Stephanie C.

Diaz
EDU 521
Grade: 2

Topic: The Seasons (Spring)

Professor Esposito
June 18, 2016
Content Area: ELA

Instructional Objectives:
After collaboratively reading Spring by Nuria Roca and going on a seasons weather walk
mini field trip, SWBAT identify the characteristics of Spring by completing a Read, Write
and Draw activity wherein they will read a teacher created handout about spring, write 3
sentences stating what their favorite Spring activity is and then draw and color an
illustration of that activity or of a flower.
Key Concepts:
Students will demonstrate their understanding that the season of Spring is identified by
very specific traits and specific activities take place during that season only.
Standards and Indicators:
RL.2.1 Ask and answer questions as to who, what, where, when, why and how to
demonstrate understanding of key details in a text.
Indicator: Students will be able to answer questions correctly regarding the facts and
details in the book Spring by Nuria Roca.
Motivation:
Students will go out on a Seasons Weather Walk mini field trip in the area around the
school and observe the weather and impact that the weather has had on the flowers, grass
and trees.
Materials:
Handout: Alphabetical order
Book: Spring by Nuria Roca (In English and Spanish)
Handout: Read, Write Draw
Crayons
Markers
Construction paper
Prezi about Spring
Spring Acrostic handout
Strategies:
Cooperative Learning/Group Discussion:
Students will engage in cooperative learning during the weather walk mini field trip. We
will discuss our observations and participate in informal question and answering while on
the weather walk.
Direct Instruction: Upon returning from the weather walk I will play a Prezi for the
class that will show the word SUMMER on the 1st section and show them things that

happen during summer: the kinds of clothing we wear, the outdoor activities we may
participate in, the fruits and vegetables that become available for consumption.
Adaptations:
For the ELL student: The book Spring by Nuria Roca will be provided in both English
and Spanish for the student(s) to follow along with as the teacher and students take turns
reading.
Differentiation of Instruction:
Tier 1 (High Achievement): Students will be able to complete writing portion of the
Read Write Draw assignment by writing 6 complete sentences about their favorite Spring
activity.
Tier 2 (Average Achievement): Students will be able to complete the writing portion of
the Read Write Draw assignment by writing 3-4 complete sentences about their favorite
Spring activity.
Tier 3 (Low Achievement): Students will be able to complete the writing portion of the
Read Write Draw assignment by writing 1 complete sentence about their favorite Spring
activity.
Developmental Procedures:
1. Essential Questions: What happens in Spring? What is the weather like in Spring?
What kinds of activities can we do in Spring?
2. We will read the book Spring by Nuria Roca.
3. Students will watch a Prezi about Spring
4. Group Activity: Students will be informed that we will now go on a Weather walk
mini field trip in the surrounding neighborhood to observe and discuss what
occurs in Spring.
5. Independent Activity: Students will complete a Spring Acrostic.
6. Checking for Understanding: Upon completion of the acrostic activity, students
will be called on to share what they wrote for their Spring acrostic.
7. Closure: Students will be informed that they will complete the Read, Write, Draw
handout for homework.

Assessments:
Students will submit the Read, Write, Draw assignment for assessment.
Students will submit the Spring acrostic for assessment.

Independent Practice:
Students will complete the Read, Write, Draw assignment for homework.

Follow Up: Direct Teacher Intervention & Academic Enrichment

Academic Enrichment:
The students will be given a choice between creating a Wordle that is 25 words minimum
and the words must not have appeared on the Spring alphabetical order handout or
creating their own Spring acrostic using different words about Spring.
Direct Teacher Intervention:
The students who have not met the objective will attend a mandatory extra help session
with the teacher to review what was discussed in class and will be given additional
handouts and one more book to read about Spring.
References:
New York State Common Core Learning Standards. (2013). University of the State of
New York State. Education department. Retrieved from
https://www.engageny.org/resource/new-york-state-p-12-common-core-learningstandards
Roca, N., & Curto, R. M. (2004). Spring. Hauppauge, NY: Barron's Educational Series.
Spring word search. (n.d.). Retrieved from http://www.education.com
Tizzy Labs LLC. (2014). Tizzy Seasons HD (Version 2.0) [Mobile application software].
Retrieved from https://itunes.apple.com/us/app/tizzy-seasons-hd/id552784615?
mt=8