Monday, January 4, 2016

50 minutes
Topic: Rules Refresher & New Book
Objectives: Check in, goal setting ,
anticipation for book.

Seed Folks UNIT PLAN

Week 1
Wednesday, January 6, 2015
1 hour, 50 minutes
Topic: Read Kim's Story
Objectives: Understand character's
background

Understand proper classroom behavior

Clarify consequences for phones

Listen/read 1st story

Find out information and document it

Differentiate vocabulary terms

Agenda:

Agenda:

Circle check-in

PowerPoint - Vietnam/Gardening/vocab

Go over class expectations

Get books & reading Journals

Review Vocabulary & complete worksheet 5pts

Listen/Follow Kim's story
Students complete "Who is the Storyteller"
5pts.
silent reading as time permits of individual
book

Agenda:
PowerPoint - Romania & What is
housebound?
Review Vocabulary & complete worksheet
5pts
Listen/Follow Anna's story

3 minute read
Book overview if time

Common Core: CCSS.ELA-LITERACY

SL.910.1, 6; L.910.3, 6 Exchanging
information and ideas with others through
oral collaborative discussions on a range
of social
and academic topics

CCSS.ELA-LITERACY SL.910.1, 3, 6; L.9

10.1, 3, 6
Listening actively to spoken English in a
range of social and academic contexts

Common Core: CCSS.ELA-LITERACYW.910.5;

WHST.910.5; SL.910.6; L.910.1, 36
l W.910.5; WHST.910.5; SL.910.6; L.910.1,
36
l W.910.45; WHST.910.45; SL.910.6;
L.910.1, 36 Using verbs and verb phrases,
using nouns and noun phrases, modifying to
add details
CCSS.ELA-LITERACY W.910.110; WHST.9
10.12, 410

Friday, January 8, 2015

1 hour, 50 minutes
Topic: Read Ana's story
Objectives: To analyze the feelings of
being housebound

Translate Ana's Story

silent reading as time permits of individual
book

Common Core: CCSS.ELA-LITERACY.L.910.3 Apply knowledge of language to

understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
listening.

Write brief summaries of texts and

experiences by using complete sentences
and key words (e.g., from notes or graphic
organizers).

CCSS.ELA-LITERACY.L.9-10.4.A
Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word's
position or function in a sentence) as a
clue to the meaning of a word or phrase.

Read up to pg. 4

In class/HW: Read up to pg. 10 - Bring

in fruit or vegetable for Monday
presentation

Monday, January 11, 2016

50 minutes
Topic: Community Garden Themed Show
& Tell
Objectives: Speaking in front of the class

Seed Folks UNIT PLAN

Week 2
Wednesday, January 13, 2015
1 hour, 50 minutes

Friday, January 15, 2015

1 hour, 50 minutes

Evidence of preparation
Developing English Skills
Agenda:

Topic: Continue Ana's Story

Objectives: Understand character's
background
Understand story
Diagram story though drawing & writing
Agenda:

Topic: Read Wendell's Story

Objectives: Understand character's
background
Listen/read story
Find literary terms
Agenda:
Explain HW - Oral presentation redo

Community Garden Show and Tell 5pts.

Introduce Character log 2pts. Each at end

Students complete "Illustrated Summary"
5pts.

re-cap previous stories

Common Core: CCSS.ELA-LITERACY 9.

SL.910.46; L.910.1, 3, Plan and deliver
brief oral presentations
and reports on grade-appropriate topics
that present evidence and facts to
support
ideas

CCSS.ELA-LITERACY SL.910.1, 3, 6; L.9

10.1, 3, 6

Wendell 3-minute read

silent reading as time permits of individual
book
Common Core: CCSS.ELA-LITERACY W.9
10.5; WHST.910.5; SL.910.6; Use a variety of
verbs in different tenses
(e.g., past, present, future, simple,
progressive)
appropriate to the text type and
discipline to create
L.910.1, 36
l W.910.5; WHST.910.5; SL.910.6; L.910.1,
36
l W.910.45; WHST.910.45; SL.910.6;
L.910.1, 36 Using verbs and verb phrases,
using nouns and noun phrases, modifying to
add details
CCSS.ELA-LITERACY W.910.5; WHST.910.5;
SL.910.6;
L.910.1, 36

PowerPoint: Wendell - Plant growth

Review Vocabulary Self Selection
worksheet 5pts
Listen/Follow Wendell's story
Watch Rats to Roses
Common Core: CCSS.ELA-LITERACY W.9
10.5; WHST.910.5; SL.910.6; Use a
variety of verbs in different tenses
(e.g., past, present, future, simple,
progressive)
appropriate to the text type and
discipline to create
L.910.1, 36
l W.910.5; WHST.910.5; SL.910.6; L.9
10.1, 36
l W.910.45; WHST.910.45; SL.910.6;
L.910.1, 36 Using verbs and verb
phrases, using nouns and noun phrases,
modifying to add details
CCSS.ELA-LITERACY W.910.5; WHST.9
10.5; SL.910.6;
L.910.1, 36

Demonstrate comprehension of oral

presentations
and discussions on familiar
social and academic topics by asking
and answering questions, with prompting
and substantial support.

Monday, January 18, 2016

50 minutes
NO SCHOOL

Expand noun phrases to create increasingly

detailed sentences (e.g., adding
adjectives for precision) about personal
and familiar academic topics.

Expand noun phrases to create

increasingly
detailed sentences (e.g., adding
adjectives for precision) about personal
and familiar academic topics.

Read up to pg. 10

Read up to pg. 16

Seed Folks UNIT PLAN

Week 3
Wednesday, January 20, 2015
1 hour, 50 minutes
Topic: Oral Reports and finish Wendell
Objectives: To effectively orally present

Friday, January 22, 2015

1 hour, 50 minutes
Topic: Gonzalo's story continued
Objectives: To understand Gonzalo
Explore cause and effect
Diagram story though drawing & writing

Agenda:
Re-do oral reports in groups
Review: Listen/comment for Wendell
Students update Charcter log w/Wendell2pts
Powerpoint - Gonzalo
"When you had to be an adult " 5pts.

Agenda:
Listen/Follow Gonzalo story
Cause & Effect 5pts.
"Who is the storyteller" 5pts
Students update Charcter log
w/Gonzalo2pts
Time permitting - 20 questions

Monday, January 25, 2016

50 minutes
Topic: Gonzalo's story continued
Objectives: To understand Gonzalo and
review the other stories

Agenda:
Review visual board & add Gonzalo
"Who is the storyteller" 5pts
Students update Charcter log
w/Gonzalo2pts
Time permitting - 20 questions

Common Core: CCSS.ELA-LITERACY 9. SL.9

10.46; L.910.1, 3, Plan and deliver brief oral
presentations and reports on gradeappropriate topics
that present evidence and facts to support
ideas. CCSS.ELA-LITERACY RL.910.17,910;
RI.910.110; RH.910.110; RST.910.110;
SL.910.2; L.910.1, 3, 6, Use context (e.g.,
the overall meaning of a sentence, paragraph,
or text; a word's position or function in a
sentence) as a clue to the meaning of a word
or phrase.

Common Core: CCSS.ELA-LITERACY RL.9

10.17,910; RI.910.110;
RH.910.110; RST.910.110;
Reading/viewing closely
a. Explain ideas, phenomena, processes,
and text relationships (e.g., compare/
contrast, cause/effect, evidence-based
argument) based on close reading of
a variety of grade-appropriate texts,
presented in various print and multimedia
formats, using short sentences
and a select set of general academic and
domain-specific words.

In class/HW: Read up to pg. 16

In class/HW: Read up to 22

SEEDFOLK UNIT PLAN

Week 4
Wednesday, January 27, 2016
1 hour, 50 minutes
Topic: I am poem & Leona intro
Objectives: Exploring Seedfolks through
poetry. Learning about Leona and persistance

Friday, January 29, 2016

1 hour, 50 minutes
Topic: Listen to Leona's Story
Objectives: Understanding the story
through diagram and words

Agenda:
Introduce/Brainstorm I am poem for Kim
Craft group I am poem for Kim w/illustration

Agenda:
Quick review - student led
Seedfolks Test 20pts
Powerpoint on Leona
Leona Vocabulary - eDictionary Look-up
5pts.

Common Core: . W.910.1-5; WHST.9

10.1-2, 45;
SL.910.4, 6; L.910.1, 36 :Condense
ideas in a few basic ways (e.g.,
by compounding verb or prepositional
phrases) to create precise and detailed
simple, compound, and complex
sentences
contrast, cause/effect, evidence-based
argument) based on close reading of
a variety of grade-appropriate texts,
presented in various print and multimedia
formats, using short sentences
and a select set of general academic and
domain-specific words.

In class: Read up to 22

Common Core: RL.910.17,910; RI.910.1

10;
RH.910.110; RST.910.110;
SL.910.2; L.910.1, 3, 6 Use knowledge of
morphology (e.g.,
common prefixes and suffixes), context,
reference materials, and visual cues
to determine the meaning of unknown
and multiple-meaning words on familiar
topics.

Common Core: W.910.6; WHST.910.6;

SL.910.2;
L.910.3, 6: Interacting via written English
Collaborate with peers to engage in
short, grade-appropriate written
exchanges
and writing projects
and answering questions, with prompting
and substantial support.

In class: Read up to 22

In class: Read up to 28

Topic: Leona's story

Objectives: Test corrections and Reading
about Leona

Seedfolks UNIT PLAN

Week 5
Wednesday, February 3, 2016
1 hour, 50 minutes
Topic: Finish Leona Summary& Binder cover
art
Objectives: Understand Leona, make Art from
story

Agenda:

Agenda:

1/2 credit Test corrections 5min.

Modeling Team Review
Review Vocab 5min & PPT

Team Review, include Leona

Update Character Log for Leona 2pts
Pick a Character Binder Cover Art w/color 5pts

Monday, February 1, 2016

50 minutes

Friday, February 5, 2016

1 hour, 50 minutes
Topic: Make up day & Peer Tutor
Objectives: Have students help
eachother
Agenda:
Make up all incomplete work, assemble
binders

Listen/Read Leona's story

Illustrated Summary for Leona 5pts.
Common Core: CCSS.ELA-LITERACY.W1.
SL.910.1,6; L.910.3, 6, Exchanging
information/ideas
Engage in conversational exchanges
and express ideas on familiar current
events and academic topics by asking
and answering yes-no questions and
whquestions
and responding using phrases
and short sentences.

Common Core: CCSS.ELA-LITERACY RL.9

10.45; RI.910.4-5;
RH.910.45; RST.910.45;
SL.910.3; L.910.3, 56, Explain how a
writers or speakers
choice of phrasing or specific words
(e.g., describing a character or action
as aggressive versus bold) produces
nuances and different effects on the
audience

Common Core: CCSS.ELA-LITERACY.W.910.2.E, Establish and maintain a formal

style and objective tone while attending to
the norms and conventions of the
discipline in which they are writing.

Read up to pg. 28

Read up to pg. 28

Read up to pg. 28

Seedfolks UNIT PLAN

Week 6
Wednesday, February 10, 2016
1 hour, 50 minutes
Topic: Sam - 3 connection
Objectives: Connect with story = <
comprehension

Friday, February 12, 2016

1 hour, 50 minutes
Topic: Virgil introduction

Monday, February 8, 2016

50 minutes
No School

Agenda:

Add Leona to Character Log 2pts

e-dictionary Sam Vocabulary 5pts

Objectives: Have relate to story

Agenda:
Read Sam's Chapter
3 Connections with Sam Ogranizer 5pts
Add Sam to Character Log 2pts
Team Self Selection Virgil Vocabulary 5pts

Sam PPT & Discussion

Listen/Read Sam's Chapter

Virgil PPT & discussion

Valentine's Day

Common Core: W.910.110; WHST.910.1

2, 410;
L.910.16 Write brief summaries of texts and
experiences by using complete sentences
and key words

Common Core: CCSS.ELA-LITERACY.

RL.910.45; RI.910.4, 6, 8;
RH.910.46, 8; RST.910.46, 8; SL.9
10.3;
L.910.3, 56 Explain how successfully
writers and
speakers structure texts and use
language (e.g., specific word or
phrasing choices) to persuade the
reader (e.g., by providing evidence to
support claims or connecting points
in an argument) or create other specific
effects, with substantial support.

Read up to pg. 35

Read up to pg. 35

Who is the Storyteller?

Student Name: ________________________________

Date: ________________

Storyteller: ___________________________________
Draw a scene from the boo

Draw the country flag of the storyteller

Personal Story

Draw other picture from story

1.
2.
3.
4.

Name/Age: __________________
Born in: ____________________
Planted: ____________________
Three facts about storyteller:
_________________________
_________________________
_________________________
Seed Folks Vocabulary Kim Worksheet

Name:

Character: ____________________________

Date:

#
1

Word/phrase
Altar
Altar

Definition

Graphic/Drawing of the word/Notes

A platform or table used as a center of

worship in religious ceremonies and
services.
to remember the dead

Stern look

Very serious especially in an unfriendly

way.

mirada severa

Eyes peering permanently

To look intently, a fixed gaze.

Ojos mirando de forma

permanente

Incense

To burn a sweet smelling stick (often

as a ritual offering, as in our book).

Incienso

Thermos

An insulated container used for keeping

liquids hot or cold.

Termo

Lima beans

A legume grown for its edible seeds. It is

commonly known as the butter bean.

Habas

Marble

Mrmol

White crystal stone used in sculpture.

Character Log for Seedfolks

Below is an organizer for you to complete as you read the book. Use Kim as your example.
Chapte
r
1

Storytel
ler
Kim

Anna

Plants

Birth place

Lima
beans

Vietnam

Personal
info
9 years old
Father died,
lives with
mom and
sister.

Plot

Memorable word or phrase

Plants beans to be
close to her father.
Worried about their
care.

Eyes peering permanently (1).

Page
s
1-4

Chapte
r
5

Storytel
ler

Plants

Birth place

Personal
info

Plot

Memorable word or phrase

Page
s

Seedfolks Google Slides/PowerPoint Slides Project

You have seen many of the PowerPoint presentations presented in class designed to give you background information and highlight
important aspects in the chapter. Now it is your turn!

Pretend you need to tell someone about a chapter and a character from Seedfolks, who has never read the book.
You will create a presentation based on one assigned chapter from the book Seedfolks and present it to the class.
All presentations must include:
Tier I
1) A title slide including
a) the title of the book
b) the author
c) your characters name
d) your name
2) Home country/City of characters
a) Name of location
b) Visual graphic
c) Fact about location
3) Family Life, include:
a) Names of family members mentioned
b) Graphic that represents their family
c) Fact about their culture
4) Main Social Issue of Chapter, include:
a) Name of the issue
b) Graphic for the issue
c) Fact about the issue
5) Plant Grown in the Garden, include:
a) Name of plant
b) Graphic of plant
c) Reason for growing plant
6) Character Analysis, include:
a) Answer: What does your character or chapter contribute to the garden
b) Graphic important to character
c) Why is the garden important to your character? How does it help them or the people in their chapter.
d) Cite at least two web pages used for facts either on the slide or at the end
Including the basics above will earn a grade of C.

Tier II

In order to earn a B, you must include ALL OF TIER I plus the following:
1) Use a quotation from the chapter and say what it means and why it is important.
2) Research history of the country of origin, especially around the time that the character lived there.
3) Research on the culture of the main character or a character in the book; including, foods, important holidays, customs, religions,
and any other cultural facts.
4) Research on the social issue considered in the chapter; including who is affected, what is important about that issues, any other
important information about the issue.
5) Research on the plant being grown; including where it comes from, what recipes are made from the ingredient, and nutrition
facts.
6) Give an oral presentation to the class describing most slides clearly.
7) Cite at least three web pages used for facts either on the slide or at the end
.
Tier III
To earn an A on this project, you must include everything from Tier I and Tier II, plus:
1) An overall analysis of the book Seedfolks. What lessons can a reader learn from the book? What have you enjoyed most about
the book? Would you recommend the book, especially for people new to learning English? If so, why?
2) Add animation to the majority of slides.
3) Add something extra that has not been included above.
4) Give an oral presentation explaining every slide in your show to the class clearly in English.
This project will be mostly done in class, but you are welcome to work on it at home too. You must practice your oral presentation. You
may write out what you want to say and use those notes during your oral presentation
Ask lots of questions! Most students are learning the computer program and learning how to organize their thoughts. Your goal is to
make the most impact with the fewest words, using lots of visuals.

POWERPOINT PRESENTATION
STORYBOARD OUTLINE HANDOUT

S LIDE ______

N OTES

S LIDE _____

N OTES