1. Topic-
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| Vocabulary of the Four Seasons |
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2. Content-
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| Concepts: seasons, temporal concepts, same/different, categories,
questions, grammar, vocabulary Vocabulary: seasons, winter, spring,
summer, fall, clothing, sports, weather, crops, animals |
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3. Goals: Aims/Outcomes-
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| 1.The goal of this lesson is for language impaired students to increase
vocabulary knowledge and usage related to the Four Seasons. |
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4. Objectives-
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| 1.Objectives are based upon each students' individual IEP goals
(in the areas of articulation, vocabulary, grammar, and listening
comprehension); however, below are the general objectives of the lesson:
*to name all Four Seasons *to describe the weather of each season
*to list clothing necessary for each season *to list appropriate activities
for each season |
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5. Materials and Aids-
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| -computer or DVD player (to play video story) -book about seasons
(EX: Seasons of Arnold's Apple Tree by Gail Gibbons or Seasons by
Patricia Quiri) -seasons mini-book worksheet for students to create
-pictures of activities, weather, clothing, holidays from each season
-large chart with division for 4 seasons (draw a large circle and
divide it into 4 pie pieces, each one labeled with a different season) |
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6. Procedures/Methods-
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A. Introduction-
| 1.1--Watch the Four Seasons Digital Picture Story and talk about
the images seen and sounds heard in each season. Vocabulary will be
introduced and discussed: winter, spring, summer, fall, weather, clothing,
seasons, rain, thunder, lightening, beach, etc. 2--Read a book about
the Four Seasons, continuing our discussion of the weather, clothing,
activities that are related to each season |
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B. Development-
| 1.Using the picture chart that has a section for each season, we
will sort out 1-the clothing necessary for each season 2-the appropriate
activities for each season 3-the weather typical for each season.
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C. Practice-
| 1--practice sorting the pictures into the individual seasons 2--create
oral sentences about what happens in each season given prompts for
categories (weather, activities, clothing) 3--answer questions about
each season 4--compare and contrast seasons through questions and
after completing sorting activity |
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D. Accommodations (Differentiated Instruction)-
*Visual sentence starters will be provided for students who have
limited oral speech (EX: In the Spring, I see _________). *Verbal
prompts provided for students whose understanding of the vocabulary
is very limited to help them determine which season each activity
occurs within *Read aloud all information in books and on pictures
*Help students spell words in make-and-take book
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E. Checking for understanding-
| Throughout the unit....questioning, having students talk about vocabulary
presented, complete Reading Counts tests on book(s) read, use vocabulary
in sentences during activity |
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F. Closure-
| Watch the Four Seasons digital picture story again to have the students
talk about what they are seeing and hearing using vocabulary learned.
Provide a copy of the story for students to take home along with their
mini-books. |
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7. Evaluation-
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| The students' progress will be judged based on their individual
goals. Data will be kept on each IEP goal that correlates to students'
performance during the unit. Examples include: answering WH-questions,
using vocabulary in sentences, naming items in categories, naming
categories, describing/defining vocabulary, following directions |
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