Lessons & Units :: Drawing Conclusions 1st Grade Unit

Lesson 2: Understanding a Story

Lesson Plan

I Will Never Not Ever Eat a Tomato | 370L

I Will Never Not Ever Eat a Tomato
Learning Goal
Use background knowledge to draw a reasonable conclusion about a story.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Independent Practice Worksheet
Not Provided: I Will Never Not Ever Eat a Tomato by Lauren Child
  • Teacher Modeling

    will explain that when reading a book, good readers have to think about what they already know as they read in order to understand the story better. I will begin reading I Will Never Not Ever Eat a Tomato by Lauren Child aloud, stopping after page 5. I will model my thinking in answering the question, “Why does Lola not want to eat all those foods?” I will think aloud about what I know about small children (sometimes they do not want to try new things).

  • Think Check

    Ask: "How did I answer the question I was thinking about in the story?" Students should respond that you read the text and thought about what you already know (about small children) in order to understand the story better.

  • Guided Practice

    will continue reading I Will Never Not Ever Eat a Tomato aloud, stopping after page 11. We will think aloud about what we already know to answer the question, “Why does Lola eat the carrots?” We will finish reading the book.

  • Independent Practice

    will answer the question, “Why does Lola change her mind about tomatoes at the end of the story?” (Independent Practice Worksheet is provided.)

Build Student Vocabulary rare

Tier 2 Word: rare
Contextualize the word as it is used in the story Lola’s brother told her that green drops from Greenland are very rare.
Explain the meaning student-friendly definition) When something is rare, it is unusual or uncommon. Lola’s brother was telling Lola that the green drops are uncommon, or rare, because there are not many of them.
Students repeat the word Say the word rare with me: rare.
Teacher gives examples of the word in other contexts It is rare to find a dog that is not interested in chasing cats. Seeing the moon during the day is rare, but it does happen. I found a rare coin. There are only a few of them in the world.
Students provide examples What can you think of that is rare? Start by saying, “________ rare because ______________.”
Students repeat the word again. What word are we talking about? rare
Additional Vocabulary Words fussy, absolutely

Build Student Background Knowledge

After reading the story, explain that even though we think of tomatoes like vegetables because they are used in salads and salty dishes like pizza, tomatoes are scientifically considered fruit. Tomatoes, unlike vegetables like broccoli, cauliflower, or spinach, have seeds in them, and they grow from a flowering plant.

Texts & Materials

Standards Alignment

(To see all of the ReadWorks lessons aligned to your standards, click here.)

User Comments

I'm a speech therapist and your Skill and Strategy Index match many of my students' needs. Skill transfer from the therapy room to the classroom is always the goal and these materials help tremendously. Thank you

I am so blessed to have this wonderful teaching resource. I see grades k-8 each week at least once a week .
This site allows me to more profoundly support the regular classroom teacher, without going to other resources.
Blessings,
Mosetta Komperda