Lesson Title: The Four Seasons Grade: Kindergarten

Learning Target: The students will successfully define and describe the four seasons of spring,
summer, autumn (fall), and winter and the characteristics and traits related to the four seasons by
creating a mini-big book.

Grade Level Guide: Content Standards:

Content Curriculum Focal Points Common Core State Standards Interdisciplinary Connections
International Literacy New York, Grade K: This lesson is a cross-
Association: curricular plan that involves
CCSS.ELA-LITERACY.RF.K.3: science and literacy. The
5. Learners and the Literacy Know and apply grade-level science standard that connects
Environment phonics and word analysis skills in to this lesson plan is listed
Candidates meet the decoding words. below and will be used to
developmental needs of all enhance literacy and science
learners and collaborate with New York, Grade K: knowledge. This lesson
school personnel to use a variety focuses on describing
of print and digital materials to CCSS.ELA-LITERACY.RI.K.3: connections between the four
engage and motivate all With prompting and support, seasons and the different
learners; integrate digital describe the connection between characteristics of those
technologies in appropriate, two individuals, events, ideas, or seasons.
safe, and effective ways; foster a pieces of information in a text.
positive climate that supports a Next Generation Science
literacy-rich learning New York, Grade K: Standards:
environment.
Teachers much be well equipped CCSS.ELA-LITERACY.RL.K.10: Grade K:
with technology and teaching Actively engage in group reading
materials so they can teach all activities with purpose and K-ESS2-1. Use and share
children, those with and without understanding. observations of local weather
disabilities, to their full potential. conditions to describe patterns
over time.

Academic Language:
- Spring
- Summer
- Autumn (Fall)
- Describe
- Characteristics
- Traits
- Seasons

Students’ Needs: The teacher will draw from the student’s prior knowledge by finding out what they
enjoy doing in each season and what holidays the students celebrate with their families. In order for
learning to be successful in the classroom, students will have to be able to relate to the information in the
lesson, so therefore it is the teachers job to make the material relatable to the young students.
 English Language Learners Special Needs
- The teacher will provide Struggling readers: During the Open
visuals and have the written Word Sort strategy, instead of having
word spelled out next to the words, the teacher could use pictures
corresponding picture that and tactile cards with the words
goes along with it on each underneath it. This will help the
page. students to associate the word with
- The teacher will provide the picture.
mini-big books that the ELL
students can use to go along
with the book in their seats
and they can bring it home
to practice reading the big
book at home.
- The teacher can speak
slowly and clearly and make
sure that the ELL students
are actively participating
and sitting in front of the
class.

Materials:
Teacher-only needs:
- Computer
- Projector
- Seasons video
Teacher and student needs:
- The Four Seasons graphic organizer
- Sketch to Stretch worksheet strategy
- Lined paper
- Colored paper
- Colored pencils
- Crayons
- Stapler
- Ruler
- Index cards

Language Function: The students will engage in watching a video, actively participate in the reading of
a big book, and will create their own books. These activities will move the students past lower levels of
thinking by expanding their vocabulary and their knowledge of the seasons. The teacher will incorporate
these key vocabulary terms into the lesson by modeling and directly teaching them to the students.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan
Before: The students will work with their cooperative groups that were assigned at the beginning of
the quarter based on ability and gender (half girls, half boys). At the start of the lesson, students will
 be given lined paper while they listen to the Four Seasons video. The teacher will stop the video when
questions are proposed and open up a discussion with the students asking them the questions. The
teacher will then write the answers on the board and have the students copy the words down on their
papers. At the conclusion of the video, the teacher will hand the students the Four Seasons graphic
organizer and have them color a picture of what their interpretations of each season looks like. The
teacher will go around the room to facilitate their drawing and learning. The students will share their
work with their small group.

During: The next phase of the lesson will be when the teacher reads the big book aloud to the class.
The teacher will read and have the students circle the correct answer on all the pages. By doing this,
the students will be able to actively engage in the reading of the text. The teacher will choose which
students he/she wants to move the parts on the book based on who is sitting quietly and is engaged in
the lesson plan. At the conclusion of the reading of the big book, the teacher will have the students
engage in the closed word sort strategy using the index cards. This will be a whole class participation
activity. The teacher will give the students flash cards with words listed on them. The teacher will
have four words written on the board with pictures printed off next to them so the entire class can see
them. These four words will all have a common theme to them. The students will have to guess which
season is the overarching theme that all the words on the board fit into.

After: After the open word sort strategy, the students will go on to create their own mini-big books.
The students will use their colored paper and will draw pictures of their interpretations of the seasons
and share them with the teacher and the class.

Assessment:
Type of Description of Modifications to Evaluation Criteria- How good is
assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal, formative The students will Modifications to The students will earn credit for the
assessment. create a mini-big the assessment book that they create as long as they
book to show that include giving the describe and label the seasons
they met the learning students pre- correctly.
objective. stapled and pre-
outlined versions
of the min-big
book that they
create.

Resources:

https://www.powtoon.com/c/dgpvroj7PdJ/1/m

This Powtoon will be used in the Before section of the lesson plan.