Pumpkin Jack

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Pumpkin Jack- Guided Reading

Author: Amelia Bower                  

                                    

GENERAL COMMENT AREA
General Comments
Grade/Level	Grade 2
Subject(s)	Language Arts (English), Reading, Science
Standards	Display: Collapse All Expand All AR- Arkansas Curriculum Frameworks Subject: English Language Arts (by Grade) Grade/Course: Grade 2 Strand: Reading Content Standard 9 : Comprehension: Students shall apply a variety of strategies to read and comprehend printed material Area: Summarizing and synthesizing for meaning Student Learning Expectations R.9.2.10: Describe the cause and effect of specific events within a text Student Learning Expectations R.9.2.11: Present a logical interpretation of a book Content Standard 11 : Vocabulary, Word Study, and Fluency: Students shall acquire and apply skills in vocabulary development and word analysis to be able to read fluently Area: Meaning-based word recognition Student Learning Expectations R.11.2.1: Use context clues to make sense of new words Area: Spelling-sound word recognition (phonics) Student Learning Expectations R.11.2.4: Decode words using, blends, digraphs, common long vowel patterns, diphthongs, r-controlled vowel patterns, prefixes, suffixes, and root words in continuous text
Objective(s)	Students will participate in a guided reading of "Pumpkin Jack" by Will Hubbell. Students will use context clues and phonics rules to decode unfamiliar words. Students will be able to retell the main events of the story. Students will participate in discussion about the life cycle of a pumpkin. Students will complete a graphic organizer and will use new vocabulary to write a summary of the story.
IMPLEMENTATION
Set	This is a good story to read around Halloween. It is about a little boy who picks out a pumpkin, carves it into a jack-o-lantern, and observes it's changes as it rots. The boy decides to plant the decaying pumpkin, and notices changes through the seasons as a new pumpkin vine begins to grow. Before beginning the lesson, write chosen vocabulary words from the story on the board. Choose words that relate to the theme of the story. fierce, decay, sprout, vine, etc.   Begin with a discussion about Halloween. Students are always excited about Halloween. Students may want to discuss what they will dress up as or what kind of candy they like, etc. Ask students: "Who has carved a pumpkin for Halloween?" "What happens to the pumpkin after a week or two? Does it change? How?" Introducing the story: "We are going to read about a boy who carves a pumpkin for Halloween. He notices his pumpkin changing like you all have. We are going to find out what he does with his pumpkin. Maybe you will want to do the same this year."
Learning Activities/Time Required	Read the story as a group. Have students take turns reading paragraphs. Encourage students to use context clues and phonics rules to read unfamiliar words. If they are unable to decode a word, ask the group if anyone knows the word. If not, read the word to the group and discuss it's meaning. (Take note of any words students struggle with.) After the group has read the story, have students verbally respond. Ask individual students questions like: "What changes did Tim notice about Jack?" "Why did Tim take Jack out to the garden?" "What happened to Jack as the seasons changed?" "Would you like to try this the next time you carve a pumpkin?" "What are some other things can we do with pumpkins?" Refer to the vocabulary words you have written on the board. Have students discuss each word. (Call on students individually to read a word and explain it.) Add any words you noted students struggling with to the words on the board. Have students discuss these words. Explain to the students that they will write a summary of the story, using some of the words from the board. Instruct students to use at least 5 of the words from the board in their summary. Remind them that they need to include all the main events from the story. Pass out the graphic organizer for the lesson (story flow chart). Instruct students to record the main events of the story with a quick drawing and description. Students do not have to write in full sentences on this organizer. (Students will write in complete sentences for their written summary including vocab words.) Allow students time to complete the organizer and the written summary. (Students may save work to complete later if time runs out. Give students extra time to work on it in class if they finish another assignment early.)
Closure	If resources are available, bring a pumpkin into class to observe over the next several weeks. (Another activity could include carving the pumpkin as a group, or watching the teacher carve the pumpkin.) You may choose to carve the pumpkin before bringing it to class. Briefly review the story and the life cycle of the pumpkin in the story. Ask students to relate the story to something else from real-life. "Does this story make you think of anything else we see in real life?" (Life cycle of a flower or vegetable, effect of seasons, etc.) Students will be assessed with either: 1. a written assessment over story comprehension and vocabulary, or 2. verbally respond to the same assessment with the teacher. This book is also an Accelerated Reader book, so students may choose to take an AR test over the book for points.
Resources and Unit Handouts	Attachments: Story Chart.docx
Grouping for Instruction	Small group (4-6 students) guided reading
Adaptations / Modifications / Interventions	Students who struggle with written assessments may respond verbally to a comprehensive and vocabulary assessment.
Technology Integrated
ASSESSMENT
Assessment Activity	Students will complete an assessment covering comprehension of the story and vocabulary from the story. Students may have the option of completing a written assessment, or responding to the assessment orally. (One-on-one with the teacher).
Expectations for Performance	I expect students to participate in discussion about the story, and in reviewing vocabulary words from the story. Students will be able to retell the story with all the main events and give an accurate definition or description of vocab words discussed from the story. Students will be able to pass the assessment (and AR test) with at least an 85%.
Assessment/Rubrics
Reflection	I think students would enjoy this book around Halloween time because it goes along with the fall/Halloween theme. This lesson also covers a bit of life science, and can be taken further if the teacher chooses to do so. The class could observe their own pumpkin and plant it to watch it grow. I struggle with making assessments for lessons. I like to observe students as we go along in the lesson to see if they seem to be understanding the material. I also think the in-lesson activities should be used in assessment, but I recently had an instructor tell me the assessment needed to be separate from the class activities. I just feel children get burned out with too many written tests.