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Name: Mellissa Webb Grade: 2nd

Lesson Reasons for the Seasons Date: 10/31/2016

Title:
CCGPS or GPS Standard(s):

S2E2c. Relate the length of the day and night to the change in seasons (for example: Days are longer than night in
the summer).
ELAGSE2W1: Write opinion pieces in which they introduce the topic or book they are writing about, state an
opinion, supply reasons that
support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section.

Classroom/Lesson Context (please check the following that apply):

__x__ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

13 Girls 8 Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Giving extra assistance or repeating what is said for those students that need it.

Learning - Focus Strategies

Essential Question(s)
1-3 BIG ideas! How What types of weather are most common for each season?
can these questions be Why do we have different seasons?
used to guide your
instruction?

Central Students will be able to identify the seasons and the weather in each season.
Focus/Lesson Students will be able to explain seasonal changes.
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students comprehension.)

Rotation, revolution, seasons, temperature, orbit, axis

Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)

Listening/speaking

Materials The Reasons for the Seasons by Gail Gibbons

What resources can be The students science notebooks.
used to engage
students?
Introduction to
Lesson/ I will ask students what they know about seasons already.
Activating Thinking I will ask what kind of weather happens in each season.
What is the hook for I will ask if anyone knows why it gets colder and warmer in winter and summer.
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
students academic, sentences):
social, and cultural
characteristics. Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan: I will call the students down to the carpet table by table to read the book to
them.

Body of Lesson/
Teaching Strategies I will read The Reasons for the Seasons to the students on the carpet.
What will you have Then I will ask the students if they learned anything new from the book.
the students do after I will ask some students to share what their favorite season is and why.
you introduce the
lesson to learn the
standards? What
questions will you ask
to promote higher Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
level thinking? sentences):

What opportunities Language Discourse (structures of written or oral language; how participants of the content
will you provide for area speak, write, and participate):
students to practice
content language/ Students will be speaking and listening to participate
vocabulary? What
language supports Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
will you offer? and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan: Based on what they are wearing, I will send them back to their seats after
reading the book and asking questions.

Closure/ I will ask what they learned from the book and what words were they not familiar with.
Summarizing I will go over the words and their definitions.
Strategies: The students will write the definitions of these words in their science notebooks as I model how
How will the students they should be written.
summarize and/or Then they will write what their favorite season is and why in their notebook as well.
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
provide opportunities sentences):
for students to apply
new knowledge while Students will write definitions of the words they learned and also write what their favorite
making connections to season is and why.
prior learning?
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs

and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan: Once they are back to their seats I will ask if they have any words they did
not know from the book by raising their hands.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider
while planning: Assessment Plan for Learning Objectives (This is a plan and should be written as such;
How will students remember to identify both formative & summative assessments throughout the lesson):
exhibit an
understanding of the I will ask students to talk amongst their table about what they learned about each season.
lessons objectives? Then I will ask one student to say something they remember from what was said for the whole
How will you provide class to hear.
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing
Teaching
Effectiveness

Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.