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After reading about Fall Season and participating in a class discussion about what entails in the
Fall Season, students will use research documentation from this specific season and develop a
factual report citing at least three facts about the season. Students will be able to identify and
describe the fall season weather and its need for climate change.
ELA Standards: (New York Next Generation English Language Arts Learning Standard
English Language Arts (New York State Next Generation English Language Arts Learning
Standards).
Analyze how and why specific ideas and reasoning are developed and modified over the
course of a text, source, argument, analyze/evaluate the results and conclusion based on
explanations in the text.
ELA standards for Grades PreK-12: http://www.nysed.gov/common/nysed/files/nys-next-
generation-ela-standards.pdf.
English as a New Language and Bilingual Education [New Language Arts Progressions
(NLAP) and Home Language Arts Progressions (HLAP)].
https://www.engageny.org/resource/new-york-state-bilingual-common-core-initiative
Indicator: This will be evident when students read the text and analyze the reading with
the picture relationship.
Key Idea: passage reading, development of vocabulary words, writing descriptions.
Key Idea: learning different patterns in the season by adding and subtracting seasons
favorite like apples, pumpkins.
Social Studies: (New York Next Generation Social Studies Learning Standards)
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
INSTRUCTIONAL RESOURCES
MOTIVATION
A brief video about all four seasons (Winter, Spring, Summer, Fall)
Pictures evidence of the fall season such as changing of leave colors, food, holidays
Passage readings on the sunlight energy and how the leaves makes its own sugar
Group collaboration
DEVELOPMENTAL PROCEDURES
1. Students will be giving five passages to read on their own about Fall season
2. Students will volunteer to read passages out load
3. Students will be broken down into groups of three or four
4. Each group will be giving one picture as evidence to discuss what they see, what they think
about the picture.
5. Students will discuss in class what they see in their pictures, compare and contrast all four
seasons to identify the fall season.
6. A video will be shown in class about things to do in the Fall season.
7. Students will be read again the passages alone in the group they will be a group discussion on
the passages.
8. Students will develop a collage with cut out pictures, written ideas from the passages, video
and the picture evidence that was passed to each group.
9. Students will work together as a collaborative group to develop a presentation in class from all
given evidence.
10. All members of the groups will go in front of the classroom with a small collage and present
what they learned about the Fall season, how the leaves changes, foods, activities, weather
climate, environment change. The students will present similarities and differences of cultures
throughout the Fall season. Purpose of the lesson is for student’s appreciation and understanding
the need for the Fall season and why we face it in the atmosphere.
INSTRUCTIONAL STRATEGIES
Cooperative learning: students will work together in groups to develop strategies and
ideas of the Fall season.
Indicator: the idea of having students work in groups is to allow for voice projections of
multiple ideas, thoughts, engaging in brainstorming, develop thought processing from
each other. Learning to work together at a young age helps them develop communication
skills.
Direct Instruction: students will be given multiple evidence for their presentation
Indicator: all pieces of evidence will help the development process for each step of the
lesson
Discussion: students will be engaged in group and classroom discussion.
Indicator: this exercise will help the students when there are being asked about the season
and its important and unique weather pattern.
Modeling: video, picture evidence, reading passages.
Indicator: this will help students physically see what happens during the changing of the
season.
Demonstration: by showing all evidence and giving students opportunity to see
activities that happens during the season.
Indicator: this is evident when the teacher shows and explains to the students how to
compare and contrast different seasons.
Scaffolding: giving students the support they need to learn how to work in groups and
moving them to greater independence.
Indicator: the evident will help students understand and appreciate climate, mother nature
and its environment before they move forward to higher grade level of science.
ADAPTATIONS
The students who struggle to focus on the lesson plan will be re-directed through multiple
physical hands-on activities.
The students who struggle in reading multiple passages will be giving the chance to read
the material multiple times, twice by themselves, together in a group.
Students who medically needs and may require the use of bathroom facilities frequently
will be provided with a closer seat to the door and giving a bathroom pass.
Students with impulsively call out during classroom discussion be will be monitored
through a Behavior Intervention Plan (BIP).
Students who are an English learner will be provided with a content specific vocabulary
words prior to the lesson.
Students who are an English learner will be provided with a peer buddy like a teacher’s
assistance.
Students who struggle to work in a group setting will be allowed to work independently
or select their own peer group.
DIFFERENTIATION OF INSTRUCTION
Struggling Students
Students will be read to more than once, allow to work on exercise at home, work on
each passage with a peer separately, content will be revised and processed for their
specific need. The content will be adjusted to their reading level, the writing will be
limited, and more physical vision will be applied to their passages.
Average Students
Students will be giving the same materials as advanced students but are giving the
opportunity to work alone or in a group setting. Also, the work process will be divided
into two visual and reading passages. They can choose to work with a peer or not.
Advanced Students
Students are not much different from average students; the same work is giving just are
expected to be giving advanced vocabulary words and a greater passage to read.
ASSESSMENT
Students will use writing, pictures, readings, video, drawing strategies to create a visual
collage of the understanding of the Fall season and its weather climate and effects on the
environment.
Students will analyze the passages, pictures, video to create a collage of favorite activities
during the season.
Students will work independently and then in groups to analyze their understanding of
the specific season.
Students will then discuss in a group what they have learned from all evidence given.
Students will then have a classroom discussion.
Students will do a group presentation on the specific Fall season describing what happens
during the season, activities, foods, holidays.
INDEPENDENT PRACTICE
Students are giving this exercise to allow for independent work thinking process and
group thinking process to help students understand the material alone first and then work
in groups.
Independence will help students understand the material at home, in the classroom before
the group discussion and help develop their own thoughts, ideas of history and present.
The teacher will provide feedback on individual work to guide them on their weakness
and strengths.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
ELA Standards: (New York Next Generation English Language Arts Learning Standard
English Language Arts (New York State Next Generation English Language Arts Learning
Standards). ELA standards for Grades PreK-12: http://www.nysed.gov/common/nysed/files/nys-
next-generation-ela-standards.pdf.
English as a New Language and Bilingual Education [New Language Arts Progressions (NLAP)
and Home Language Arts Progressions (HLAP)] https://www.engageny.org/resource/new-york-
state-bilingual-common-core-initiative.
English Language Arts (New York State Next Generation English Language Arts Learning
Standards) ELA standards for Grades PreK-12: http://www.nysed.gov/common/nysed/files/nys-
next-generation-ela-standards.pdf.
Why Do Leaves Change Colors in the Fall? (2015, October 16). Retrieved May 7, 2019, from
https://youtu.be/Xk4-6II8l5Q