrinkled as a walnut and as smiling as the sunshine.  "Please, Dear Granny," said the little boy.  "Where shall I find a little  red house with no doors and no windows and a star inside?"  Granny was knitting a red mitten, and when she heard the little boy's question, she laughed so cheerily that the wool ball rolled off her lap and down the little pebbly path.  "I should like to find that little house myself," she chuckled.  "I would be warm when the frosty night comes and the starlight would by prettier than a candle.  But ask the wind who blows about so much and listens at all the chimneys.  Perhaps the wind can direct you."

So the little boy took off his cap and tipped it politely to the Granny and went on up the hill rather sorrowfully.  He wondered if his mother, who usually knew almost everything, had perhaps made a mistake.  The wind was coming down the hill as the little boy climbed up.  As they met, the wind turned about and went along, singing beside the little boy.  It whistled in his ear, and pushed him and dropped a pretty leaf into his hand.  "I wonder," thought the little boy, after they had gone along together for awhile, "if the wind could help me find a little red house with no doors and no windows and a star inside."  The wind cannot speak in our words, but it went singing ahead of the little boy until it came to an orchard.  There it climbed up in the apple tree and shook the branches.  When the little boy caught up, there at his feet lay a great rosy apple.

The little boy picked up the apple.  It was as much as his two hands could hold.  It was red as the sun had been able to paint it, and the thick brown stem stood up as straight as a chimney, and it had no doors and no windows.  Was there a star inside?

The little boy called to the wind, "Thank you," and the wind whistled back, "You're welcome."  Then the little boy gave the apple to his mother.  His mother took a knife (at this point, start cutting an apple crosswise) and cut the apple through the center.  Oh, how wonderful!  There inside the apple, lay a star holding brown seeds.

"It is too wonderful to eat without looking at the star, isn't it?" the little boy said to his mother.  "Yes indeed," answered his mother.

~ by Caroline Sherwin Bailey

Amanda Coonradt

Grade 2-3

Mini Unit Lesson 4: Whole group

Last Day for Review and Additional Apple Activities- Thursday

Materials:

1. Johnny Appleseed: My Story (step-into-reading, step 3) By: David L. Harrison

2. http://www.nyapplecountry.com/teacherkits/flower.pdf (print out of flower parts, any last minute review needed)

3. Computer/smart board to show: http://www.nyapplecountry.com/seasons.htm (How Do Apples Grow?)

4. Apple poem Picking Apples5. Venn diagram

Objective: Students will demonstrate knowledge of Johnny Appleseed, and review science vocabulary terms.

Introduction: Today we are finishing up our mini lesson on apples and Johnny Appleseed. We’ll begin by reading another story about Johnny Appleseed, but this one is different as it is written with his voice. We will also be using the computer to review the life cycle of the apple. We’ll finish off with a few activities and any last minute questions regarding our vocabulary terms before the test tomorrow.

Plan:

1. Introduction2. Read Johnny Appleseed. Take out Venn diagram and work with students to fill out circles. We

will be comparing the book we read today to the one we read Tuesday. Looking for similarities and differences.

3. Using the smart board or computer, view the How Do Apples Grow? Website. Followed by discussion

4. Review flower parts vocabulary. Use flash cards or website above. Answer any last minute questions.

5. Read Apple Poem:

Picking Apples(can be sung to the tune of Frere Jacques)

Picking apples, picking apples,'Til we're done, 'til we're done,Picking all the apples,Picking all the apples,'Til we're done, 'til we're done.

Climb a ladder, climb a ladder,In a tree, in a treeHello, everybody;Hello, everybody,Look at me, look at me.

Making applesauce, making applesauceSwish, swish, swish, swish, swish, swishPouring the applesauce,Pouring the applesauceIn a dish, in a dish.

Eating applesauce, eating applesauce,Yum, yum, yum; yum, yum, yum.Eating all the applesauce,Eating all the applesauce.Now we're done, now we're done.

Assessment: Students will participate before, during and after story. Students will work together to come up with Venn Diagram information pertaining to Johnny Appleseed. Any last minute questions will be answered regarding vocabulary terms. Test tomorrow!

References:

Apple Poems <http://www.teachingfirst.net/Poems/Apples.htm>

Bailey, C. S. The Little Red House With No Doors and No Windows and a Star Inside

<http://thevirtualvine.com/thelittleredhouse.html>

Sousa, D.A. (2005). How The Brain Learns to Read. California: Corwin Press.

University of Illinois Extension. (2010). Apples and More; Apples a Class Act.

<http://urbanext.illinois.edu/apples/edu-projects_4B.cfm>

Reflection:

This assignment was both easy and difficult for me. It was easy in the fact that I had so many

ideas and could chose the theme of an apple unit with ease. There are many ways I could go and so

many activities to choose from. It was difficult because I do not currently have a class of my own. Still

trying to find employment has been very difficult, and substitute teaching just isn’t want I want in the

long run, obviously. So, doing this mini unit was hard because I currently cannot use it, and reflect on

my student’s achievement. I do have experience on and off from the last few years as to what to expect

from a unit like this. I will do my best in this reflection.

Knowing that my students would have a variety of literacy skills and needs, it is very important

to differentiate the activities my students use to learn. I integrated technology, multiple books (non-

fiction and sort of fiction with Johnny Appleseed stories), as well as arts and crafts, poetry/song, and

games. My main lesson was my introductory lesson. This lesson is where the vocabulary is taught and

initially given. Vocabulary is a funny thing. It is simple to the point where you have a word and

definition. I decided to give the vocabulary words, definition, and picture for students to use as a guide.

In some other instances, I could give the words and have students look them up using dictionary books

or online. Depending on what we are studying, students may even help me create definitions using their

own words. In this case, the flower parts are very specific words students need to learn in our science

subject, so I just gave them the word and definition. Vocabulary games and review are pivotal when it

comes to learning and repetition. Students stay engaged longer and have more motivation if they are

playing games or are in some kind of competition. I also gave time for students to work in pairs and

independently at centers. All of these strategies give students a variety of environments to learn from. I

made sure to incorporate fun activities to enrich student knowledge even further.

Although I feel my lesson plans may be somewhat common and to the point, I think that they

would be very successful. I think that students would gain a lot of knowledge and want to learn more

about apples and their life cycle as well as Johnny Appleseed. Having this unit during the September-

October season also gives students an opportunity to explore outside of the classroom. I would give

students the opportunity to share any books, visits to the local apple orchards, and cooking or food that

they have made at home. I would send home different recipes if students were interested as well as

other activities they may do at home with parents. As far has homework is concerned I would have

students review their vocabulary terms with their parents as well as labeling them correctly on blank

pictures of flowers.

It’s tricky to decide what are the strengths and weaknesses of this unit. I believe the strengths

are that there is such variety in activities and information for my students. There is a lot of room for

growth and learning. I believe the weakness is the use of choosing my vocabulary words and

concentrating them on the science aspect of learning, and not a literature focus. This may be difficult

for students, not including any of the vocabulary terms into writing of their own. They aren’t creating

sentences using the vocab words, they are merely studying the word and definition, and labeling them

on a picture. If there was more of a literature focus on the terms, I would be sure to have students use

the words in sentences and writing of their own.

In conclusion, this assignment was a terrific way to review my lesson planning skills, as well as

researching books and creating fun activities. It was good for me to apply what I’ve been reading in our

class textbooks as well as what I’ve been gaining from our class discussions. I always find it interesting

to see what I think about when it comes to reflecting on my work. I think about my writing, work, and

learning much more than I have ever in the past. I have so many ideas and want to employ them on my

own students. I have been frustrated at times throughout this course trying to apply what I’m learning

to what I can do during substitution or working with a cooperating teacher. I just have to remind myself

that in the big story of life, this is a stepping stone and I will reach my goal in having my own class

someday.