Apple Day

Student Teacher: Tami Pollock

Mentor Teacher: Kim Faulk
Liaison: Julie Persky
Grade: Kindergarten
Subject: English Language Arts and Reading, Math, Science
Date: September 25, 2015
Time: 8:30am

Rationale:
To teach students the well-known tall tale about Johnny Appleseed, and then
continue the apple theme with practice with parts of an apple and a class graph.
TEKS:
110.11. English Language Arts and Reading, Kindergarten
(b) Knowledge and Skills.
(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze,
make inferences and draw conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence from the text to support
their understanding. Students are expected to:
(A) identify elements of a story including setting, character, and key events;
(B) discuss the big idea (theme) of a well-known folktale or fable and connect it to
personal experience;
111.2. Mathematics, Kindergarten
(b) Knowledge and Skills.
(8) Data analysis. The student applies mathematical process standards to collect and
organize data to make it useful for interpreting information. The student is expected to:
(A) collect, sort, and organize data into two or three categories;
112.11. Science, Kindergarten
(b) Knowledge and Skills.
(10) Organisms and environments. The student knows that organisms resemble their
parents and have structures and processes that help them survive within their
environments. The student is expected to:
(D) observe changes that are part of a simple life cycle of a plant: seed, seedling,
plant, flower, and fruit.

Supporting TEKS:
110.11. English Language Arts and Reading, Kindergarten
(b) Knowledge and Skills.
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how
English is written and printed. Students are expected to:
(G) identify different parts of a book (e.g., front and back covers, title page).
(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to:
(C) write one's own name.
(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using
the conventions of language. Students continue to apply earlier standards with greater
complexity. Students are expected to share information and ideas by speaking audibly
and clearly using the conventions of language.
111.2. Mathematics, Kindergarten
(b) Knowledge and Skills.
(8) Data analysis. The student applies mathematical process standards to collect and
organize data to make it useful for interpreting information. The student is expected to:
(C) draw conclusions from real-object and picture graphs.
112.11. Science, Kindergarten
(b) Knowledge and Skills.
(2) Scientific investigation and reasoning. The student develops abilities to ask
questions and seek answers in classroom and outdoor investigations. The student is
expected to:
(A) ask questions about organisms, objects, and events observed in the natural
world;

ELPS:
ELPS Student Expectations for Listening K-12, 19 TAC 74.4(c)(2)
(I) demonstrate listening comprehension of increasingly complex spoken English by
following directions, retelling or summarizing spoken messages, responding to
questions and request, collaborating with peers, and taking notes commensurate with
content and grade-level needs.
ELPS Student Expectations for Speaking K-12, 19 TAC 74.4(c)(3)
(E) share information in cooperative learning interactions;

Objective:
The student will: observe how Johnny Appleseed plants apples.
The student will: listen to the well-known tall tale, and relate Johnny Appleseed to
a community helper.
The student will: choose and graph their choice of a favorite apple.
The student will: label the parts of an apple diagram in a whole group and
independent setting.
Assessment:
The teacher will: inquire students about planting and eating apples.
The teacher will: create a chart and draw pictures of how Johnny Appleseed was
a community helper using the student ideas.
The teacher will: assist students in sampling different apples, and discuss their
favorite apple.
The teacher will: collect the students Parts of an Apple Diagram activity sheet
and assess their ability to label the parts of an apple.

Blooms Taxonomy:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Higher Order Thinking (HOT) Questions:
(1) How can you be a community helper?
(2) Why is the _____ an important part of the apple?
(3) What can you summarize from the graph?
Classroom Strategies:
Cooperative Groups
Technology
Simulation
Charts/Graphs/Maps
Problem Solving
Peer Tutoring
Hands-On
Centers
Pairing
Lecture
Small Group
Whole Group
Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Visual/Spatial
Logical/Math
Musical
Interpersonal
Intrapersonal

Lesson Plan Cycle

Opening:
Hook:
Display the different apples on the table.
Introduction:
Introduce the lesson.
Today, we are going to learn about Johnny Appleseed, parts of an apple,
and find out the class favorite apple.
Information Giving:
Discuss and read the book Johnny Appleseed while the students are sitting at the
carpet.
Review the parts of the book.
Ask the students to identify the front cover, back cover, spine, and title
page.
Define what a tall tale is, and how it relates to the story of Johnny Appleseed
The definition of a tall tale is
Check for Understanding:
Ask the students
Who is Johnny Appleseed, and how was he a community helper?
How is this story a tall tale?
Follow the students to see if they can describe, explain, and label the parts of the
class. The students will verbally repeat each step to label the Parts of an Apple
Diagram.

Guided Practice:
Introduce and explain the Parts of an Apple Diagram.
Actively call on students to describe a specific part of the apple, explain a
specific purpose of the apple, and label a specific part of the apple on the
board.
Apple Taste Test
While the students are completing their independent practice, in small
groups of two to four students, call them to the teacher table to complete
an apple taste test. During the apple taste test, student will sample a bite
an red, green, and yellow apple. The student will then choose their favorite
apple and color a paper apple that same color. The student will then paste
their choice on a class graph.
Independent Practice:
On your own
Students will label their own Parts of an Apple Diagram activity sheet.
Students will color and then cut out paper apples and paper pot. The
students will then make their own Johnny Appleseed pot hat.
Closure:
Review the topic of Johnny Appleseed and apples to the class.
Review the all of the parts and purposes of an apple.
Display the class graph. Determine what kind of apple was the class favorite.

Extension:
The student can read an ABC printable book about apples.
Im Done:
Students will have the option to:
1. Read a book from their leveled book box.
2. Write and draw in their free journal.
Homework:
NONE
Accommodations:
1. The student can be given a sensory break to work at the carpet with a
clipboard.
2. The student can be given directions one on one at their desk.
3. The student can be given clues to find high frequency words on board.
Modifications:
NOT APPLICABLE
Materials:
Red, Green, and Yellow Apples
Jonny Appleseed Pot Hats
Sentence Strips
Johnny Appleseed Community Helper Chart
Parts of an Apple Diagram
Parts of an Apple Diagram Activity Sheet
Class Favorite Apple Chart
Johnny Appleseed Book

Resources:
Book:
Johnny Appleseed Tall Tale
Notes:
Have Fun!