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|School:||Cullman Child Development Center||
|Lesson Plan ID:
The Four Seasons
This is a reading and writing lesson for special education/early elementary about the four seasons.
|IL(K-12) ||3. The student who is information literate uses information accurately and creatively. |
|SC(K) ||9. Identify seasons of the year. |
|SC(1) ||8. Recognize daily changes in weather, including clouds, precipitation, and temperature. |
|SC(2) ||10. Identify the impact of weather on agriculture, recreation, the economy, and society. |
|ELA(K) ||4. Use words that describe and represent real-life objects and actions. |
|ELA(K) ||5. Demonstrate listening comprehension of passages, including retelling stories and answering questions. |
|ELA(K) ||6. Identify various forms of narrative texts, including nursery rhymes, poetry, and stories. |
|ELA(K) ||8. Use brainstorming, drawing, and discussion as elements of prewriting in the writing process. |
|ELA(K) ||10. Use print and nonprint classroom, library, and real-world resources to acquire information. |
|ELA(K) ||11. Follow one- and two-part oral directions. |
|ELA(K) ||12. Select appropriate voice level when interacting with others. |
|ELA(1) ||3. Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphs. |
|ELA(1) ||4. Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. |
|ELA(1) ||5. Read with fluency simple passages containing simple sentences. |
|ELA(1) ||8. Use complete sentences to address a topic or tell a story. |
|ELA(1) ||9. Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I. |
|ELA(1) ||12. Collect information from print and nonprint resources to investigate a teacher- or
student-selected topic. |
|ELA(2) ||4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. |
|ELA(2) ||5. Read with fluency passages containing complex sentences. |
|ELA(2) ||8. Organize sentences into a paragraph to address a topic or tell a story. |
|ELA(2) ||9. Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression. |
|ELA2013(K) ||1. With prompting and support, ask and answer questions about key details in a text. [RL.K.1] |
|ELA2013(K) ||9. Actively engage in group reading activities with purpose and understanding. [RL.K.10] |
|ELA2013(K) ||10. With prompting and support, ask and answer questions about key details in a text. [RI.K.1] |
|ELA2013(K) ||19. Actively engage in group reading activities with purpose and understanding. [RI.K.10] |
|ELA2013(K) ||25. Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2] |
|ELA2013(K) ||35. Add drawings or other visual displays to descriptions as desired to provide additional detail. [SL.K.5] |
|ELA2013(1) ||10. Ask and answer questions about key details in a text. [RI.1.1] |
|ELA2013(1) ||11. Identify the main topic and retell key details of a text. [RI.1.2] |
|ELA2013(1) ||15. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. [RI.1.6] |
|ELA2013(1) ||27. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. [W.1.5] |
|ELA2013(1) ||35. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5] |
|ELA2013(1) ||36. Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6] |
|ELA2013(1) ||38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.1.2] |
|Primary Learning Objective(s):
Students will be able to read and write basic facts about the four seasons.
|Additional Learning Objective(s):
Students will be able to identify words and terms related to each season. Students will be able to draw pictures, write sentences and/or a paragraph about each season. Students will be able to compare the four seasons' effects on weather, plants, animals and people. Students will be able to discuss, draw pictures, write sentences and/or write a paragraph about seasonal weather, clothing, activities and holidays. Students will be able to perform an online search for information, individually or as a group depending on ability level.
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Books: The Seasons of Arnold's Apple Tree, by Gail Gibbons; How Do You Know It's Winter?, by Allan Fowler; How Do You Know It's Spring?, by Allan Fowler; How Do You Know It's Summer?, by Allan Fowler; How Do You Know It's Fall?, by Allan Fowler; drawing paper, construction paper, glue, scissors, stapler for pocket books, graphics of apple tree in winter, spring, summer and fall, writing paper with seasonal border(winter, spring, summer and fall); My Favorite Season activity sheet (depending on ability level of student have them list their favorite season, write sentences and/or draw picture); I Like The Seasons activity sheet(depending on ability level of students have them list words and ideas, write sentences and/or draw pictures showing specific things they like about each season); a variety of activity sheets (word search, puzzles, color sheets, etc.) related to the seasons; a variety of graphic organizers, overhead projector
|Technology Resources Needed:
Computer with Internet access
This could be the first time students have used graphic organizers or they could be very familiar with them.
1.)Begin lesson by asking students, "How are we different now from when we were babies?"
2.)Use graphic organizer or "thinksheet" to brainstorm "Change" or how we have changed since we were babies. Discuss each student response. Discuss with students how we keep changing into adulthood.
3.)Have students draw and share pictures of themselves. Use the titles "Me as a Baby" and "Me Now".
4.)Read and discuss The Seasons of Arnold's Apple Tree, by Gail Gibbons.
5.)Use graphic organizer to detail title, plot, setting, characters, etc. about the book.
6.)Optional: Depending on ability level of students have them perform an online search (individually, in small groups, or with a large group projection device, together as a class) for materials about the four seasons.
7.)Read and discuss How Do You Know It's Winter?, by Allan Fowler.
8.)Use graphic organizer to list words and ideas about winter. Students draw or cut out a picture provided by the teacher of an apple tree in winter and glue to graphic organizer.
9.)Depending on ability level of students, use graphic organizer for students to write sentences and/or draw pictures about winter using words and ideas from previous step.
10.)Have students who wrote sentences transfer story to winter writing paper.
11.)Additional activities as time allows:
Use graphic organizer to list words and ideas, draw pictures and/or write sentences about winter clothing, winter weather, winter activities and winter holidays.
Use graphic organizer to list words and ideas using the 5 senses (things you hear, see, touch, taste and smell) during winter.
12.)Art Projects: Provide students with a color sheet or have them draw a winter scene. Use any additional winter art activities that time allows.
13.)Have students use 12x18 sheets of construction paper, fold up 6" from bottom to make a winter pocket page, staple sides and label WINTER. Have students place all completed activities into pocket. Display in classroom or hallway.
14.)Repeat steps 7-13 for each remaining season reading appropriate book, completing graphic organizers, writing sentences and stories, completing additional activities and art projects and making pocket book pages.
15.)Make cover for pocket book having students use 6"x6" pieces of construction paper to draw or color and cut out an appropriate scene for each season. Glue the four seasons pictures onto 12"x18" piece of construction paper with 6" folded up and stapled to form pocket for back of cover page.
16.)Use "My Favorite Season Is" activity sheet to have students, depending on ability level, list words and ideas, write sentences and/or draw pictures of their favorite season. Place in pocket on cover page.
17.)Use "I Like the Seasons" activity sheet to have students, depending on ability level, write words and ideas, write sentences and/or draw pictures showing specific things they like about each season. Place in pocket on cover page.
18.)Use graphic organizer or thinksheet matrix to compare the four season in the following areas: weather, effect on plants, effect on animals and effect on people. Place in pocket on cover page.
19.)Use hole punch to punch holes in all pages. Put books together using twine, ribbon or paper brads.
20.)Allow students the opportunity to share their books by placing them in a classroom or hallway for others to see.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Teacher will listen to students' discussion for assessment of student understanding. Teacher will use a rubric to evaluate student graphic organizers. Students' projects will be used to assess student understanding.
This lesson could be extended by completing a variety of activity sheets, reading additional books, doing additional online searches and/or watching videos about the seasons.
Students who need extra help will be assisted individually by the teacher or a classmate.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: