First Grade Literature

Jamilyn Keele
4/9/20

LESSON RATIONALE
Students need to understand that there are four different seasons so that they can recognize the
change in weather with identifying a season. The comprehension of the four seasons will allow
students to place events in a timeline for a year and begin to understand how time works and the
way that the calendar is arranged.

READINESS
I. Goals/Objectives/Standard(s)
A. Goals
1. Students will identify and understand the four different seasons.
B. Objective
1. After reading the book, students will identify the four different seasons in
a year
2. After group discussion and the individual worksheet craft activity,
students will be able to describe and answer questions about the four
different seasons
C. Standards
1. 1.RL.4.2 Compare and contrast the adventures and experiences of
characters in stories
2. 1. RL.2.1 Ask and answer questions about main idea and key details in a
text
II. Management Plan
A. Time - 40 minutes
1. Anticipatory set - 5 minutes
2. Book - 6 minutes
3. Guided practice - 12 minutes
4. Independent practice - 12 minutes
5. Review/closure - 5 minutes
B. Space
1. Students will start on the carpet for the anticipatory set, the read aloud,
and the group collaboration to decorate the seasonal trees
2. Students will work at their desks for the independent worksheet
3. Students will join back on the carpet for the review/closure
C. Materials
1. The book, Four Seasons Make a Year, by Anne Rockwall
2. Worksheet
3. Pink, white, green, and orange tissue paper
 4. glue
D. Behavior
1. Students will do their best listening which requires voices off and attention
on the speaker.
2. If students cannot handle group collaboration, they will be asked to sit
back down at their desk and not participate in hands-on
3. Students will work together with respect and collaboration with one
another.
III. Anticipatory Set
A. “When I was little, my family moved to a different house. The change was hard
and it wasn’t easy to get to know my new surroundings and saying goodbye to my
old friends and neighbors was hard. Change can be difficult and sometimes hard
to understand, but change also means that there are new beginnings and chances.
Change can lead to better things and opportunities.”
IV. Purpose Statement
A. “Our world goes through change every year with the different seasons. It is
important to know the different seasons so we can identify the weather changes
and understand what day it is in a year.”

PLAN FOR INSTRUCTION

V. Adaptations
A. The trees that the class designed together on the board will be left up for students
who need a reference or more guidance to complete their worksheet.
B. Students who require more of a challenge are given the freedom to draw a picture
that is in line with the correct season. This allows them to express their
understanding and also have creative freedom.
C. Students who find it hard to work with or near other students may move to the art
table, where they can work with more room and less distractions.
VI. Lesson Presentation
A. “To start our lesson on seasons for today, we are going to read the book Four
Seasons Make a Year written by Anne Rockwall and illustrated by Megan Halsey.
If you have a question or a comment, hold on tight to it so you can share after we
have finished reading the whole book. Okay?” Read the book
B. “Wow, that was a lot of information. Can you guys help me remember what we
read? Raise your hand to share with me ONE SEASON that you remember from
the book.” Allow them to share their answers and write SUMMER, FALL,
WINTER, SPRING across the board so that the students can see it. Draw one tree
(bare) under each season word.
C. “I need your help to decorate these trees based on what we learned from the book.
So I brought some decorations to help us decorate our trees for the different
seasons. I will call on students who are sitting quietly and showing me that they
 are ready to participate. Let’s get started.” Using the decorations that are
depicted in the attached PowerPoint, call on students to help you decorate the
trees for each season. EX: there will be flowers and buds for spring, brightly
colored leaves for fall, and cotton balls for winter. Guide the students to decorate
the trees correctly, but also allow them freedom for creativity.
D. “Well thank you all for your hard work in helping me with our seasonal trees,
they look amazing. Now, you are going to get the opportunity to design your own
trees using colored tissue paper. This is the worksheet that you will complete,
AND WRITE YOUR NAME ON. You will use an appropriate amount of glue,
meaning not too much and not too little, to glue down the different colored tissue
papers for your seasonal trees. You want to cut a small square of tissue paper and
ball it up into a little ball and then use a small dab of glue to glue down the tissue
paper. I will set the timer for 12 minutes. If you finish before time is up, you can
add details underneath the trees for each season. You can draw yourself, animals,
plants, whatever you want. Be creative, but be accurate for the season. So don’t
draw yourself swimming underneath the winter tree because that doesn’t make
any sense. Alright girls, come grab a worksheet and your school box. Write your
name on your paper and when everyone is seated I will pass out the tissue paper.”
Allow time for the girls to grab their worksheet and their school boxes. Then
dismiss the boys. Pass out the tissue paper and set the timer for 12 minutes. Walk
around the room to help students with their questions and to guide them to use
the right colors for the different seasons.
VII. Check for Understanding
A. Have the students assist in decorating the trees on the board. Works on teamwork,
cooperation, and collaboration. Assess student understanding as the students are
helping to decorate.
B. Collect the worksheet and assess the student’s understanding of different seasons.
VIII. Review Learning Outcomes/Closure
A. “Alright, the timer just went off. I will give you two minutes to clean up, if you
need more time please please your picture on the back art table and we will see if
we have time after another activity to finish up your work. For now, please clean
up your area, and I will dismiss you by table number to wash your hands and to
bring your worksheet to the carpet.” Call their table numbers and allow them time
to wash their hands and return to the carpet with their worksheet.
B. “Now please turn to your turn and talk partner and share your work with them. I
will give you two minutes to share your work.” Allow two minutes to share.
Listen and observe what they talk about and the work that they have done.
C. “Alright, raise your hand if you learned something new today that you want to
share.” Call on a few students to share what they have learned. “Great! Well,
thank you for all of your hard work today. Please place your worksheet on the
 drying rack so that the glue has time to dry properly. Thank you for your beautiful
work!”

PLAN FOR ASSESSMENT

● Formative
○ Walk around the room during the independent worksheet and make sure students
understand the task. Provide the help when needed.
○ Group collaboration to decorate the seasonal trees on the board
● Summative
○ Collect the worksheet for a grade
■ Assess what the students learned and what the students still do not
understand
■ What needs to be retaught?

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Can students explain the difference between the four different seasons?
8. Did students react positively or negatively to the independent activity?
9. Is there another way to teach the difference in the four seasons in a more interactive way?