You may even want to culminate your literature units for Tops and Bottoms by making vegetable soup! For younger students, eliminate the partner brainstorming and do this as a whole group activity.
Hare pulled off the roots at the bottom and the tassels at the top, putting them in a pile for Bear. They had no money and the children were starving, so Hare and his wife came up with a plan. For example, root vegetables grow underground. He ordered Hare to plant the crops again but this time he would get the tops AND the bottoms. In order for the students to stay engaged in the text the teacher may choose to give each student a character card.
He ordered Hare to plant the crops again but this time he would get the tops AND the bottoms. Listening: The teacher will be able to assess if the students are listening to the reading of the story by their attention and accuracy in holding up the cue card that represent their character. If your character card is labeled "Hare" then you must raise your hand every time that you hear Hare's name mentioned in the text. Literature units for Tops and Bottoms will give you ideas to use with this entertaining book. After presenting the items I will give the students a couple minutes to taste, touch, smell, and observe some of the vegetables that are on display.
Notice the scarf on Bear and the jacket on Hare. Do you think that Hare will outsmart Bear again? Assessment: The assessments for this lesson will be represented in the oral discussions that the students have with the teacher and each other as well as by the written activities provided in this lesson. Discussion 1. Some of these vegetables might include carrots, radishes, broccoli, celery, corn, etc. The students will also use prediction skills to create an alternate ending to the story.
After presenting the items I will give the students a couple minutes to taste, touch, smell, and observe some of the vegetables that are on display. Why is it important to do things for yourself, rather than depending on others to do them for you? Why do you think he would plant this vegetable? Do you think that Bear will finally outsmart Hare? Introduction: Part I In order to activate the student's schema for this lesson I will bring in actual samples of vegetables that are mentioned in the book. Hare went to see Bear, who was, of course, asleep.
Bear went back to sleep and Hare and his family went to work. The students will be able to identify how cause and effect is directly associated to the outcome of a story. Optional: Some possible events from the book that could be used to teach cause and effect: Cause: Hare had lost a risky bet with a tortoise. The teacher may give the students a specific prompt to creatively write about. All that Hare asks for in return is for Bear to choose which side he wants from the vegetables he grows in the garden: the tops or the bottoms?