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What’s the Season?
Students will be able to use complete sentences to talk to a partner and write about weather patterns found in the different seasons.
- 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.
Explicit Instruction/Teacher modeling(10 minutes)
- 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(10 minutes)
- Create a chart titled "Turn and Talk" and write the rules for partner discussion:
- Sit knee to knee
- Listen to your partner
- Take turns
- 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 working time(20 minutes)
- 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.
- Work individually or in a small group to help students write weather words and complete their sentences.
- Provide pre-written sentence stems for students to use while writing sentences.
Enrichment: Encourage students to add details to their pictures and write another sentence to describe the weather in each season.
- 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.
Review and closing(5 minutes)
- 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.