Lesson Plan 3 GRADE/CLASS: 1st Grade UNIT TOPIC: Seasons SUBJECT AREA(S): Language Arts DAY: N/A

desired learning outcome(s): To gain the know-how to take away the same main points from informational texts as would be taken away from storybooks. essential question(s) from learning objective: How can we identify the key ideas in informational texts (non-fiction) the same way we do in storybooks (fiction)? Common Core/North Carolina Essential Standard(s): Reading Standards for Informational Text, Grade 1: 2. Identify the main topic and retell key details of a text. learner prior knowledge/ learner background experiences: Knowledge of the difference between fiction and non-fiction texts The ability to work in small groups, as well as, the ability to work online Familiarity with the 4 seasons What a story book (fiction is) versus informational text (non-fiction) materials and resources needed: Four Seasons Make a Year by Anne Rockell (fictional supplement) Watching the Four Seasons by Edana Eckhart (non-fiction) Access to audio player The song Seasons by Fran Anvi Dry erase or Smart Board access Dry erase markers Computer/internet access for small groups Cookie.com Seasons Interactive Online Game Paper (both blank and lined) Pencils & crayons teaching strategies: introductory strategies: students will sit in a semi-circle and listen to Fran Anvis song Seasons, as a class, with raised hands, we will quickly list the four seasons on the board. Next to each season the class will brainstorm, again with raised hands, three words that describe each season. The students will remain in the semi-circle while Watching the Four Seasons is read aloud and the pictures are displayed. main instructional strategies: Children will return to their desks which will be placed in clusters of 4, these same groups will be used for the technology component of the lesson.

The groups will travel to the classroom computer (ideally, there will be enough computers for all groups to do the activity at the same time; however, groups can also take turns completing the activity online. While students are not using the computers they will work in the same groups to illustrate the four seasons and come up with more adjectives to describe them, this will be done on blank paper; group work will be displayed around the room). concluding strategies: After listening to the song, hearing the book and, most importantly, completely the online activity, students will use the 3-2-1 strategy to identify the main topic and subsequent details. The 3-2-1 strategy that involves writing down 3 things they discovered, 2 things they found interesting and 1 question they still have; these should be written in complete sentences. Before this takes place on an individual level, I will post my example on the board (modeling), but will encourage the students not to copy ideas, but rather to reflect on what they heard and saw to come up with their own work (this will be done on lined paper).

assessment: Students will be formatively assessed the entire time by way of questions and teacher rotation. After the lesson, the 3-2-1 Strategy write ups will be used a form of quick summative assessment. If any struggle is evident or students do not understand or complete the 3-2-1 activity in a way that displays understanding, the lesson will be retaught. Perhaps the seasons will be revisited in science and informational text will be revised using another subject. reflection: (completed after lesson is taught) N/A resources used: Anvi, F., Seasons. On Songs for teaching. Retrieved from http://www.songsforteaching.com/avni/seasons.htm Cookie.com. (2012). Learning games for elementary school. Retrieved from www.cookie.com/kids/games/seasons.htm Eckhart, E. (2004). Welcome books: Watching nature- watching the four seasons. Rosen Book Works, Inc. Rockwell, A. (2004). Four seasons make a year. Walker Children's.