Disciplinary Unit: Lesson Plan Format

Lesson 1*

General Information:
o Grade Level: Pre-K
o Discipline: Literature/Science
o Unit Topic: Bread
o Time Frame: 20 min
o Text: Bread Comes to Life: A Garden of Wheat and
a Loaf to Eat
o Other Materials:
Book
Vocabulary words
Wheat grains
Wheat to flour sequence pictures
Chart paper
Markers
Teacher observation checklist

Essential Understanding/Questions:
o How is flour made?
o How bread is made?

Standards/Indicators
o RI1: With modeling and support, answer questions
about details in an informational text.
o RI2: With modeling and support, recall one or
more detail(s) related to the main topic from an
informational text.
o RI10: Actively engage in group reading activities
with purpose and understanding.
o W7: Participate in shared research and shared
writing projects.

Lesson Objectives
o Studnets will be be able to explain how flour is
made.
 o Students will begin to understand that process
from wheat to flour, flour to bread.
o Students will be able to with guidance and support
put in order the process from wheat to flour.

Evaluation/Assessment:
o Assessment of Objectives
Student particpation in shared writing and
class discussion
Teacher observation checklist
Look Fors: Are studnets able to recall
information from text? Are studnets able
to order wheat to flour pictures? Are
students beginign to understand that
wheat makes flour and flour makes
bread? Are studnets actively engaged?

Procedures:
o Introduction
Review and discuss the questionof the day:
Where does bread come from?
Show the class some whole grains explain
that bread comes from these grain and today
we are going to learn how.
Pass the grain around for children to explore
while to get materials for lesson (book and
vocab words)
o Teaching/Activities
Read: Bread Comes to Life: A Garden of
Wheat and a Loaf to Eat (1st Read)
Before Reading:
Preteach vocabulary words: sow, seeds,
roots, sprout, shoots, crop, stalks,
threshing box, miller, chaff, grind (add
to word wall)
Ask class to put on thinking caps and
listening ears so they are able to hear
 the special words and when they do
have them touch their nose.
During Reading:
Draw attention to vocabulary words and
the pictures that macth them
Stop occiasionally and to ask
comprehension questions .
After Reading
Think/Pair/ Share with neighbor
information they learned from text
(review/model how to think/pair/share)
(Record)
o Closure
Make a class chart to expalin how flour is
made (provide pictures out order and ask
class to help you put them in order and write
the words to you match the picture.
Recap what we learned today and why and
briefly discuss tomorrows lesson.

Disciplinary Unit: Lesson Plan Format

Lesson 2*

General Information:
o Grade Level: Pre-K
o Discipline: Literature/Science
o Unit Topic: Bread
o Time Frame: 20 min
o Text: Bread Comes to Life: A Garden of Wheat and
a Loaf to Eat
o Other Materials:
Book
Vocabulary words
Flour to bread sequence pictures
Chart from yesterday
Markers
 Teacher observation checklist

Essential Understanding/Questions:
o How is flour made?
o How bread is made?

Standards/Indicators
o RI1: With modeling and support, answer questions
about details in an informational text.
o RI2: With modeling and support, recall one or
more detail(s) related to the main topic from an
informational text.
o RI10: Actively engage in group reading activities
with purpose and understanding.
o W7: Participate in shared research and shared
writing projects.

Lesson Objectives
o Studnets will be be able to explain how flour is
made.
o Students will begin to understand that process
from wheat to flour, flour to bread.
o Students will be ble to add the steps from wheat to
bread to the wheat to flour chart form yesterday.

Evaluation/Assessment:
o Assessment of Objectives
Student particpation in shared writing and
class discussion
Teacher observation Checklist
Look Fors: Are studnets able to recall
information from text? Are studnets able
to order flour to wheat pictures? Are
students beginigng to understand that
wheat makes flour and flour makes
bread? Are studnets actively engaged?
Procedures:
o Introduction
 Review Yesterdays lesson and chart.
Exaplian that yesterday when reading we
focused on learning how wheat was made
into flour. Today we ae going to learn what
goes into the four to make bread, so we can
better understand how bread is made.
o Teaching/Activities
Read: Bread Comes to Life: A Garden of
Wheat and a Loaf to Eat (2nd Read)
Before Reading:
Explain that we are going to reread the
text from yesterday to continue to learn
about the steps of bread making.
Explain before we read we are going to
learn some different vocaubulary words.
Pre-teach: yeast, honey, flour, knead
(add to word wall)Review what bake
means (taught during exploring the
topic part of the unit the week before)
Ask class to put on thinking caps and
listening ears so they are able to hear
the special words and when they do
have them touch their nose.
During Reading:
Draw attention to vocabulary words and
the pictures that macth them
Stop occiasionally and to ask text
dependent questions to assess listening
and comprehension.
After Reading
Think/Pair/ Share with neighbor new
information the learned about the bread
making process. (record)

o Closure
Add to four to bread sequence to chart from
yesterday. Have class help order pictures and
write words for each picture.
 Recap what we learned today and why and
briefly discuss tomorrows lesson.

Disciplinary Unit: Lesson Plan Format

Lesson 3

General Information:
o Grade Level: Pre-K
o Discipline: Literature/Science
o Unit Topic: Bread
o Time Frame: 20 min
o Text: Bread Comes to Life: A Garden of Wheat and
a Loaf to Eat
o Other Materials:
Book
Baking tools
Chart paper
Markers
Teacher observation checklist

Essential Understanding/Questions:
What tools are need/used to make flour and
bread?
How different tools are used to make flour and
bread

Standards/Indicators
S.S. 4.0 Economics
A. SCARCITY AND ECONOMIC DECISION-MAKING
2. Identify that materials/resources are used to
make products
L6: Use words and phrases acquired through
conversation, being read to, and responding to text.
 SL1: Participate in collaborative conversations with
diverse partners about pre-kindergarten topics and texts
with peers and adults in small and larger groups.
SL4: Describe familiar people, places, things, and events
with modeling and support.
SL6: With modeling and support, speak audibly and
express thoughts, feelings, and ideas clearly.

Lesson Objectives
Students will explore diffent baking tools to
describe and discuss how they can be used to
make bread.

Evaluation/Assessment:
o Assessment of Objectives
Student particiaption in exploration and
discussion
Teacher observation Checklist
Look Fors: Are studnets able to describe
tools? Do studnets understand that
these tools are used to make flour and
bread? Are studnets using baking terms
to describe and discuss the tools and
their purpose?
Procedures:
o Introduction
Review what we have been learning about
the past two days. Use chart that was made
to guide discussion.
Explain that today we will focus on learning
about and exploring tools that help us make
flour and bread
o Teaching/Activities
Look at Page 17-18; 24 of Bread Comes to
Life: A Garden of Wheat and a Loaf to Eat and
discuss the tools they see on the page.
 Have studnets describe and discuss
what they think they do.
Exploration of real life tools as seen on the
page
Group children. Have each group
explore a tool. Have them describe it
and discuss with their partners what
they think
Share
Have each group share their tool with
the class.
o Closure
Make a chart of tools used to make bread.
Talk about tomorrows site visit to local bakery.

Disciplinary Unit: Lesson Plan Format

Lesson 4

General Information:
o Grade Level: Pre-K
o Discipline: Literature/Science
o Unit Topic: Bread
o Time Frame: 60 min
o Text: N/A
o Other Materials:
Field Trip Refelection sheets
Teacher observation checklist

Essential Understanding/Questions:
How bread is made?
Who works at the bakery?
What do bakery workers do?
What tools are used to make bread?

Standards/Indicators
 S.S 4.0 Economics TOPIC
A. SCARCITY AND ECONOMIC DECISION-MAKING
2. Identify that materials/resources are used to
make products
a. Recognize that workers do jobs in the
home and school
b. Participate in steps that are followed
in making a product, such as a drawing,
a block building, and a card for a friend
or relative.
SL2: Confirm understanding of text read aloud or
information presented orally or through other media by
asking and answering questions about key details with
modeling and support.
Sci4.0Chemistry
A. STRUCTURE OF MATTER
1. Use evidence from investigations to
describe the observable properties of a variety
of objects.
a. Examine and describe a variety of
familiar objects in terms of the materials
from which they are made (clay, cloth,
paper, etc.).

Lesson Objectives
Visit a real bakery and observe first hand and
describe the process of making bread
Make connectiosn between what was learned in
class to what is being seen in the bakery.
Particpate in the baking process

Evaluation/Assessment:
o Assessment of Objectives
 Student partcipation
Teacher observation Checklist

Procedures:
o Introduction
Explain to class that today they will be
visiting a bakery.
Ask class what they they think they will see
on our visit.
Ask class if they have any questions they
want to ask the bakery worker(s).
o Teaching/Activities
Go on field trip
During Trip
Ask students if they see any familiar
items
Encourage studnets to ask questions
and answer questions.
Have children discuss what they are
doing when they have the chance to mix
and make bread.
o Closure
Fieldtrip reflection sheet My favorite part
I learned

Disciplinary Unit: Lesson Plan Format

Lesson 5*

General Information:
o Grade Level: Pre-K
o Discipline: Literature/Science
o Unit Topic: Bread
o Time Frame: 30 min
o Text: Bread Comes to Life: A Garden of Wheat and
a Loaf to Eat
 o Other Materials:

Essential Understanding/Questions:
How is Bread Made
What tools are needed to make bread?

Standards/Indicators
RI1: With modeling and support, answer questions about detail in
an informational text.
RI2: With modeling and support, recall one or more detail(s) related
to the main topic from an informational text.

Lesson Objectives
Students will be able to use what they learnd over
the course of the week to construct a bakery in the
Dramatic Play Area.

Evaluation/Assessment:
o Assessment of Objectives
Student particiaption
Teacher observation

Procedures:
o Introduction
Read: Bread Comes to Life: A Garden of
Wheat and a Loaf to Eat (3rd read)
Before reading: Discuss what the book
was about and why we read it.
During reading: Have the class help fill
in the information learned on the
different pages. Ask text dependent
questions.
After reading: Ask the class how do you
make bread? What tools are needed to
make bread?
o Teaching/Activities
 Have studnets use their knowledge of making
bread to construct construct a bakery in
Dramatic Play.
Expalin that we have learend a lot form our
visit and our readings and class discussion
today we are going to use what we learned to
turn housekeeping into a bakery
Ask studnets what tools will we need.
Make a list and gather materials
Talk abut how studnets can use the bakery
tools.
Help class construct the bakery in
Housekeeping.

o Closure
Come up with a name for the bakery
Explain that in small group studnets will put
pictures in order to demonstrate they
understand how to make bread.

Resources:

Levenson, G., & Thaler, S. (2014). Bread comes to

life: a garden of wheat and a loaf to eat. New
York: Random House, Inc.
Depend on the Text! How to Create Text-Dependent
Questions - ReadWriteThink. (n.d.). Retrieved April
26, 2017, from
http://www.readwritethink.org/professional-
development/strategy-guides/depend-text-create-
text-31024.html

Framed Paragraphs. (2017, April 26). Retrieved April

26, 2017, from
http://www.readingrockets.org/strategies/framed_par
agraphs

Field Trip Reflection for Kinders. (n.d.). Retrieved

April 26, 2017, from
https://www.teacherspayteachers.com/Product/Field-
Trip-Reflection-for-Kinders-1652004

Word Walls. (2017, April 26). Retrieved April 26, 2017,

from
http://www.readingrockets.org/strategies/word_walls