Grade Level: 1st Grade
Objective: Students have an understanding that the weather changes from day to day and that trend in temperature tend to be predictable during a season. Students will learn about the season Fall.
California Content Standards Earth Science:
3. Weather can be observed, measured, and described. As a basis for understanding this concept: b. Students know that the weather changes from day to day but that trends in temperature or of rain (or snow) tend to be predictable during a season. c. Students know the sun warms the land, air, and water.
Visual Arts: 2.0 Creative Expression Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Skills, Processes, Materials, and Tools
2.3 Demonstrate beginning skill in the manipulation and use of sculptural materials (clay, paper, and paper maché) to create form and texture in works of art.
Communication and Expression through Original Works of Art
2.7 Use visual and actual texture in original works of art. 2.8 Create artwork based on observations of actual objects and everyday scenes.
Reading Comprehension:
2.0 Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).
Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Respond to who, what, when, where, and how questions. 2.3 Follow one-sep written instructions. 2.4 Use context to resolve ambiguities about word and sentence meanings. 2.5 Confirm predictions about what will happen next in a text by identifying key words. 2.6 Relate prior knowledge to textual information. 2.7 Retell the central ideas of simple expository or narrative passages.
Writing
1.0 Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing progress.
Materials: – Pencil – Glue – Eraser – Crayons
– Fall is Not Easy by Marty Kelley
– Worksheet with a blank tree (without leaves and color) on it with lines below it for sentences.
– Construction strips (red, brown, yellow, orange)
Anticipatory Set: Standards – Tell students that they are to remained seated and quiet. Only students that raise their hand will be called upon. Please participate in the present discussion only.
Engagement – Have the students answer questions that are asked by the teacher during the read aloud.
Transfer – Students who are called upon will answer the question. The students will write 3 sentences on what they did during Fall or what they liked about Fall.
Purpose – To develop new vocabulary and concept for the season Fall.
Motivation – To be the student picked to answer questions that are asked about the text. To present what they wrote about Fall to the class.
Instruction: I will show the text “Fall is not easy.” I will ask the students they can tell me what they see in the picture (cover page). I will call those who have their hands raised. I will then read the title, author and illustrator of the text. I will then ask the students what each person (author and illustrator) does. After this I will do a picture walk with the students. I will ask them what is happening in the first page, the middle page and the last page. Then I will do a read aloud. After the Read Aloud, the students are to go to their desk and work on the Fall tree. They are to color their tree and glue the leaves (construction papers) onto their trees. They are to then write 3 sentences about what they did in the Fall or what they liked about Fall.
Guided Practice: I will read the text and stop at different intervals to ask the students predetermined questions about the picture or what was just read. I will call on students who raise their hands to answer the questions. When working on their Fall tree, I will tell the students that they are to tear up their construction papers into little pieces to make leaves. They are to then color the tree, sky, and grass. The students are to glue their little pieces on the tress to make it look like a Fall tree. After they are done they are to write 3 sentences about what they do during fall. For example, “The leaves turn different colors in Fall.”
Independent Practice: The students are to go to their desk after I explain what the assignments. They are to work on their Fall tree. They are to tear up the construction papers (red, brown, yellow, orange) into small pieces to make leaves. They are to color the tree, sky, and grass. The students are to glue their little pieces on the tress to make it look like a Fall tree. After they are done they are to write 3 sentences about what they do during fall. For example, “The leaves turn different colors in Fall.”
Closure: After the students have finish color, gluing and writing their sentences, they are to present what they have to the class. They are to show their tree and read what they wrote.
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