DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN, EDUC 4300 (1/25/13) Teacher Candidate:

: Bevelree Whipple Grade Level 1st Title: Compare and contrast seasonal weather change

CONTEXTUAL FACTORS (classroom factors)

Contextual Factors: 20 Students: 11 Boys, 9 Girls 16 Caucasian, 1 Indian American, 3 Hispanic 3 ELL Students: (Annette: Spanish- WIDA Level 3; Idonia: Spanish- WIDA Level 4; Zuleyk: Spanish- WIDA Level 1) No identified GATE students 1 Student wear glasses (Atreyu) 2 Students are left-handed (Ellie and Kayden) 2 Students receive word work intervention (Junior and Idonia) Classroom environment: There is 1 kidney table; used for small group instruction. The white board is covered with things they do throughout the day. The rug sits in the front of the classroom, next to the desks, and this is where they do most of their instruction. The teachers side counter is a mess .
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)

State Standard/Objective: 1st grade Science Standard 2: Earth and Space Science, Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather. Objective 3: Compare and contrast seasonal weather change. Content Walk-Away: Speak and listen to instructions, and explain the characteristics and conditions of 4 seasons. Language Walk-Away: I will be able to read about the differences of 4 seasons. Vocabulary: Characteristics, seasons, autumn, fall, winter, spring, and summer
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

I will use picture and post them on the interactive board for all ELL students, when I start the lesson. Use shoulder partners throughout questions, and use paddles with names of the seasons especially for my ELL students. I will put one picture on each table with groups of 4 students, at the end of the lesson.

Formative Evidence (checking for understanding throughout the lesson): The students will reflect on the characteristics and conditions of different seasons. I asses the students on their knowledge by asking student to explain different characteristics and conditions of the 4 seasons seen in pictures, and what season the picture is, by holding up a paddle with the word of the season. Students will watch a video Brain Pop explaining characteristics and conditions of different seasons, and listen to the story The Tiny Seed. I will ask students to repeat back to shoulder partner what they learned from the video about different characteristics and conditions of seasons, and what they learned from the story of a seed moving through the different seasons.

Content Walk-Away Evidence (Summative): I will be able to speak and listen to instructions, and explain the characteristics and conditions seen in a picture of 4 seasons, by creating a rubric.
SIOP 1

Language Walk-Away Evidence (Summative): Students will read about the different conditions of4 seasons by using a rubric. SIOP 2

Student share what hypotheses they come up with about characteristics and conditions in different seasons and I will help the Level 1 and Level 3 ELL students. For the Level 1 and Level 3 student I will keep them up front to help as needed and ask Hilary to help them also, and will ask questions to make sure they understand. SIOP 4, 5, 6, 7, 16, 19

Approx Time

ACTIVE LEARNING PLAN

45 min Activate/Building Background Knowledge How many of you boys and girls can tell me something you know about the characteristics and conditions of the four seasons? Seasons are; autumn, fall, winter, spring, and summer, these are our vocabulary words. I want to add one more words from our vocabulary, characteristics, features that help to distinguish something. Boys and girls we are going to watch a Brian Pop video about the four seasons You will go back to your seats and look at a picture and with a rubric you will identify what season you are looking at in the picture. SIOP 1, 2, 3, 5, 6, 7, 8, 9
Formative assessment: Learning Goal Success Criteria Assessment Strategy

Understand what the four seasons look like. Read and write the rubric. SIOP 1, 2, 3, 5, 6, 7, 8, 9, 30

Identify the characteristics and conditions of the four seasons.

through investigation of pictures in different seasons using a rubric.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Use picture and post them on the interactive board for all ELL students, when I start the lesson and make sure my Level 1, 3 students understand the pictures by asking them questions. SIOP 6, 16, 17
Focus Lesson (I do it)

I will introduce the vocabulary with appropriate speech and with clear explanation of each word and their meanings seasons, autumn, winter, spring, summer and characteristics posted on Elmo. I will show pictures of Autumn (fall), Winter, Spring, and Summer and ask students to tell what season it is for my pre-assessment if students knowledge. Students will hold up the name of season with a paddle, I will pause and ask questions along the way and have students do think aloud. I will put on a video from Brain Pop about the four seasons. I will ask students to share with shoulder partner what they learned from the video, and then ask questions about the four seasons while students use paddles with names of the season. I will explain to students that they will go back to their seats and will be in groups of four, and given a picture of a season, I wont tell which season. I will ask students to fill a rubric in with words that describes object in the picture like; red trees, snow on mountain in respect to color, shape, and size. This tells me the season in the picture is from________and to glue white, pink, green, or orange tissue to their tree to represent the season the picture is from. SIOP 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,

15, 16, 17, 18, 23, 24, 25, 26,

Formative Assessment: Learning Goal Success Criteria Assessment Strategy

Seasons have different characteristics, colors and temperatures Rubric, read and write

Identify the characteristics and conditions of the four seasons. Winter Spring Fall/Autumn Summer White Pink Green Orange Tissue tree

Hold up paddles Questions What season is it when it snows? What season is it when it rains? What season is it when the leaves fall off the tree? What season is it when we go to the beach and swim? Think aloud Interactive board Share with shoulder partner Should ask another shoulder partner

SIOP 5, 6, 7, 8, 16, 17, 18, 23, 24, 25, 29, 30 Modification/accommodations:

Listen closely to ELL students when sharing with shoulder partner to make sure they understood the question asked, and give them plenty of time to answer, and watch as the ELL students hold up their paddles with different names of the season. Have big pictures on the interactive board for the ESL students to describe each object in the picture with respect to color, shapes, and size and what season it represents. Explain while showing exactly what is taking place so that the Level 1 & 3 student understands, ask Hilary to help Level 1 student if I cant. SIOP 19, 21, 26
Guided Instruction (We do it)

Share with shoulder partner what the different seasons in each picture are; and if they dont understand ask another shoulder partner first and then ask me. SIOP 5, 6, 7, 8, 16, 17, 18, 23, 24, 25, 29
Formative Assessment: Learning Goal Success Criteria Assessment Strategy

Objects in pictures of seasons represent. Season represented

four seasons Winter Spring Fall/Autumn Summer

Questions What season is it when it snows? What season is it when it rains? What season is it when the leaves fall off the tree? What season is it when we go to the beach and swim? Think aloud Share with shoulder


SIOP 5, 6, 7, 8, 16, 17, 18, 23, 24, 25, 29, 30 Modification/accommodations: Help ESL students when needed.

partners Prediction

Use shoulder partners throughout questions, and use paddles with names of the seasons especially for my ELL students and my level 1 & 3 students. SIOP 19
Collaborative/Cooperative (You do it together)

Students will go back to their seats and will be in groups of four, and given a picture of a season, I wont tell which season. I will ask students to make a table that describes each object in the picture with respect to the properties of characteristics and conditions, color, shape, and size and which season it is while in groups of 4. SIOP 4, 5, 6, 7, 8, 16, 17, 18, 23, 24, 25, 29
Formative Assessment: Learning Goal Success Criteria Assessment Strategy

Observing pictures and Walk around and observe predicting what the four students work on rubric and seasons represent by reading listen to conversations. and writing rubric SIOP 4, 5, 6, 7, 8, 16, 17, 20, 21, 22, 23, 24, 25, 26,28, 29, 30
Modification/accommodations:

Describe with rubric which season the picture is from, through respect to color, shape, and size.

Listening to the ESL students and help ESL students when needed. I will put one picture on each table with groups of 4 students, at the end of the lesson. Student share what hypotheses they come up with about characteristics and conditions in different seasons and I will help the Level 1 and Level 3 ELL students. For the Level 1 and Level 3 student I will keep them up front to help as needed and ask Hilary to help them also, and will ask questions to make sure they understand. SIOP 19
Independent (You do it alone)

Students will put tissue pink, orange, green, white on their picture to represent the season they investigated in their pictures. SIOP 4, 5, 6, 7, 8, 18, 20, 21, 22 Summative Assessment: Check rubrics and make sure their predictions match the picture and their tree color matches the season prediction, have students read to Mrs. Webb, Hilary, or teacher (me) what season and characteristics and conditions seen in the picture in order to predicted their season to be from , and then collect their work. SIOP 5, 6, 7, 8, 9, 23, 24, 25, 26, 29, 30
Modification/accommodations:

Ask Ell student questions about why they chose the color they chose to put on their tree, and how they came to the decision they did on the color chosen. SIOP 6,20, 23, 24, 29, 30
Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.)

Boys and girls we wrote prediction on our rubrics, with your rubric, what season characteristics and conditions seen in your picture did you predict your picture to represent? And how did you come to this decision? What were our vocabulary words, (autumn, winter, spring, and summer, seasons, and characteristics) and what do they mean. If you went out in the winter snow without a coat on would you be hot or cold? If you went out in summer with a coat on would you be hot or cold? Do leave fall off the trees in the summer?

Have everybody answer the last three questions as a class. SIOP 9, 27, 28, 29, 30
SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? The link to Brain Pop. What materials do I need to have ready? Pictures, table charts (20). What is the approximate time needed for this lesson? 45 min. Tell the story The Tiny Seed? And ask my questions to the students about Brain Pop. Materials to have ready? Rubric worksheets (20).

REFLECTION AFTER LESSON

I made sure that during the lessons I accommodated for my ELL and low WIDA level 1 student, I called on them and kept them close to me; so that I could make sure they understood the different pictures of the different seasons.
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning?

When I develop a useful assessment I can provide corrective instruction, and give students second chances to demonstrate success and this can improve their instruction and help students learn, results from pre to post tests are immediate and easy to analyze at the individual student level. I can check for understanding with assessments, and this is really the most important and useful of student data, in order to improve student learning and improving lesson plans.
How can I transfer what I learned from teaching this lesson to future teaching?

The idea of pre and post assessments and even using the paddles for students to hold up to answer questions, is a viable method to assess the extent to which an educational intervention has had an impact on student 'learning', and how can that learning be improved upon in teaching future lessons. I have discovered what first graders typically do not understand about seasons and now I can act upon this knowledge for future lessons on the different seasons. I can use bigger pictures of the seasons and put them up on the board and go over what the differences are that can be seen in the pictures, example; snow on the mountains, leaves on the ground, rain falling to the ground, children using umbrellas, roof tops on houses covered in snow, the sun shining on a white beach with the ocean behind it. With pictures I can enhance meaning, learning and comprehension to a greater level next time I teach this lesson.
What was effective and not effective?

The pictures were effective; but maybe I could have use more than I did. Putting the pictures up on the smart board to make them bigger was very effective. The video I added to the lesson from Brain Pop Jr was very effective. My paddles that students used to answer questions about the seasons worked very well. Paddles work well for ELL students, because there are not a lot of words to know and understand, with this lesson they learned four new words, and these words were on the paddles. (winter, spring, summer and fall) Not effective; I dont think anything I did was not effective. I could have made what I did a little more effective. Next time I think I will use a word board and keep it up front so that students will be able to spell more of the words they wanted to spell then just autumn, winter, spring, and summer.
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching?

This lesson provided an understanding of where students are at when it comes to the subject of identifying different seasons, It also provided me with a framework and a toolkit of research-based practices that proved to be effective in helping to promote understanding to students about the different seasons, next time I teach the lesson. To be able to enhance the design of my instructional activities and to promote high levels of student achievement in learning about the different seasons.
What goals can I set to improve my practice and student learning?

Pause a little longer for questions Create a word board and keep the words where students can see them, for working on their rubric investigations of the pictures.

Put more pictures of the different seasons up on the smart board and have the students write on the board, and not just on their own pictures. Find different videos on what happens in different seasons to further expand on what seasons look like.