Kathryn Blythe Frederick Grades 1-2 September 8, 2013 Rationale: This lesson is focused around the theme of both

the seasons and observing ones surroundings to create poetry. The technology that will be utilized is the SmartBoard through an activity called, Seasons. This lesson will help to measure the comprehension of not only the seasons of weather, but also for students to comprehend the use of imagination within learning (observations of life around them,etc.) There will be an assessment at the end of the lesson to analyze if students understood the explanation of the seasons, of cooperation, and poetry. They will construct their own poems attached to a paper mouse, which will occur after a short walk outside in order to observe the surrounding atmosphere, which is similar to what the main character Frederick does in his own poem. This lesson covers the parts of the Ohio core curriculum of CCSS.ELA-Literacy. RF. 1.2a-d and Fluency CCSS.ELA-Literacy.RF.1.4a-c. As well Ohio Common Core Standards: Phonological Awareness Phonic and Word Recognition Fluency Reading Comprehension Science Grade Level Guide: Content Standards Content Curriculum Focal Common Core State Points (ie: NCTM, IRA,) Standards Standard 1: Comprehending CCSS.ELA-Literacy. RF. 1.2aliterature. d Fluency CCSS, ELA-Literacy, RF. 1.4a-c. Interdisciplinary Connections Reading comprehension, science, and language arts. The theme of this book Frederick focuses on the importance of teamwork, observation, and especially focuses on the shift of seasons. Poetry is also tied into this lesson.

Academic Language: What Academic Language specific to your content area is necessary for learning to occur? Cooperation, participation, teamwork, seasons, gatherers, hibernation, observation, poetry, etc. Also in my explanation of what it means to observe, the students will have to already be aware of what it means to use our senses to absorb the environment around us. I plan to explain this by giving the example about sight and just through using our eyes, we can look around the classroom and see many

colors, shapes, and pictures. Have all of the students take a deep breathe in through their noses to utilize the sense of smell. What do you smell? Erasers? The person next to you? Try smelling your hands. Do they smell like your breakfast or your markers? Students Needs: English Language Learners ESL learners may find the activity on the SmartBoard helpful and easy to follow due to the usage of pictures to identify seasons, poetry, and the main characters from the story. Special Needs (can be a group such as struggling readers or individuals) For the Special Needs students to participate in this lesson, they can be partnered with two or three other students to identify the activities on the smart board together. Allowing the activity to be a group effort. This lesson does involve a craft of a mouse, similar to the main character Frederick. This activity may be a great stress reliever if any of the Special Needs students are frustrated.

Materials: Students: Glue stick, markers/crayons, a piece of blank paper/notebook paper, and a pencil. Teacher: Season game to be properly ready on the Smart Board, construction paper (gray, white, black, browns, and pink), lined half-sized papers for poems to be written on, and Frederick the book! Language Function: Analyze, Describe, Observe and Explain. In my teaching this lesson, I will explain what it means to observe something with our full attention (ex: using our senses). Through the lesson I will ask the students to observe many smells, feelings, and colors within the classroom (and if time permits, I will take the class outside to really embrace the environment outside, which is what Frederick does in his observations of the fall seasons becoming winter. Lesson Plan

Before: I plan to introduce the activity by asking the class if they have ever been in the car, bus, or airplane where they are sitting right next to a window. Ask they them a series of questions about that experience (Did you see lots of people outside? Was it mostly trees, grass, and flowers? What it a sunny day, or a rainy day? Where you sad or did you feel happy when you saw things out of the window?) Then lead into a series of questions about the seasons of the year. (Do you like the snowy times of the year? Is it more fun when Spring comes around and everything is waking up from a cold winter? They should be thinking about why and how the seasons are different) Ask the students to close their eyes. Describe for them a warm summer day with as many descriptive words as I can think of. Ask them if they feel like it is summer time. Then remind them how important our words can be to talk about something, they can help us feel something different and image another place. Then instruct them to listen to the story about Frederick. During: The expected actions of the students are to be attentively listening during the reading of the story Frederick. After Frederick is read, the students will be asked what they heard about Frederick and his observations. (What were some things that he observed and turned them into a poem?) If students were distracted and completely missed the point of the story I can summarize how Frederick not only was observant, but him and his family went through the different seasons together. The students then will head to their seats, and will have an opportunity to use the game on the SmartBoard, which will ask them multiple questions pertaining to the seasons. This may even occur in a stations type of format. While one small group of 3-4 (larger small groups depending on the size of the class overall) goes over to the window and writes down words they see outside. Ex: grass, blue sky, leaves on the ground/tress,etc. this will help them to construct their own poems later. After all of the small groups have had a fair amount of time at the SmartBoard and observing out the window, the students will return to their desks and I will show a model of a paper mouse made from the construction paper provided by me, the teacher. The students poems will be attached to the bottom of the mouse and displayed throughout the room once we have completed them. Then have one or two helpers help to pass out construction paper and scissors and glue, if needed. Work closely with some students who are struggling to construct a poem based off of their observations. After: The SmartBoard game/ activity for identifying the seasons will be helpful in this step, because they will then share group after group to the whole class what they had discovered and learned about the seasons. Ask questions about other animals that may hibernate, or gather food for the winter months. The presentations will be an informal explanation about which seasons happen during the specific times of the year. Assessment: Type of assessment (formal or informal) Description of assessment Modifications to the assessment so that all students could demonstrate Evaluation Criteria- What evidence of student learning (related to the learning objectives and central focus) does the

learning Informal

assessment provide?

http://teachers.net/lessons/posts/1162.html by: RHL School