Lesson Plan

Teacher: Michelle Mullally Grade Level: Kindergarten Reading Comprehension

I. Content and Standards: CC.1.2.K.A With prompting and support, identify the main
idea and retell key details of text. CC.1.2.K.B With prompting and support, answer
questions about key details in a text. CC.1.2.K.C With prompting and support, make
a connection between two individuals, events, ideas, or pieces of information in a
text. CC.1.2.K.L Actively engage in group reading activities with purpose and
understanding.
II. Prerequisites: Students should be able to listen to teacher read My Garden by Kevin
Henkes and retell the text. They should be able to cite relevant information from the
text and engage in a collaborative discussion about plants. They should have an
understanding of what living things need to live and grow.

III. Essential Questions: What do living things need to grow?

IV. Instructional Objective: The students will use comprehension skills to respond to
questions related to the text and identify what living things need to grow.

V. Instructional Procedures:

Part 1: Have a class discussion about the story we read last week, My Garden.
Activate prior knowledge by discussing what can and can not grow in a garden.
Discuss if a plant/tree/flower is a living thing and why? Discuss what living things
need to grow and stay alive. Give an explanation of how to plant a seed. Ask has
anyone ever planted a seed before and let them share their experience.

Part 2: Present the book The Carrot Seed by Ruth Krause. Highlight the author and
the illustrator and point to the title. Read the book aloud pause for questions. Ask
what the boy did to help his seed grow? Ask why will it not come up? Ask if the seed
has everything it needs to grow?

Part 3: After the story is read aloud ask the students if they can tell the story in their
own words. Ask the questions: Who were the characters in the story? Who was the
main character? Why did they think this seed would not come up? Do you feel
frustrated when you have to wait? Are you patient? What happened when the boy
worked to take care of the plant and waited patiently?
 Part 4: Introduce the song Dig a Hole in the Ground to Plant a Seed and have
students sing along.

Part 5: Ask students to name what a seed needs to grow. Write on the board Water,
Food, Air, and Sunlight.

Part 6: Have students find space in the room and curl into the shape of a seed. Turn
off the light and ask what do seeds need to grow. When someone says sunlight turn
on the light. Tell students if they feel the air, sunlight, and food from the soil they can
slowly start to grow. Tell students that if they feel the sprinkling of water they can
grow more. Remind them they are rooted to the ground but encourage them to move
and sway. Model what a tall tree could look like.

Part 7: Ask students to return to their table and work on a sequential drawing. In four
parts have the students illustrate their own seed growing. Show an example for the
class and draw out the 4 parts. In box 1 plant the seed. In box 2 the seed grows
roots. In box 3 the seed sprouts a stem. In box 4 the plant/flower/tree has bloomed.
Illustrate what the seed needs to grow in each box. Water, sun, soil, air. At the
bottom of the picture write the sentence The seed grew.

Part 8: Have students share their pictures and discuss with their small groups.
Encourage them to share what they grew and how it grew.

VI. Materials and Equipment: Teacher: The Carrot Seed by Ruth Krauss. Students:
Worksheet with 4 boxes for sequential drawing. Pencils and crayons.
VII. Assessment/Evaluation: Observation of classroom engagement, pacing of
activities, and transition from activities. Review sequential drawings.

VIII. VII. Differentiation: Individualized Activities: Have students work with a

partner/small group to support one another. If students struggle with sequences give
them blank work sheet to draw one or two steps only. Teacher circulates during
activities to support students who need it.

IX. Technology: N/A

X. Self-Assessment As the students listen are they engaged and asking questions?
Are the student discussions on topic? Are the students elaborating on the lesson and
noticing other things that help living things to grow? Are they relating to this concept
personally? Are there too many or too few steps and/or activities?