Lesson Sequence and Delivery:

Regardless of the model, write the lesson with enough detail and teacher talk/questioning that the reader can picture the teacher candidate teaching the lesson in its entirety and/or
another teacher could step in and use the plan with minimal assistance. Attach this section to the Lesson Plan Template under Lesson Sequence and Delivery.
Lesson Differentiation (1e-1) Student Engagement (1e-1, 3c-1*)
Components 1. Within Core Instruction (minimum), 1. Within in the Lesson Sequence and Delivery
list instructional tools, methods, label examples for fostering Student
Time

Time

and/or strategies to meet differing Engagement (SCOR) with S for Success, C for
student needs/interests. Curiosity, O for Originality, and R for
2. Explain your rationale. Relationships.
2. Explain your rationale in the boxes below.
Introduction (1e-4) T: We have 4 different types of seasons each year. C: Seasons are something that relates
10 Describe how you will Each season has its own characteristics, or qualities, to all students’ lives. The questions in
min inform students as to that make it special. The seasons have different the introduction will make them
what they will be doing
and why it is important
changes, types of weather, and holidays. It is wonder how the seasons can affect
(e.g. important to know about the seasons because our their life.
statements/questions/oth lifestyles change as the seasons change. We wouldn’t
er to present student- want to go swimming outside when its snowing, would S: Students will become more engaged
friendly objective) we? In the middle of summer, would you get bundled in the content when they can draw
up to go to school? upon their own background knowledge
relating to the seasons.
Develop background, Review the 4 seasons. Ask a quiet hand for one Kinesthetic Learners will C: Students enjoy learning new sign
foster connections, season. When they state the season, show students benefit from the sign language symbols, and will be curious
facilitate motivation for the sign language action for that season. Repeat until language aspect of the to learn the meanings behind the
learning activity.
students know the sign language action for each seasons. actions.
season. Then, play “What season am I?” Where the
teacher reads characteristics of a specific season, and R: Students will guess the season on
students guess which season it is. They will share their their own, but will not feel pressure as
answer by performing the sign language action that the entire class will also be involved.
corresponds to the correct season.
30- Core Instruction (1e-4) Transition students to the seasons video. Allow the Visual/Auditory learners will S, C: The video allows for movement,
35 Include appropriate table with the most stars and students with happy enjoy learning about the song, and visual illustrations to engage
min lesson content, clear notes to join on the rug and face the screen. Students seasons through the video. students and reach each type of
sequence, opportunities
may dance/sing along to the video if they wish. learner.
for practice and
application.
After the video is finished, ask follow up questions like: R: The team with the most stars gets to
 Which season has the hottest weather? sit on the rug. This encourages team
 Which season would you find yourself carving work to show positive behaviors.
pumpkins in?
 Which season is the best for swimming
outdoors?
  Which season can you build a snowman in? O: Students love to share their
 What do you like to do in (name of season)? personal thoughts during lessons.
 What is your favorite season? Why? These questions allow for originality in
Explain to students that all seasons can have varying their answers.
types weather, especially in Nebraska. There can still
be warm days in the winter, and cool days in the
summer etc.

Transition all students to the family room (rug) to read R: Sitting in the family room requires
the story “The Tiny Seed”. As I read the book I will ask close proximity with other students.
questions such as: This strengthens their relationships,
 Which season do you think it is now? and reinforces the idea of a “family” in
 What clues tell you that it might be that the classroom.
season?
 Will the seed be able to grow in this season?
Why or why not?
 Which season is the best for plants to grow?

After the book, explain the directions for the next S: Clear directions will eliminate any
activity while still in the family room. The worksheet confusion, allowing for students to
requires students to color and cut objects from one focus entirely on the objective.
page, and glue them to the front page in the season
the object corresponds with. Explain that students
need to match the objects to the season. They will
need to color FIRST, then CUT, and glue last. When
they are finished, and their name is on the paper, they
may turn it into the in box. Begin dismissing quiet rows
of students back to their tables. Have the helper of the
day distribute the sheets.

As students begin working on the activity, remind
them that if they can work quietly, I will play music for
them to listen to. If they continue to stay quiet, we can
also turn the lights off (lamps and decorative lights are
still on) while they work.
EXTENSION: If students finish the activity quickly, and
there is enough time before clean up, I also have
S,R: When students work together to
exhibit positive behaviors (e.g. being
quiet, good listeners, helpful) they
know they will be rewarded. The
The extension activity can also music/lights encourage these
be an option for early finishers behaviors.
to begin working on.
 booklets with facts of the seasons I can distribute. I
will display a booklet under my document camera so O: When a lucky duck is called, one
students can see it on the screen. They will each have specific student gets the chance to
a booklet, and will need a highlighter. We will read the shine as a reader.
booklet as I do, you do, we do. This means I read the
page first, then a lucky duck reads, and then we read
the page as a class. As we read, students will highlight
key words for each season. After we read the entire
booklet, they can color the pages.
5-10 Closure (1e-4) Use the callback “MAC AND CHEESE” S: Reviewing what was just learned will
min Include what you Students say “EVERYBODY FREEZE” reinforce the main ideas. This will help
will ask or say to Instruct students to clean everything up from their students remember the content after
students to
tables. If they are not finished with the activities they the lesson.
refocus students
on learning can place them in their unfinished work folders to
objective. work on later. Once the room is sparkly clean, ask
questions such as:
 How many seasons do we have? C,O: The sticky notes are engaging, and
 Why is it important that we know about our inspire students to call upon their
seasons? knowledge gained from the lesson.
 Challenge question: Are all the seasons the Each student gets to share individual
same in other places of the world? content that they want to remember.
Helper of the day can begin distributing a sticky note
to each student. Write “What stuck with you today?”
on the board. Have students write or draw one thing
they will remember from this lesson, along with their
NAME on the sticky note. When students are finished,
I will call on them to place their sticky note on the
board before they pack their things. Dismiss students
with happy notes first, then quiet tables, etc.
*Clinical Practice Only