Download 8th Grade - Diary of a Seed

DRAFT 1
Lesson Title: Diary of a Seed
Grade Level: 8
Subject Area: English Language Arts
Setting: Classroom, Garden
Instructional Time: 3 class periods, 5 minutes daily for 1 week for recording observations
Grade Level Expectation (s):
W.GN.08.02 write an historical expository piece such as a journal, biography, or simulated
memoir that includes appropriate organization, illustrations, marginal
notes and/or annotations.
W.PR.08.01 set a purpose, consider audience, and replicate authors’ styles and patterns when
writing a narrative or informational piece.
W.PS.08.01 exhibit personal style and voice to enhance the written message in both narrative
(e.g., personification, humor, element of surprise) and informational
writing (e.g., emotional appeal, strong opinion, credible support).
W.GR.08.01 in the context of writing, correctly use style conventions (e.g., Modern Language
Association Handbook) and a variety of grammatical structures in
compositions including infinitives, gerunds, participial phrases, and
dashes or ellipses.
W.SP.08.01 in the context of writing use correct spelling conventions.
W.HW.08.01 write neat and legible compositions.
W.AT.08.01 be enthusiastic about writing and learning to write.
3 MNN Behavioral Outcome:
 Eat fruits and vegetables, whole grains, and fat-free or low-fat milk products every day.
SNAP-Ed Core Nutrition Messages:
1. Eat smart to play hard. Drink milk at meals.
2. Fuel up with milk at meals. And soar through your day like a rocket ship.
3. Snack like a super hero. Power up with fruit and yogurt.
4. Eat smart to play hard. Eat fruits and veggies at meals and snacks.
5. Fuel up with fruits and veggies. And soar through your day like a rocket ship.
Goal:
To gain an understanding of the differences between journals, biographies, autobiographies,
and memoirs and use that knowledge to write a journal.
Learning Objectives:
The students will…
 Differentiate between journals, biographies, autobiographies, and memoirs.
 Plant seeds, observe their growth, harvest and eat the vegetable.
 Write a diary as if they were a particular seed.
Vocabulary
© 2009 MSU Extension, Children, Youth, Families & Communities, Michigan Nutrition Network
DRAFT -School Garden Nutrition Education




Journal – a daily record of occurrences, experiences, or observations usually written for
one’s self; diary
Biography – a written account of another person's life
Autobiography – a history of a person’s life written or told by that person
Memoir – a personal account of certain events in a person’s life that have a common
theme, writing focuses on the meaning of the events and is written for others to read
Advanced Preparation
 1 week prior to the writing begin by introducing the lesson and have the students plant
their seeds.
 Gather planting supplies.
 Locate a copy of Diary of A Worm by Doreen Cronin
Supplies
 MyPyramid for Kids poster OR MyPyramid poster.
http://teamnutrition.usda.gov/educators.html (Teacher note: MyPyramid for Kids is for
children 6-11 years. If the majority of your class is over 11years of age use the adult
MyPyramid.)
 Packets of lettuce seeds or preferred vegetable (They could plant several seeds in a
cup, and then thin to one plant once it is up. This could be nice way to get tomato or
other vegetable transplants started in the classroom.)
 Clear plastic cups with holes poked in the bottoms for drainage. (Whatever containers
are used, they should have drainage holes. There are all sorts of recycled things that
could be used such as old coffee cups, old nursery pots, etc.)
 Potting soil
 Masking tape
 Paper
Procedures
Step 1
 Ask students if any of them have ever or currently keep a diary or journal.
 Read Diary of a Worm by Doreen Cronin aloud to the class. Or have them read it and
act out the main character parts.
 Ask students what about the book makes it a diary. (dated entries, written in first person,
record of events)
Step 2
 Explain and discuss the differences between diaries, biographies, autobiographies,
journals, and memoirs.
Step 3
 Tell students that they will be writing their own journal. Rather than write from their own
perspective or from that of a worm, they will write as if they were a lettuce seed.
 Explain that they will first plant seeds and record daily observations as to their growth,
care, harvesting, and eating.
Step 4
 Distribute seed packets and/or copies of the planting instructions from the seed packet.


Read and discuss the planting instructions.
Have students plant the seeds in potting soil in the clear plastic cup (or other container)
according to the planting directions. Students should put their name on their cup using
the masking tape. Have fun and encourage the students to name their seeds!
Step 5
 Over the next week, have students record daily observations of the changes in their
seeds which may include drawings. Once the lettuce begins to sprout, proceed with the
writing assignment.
Step 6
 Reread Diary of a Worm to the class and review the features of a diary.
 Explain that students will use their daily observations as the basis for writing their
journal, Diary of a Lettuce Seed. They should write as if they are the lettuce seed, and
in doing so, the lettuce seed should take on some human traits like the worm did in the
story. They should follow the proper format for writing a journal including the use of
dates.
 Review MyPyramid and discuss the food group that the lettuce falls into. Discuss
serving sizes and recommendations.
 Show and explain the grading rubric for the final draft.
Step 7
 Have students harvest and eat their lettuce prior to writing their last journal entry. The
final entry should talk about how the lettuce provides taste and nutrition to the gardener’s
diet as well as the gardener’s reaction to eating the lettuce. The final entry should also
discuss the food group within MyPyramid that the lettuce is a part of.
Step 8 (Optional)
 You may wish to have students work through all or part of the writing process prior to
handing in their journal.
Assessment
DIARY OF A _________ SEED
Name __________________________________
Date _______________
Observations of Plant Growth
 Daily
 Includes some drawings
5
3
1
Conventions
 Spelling
 Grammar
 Capitalization
5
3
1
Proper Diary Format
 First person as a seed
 Dated entries
5
3
1
Content
 Major changes in the seed
 Seed takes on human qualities
 Goes beyond reporting observations
 Mentions gardener’s reaction
 Discusses Food Group from MyPyramid
5
3
Total Score __________
1
_________%
Extension Ideas
 Write a memoir of another vegetable that one a blue ribbon at the fair. Describe the
events in its life (growth) that have made it such an amazing vegetable.
 Plant radishes or other fast growing vegetables.
 Write an autobiography of a prepared food explaining how it gets from farm to table.
 Write a memoir about a particular food that brings special memories to mind (mom’s
special Christmas cookies recipe etc.). Include the recipe.
Supporting Resources
Teacher Resources
Literature
These are elementary level books that might be fun for students to look through for
inspiration.
 Diary of A Worm by Doreen Cronin
 Diary of A Spider by Doreen Cronin
 Bread Comes to Life: A Garden of Wheat and a Loaf to Eat by George Levenson
 Pumpkin Circle by George Levenson
 Theres a Hair in my Dirt by Gary Larson
Websites
 http://fcit.usf.edu/holocaust/ACTIVITY/68plan/Diaries2.htm
 http://www.explorewriting.co.uk/Memoirs.html
 http://www.everything.com/writing-diary-memoir/
Interactive Technology Opportunities
Almost every student will have heard of (and many will have read) DIARY OF A WIMPY KID by
Jeff Kinney who is currently writing Book Four featuring Greg and his experiences as an
undersized, not so popular guy in middle school. Read parts of it aloud and discuss the concept
of voice. Is Greg confident? Scared? Nervous? Sensitive? Nerdy? How can you tell? Pinpoint
expressions he uses…the way he says things, etc.
Author Jeff Kinney has also produced a blank journal-type book with prompts to encourage
students to tell their own story. Perhaps the teacher could use a copy to get ideas for brief
writing exercises. ISBN-13: 978-0-8109-7977-2 Amulet Books, 2008
TAKE AN OLD FAMILIAR FAIRY TALE THAT HAS SEVERAL VERSIONS….say
“The Three Little Pigs”. Read the Grimm version and compare it with The True Story of the
Three Little Pigs ISBN-13: 978-0-670-82759-6 by Jon Scieska Illustrated by Lane Smith
1989 (most libraries will have this..)- Read the Three Little Wolves and The Big Bad
Pig by Eugenios Trivizas ISBN-13: 978-0-689-50569-0 for contrast. Steven Kellogg puts
another twist on the old story in his book The Three Little Pigs. ISBN-13: 978-0-670-82759-6.


What do you know about the wolf in each story? Do you feel differently about him? What
did he say that helped you learn something about him? How did he say it? Did the
author show us how each character was feeling rather than just telling us?
Was the wolf funny (or sad or silly or scared or arrogant or hateful ) in any way?-Tell
why you thought that about the wolf in each case. Use specific examples.

Think about the way the author wrote this story. Do you think you could hear the author’s
voice?

Why do you think the author chose to write the story from the characters’ points of view
he picked?

How did the author’s use of voice help develop each character?
DO a little research on Lettuce. What are the different types? What are some of the varieties? Is
the nutritional content different? What varieties have you eaten? Use an encyclopedia online or
at the library. Extra Credit: Who brought lettuce to the New World? Try using Kids InfoBits or
Sirs Discoverer Deluxe at MEL…Michigan Electronic Library.
As an introduction, consider showing this video at the Discovery Education site. Called Plant
Parts We Eat (15:34), it includes a section on lettuce. In this program about leaves and flowers,
students will learn about the different parts of the plant humans use as food. The six main parts
of the flower are discussed: root, stem, leaves, flowers, and seeds. Then, the structures and
functions of leaves and flowers are introduced, and examples are given of some plants whose
leaves and flowers we eat. Sample videos from the field demonstrate how these plants are
grown and harvested for food.
http://www.fruitsandveggiesmatter.gov/month/index.html Great source of information about fruits
and vegetables….One featured each month with many in “backlists”. Includes a brief history ,
photo, varieties, selecting the vegetable, storing it and cooking it ( recipes included)
Let Sammy “Salad in a Bag” give you a tour of how lettuce is packaged and shipped. This might
add an additional wrinkle to the students’ lettuce memoirs.
http://216.255.136.121/ReferenceCenter/Encyclopedia/SaladFactory/index.jsp?topmenu=1
Graphic from Dole 5 a day site-Reference Center