Instructions Plan for a Single Lesson

Name:__Amanda Dunn__________________________________ Date:___December 3,

2020__________ Grade:____1st_____

Subject/Topic____Seasons ______________________________

Objectives: (Observable and Measureable – action verbs)

The Students Will Be Able To (TSWBAT):
1. Students will identify the characteristics for each season

2. Students will compare and contrast elements for each season

Standards: (What PA Standards or Eligible Content do the objectives above support? Add standards as
needed.)
1. PDE: 3.3 Earth Structure, Processes and Cycles

2. 4.1.1.E (Environment and Ecology primary grade standards) -Describe the seasons and describe
how the change of seasons affects living things

Instructional Materials: (Include all materials, technology, etc)

1. The Seasons non-fiction book by Ian Smith

2. Large seasons box with bilingual labels and pictures
3. Small seasons boxes with picture cut-outs with bilingual labels
4. YouTube seasons video
5. PowerPoint slides with seasonal pictures and labels
6. a seasons 4-square graphic organizer

Introduction: (Attention Getter, Anticipatory Set, “Hook”, Motivate)

We will begin with a song/video from the movie Frozen about seasons! Specifically, winder and
summer. There will be closed captions in Spanish to meet the needs of my two ELL students whose
native language is Spanish.
Procedures: ( Step by step bullets of how your lesson will develop. Include questions you will ask and
examples you will provide)

 I will begin the lesson with a video clip about seasons with closed captioning in Spanish so
that my ELL student who speaks Spanish can grasp the central idea of the lesson from the
initial introduction of it

 Then we will transition to a PowerPoint. This will contain an introductory slide containing the
word “seasons” in English. Next to this word will be the Spanish equivalent “Estaciones”

 I will explain why I included Spanish words and the importance of learning all kinds of
languages!

 I will ask them to think about their favorite season. “What does it look like? What does it feel
like? What do you wear in that time of year? What fun things do you do?” I will then take a
poll where they can all nonverbally vote for their favorite season by raining their hand. This
allows for full class participation.

 The next slides will contain two charts side by side, one in English and one in Spanish. They
will contain general seasonal imagery as well as the months contained in each season. This
will give them a frame of reference about each season when they consider what each month
feels like, looks like, etc. and how that relates to each season.

 The students will briefly complete a seasons worksheet. I will leave up the slide that includes
the Spanish equivalents of the seasons for my ELL student to refer back to. I won’t include it
directly on the page to allow them a few seconds of “think time” prior to referring to the
board. The students will draw a line connecting pictures to the season they correspond with. I
will walk around and use this as a way to determine their background knowledge on the
topic. I will also show an example by completing the first picture match myself, and the
students can follow along with their individual worksheet. We will review as a class.

 I will ask a few more questions for them to keep in the back of their minds during the lesson
“When is it cold? When is it warm? Is it sunny during every season? Is there rain in every
season?, etc.”

 Then, we will return back to the PowerPoint and discuss each of the four seasons in more
depth. These slides will include the season in English and Spanish, as well as characteristics of
each in English with corresponding visuals.

 Once we have had sufficient instruction and class discussion, I will introduce the students to
the Seasons Box! I will take out the materials and demonstrate the activity, similarly to how I
helped the students complete the first problem on the worksheet.

 I will utilize flexible grouping to move students around. And then I will distribute the
 materials.

 They will take out the paper cut-outs with season al pictures on them and place them with
the appropriate season by placing them in the correctly labeled smaller box. I will again keep
the Spanish equivalents to the seasons on the board for reference for my ELL student.

 I will walk around and check in on all of the groups and keep track of their proficiency and
completion of the task. With my ELL students, I will ask them yes or no knowledge level
questions and give them the option of pointing to answer.

 After I have gone around to check the accuracy of their picture sorting activity, we will have a
brief review as a class, and then I will have them put everything back in the boxes and I will
collect the materials

 As a final review, and as a reference tool, we will look to our nonfiction book which will act as
a textbook for the lesson, and choral read one on one with shoulder partners. This will allow
the ELL student comprehensible input and output because they can hear the material and
repeat it back. Doing so at the same time as their partner alleviates some anxiety producing
the new language orally.

 Lastly, I will pass out a worksheet for with four large squares and two small squares. There
will be a large square for each season. There will be one small square for both fall and winter,
so students can list shared characteristics between the two, and one for summer and spring
for the same reason. The students will be asked to write phrases in each to describe the
condition in each season. They will also have the choice to only draw pictures if that fits their
needs. This will be the formative assessment, and I can also use an alternative one-on-one
verbal assessment or observational data for my ELL students. I will compare it to the first
worksheet to track how much they learned.

Closure: (A brief wrap-up of questions for students to check to see if they met your objectives. Not a
place for assignments or homework (they are included at the end of “procedure”)

1. What are some distinct factors of each season?

2. What characteristics did some seasons share? What where they, and what seasons were they
in?

Assessment/Check for Understanding: How will you measure if the students have met the lesson
objectives?)
 1. There will be a pretest in the form of the introductory worksheet
2. There will be an informal assessment through observational notes, data, and check-ins
throughout the class discussions, partner and group work
3. The completion of the chart at the end will be the formal assessment
4. There will be an alternate assessment offered with one-on-one discussion with me to follow
up on what was learned. This will be compared to the introductory worksheet to track
progress.

Adaptations/Considerations: (What modifications could you make to lesson procedures, materials or

assessment?

1. Essential vocabulary for the lesson would be taught first and would include bilingual labels as
well as accompanying pictures that are visual cues, and it is effective because it incorporates
my student’s native language.

2. I allowed for participation through verbal responses or nonverbally through the poll and the
use of thumbs up or a raised hand for the students to demonstrate if they agreed.

3. The PowerPoint contains helpful visuals labeled in both English and Spanish, side by side. I will
leave this slide up once the activity is occurring for them to refer back to.

4. Spanish Subtitles for the YouTube video are included to make it accessible for all of my
students.

5. Choral reading for the text, where I read it once, and they read it back to me in succession
with one another is a great way to include my ELL student and allow him to practice
comprehensible input and output.

6. A collaborative opportunity to practice comprehensible input and output as they separate the
seasonal cut outs into the box that it fits in, as they identify the picture and repeat the English
and Spanish label to one another in flexible grouping.

7. I would use a think-aloud to demonstrate the activity by providing a few examples of myself
competing the activity. I would do this as I modeled the worksheet and the activity.

8. During the activity/ assessment I can follow up with my ELL one-on-one and ask yes or no
questions where he can choose to answer verbally or point, depending upon his comfort and
anxiety level. These will be knowledge level questions which adheres to the needs of ELLs in
level one of their thinking skills

9. The text with pictures differentiates instruction to adhere to students who are visual learners.
 The use of picture cut-outs and the act of separating them into the different seasons is
beneficial for tactile learners. The choral reading section of the lesson is effective for
Kinesthetic learners.

10. I selected a non-fiction straightforward text with decently enlarged print and only a sentence
or two per page. Each page is accompanied by clear visuals. This text doesn’t contain any
figurative language, or cultural differences, so it is easier for ELL students to comprehend. I
also allow them to use this as a reference tool upon completion of the assessment.

11. I created an alternative assessment that is optional for my ELL students. This will be like a
portfolio of sorts because I will compare their knowledge at the end of the lesson to the
knowledge they expressed in the introductory worksheet. They will also have the option of
completing the chart their peers use for assessment, and they are allowed to draw pictures or
use the picture cut-puts from the activity, instead of having to write words or phrases in
English to complete it