Winter to Spring

Materials/Equipment:
Book Winter to Spring, markers, notebooks

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial
Logical/Math
Musical
Interpersonal

Curriculum Integration:
Music
Social Studies
Science
Writing

Math
Reading
Theatre
Art

Blooms Taxonomy:
PE
Health

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

TEKS Achieved:
110.13-b (3c) the students are expect to set a
purpose for reading selected texts and monitor
comprehension.

ELPS- 4 (G)
Students demonstrate comprehension of increasingly
complex English by participating in shared reading,

Classroom Strategies:
Cooperative Groups
Technology
Independent Activities
Charts/Graphs/Maps
Problem Solving
group
Peer tutoring

Hands-On
Centers
Simulation
Lecture
WholePairing

retelling or summarizing material, responding to

Submitted by: Edith Acosta

Grade Level: __2nd___

questions, and taking notes commensurate with

Subject: Language Arts

Rationale: The purpose of this lesson is to help students establish a purpose for reading.
Objectives:

TSW create a venn-diagram to compare and contrast winter and spring, by applying the information that
they read in the book Winter and Spring.

Lesson Plan:
Introduction:
I will draw snowflakes and a snowman on one side of the table, and flowers and trees on the other side. I will
ask the students if they can tell me what they think the pictures represent. If they cannot tell me its spring and
winter, I will ask them to think about the seasons. When they say spring and winter, I will ask them why did
they say that.
Process:
Information Giving:
I will tell the students that we will continue to work on finding out how winter and spring are different
and alike. I will hand out the books to the students to and review the picture walk they did on Monday. I
will let them know that we have a purpose for reading the book; the book will give us information about
the two different seasons. I will let them know that the text will allow us to compare (telling what is the
same) and contrast (telling what is different) the two seasons. First we will review the words that they
need to know before reading the book.( birds, chipmunk, fly, melt, snow, spring) Then I will go over
some cognates.( air-aire, colors-colores, animals-animales, plants-plantas, baby-bebe).
Modeling:
After reading the book I will tell the students that understanding how things are alike and different will
help them understand the information they read. I will inform the students that they will be creating a
venn-diagram to compare and contrast winter and spring. But before they get started I will compare a
red and a green apple. I will draw a venn-diagram on the table and place one apple on each side of the

diagram. I will draw a venn-diagram on the table. I will ask them to watch and listen as I figure out how
the red and green apples are alike and different.
Check for Understanding
I will check for understanding by asking questions throughout the lesson. For example, how is the
weather changing in spring? What happens after snow and ice begin to melt?, How the two are
seasons different? Can you name one thing that you will see in winter and not in spring?
Guided Practice:
I will let them know that we will figure out how winter and spring are alike and different together now.
I will hand them their notebook where they will draw a venn-diagram. I will ask them to turn to page 6
in the book. I will ask them, What do some animals do all winter? When they say that they sleep, I
will have them write that in the winter section of the diagram. On page 14 shows that that the chipmunk
that has been sleeping all winter is awake. I will ask them, What happens in the spring? when they say
that the chipmunk wakes up, Ill ask them to write it on the spring side of the diagram.
Independent Practice:
I will tell the students that its their turn to try it on their own. The students will complete their venndiagram comparing and contrasting winter and spring using information from the book. They will be
able to work with a partner if they choose to do so.
Closure/Culminating Activity:
The students will share one difference or similarity that they found in the book about the two seasons.
Enrichment/Extension:
The students will be able to compare and contrast two different students or two family members.
Accommodations:
(for a child with special needs)
I will check each IEP to ensure the students needs are being met.
Extra time will be allowed for students who need it.
I will provide extra help by periodically checking in on the students work progress.
(for a student that is an ELL)
I will provide visual aids.
I will check for understanding periodically.
I will translate the words if needed
Assessment/Evaluation:
I will check to see if the students used facts from the book to create the venn-diagram to compare and
contrast winter and spring.