Plan Title: John Chapman Aka Johnny Appleseed
Karen Plants
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Name: Karen Plants
Plan Title: John Chapman aka Johnny Appleseed
Grade and Subject: K-2, Language Arts, Social Studies, Fine Arts
Objectives:
Children will learn about the contributions of Johnny Appleseed.
Children will learn about life in the 1800’s.
Children will state states which Johnny Appleseed traveled.
Children will write a summary about the life of John Chapman.
Children will participate in singing songs about apples.
Children will participate in crafts associated with this time period in history.
Materials/Resources:
Karen Plants
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• Books on apples
• Apples by Gail Gibbons,
• From Blossom to Fruit by Gail Saunders-Smith
• Fluffy Goes Apple Picking by Kate McMullan
• Books about John Chapman
• Johnny Appleseed by Patricia Demuth
• Apples
• Paper and crayons
• Computer
• Markers
• Apple seeds
• Potting soil & cups
• Cork
• Video about John Appleseed, Johnny Appleseed. unitedstreaming. 2007. unitedstreaming. 31 August 2007 http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=B932E29C-C030-40B7-AD54-68E928010DD7
• Vocabulary List
• Old plastic soda bottles
• Scrap material
• Vegetable peelers
Karen Plants
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TEKS: Grade 1
Fine Arts –
117.5. Art. a. 2. b. 2. A. C. 4.
117.6. Music. a. 1. b. 1. C. 2. A. 6. B.
117.7 Theatre. a. 1. 2. b. 1. A. B. 2. B. C. D. 3. B. D. 4. A. 5. A.
Social Studies –
113.3. Social Studies. a. 1. 2. 3. 4. b. 1. C. 3. A. C. 4. A. 5. B. 7. B. 12. A. B. 15. B. 16. A. B. 17. D.
English Language Arts and Reading –
110.3 English Language Arts and Reading.1. 2. 3. 4. 5. b. 1. A. B. C. E. F. 2. B. 3. A. C. D. E. 4. A. B. C. D. 5. B. C. D. F. G. H. I. J. K. 6. A. 7. B. C. D. E. F. G. 8. A. B. C. E. F. G. 9. A. B. D. 10 A. 11. A. B. 12. A. B.C. E. F. 13. A. B. C. D. E. 14 B. C. G. H. 15 A. B. C. 16. A. 17. A. C. E. F. G. 18. F. 19. B. 20 A. B. C. 21. A. B.
TEKS Summary
Art –
- Analyze artistic styles and historical periods.
- Use a variety of materials to produce constructions
Music –
- Creative expression/performance
- Identify repetition
- Sing or play in groups
- Begin to practice appropriate audience behavior
Theatre –
- Gain perception of creative expression
- Gain understanding of heritage and traditions through historical studies
- Develop concepts of self and the environment
- Develop confidence
- Develop spatial awareness using rhythmic movement
- Dramatization of poems and songs
- Adapt the environment for dramatic play
- Cooperate with other in dramatic play
- Imitate life experience from various historical periods
- Identify appropriate audience behavior
Social Studies –
- Develop concepts of time… past, present and future
- Explore a variety of materials and genres (folktales, biography)
- Explore the foundation of history.
- Locate places on a map
- Identify ways people exchange goods and services
- Identify characteristic of good citizenship
- Identify historical figures
- Retell stories from selected folktales
- Describe how house hold tools have changed
- Obtain info for maps
English Language Arts and Reading –
- Develop communication skills
- Determine the purpose for listening to get information.
- Respond to directions and questions
- Participate in rhymes, songs and discussion
- Compare language and oral traditions that reflect customs
- Present dramatic interpretations of stories
- Learn the vocabulary of school
- Use vocabulary to describe ideas clearly
- Retell a spoken message by summarizing
- Know print moves left to right
- Knows the many rules of written and spoken language. (Capitalization, ABC’s, spaces between works, sounds, et.)
- Read a variety of text
- Use prior knowledge to anticipate meaning
- Listening to story
- Connect ideas and themes
- Participate actively
- Understand story structure
- Draw conclusions from information gathered
- Use phonological knowledge
Lesson Cycle / Time / Student ActivitiesFOCUS:
Ask students to share what they know or have heard about Johnny Appleseed. What they can assume about him from just his name. Discuss facts about Johnny Appleseed and his contributions to our country.
INSTRUCTIONAL DELIVERY:
Have centers set up daily of different activities where students will rotate in small groups every 15 minutes.
Read a daily story as a class activity. Thorough the week’s activities share information to increase students knowledge of John Chapman, the historical aspects of his life, the contributions he made, talking about types of apples, parts of an apple, how they are grown, and what they are used for.
GUIDED PRACTICE:
Reviewing and discussion daily on subjects of interest. Students must turn in weekly vocabulary words with definitions to each word.
INDEPENDENT PRACTICE:
Answering questions about Johnny Appleseed. Putting on a performance about this week’s topic.
Students have a vocabulary test over the weekly vocabulary list.
CLOSURE:
End the week with a fun story about apple picking.
Having students perform for the class.
Plus an apple tasting party.
Differentiation :
Have different reading levels of books for all students’ level.
Draw what they think John Chapman accomplished by planting apple trees.
Write a modern day version of Johnny Appleseed.
Assessment:
Vocabulary Test.
Participation
Summarization of story
Oral Questioning
Other ideas :
This lesson could cover many areas.
§ A field trip to an orchard or an apple cider plant.
§ Colors
§ Recipe cooking.
§ Caramel apple decorating
§ Puppets
§ Fruit Printing
§ Health and Nutrition
§ Productivity
§ Supply and demand
§ Students could make the bulletin board
§ Apple mobiles
The lessons can be covered in a week.
The apple dolls take 2 weeks to dry.
Planting an apple tree can last a lifetime. / Monday
Tuesday
Wednesday
Thursday
Friday / Read Apples by Gail Gibbons to students. This book will open up the entire topic which will be covered thorough out the week.
Have students help decorated the Bulleting board.
Make Apple Dolls – this need to be done first because it takes up to 2 weeks for the heads to dry. But will be a great discussion topic and interest holder thorough out the week. Also, a terrific review once the students can take them home.
Go Over vocabulary words – by introducing the words at the beginning of the week the students will be looking for these terms as we review the topics.
Daily partner reading – students will choose from a variety of books of this topic to share read with a partner each day.
Daily song or finger play – introduce a new song or finger play to the students each day.
Read Johnny Appleseed by Patrica Demuth. This book will share more information about John Chapman and his journey. Have children discuss the story before, during and after the story. Talk about folk-lore.
Students will write a summary about the story of Johnny Appleseed.
Have student draw a picture about what John Chapman did.
Daily partner reading – students will choose from a variety of books of this topic to share read with a partner each day.
Go to library: Have students find a book on this topic. Apples, John Chapman, Planting, Orchards, history about 1800’s.
Daily song or finger play – introduce a new song or finger play to the students each day.
Discuss parts of the apple, stem, skin, core, seeds, carpels, as we also demonstrate fractions as we cut the apple, halves, fourths, ect.
Go Over vocabulary words – discuss words that we have talked about already. Refresh students’ memory.
Daily partner reading – students will choose from a variety of books of this topic to share read with a partner each day.
Daily song or finger play – introduce a new song or finger play to the students each day.
Read From Blossom to Fruit by Gail Saunders-Smith. To refresh students thought on the life-cycle of an apple.
Discuss the life cycle of apples from seed to apple.
Plant apple seeds – students will get a feel of what it was like to plant just one tree. Discuss some on the things Johnny might have faced when he was planting his trees. Discuss the importance of trees to our current environment.
View video on Johnny Appleseed – Discuss how this story has been different from our books. Discuss how we might put on a play or skit about Johnny Appleseed. Divide class into 3 or 4 groups. Have them discuss how to perform an assign play/skit, song or finger play to another group. Give time for each to plan. Tell them they will perform for each other on Friday.
Have Students Draw a picture about John Chapman using computer. With in paint, have students generate a picture of what they have learned about Johnny Appleseed.
Go Over vocabulary words – discuss words that we have talked about already. Refresh students’ memory.
Daily partner reading – students will choose from a variety of books of this topic to share read with a partner each day.
Daily song or finger play – introduce a new song or finger play to the students each day.
Read Fluffy Goes Apple Picking by Kate McMullan. A fun story to introduce orchards and apple picking.
Take vocabulary test.
Discuss the many things we can do and make with apples and the different types of apples.
Student groups perform their reenactments of the week.
Have an apple tasting party
Resources:
• Demuth, Patricia. Johnny Appleseed. New York. Scholastic. 1996
• Gibbons, Gail. Apples. New York: Holiday House. 2000.
• http://www.titlewave.com/
• http://www.bordersstores.com/search/title_detail.jsp?id=51893400&srchTerms=0823414973&mediaType=1&srchType=ISBN
• http://www.dltk-kids.com/crafts/miscellaneous/johnny_appleseed_grace.htm
• http://jas.familyfun.go.com/crafts?page=CraftDisplay&craftid=10843
• Johnny Appleseed. unitedstreaming. 2007. unitedstreaming. 31 August 2007 http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=B932E29C-C030-40B7-AD54-68E928010DD7
• Saunders-Smith, Gail. From Blossom to Fruit. Mankato. Pebble Books. 1998.