Student: Samantha Casaburi

Course: EDU 521

Grade: 1
Topic: Weather and Seasons

Professor Maria Esposito

Date: November 29, 2015
Content Area: Elementary Science
Lesson 1:
Instructional Objectives

After teacher does a read aloud of the book The Seasons by Ian Smith, students
will listen for key words and examine pictures to identify the four seasons and
write about their favorite season.
Standards and Indicators
NYS Science Standards 2.1a -Weather is the condition of the outside air at a
particular moment.
Indicator: This will be evident when the students observe what the weather is like
outside. What are people wearing outside? What does the sky look like?
RI 1.2 -Identify the main topic and key details of an informational text
.
Indicator: This will be evident when the students listen to the reading of The
Seasons by Ian Smith, and find key details describing each season.
SL. 1.5 Speaking and Listening- Add drawings or other visual displays to
descriptions when appropriate to clarify ideas, thoughts, and feelings.
Indicator: This will be evident when the students listen to the story and draw
pictures in each box of the graphic organizer based upon what they see in the
reading. Additionally, students will write and illustrate their favorite season.
Motivation
Sesame Street Weather Reporthttps://www.youtube.com/watch?v=ZkRLPwmLZNo
Materials
Pen/Pencil
The Seasons by Ian Smith book
Graphic Organizer
Video

Smartboard for Video

Speakers

Strategy
Read Aloud, Listening for Information and Graphic Organizer
Adaption
Students that have difficulty with vocabulary, the teacher will provide the
vocabulary word and picture on the graphic organizer.
Differentiation of Instruction
Students will complete an assignment based on the level of achievement. Students
will receive a graphic organizer and be instructed by the teacher to draw a picture
of the words that they hear. Teacher and students will also observe pictures in the
book read by the teacher. Students will write a paragraph describing their favorite
season. Paragraph should include their favorite activities during this season, what
to wear during the season, and why this season is their favorite.
Level 1- Teacher will allow students to illustrate the answers to the questions and
will include vocabulary words learned. This will be done with 80% accuracy.
Level 2- Teacher will provide sentence starters so that students can fill in their
knowledge of the seasons and answer the questions. This will be done with 80%
accuracy.
Level 3- Students will answer the three questions above in paragraph form. This
will be done to 90% accuracy.
Developmental Procedures (50 Minutes)
1.) The class will begin with students answering the Do Now which will be
the students response to What season is it now? How do you know? (3
minutes)
2.) Next, the teacher will play the YouTube video on the Smartboard.
What did you learn from watching this video? (5 minutes)
3.) Teacher will then model the following mini lesson on the
Smartboard. Teacher will read the story, The Seasons by Ian
Smith. The students will then write words describing each season
and draw a picture upon what they see in the book in each of the
graphic organizer boxes. (12 minutes) Four boxes with the
season written in the corner: Spring, Autumn, Winter and
Summer

4.) Now that the students have filled in their graphic organizer,
students will re-watch the Sesame Street video and pay attention
to details so that students can guess which season Grover is
discussing based upon his clues. (10 minutes)
5.) Depending on the level of the student; he or she will attempt to
write a paragraph describing their favorite season. Each student
should write why this is their favorite season; what activities they
can do during each season; and what someone wears during
each season. (20 minutes)
Assessment
Students will display their knowledge on their favorite season
while writing the paragraph. This assessment will be graded as
an in-class assignment.
Independent Practice
Students will write the vocabulary words 3x each and prepare for
a spelling test.
Follow-Up: Academic Intervention
Teacher will provide additional reading materials on the seasons
and offer small group tutoring for students who may need extra
support.
Academic Enrichment
Students who easily meet the objectives and assessment will be
given a difficult writing assignment that is above grade
level/higher lexile.
References
www.engageny.org

https://www.youtube.com/watch?v=ZkRLPwmLZNo