Tomas Rivera And Jello

Title: Chapter 19 Day 2: Tomás Rivera and Jello Subject Area: ELA Integrated Subject Area: Science Grade Level: First Summary: We will read the story, “Tomás Rivera,” as a class. As we read, we will answer comprehension questions and bullet out each event that happens in the story. Next, the students will draw pictures to sequence the nine events of the story. Lastly, we will apply sequencing to recipes and make Jello as a class. We will discuss solids, liquids, and gasses as we make the Jello and introduce dissolving. Standards (from PA Core unless otherwise noted):    

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3.2.1.A1: Observe and describe the properties of liquids and solids. Investigate what happens when solids are mixed with water and other liquids are mixed with water. 3.2.1.A3: Identify how heating, melting, cooling, etc., may cause changes in properties of materials. 3.2.1.A4: Observe and describe what happens when substances are heated or cooled. CC.1.3.1.J: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. CC.1.3.1.G: Use illustrations and details in a story to describe characters, setting, or events. CC.1.3.1.B: Ask and answer questions about key details in a text. CC.1.3.1.A: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Essential Questions: How does sequencing affect a reader’s understanding? Objectives: Students will be able to:       

Summarize texts using sequencing words. Connect sequencing stories to sequencing recipes and how-tos. Use the words sequence, first, second, next, then, after, and last. Explain the connection between two events. Classify solids and liquids based on their properties. Identify how heating or cooling changes properties of matter. Describe what happens when a substance is heated or cooled.

Vocabulary:    

sequence first second next

Estimated Time: 90 minutes

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then after last done

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great laugh paper soon

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talk were work

Materials Required:    

Words to know cards Tomás sequencing sheet Jello packet Whisk

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Bowl Baking tray Hot water Cold water

Procedure: Before 1) Use “words to Know” cards to go over key vocabulary in “Tomás Rivera.” Ask children to give definitions, use words in a sentence, choose connected terms, or act out vocabulary. 2) Review sequence, first, second, next, then, after, and last. During 3) Read the anchor text, “Tomás Rivera.” Ask questions throughout to ensure comprehension. Bullet out all events in the text in simple language without sequencing words. 4) Have children fill out the nine-frame sequencing worksheet with drawings of each event in the correct sequence. 5) Have children meet with a partner to summarize “Tomás Rivera” using sequencing words with the help of their nine-frame sheet. 6) (Transition to Jello portion) Review with children why sequence is important. 7) Tell them that there is a really important real-life use for sequence that you will need if you want to bake or cook anything. (Guide student responses to recipes). 8) Today we are going to make Jello. Remind the students of behavioral expectations. Tell them that consequences for not meeting the expectations will mean not doing the activity and not getting Jello at snack tomorrow. 9) Review the Jello recipe PowerPoint using sequencing words before you start. 10) As you do each step, have the children give you a sequencing word and repeat the direction. Allow students to help with each step for active involvement. 11) Review solids, liquids and gasses while you go through the steps of the recipe. Stress keeping shape versus taking the shape of a container. After 12) Have students meet with their partners again and explain the process of making Jello using sequencing words. The teacher will come around and dismiss students to lunch who are working well. Formative Assessment:   

Oral comprehension and sequencing questions. Tomás nine-frame sequence sheet Oral Jello questions.

Differentiation: Drawing is a natural differentiation Adaptions and Modifications: Refer to 504 and IEP documents -

Give LL a larger nine-frame sheet