Elizabeth Troup

Lesson Title: The Four Seasons Grade: 2

Learning Target: Students will be able to differentiate among the four seasons and to compare and
contrast them.
Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

(ie: NCTM, IRA,…)
National Council of Teachers of grade: ESS.K2.6b Identify
Mathematics (NCTM)
Number and Operations and
Algebra: Developing quick recall humidifier).
of addition facts and related
subtraction facts and fluency
with multidigit addition and
subtraction
Standards
Ohio State Standard for 2nd
forms of water in the air
(e.g., cloud, rain, snow,
Ohio State Standard for 2nd
Grade: ESS.K2.6c Identify
rain or snow as water in the
air.
Ohio State Standard:
OPERATIONS AND
ALGEBRAIC THINKING
2.OA Represent and solve
problems involving addition
and subtraction. 1. Use
addition and subtraction
within 100 to solve one- and
two-step word problems
involving situations of
adding to, taking from,
putting together, taking
apart, and comparing, with
unknowns in all positions,
e.g., by using drawings and
equations with a symbol for
the unknown number to
represent the problem
This lesson includes standards from
the content areas science, math, and
art. The students will be able to
identify forms of water in the air
such as snow, rain, and clouds. I
can connect this to math because I
can make story problems out of the
forms of precipitation, such as how
many inches of snow fell from the
sky altogether in three nights. This
is connected to art because while
reading the book, I can have the
students identify the art that was on
the pictures and the different
mediums I used for the different
pages.
This lesson can also connect to
social studies because I can discuss
with them that different states have
different weather patterns, such as
that it doesn’t snow in California
vs. Ohio.

Ohio Visual Arts Standard:

1PE Notice and point out
details and respond to
expressive features in
artworks.

Academic Language: Precipitation, seasons, weather, atmosphere, air, hibernation. As I read the book
to the students, I will spark discussions about these particular topics by prompting questions to the
students.
Students’ Needs: Students need to know about the four seasons, their names, and some characteristics
associated with them.

English Language Learners Special Needs (can be a group such as “struggling

readers” or individuals)

For students who struggle with reading

If there are students who are English
Language Learners, I can give out cards
with key terms from the lesson and book in
their language.
comprehension, I can be sure that they understand
each page of the book before I move to the next
page.
For students with Attention Deficit and
Hyperactivity Disorder (ADHD) and Attention
Deficit Disorder (ADD): seating the students where
there are fewer distractions.

If there are students who are blind or are visually

impaired I can provide real-life manipulatives for
them to touch for each page.

Materials:
Student Needs: pencils.
Teacher Needs: Big Book, graphic organizers.

Language Function: I will engage students in my lesson by showing them the cover of the book and
asking them what they notice about it. This will prompt the initial conversation about the elements of
the book and its key terms.

Lesson Plan (step by step sequence of the lesson)

Before: I will ask the students if they enjoy snow in April. I will then have a brief discussion with the
students about the four seasons and have the students talk to each other about their favorite seasons and
then share with the rest of the class. I will then introduce my big book to the students. I will point out
the cover to them and ask them what they notice about it.

During: I will read my book to the students. The students will be listening to the book and as I go
through the pages I will ask questions of the students related to the book. This will be an interactive
read-aloud so that the students will stay engaged. Periodically throughout the lesson, I will provide
math story problems related to the four seasons for students to work out and then share the answers with
the rest of the class.

After: The last page of the book is the assessment portion. There will be a series of riddles pertaining
to the students with removable Velcro items. The students will discuss together which item they think is
the answer, and then they will place the right item over the blank section on the page. After that,
students will complete the follow-up activity which is a compare and contrast graphic organizer.
Students will choose two of the seasons and then compare and contrast them.

Assessment:
 Type of Description of Modifications to Evaluation Criteria- How good is
assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Students will choose I will read the I have picked out specific answers to
Informal formative the correct item to questions aloud to each of the four questions so I will
assessment answer the questions the students in evaluate their answers depending on if
pertaining to the four case there are they chose the correct item.
Informal formative seasons. struggling
assessment. Students will fill out readers. Also, if I will review their answers and see if
the compare and students are their comparison and contrasts of the
contrast graphic struggling to seasons are accurate.
organizer comparing place the items in
two seasons of their the right place I
choosing. can assist them
and place them
where they direct
me.

If students are
having difficulty
with spelling, I
will assist them
with spelling the
words and then
they will write
them on their
graphic
organizers.

Resources: Compare/Contrast Graphic Organizer:

http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_chart.pdf