Design for Learning

Instructor: Miss Harding

Grade Level/Cooperating Teacher: 1st/ Mrs. Jordan
Lesson Title: Pumpkin Pieces
Date: October 16, 2015
Curriculum Area: English Language Arts
Estimated Time: 40 Minutes
Standards Connection:
Ask and answer questions about key details in a text. [RI.1.1]
Learning Objective(s):
When given Growing Pumpkins, students will correctly identify at least three key details.
Learning Objective(s) stated in kid-friendly language:
You will identify at least three key details from reading Growing Pumpkins!
Evaluation of Learning Objective(s):
Students will be given an informational text to read, Growing Pumpkins. At the end of the lesson they
will be given 3 questions asking them to identify key details from the text. Each question will have two
key details from the text and two facts that did not apply to the text. Students will be asked to identify
which fact supported the main idea of the book: how pumpkins grow. Prior to the assessment, students
will be given direction on what to look for in the text and what is expected of them on answering these
questions. The purpose of this assessment is to let the teacher know if the students comprehended the
reading and discussion that took place during the reading. It will not be unfamiliar to them because they
are being assessed on Growing Pumpkins. To be considered proficient and in the green range, students
will circle one key detail correctly for every question. The students who identify two key details and one
fact that did not apply will be considered in the yellow range and will receive additional practice. Those
who are able to identify one or no key details will be considered in the red range and will need further
remediation. Additional guided reading passages will be available for students to practice if the teacher
deems necessary.
Engagement:
The teacher will read The Pumpkin Patch by Elizabeth King. She will ask the students questions before
and after the reading. Okay girls, I need your full attention on me! We are going to be reading about
pumpkins today so I thought we would start out with a fun book that tells us about how the pumpkins get
to the patch. Is everyone ready to read? Do I have all eyes and ears on me? Great. How many of you have
a pumpkin at your house right now? Teacher listens to responses. Thats awesome. Have any of you ever
been to a pumpkin patch before? Teacher calls on student A to tell about her experience. Thanks for
sharing! Pumpkin patches are very fun. If you havent been I hope that you can go one day. Teacher
directs attention to the book. Before we all read about pumpkins and how they grow, I am going to read
to you The Pumpkin Patch. As I read I want you to think about what you already know about pumpkins. I
also want you to look for things that you may not have noticed before. Teacher reads The Pumpkin Patch
to students. She is observing and making sure that students are engaged throughout. After reading the
book the teacher will ask the students a few questions. What is something new that you learned about
pumpkins? Teacher will make a list of the students responses on a mini white board. Good. What are
some different ways that people use pumpkins? What a fun book. We are going to remember/ refer back to
this list as you all read Growing Pumpkins. Lets see what else we can learn about pumpkins and how
pumpkins grow.
Learning Design:

I. Teaching:

The teacher will explain the objective to the students again. She will explain what a key detail is
and provide an example. The teacher will use the students prior knowledge from the book The
Pumpkin Patch and the list they just made to connect to this text. A mini whiteboard will be used
to decode difficult words throughout the text. Discussion will take place throughout the text and
students will be asked questions that lead them to detect key details throughout. Alright girls, can
anyone tell me what a key detail is? Thats okay. I will tell you and then you can let me know if
you remember. Lets think back to the book we read yesterday. Teacher uses the specific list
students made to give an example of a key detail. Remember the list we made yesterday from our
observations of The Pumpkin Patch? We said that pumpkin seeds are planted by farmers in
order for them to grow. That is what we call a key detail. A key detail also might tell us a quality
about the main focus, pumpkins. For example, a key detail would be that pumpkins have vines. It
supports the main idea of what we are learning about. Lets keep that word key detail in mind as
we read through this book. Teacher passes out the book Growing Pumpkins to the students.
(Teacher has a copy as well.) Teacher says as she passes the book out, we just talked about
pumpkins and the different ways that we have seen them in our everyday lives, especially in the
fall. Now that we have our brains flowing about pumpkins, we are going to talk about how they
actually grow! Teacher directs students attention to the cover of the book. Is everyones brains
on and ready to read? Great! Lets look at the cover of this book. Teacher observes is all
students attention is towards the cover. Lets make sure that we are listening to me the whole
time. I will let you know when to open the book and turn the page, okay? Can we do that?
Teacher looks to see if students are cooperating. Lets read the title together. Ready, go.
Everyone reads Growing Pumpkins. By looking at the photo, do you think this text is going to
be real or make believe? Thats right, its real. When a story is true like this one, it is usually
going to give us information. What do you think this book is going to give us information about?
Teacher calls on student B. Good job. Where are the pumpkins growing? What color and shape
do these pumpkins have? Teacher calls on student C. Great job. What time of year do we usually
see many pumpkins? Spring? Summer? Fall? Teacher waits for student response. The fall! Thats
what were in right now. Are you seeing lots of pumpkins around? Me too. Based on the picture
and the title, what do you think this book is about? Thats right, pumpkins and how they grow. I
think we get the point of what we are going to be reading about today! As we read I want you to
be looking for those key points that I told you about. These are going to tell us how pumpkins
grow. Everyone can turn to the first page. Use both the words and the pictures to help you read
and understand. If you get stuck on a word, put your finger on that word and we will look at it
together. As you whisper read, I want to see you following along with your finger. Only read the
page that I have asked you to. You may begin whisper reading the first page. Teacher listens to
students read the first page and observes if they get stuck on any words. What do the words tell
you about a pumpkin? Teacher waits for the response that it is a plant. Good. Now what does
the photo show you? Good! Thats why it is a great tool to look at the pictures to help us
understand what we are reading. What question does the author ask the reader? Thats right,
how does a pumpkin grow? How do you think that pumpkins grow? Teacher listens to student
responses. Where will you find the answer? Lets see as we turn to the next page! Teacher and
students turn the page together. You may whisper read the next two pages. Teacher listens to
students read and observes if they get stuck on any words. How do you know what pumpkin seeds
look like? Teacher waits for student response. They should draw their conclusion from the
picture. Have any of you ever eaten pumpkin seeds? They are really yummy when they are
baked! What do the words tell you about the size of the pumpkin seeds? Teacher waits for

responses. Good. Lets see what else there is to learn about pumpkins. You may turn the page.
Before you start reading lets look at the picture. Do you notice anything different about these
pictures? What are these words doing on the page? Do you know what those are called? They
are called labels and they usually help give us more understanding. Will you look at the labels
with me? Notice that the arrow on the label points to a detail that the label describes. Do you
remember what I asked you to be thinking about while you are reading this book? Teacher calls
on student A. Good job key details! Lets see if this tells us more about pumpkins. You may
begin to whisper read these two pages. Teacher listens to students read and observes if they get
stuck on any words. Did we get stuck on any words? Teacher reviews any words that students
had a hard time decoding. Did anyone have trouble with the word at the end of page 7? Do you
see a word that you recognize within the word? Teacher gives students time to think. Seedling.
Good job. Okay, looking back at page 6 where do pumpkin seeds grow? Teacher waits for
student response. What does the seed turn into? Look at the second page. Teacher waits. It turns
into a seedling, good job. Does anyone know what that is? I know its a tricky word. A seedling
is a plant that is just beginning to grow. You can look at the picture to get clues. How do the text
and the photos work together to show us how the seed becomes a plant? What do the labels help
you understand? Teacher and students discuss. Those are great observations girls. Are you all
ready to move on? Lets turn the page and you may begin whisper reading. Teacher listens to
students read and observes if they get stuck on any words. Do you see the little green pumpkin?
Did you know that pumpkins were green before they grew big? Lets turn the page and whisper
read again. Remember to use your finger as you read and stop your finger at a word if you get
stuck. Also remember, When two vowels go walking the first one does the talking. Teacher
listens to students read and observes if they get stuck on any words. Teacher may need to decode
the word vine for students on page 11. If so, teacher will use mini whiteboard and will remind
student students that a long vowel is followed by a consonant and then a final silent e. She will
encourage them to flip the sound if they get stuck on the vowel. Teacher will give other
examples of words with the long e for students to see. What happens to the pumpkin plant and
the pumpkin as they grow? Good, they get bigger. Now lets see what else happens when we turn
the page. Please whisper read. What else happens as the pumpkin grows? Teacher waits for
student responses. They change color! What color does it change to? Orange! You all are so
smart and observant. Look at the label on page 13. Does anyone know what the word ripe
means? It means that something is fully-grown and ready to be eaten. Do you know this is the
same for all fruits and vegetables! When a pumpkin is orange, that means that it is ripe fullygrown and ready to be eaten. Anyone else like pumpkin pie at Thanksgiving? Me too. Alright,
lets turn the page and whisper read to yourself. Teacher listens to students read and observes if
they get stuck on any words. Did you notice any of these words have the long vowel sound? Ripe
It has the long i and silent e. Good job! Now what happens when pumpkins are finally ripe?
How do you know? You all are such good readers. The pictures are great clues too. Good job.
Lets turn to the last page and whisper read one last time. Teacher listens to students read and
observes if they get stuck on any words. What season are we in right now? Fall the season that
follows summer! What season do pumpkins grow in? Fall. Great job girls. Do you feel like you
know more about pumpkin and how pumpkins grow? Lets think back to what we talked about
earlier; key details. What are some key details that you found in here? Lets practice how to find
these key details together.
II. Opportunity for Practice:

The teacher will explain once more about key details and the role that they play in
comprehending the text/ main idea. She will hand the students a small passage about fall and
read it to them. The teacher will explain to the students that they will work together to fill in a
graphic organizer listing key details about what they read. This will give the teacher an idea if
they learned about finding key details. Okay girls, lets practice looking for those key details in a
text. I have a small passage about squirrels for us to read. I will read it to you all and then you
will have it in front of you to look at when you are finding key details. Teacher passes out the two
sheets. Now I am passing out the reading and a chart that you all can use to write down the key
details that you find in this passage. This is a practice where you all may work together. I want
to hear all of you putting in your part. After I read the passage, you will have the freedom to
start working on the bubble chart. I encourage you all to look at the passage again on your own.
You may want to circle the key details that you all find in the text first and then write them on the
bubble chart after. Just an idea! If one of you is having trouble understanding, help the other
out! This is why partners are so helpful. I want you to try to figure this out on your own. Will
everyone look at the chart with me real quick? Like I said, these bubbles are for you to write
down details about squirrels. What kind of details are we looking for again? Teacher waits for
student response. Good, details that support the main idea. What is the main idea of this passage
that we are going to be reading? Teacher hints towards the title of the passage. Squirrels, thats
right. I think you all are so smart and can do this on your own now, what do you think? Do you
all have any questions about what to do? Teacher reads passage and then observes students when
she is finished reading.
III. Assessment
After collecting the practice worksheets, the teacher will pass out the assessment and instruct
students to be quiet as they work. She will remind them that this is personal work only. The
teacher will explain to them what she expects. I am going to pass out a paper that has some
questions about key details from the book Growing Pumpkins that we read a little while ago. Do
you still remember what we talked about? Weve talked a lot about pumpkins within the past few
days; do you think you can remember the key points about what we learned? This is for me to see
if we all remember! There are three questions. Each of them say Pumpkins and you will
choose the letter/ answer that you think best describes a detail that we learned about. There are
some trick answers in there, so you will want to pay attention and really read! There will be two
correct details and two made up details. I know that you all can do this! As you work, I want
complete silence. This is your work only, not partner work. Do not talk to your neighbor and
keep your eyes on your own page. If you have a question, please give me the silent thumb and I
will do my best to help you. When you are done, I want you to turn your paper over and sit
quietly. Remember that just because you finish doesnt mean that other people still arent
working. Teacher passes out the assessment. After students finish, collect assessment.
IV. Closure:
Briefly review the most important aspects of how pumpkins grow with the students. Teacher can
refer back to the list the students made at the beginning. Teacher will close out the lesson with a
video of the book Pumpkin Soup. Alright girls, we have learned a lot today! Lets go over one
last time some of our big take aways. We learned about how pumpkins grow, squirrels, and we
learned what key details are. Who can tell me what book we read today? Teacher calls on
student A. Great. Student B, will you tell me what it was about? Teacher waits for response.

Does everyone agree? Students agree using hand signal. You all got it! Someone tell me what a
key detail is again? Teacher waits for response. Did you all find it hard to find those details?
What about in the squirrel passage? Did finding those key details help you understand the
passage more? Teacher waits for response. Good! Thats what it is supposed to do. We will keep
using that tool for many other things! I want everything to think of their favorite thing they
learned today. Teacher gives them time to think. Before you leave today, I want you to write that
down and hand it to me as your exit slip. To end this lesson, we are going to watch a story video
about pumpkin soup. Its a great story, so pay attention and see if you notice any of the things we
learned in it! https://www.youtube.com/watch?v=RSwNh5jvm_w
Thank you girls for sharing and participating today! You did a great job. Keep up the good
work.
Materials and Resources:
The Pumpkin Patch
Mini White Board
Expo Marker
Tissue/ Paper Towel (To clean board)
Growing Pumpkins
Assessment
Squirrels passage
Key details chart
Computer for video (Video already pulled up)
Differentiation Strategies (including plans for individual learners):
For students who struggle with finding key details, I will give them extra practice with a simpler passage.
By giving them an easier passage it will allow them to identify the key points better. For students who
had trouble comprehending the text, hindering them from identifying the key details, I will work with
them individually on comprehension strategies and ways to develop that. For students who achieved more
than what was expected, I will give them a small book to read instead of a passage and have them identify
key details from the text. The reading level will increase if it is still too easy.
Data Analysis:
I realized that the assessment that I chose would not tell the teacher if the students truly learned how to
identify key details. It would have been more of a true assessment if I had given them a new passage to
find key details in. The assessment that I gave them asked questions about the text that we technically
went over together. Therefore, they could have just remembered the answers and not the understanding of
actually finding key details. I switched the practice and the assessment in order to determine if the
students could do this on their own. The initial assessment that was going to be used just reiterated what
the key details actually were in the passage. The practice passage that I ended up using for assessment
gave me a better glimpse of their comprehension of our lesson. We read the passage about squirrels
together and then they filled in the bubble chart on the key details that they found. Because the practice
was meant to be done together they needed guidance. They still worked together and were able to
proficiently fill in the bubbles with key details from the passage. I also formatively assessed them of their
knowledge of the pumpkin passage by asking them questions at the end of the lesson. This allowed them
to draw final conclusions from the text and remind them what the objective of the lesson was.
Reflection:
I really loved doing a guided reading lesson as my first official lesson to teach. It was great practice to
work with only a handful of students and really be able to engage with them. My teacher gave me helpful
guidance and I was able to observe her teaching one which was very beneficial. Writing the lesson plan

was not difficult because I have the students that I was working with in mind. That drove the questions
that I asked, the management of the conversations, and at what level they would understand. This showed
me the true importance of knowing your students. As a teacher I think it would be impossible to teach
effectively if you didnt know each of your students learning needs as well as their personality. I think
that is one of the hard parts of teaching lessons at Trace. Only be a visitor, I dont have the opportunity to
know the students enough to really be able to cater towards their needs. It develops over time and I am
especially seeing this with my Action Research group. I read with the girls in this guided reading group a
few days prior which really helped us connect and engage, making this lesson go smoother than if I had
never interacted with them on a personal level like that. I wasnt too nervous teaching, I was more
worried about if I was asking the good questions that I had scripted out in my plan. I didnt write any of
them down and thankfully when I taught they flowed naturally. I love to ask questions and I think that it
is one of the best ways to instruct and engage students. Maybe next time I will find 4 or 5 questions from
the SDL that I know I want to ask or touch on and have them on a sticky note as a reminder. I learned
through teaching this small group is that students love to talk. They could go off on rabbit trails all day so
bringing the conversation back into the text and lesson was something I had to do often. I am learning that
there has to be a fine balance between listening to the students and their comments, but also staying on
task. I really enjoyed teaching this lesson. I did the engagement part of the lesson the day before I taught
and I realized how important that hook is. Next time I think I will ask them a question at the end of the
engagement that will leave them hanging and want to know more. I think that it is fun when students
anticipate what they will be learning about and that is the kind of attitude I want in my classroom. Lastly,
I think that it would have been helpful for the students if I had written key details on a sheet of paper
for them to have a visual the whole time we read. It would also have been helpful to use the mini
whiteboards and write down big vocabulary words as well. There are so many things that I learned from
teaching this one lesson and I look forward to growing and learning more.

Samford University
Design for Learning

Key Details:

Growing Pumpkins:
Picking Key Details
1. Pumpkins
A.
B.
C.
D.

Grow
Grow
Grow
Grow

from a seed
in the soil
in the ocean
from an apple

2. Pumpkins
A.
B.
C.
D.

Have vines on them

Grow in the summer
Change color
Are purple

3. Pumpkins
A.
B.
C.
D.

Grow in a garden
Can be picked when they are green
Are square
Grow into a seedling

*BONUS* Where else do we see vines grow?

*KEY*
Growing Pumpkins:
Picking Key Details
Correct answer is in this color. Only have to pick
one correct letter per question.
1. Pumpkins
A.
B.
C.
D.

Grow
Grow
Grow
Grow

from a seed
in the soil
in the ocean
from an apple

2. Pumpkins
A.
B.
C.
D.

Have vines on them

Grow in the summer
Change color to orange
Are purple

3. Pumpkins
A.
B.
C.
D.

Grow in a garden
Are picked when they are green
Are square
Grow into a seedling

*BONUS* Where else do we see vines grow?