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Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Sharon Kim

Date Subject/ Topic/ Theme Language Arts: Cactus Soup Grade __2nd_________

I. Objectives
How does this lesson connect to the unit plan?
- Students have been learning about folktales and the different characteristics of a folktale. The teacher has been reading various folktales from different
cultural backgrounds and asking questions that require students to understand key details of text. Through practicing these skills, students will be able to
become stronger readers and have better analyzing and comprehension skills to prepare for third grade.
- Students will read one version of Stone Soup and learn about a particular culture before they compare it to another culture.
- Students will learn about how to make “Cactus Soup” and discuss the necessary steps, which will help them understand what a recipe looks like for the
next lesson.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

• Recount the story they read and answer questions (who, what, when, where, why and how) U
• Share own experiences preparing food with family. *
• Understand the steps required to make Stone Soup and understand what a recipe looks like. U
• Complete a sequencing worksheet about the book “Cactus Soup” by cutting and gluing pictures An *
• Correctly place vegetable manipulatives inside a cooking pot in the right sequential order Ap *
• Translate Spanish words/ pictures into English words U
• Analyze different aspects of Mexican culture from the book (food, clothes, language) An
Common Core standards (or GLCEs if not available in Common Core) addressed:
Reading Standards for Literature K-5:
1. Ask and answer such questions as Who, What, Where, When, Why and How to demonstrate understanding of key details in a text
2.Recount stories, including fables and folk talks from diverse cultures, and determine the message, lesson, or moral.
5.Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Reading Standards for Informational Text:

2. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Common Core Social Studies Content Expectations:

2- G4.0.3 Use components of culture to describe diversity in the local community (foods, language, religion, traditions)

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment activities
(applicable to this lesson)
- Students should know what a folktale is and that it is a story that teaches a moral
or lesson at the end. Students should know what a character and setting is.
- Students have already filled out a pre-assessment worksheet that asked the
students the recipe for making a peanut butter jelly sandwich.
Pre-assessment (for learning):
- Students will talk with a partner about an experience they had when their family made
food together. (Did they know what to do? What do you need to know before you start
making food?)
Formative (for learning):
- Students will discuss about words/terms that they do not understand.
- Students will answer questions regarding who, what, when, where, why and how.
- Students will answer questions about Mexican culture and notice the setting, clothes
and language.
Formative (as learning):
- Students will use fabric vegetables to reenact the story of stone soup. Students will take
notice the specific order of vegetables that went in the soup. If students can’t
remember, then they will check the cooking pot to remember the sequence.
-
Summative (of learning):
- Students will sequence a series of pictures and complete a worksheet by gluing the
pieces together.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression

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What barriers might this lesson
present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do this
lesson?
Materials-what materials
(books, handouts, etc) do you
need for this lesson and are
they ready to use?
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Provide options for self- Provide options for Provide options for executive
regulation- expectations, comprehension- activate, apply & functions- coordinate short &
personal skills and strategies, highlight long-term goals, monitor
self-assessment & reflection - Students will answer progress, and modify strategies
- Students will have time questions that require
to share about what comprehension and
they learned, and show understanding of the
other students what
book’s content.
their worksheet looks
like. - Students will reenact
what happened in the
story to show
comprehension of the
plot.
Provide options for sustaining Provide options for language, Provide options for expression
effort and persistence- optimize mathematical expressions, and and communication- increase
challenge, collaboration, symbols- clarify & connect medium of expression
mastery-oriented feedback language - Talk and discuss in
- Students are - Since the stories are small groups about
collaborating to from different what ingredients
make the soup cultures and were used to make
together as a class. countries, there are the soup.
- Students will work words or terms that - Students will also
together to sequence students are not discuss about the
pictures about Stone familiar with. The lessons or morals
Soup story in the teacher can clarify they learned from
right order. the terms, and the story book.
through that the
students can learn a
little bit more about
the culture.
Provide options for recruiting Provide options for perception- Provide options for physical
interest- choice, relevance, value, making information perceptible action- increase options for
authenticity, minimize threats - Students are using interaction
- The majority of the manipulatives that - Students will use
students speak both can help them soup ingredients
English and Spanish visualize the process made out of paper
and so reading about which would be and fabric to “make”
a book that depicts helpful for students their own stone soup
Latino culture, when they work on and move around the
history, and Spanish the worksheet. classroom to place
words would engage - The teacher can the vegetables into
the students. It is explain the cooking pot.
also a very relevant
subject for the Latino
students when they
are cooking at home.
Cactus Soup book
Vegetable manipulatives and pot
Sequencing paper worksheet
Illustrating Spanish words worksheet
Color pencils, scissors and glue
Powerpoint/ Elmo to show Spanish words

How will your classroom be set
up for this lesson?
- When the teacher is reading the book, the students will be sitting in front of the room at the
carpet facing the teacher. The ingredients would be laid out on a table and the teacher will ask a
student to place a vegetable inside the pot.
- Students will look at powerpoint/board and learn or translate Spanish vocabulary into English.
- Students will be facing teacher towards the back when reading Cactus Soup.
- Give some students vegetables to hold before reading the book, and ask them to come up with
the vegetables when I call out their name.
- When the reading is done, the students will go back to their seats and work on their worksheets
individually.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Teacher asks students if they have ever - Students will share experience they
Motivation made food before with their family. had when they made food or looked at
(opening/ - (Did they know what to do? What do people make food.
introduction/ you need to know before you start - Introduce the story of “Cactus Soup”
engagement) making food?) to the students.
- What is their favorite food to eat?
10 mins. - Discuss what a recipe is. (How did we
make peanut butter jelly sandwich?
What ingredients did you need?)
- Go over Spanish flashcard vocabulary
words.
- (Nopal, maracas, sombrero, amigos,
chiles, serape, piñata, taco, fiesta,
camotes, chorizo)
- Read the book “Cactus Soup” to the - Students will answer questions that
students and ask to correct any the teacher asks.
pronunciation mistakes that I make with - The students who struggle with
Spanish words. staying still and focusing will have the
- Show the students the first pace and ask vegetables. When the book talks about
Development what do they see? the people cooking the soup, students
(the largest - 1st page. (What clothes are they will come to the front to put the
component or wearing? Plants? Setting? Who is in the vegetables in the correct order.
main body of picture?)
the lesson) - 2nd page. (Hats are called sombreros.
Why are they wearing them?)
- 3rd page (Tortillas and Tamales. Has
anyone eaten it before?)
- 4th page (Spanish words)
20 mins.
(reading
book)

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 - Once the cooking starts in the book, ask
the students to place the vegetables
inside the pot.
- Students will come up one by one to
place vegetable in the pot.
- Towards end of story, ask question to
students. (How did the captain feed
everyone in town and the soldiers with
only some cactus? What do you think is
the moral of the book?)
- Students will think about the steps or
procedures the villagers went
through in order to make Cactus - Students will cut and glue the paper
soup. ingredients onto the paper worksheet.
- Students will complete a worksheet
that asks to sequence the ingredients
used.
- Students can color the vegetables and
20 mins. the teacher will write down the
(Worksheet spelling of the ingredients on the
and Elmo so that the students can copy it
spelling) down. (Tomatoes, carrots, onions,
tomatoes, corn…)

- Students will discuss about the Mexican - Students can work on this worksheet if
Closure
culture and the different vocabulary they have time. If not, they can take it
(conclusion,
terms (tamale, pueblo, sombrero) they for homework and bring it back the
culmination,
remember from the book. Students will next day.
wrap-up)
draw pictures for the Spanish words
they learned.
10 mins.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

Cited Sources:
Cactus Soup written by Eric Kimmel

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