Lesson Plan Guide LPG

Name: Melissa Guerra LESSON PLAN GUIDE
TEKS: (C2) Objective: (C3)

TEK 2.8B Earth and space. The student knows that Students will be able to use complete sentences to
there are recognizable patterns in the natural world talk to a partner and write about weather patterns
and among objects in the sky found in the different seasons.
Specific Measureable Attainable Relevant _Time
Grade: Kindergarden Subject: Science
Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be
taught:
Assessment: (C5)
Strategies for Success: (C6) Element of Technology: (C6)

Ask students if they know what season it is. Have them share their ideas with the class.
Ask students to think about different kinds of weather, having them share ideas of the different kinds Read aloud
of
weather they have seen.
Make a class anchor chart to record each of the four seasons and the associated weather
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Baseline Assessments to see if they know anything about weather
Weather, seasons and seasons. Performance Tasks to match seasons
Visual – Graphic chart with seasons Unlined paper
with weather.
Pencils Anchor chart
Auditory – A copy of the book The Seasons of Arnold’s
The 4 seasons andabout
Story different types of weather.
seasons
Apple Tree by Gail Gibbons
Kinesethic –
Matching seasons worksheet
Higher Order Questions to ask: (C6)
1. What season is in the month of…?
2. How many seasons are there?

3.
Can you match the seasons to the months?
Hook: (C7) Closure: (C7)

Winter spring summer fall song Gather class back together and share several of the
student work samples with the class.
Smell / Sounds – Play music related to the topic Refer back to the seasons and weather patterns as you
celebrate student work.
1. Teacher Input / Direct Instruction / Modeling: (C6)
Read aloud the book The Seasons of Arnold’s Apple Tree by Gail Gibbons
Pause throughout the book to notice the different seasons and associated weather patterns.
After reading, you can define a season by saying, “As the earth moves around the sun, we have four
different seasons: Spring, Summer, Fall, and Winter. Each season has a different kind of weather.”
2. Student Activities / Guided Practice: (C6)

Create a chart titled "Turn and Talk" and write the rules for partner discussion:
1. Sit knee to knee
2. Listen to your partner
3. Take turns
4. Talk about the topic
Ask students to give you a thumbs up if they can agree to follow the rules to turn and talk to a partner.
Prompt students to think about what season we are in right now. Encourage students to think about the
story, and information about the seasons.
3. Independent Practice: (C6)
Pass out paper and pencils to each student for them to draw their season picture and write their
sentences.
Circulate around the room and support students as needed.
Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)
Notes:
https://www.education.com/download/lesson-plan/whats-the-season/whats-the-season.pdf
Name:
DELIVERY PLAN (C8)
OBJECTIVE: Students will be able to use complete sentences to talk to a partner and write about weather patterns
Rigor found in the different seasons. Anchor chart on white board.
Anchor Chart on board with the four seasons

OPENING:
Retrieval  Ask students if they know what season it is. Have them share their ideas with the class.
 Ask students to think about different kinds of weather, having them share ideas of the different kinds of
 weather they have seen.
 Make a class anchor chart to record each of the four seasons and the associated weather.
TEACHER INPUT:
Relevance
MODEL:
Routing  Read aloud the book The Seasons of Arnold’s Apple Tree by Gail Gibbons
 Pause throughout the book to notice the different seasons and associated weather patterns.
 After reading, you can define a season by saying, “As the earth moves around the sun, we have four
 different seasons: Spring, Summer, Fall, and Winter. Each season has a different kind of weather.”
GUIDED PRACTICE:
Retaining / Rehearsing
 Create a chart titled "Turn and Talk" and write the rules for partner discussion:
o 1. Sit knee to knee
o 2. Listen to your partner
o 3. Take turns
o 4. Talk about the topic
 Ask students to give you a thumbs up if they can agree to follow the rules to turn and talk to a partner.
 Prompt students to think about what season we are in right now. Encourage students to think about the
story, and information about the seasons.
 Have students turn and talk to a partner to describe the kinds of weather that happen in the current
season (e.g., in the fall it can be windy and the leaves fall from the trees).
 Explain that now students will get to draw a picture and write about one of the four seasons.
 Demonstrate making a sketch of a summer scene and writing a complete sentence about summer
weather.
 Review how to write a complete sentence by reminding students that a sentence must start with an
uppercase letter in the first word and end with end punctuation such as a period or exclamation mark
after the last word. You can also remind students that a sentence should be one complete thought, such
as, “In summer it is sunny.”
 Remind students that they can use the class anchor chart to help them as they write their sentences.
INDEPENDENT PRACTICE:
 Pass out paper and pencils to each student for them to draw their season picture and write their
sentences.
 Circulate around the room and support students as needed.
CHECK FOR UNDERSTANDING:

Recognizing
Walking around ask students what season they are drawing and why they like that season.
ASSESSMENT:
 Ask students to trade their worksheets with a partner to read each other’s sentence.
 Collect student work samples to check if students were able to connect seasons with appropriate weather
 options and if they were able to write complete sentences.
RESOURCES / MATERIALS:
 Unlined paper
 Pencils
 A copy of the book The Seasons of Arnold’s
 Apple Tree by Gail Gibbons
CLOSURE:
Re-exposure
 Gather class back together and share several of the student work samples with the class.
 Refer back to the seasons and weather patterns as you celebrate student work.
https://www.education.com/download/lesson-plan/whats-the-season/whats-the-season.pdf

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Name: Melissa Guerra LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

Strategy to teach Language: (C4)

Strategies for Success: (C6) Element of Technology: (C6)

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

1. What season is in the month of…?

2. How many seasons are there?

Hook: (C7) Closure: (C7)

2. Student Activities / Guided Practice: (C6)

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Anchor Chart on board with the four seasons

CHECK FOR UNDERSTANDING:

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