Grade Level:

LESSON TOPIC:
OBJECTIVES:
Content:
Language:
LEARNING STRATEGIES:
KEY VOCABULARY:
MATERIALS:
1st Grade
Different Seasons
TEKS: 112.12.8C: identify characteristics of the seasons of the
year and day and night
Students will be able to differentiate between the different season types.
ELPS:
1(C): Use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire, basic and grade-level vocabulary
2(I)demonstrate listening comprehension of increasingly complex spoken English by
following directions,retelling or summarizing spoken messages,responding to questions
and requests,collaborating with peers, and taking notes commensurate with content and
grade-level needs
3(E) share information in cooperative learning interactions;
3(H) narrate, describe, and explain with increasing specificity and detail as more English is
acquired
SWBAT orally describe and justify season terms within their group.
SWBAT role play various season types.
SWBAT will create a flipbook using the vocabulary words to write sentences and
illustrations.
Pictures of season types
container containing season vocabulary
Video clips of the different seasons
Fall, Summer, Spring, Winter, cold, snow,hot, rain, leaves falling, sunny,windy, warm, cool
partner work, modeling/demonstration, "think aloud"
MOTIVATION:
(Building background)
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
Involve class in an example, walking them through the steps and having
students slowly articulate the steps.
1. Get a word out of the container.
2. Find the picture.
3. Tell 3 people at your table why you chose the picture for your word.
4. Check on poster for accuracy.
5. Find another weather word.
Allow students 10-15 mins to do this activity. Walk around each table to make
sure students are using the correct words to describe their pictures. Help
students out when they have a hard time justifying their answers.
Have them create a flipbook illustrating each season as well as a short
description of each season using the vocabulary words that they learned.
Act out or visually show various season types(whole group). For example, for Winter, act out being cold or toss
up small pieces of paper to demonstrate snow, show a clip of what winter looks like, hold up the vocabulary
card for a Winter and allow the student in their own space to act out what Winter feels like(10 seconds).
Discuss characteristics of Winter including words such as cold, snowy, white. Repeat that activity for the other
three seasons.
Model 1 example of matching a particular season vocabulary term with the picture. Teacher thinks aloud to
model process of elimination if stumped. For example, My season word is Summer. I know its hot, so, it cant
be the Winter picture or the snowy picture. It might be the picture with the big yellow sun or the picture ice
cream melting. I remember that we talked about how Summer is usually hot and the sun is always up , so it
must be this picture.
The directions are to find someone at your table to tell why you chose your picture to match your term and see if
your table members agree. Then, go to the self-checking chart and check to see if your picture matches your
term.
Have students participate in think, pair, share about what was easy or challenging about the activity.
Ask them how did they figure out which picture matched their words?
Review content and language objectives.
The flipbook created individually will be used as assessments.
For beginners ELLs, have them draw pictures and the vocabulary words in their flipbook.
For Advanced-beginning ELLs, have them write a short description and a picture in their flipbook.
For Intermediate ELLs, have them write one or two sentences along with a picture in their flipbook.