Lessons design to teach the four seasons.

1. Lesson Plan 1
Intern: Zulema Roque Grade Level: 7th Grade
Title: The Four Seasons Date:
I. Objectives
Following the TESOL standards of learning, students will be able
1. Goal 1, Standard 1: To use English to communicate in social settings: Students will use
English to participate in social interactions
2. National/State/Local Standards: Virginia Standards of learning 1.7: The student will
investigate and understand the relationship of seasonal change and weather to the activities
and life processes of plants and animals.
II. Materials for Learning Activities
1. 2 sets of Flashcards: one with illustrations related to the weather and one with activities we
do according to the weather.
2. CD and CD player
3. Handouts with the lyrics of the song
4. Worksheets
5. Poster papers and masking tape.
6. Flashcards with vocabulary words
7. Notebooks
III. Procedures for Learning Activities
Warm up Activity
Hand out the flashcards with illustrations and activities randomly and have students move
around the classroom to find their match. When the groups are formed, students present their
cards to the whole class, and explain why or what relationship in the illustrations gathered
them together.
Transition
Each group pastes the illustrations as a collage in different poster papers on the board, and as
they go back to their places, they are asked to sit together in the same groups and copy the
vocabulary displayed on the board in their notebooks.
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2. Activities
Activity 1
Students listen to the song of the four seasons to the tune of “Here we go round the
Mulberry bush”. Using the handout with the lyrics, students sing along with CD. Then, as
the song is played again several times, students will sing the part of the song that
corresponds to the weather characteristics of their group, and during the chorus, everyone
sings together
Activity 2
Think. Pair. Share. Students go back to their places and complete a worksheet where they
have to match the words of the vocabulary to their corresponding picture, and then write a
sentence about their favorite activity during each one. Then, they work in pairs with a
partner and read their sentences to each other. At the end, each pair shares their work to the
whole class.
Activity 3
Students go back to their places and either write a definition using their own words or draw
a picture for each word of the vocabulary in their notebooks.
IV. Assessment
Students write in their notebooks: 3 words of the vocabulary they learned, 2 things or
activities they did in class that day, and 1 thing they learned about the seasons. At the end,
students volunteer to share their work.
V. Differentiation
Starting up: In activity one, students are guided through the song with the CD and work in
small groups. In activity three, they can draw a picture instead of writing a definition.
Beginning: In activities one and two, students can be helped by the interaction with other
students with higher level of proficiency or by the guidance of the teacher.
Developing: Students associate the vocabulary with the song and the practice in groups and
pairs.
Expanding: Students review the vocabulary in activity 3.
Bridging: Advanced students may write a short paragraph using the vocabulary words.
VI. Reflection
Did all students achieve the goal? Was differentiation effective? In what activities was the
outcome positive and in which ones was it negative? What difficulties did I encounter?
Were students able to fulfill the activities? How or why not? What are some adjustments or
modifications I should make for next class?
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3. Lesson Plan 2
Intern: Zulema Roque Grade Level: 7th Grade
Title: The Four Seasons: Summer Date:
I. Objectives
Following the TESOL standards of learning, students will be able
1. Goal 1, Standard 1: To use English to communicate in social settings: Students will use
English to participate in social interactions
2. National/State/Local Standards: Virginia Standards of learning 1.7: The student will
investigate and understand the relationship of seasonal change and weather to the activities
and life processes of plants and animals.
II. Materials for Learning Activities
1. Big charts/illustrations of the sun, a beach, bathing suit
2. CD and CD player
3. Worksheets with a web graph, crayons, markers, pencils, board, masking tape, etc.
4. Laptop and overhead projector
III. Procedures for Learning Activities
Warm up Activity
Think. Pair. Share. Students review and think about the paragraph or picture they did for
homework, then they share it with a partner and finally, with the whole class.
Transition
Students listen to a song about summer and jot down the activities and descriptions they
hear, like in a list. Then, they tick the ones that they do and share with the whole class. The
song is played more than once.
Activities
Activity 1
Students create a graph like a web connecting the word summer with the words of the
vocabulary and the illustrations they see on the board. Below each illustration, they write a
sentence related to it (e.g. I go to the beach when it’s summer, or I wear a bathing suit, etc).
The teacher models the first input with one of the words or illustrations and students work
independently. At the end, some students volunteer to share their webs.
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4. Activity 2
Students gather in groups of three and read a short passage about a boy relating his last
summer vacations. Then, they are asked to identify the characteristics of summer in nature:
the days are hot and sunny; people go to the beach and wear swimming suits, everything is
green and full of life, some people have barbeques, lemonade is a popular drink, etc.) They
can either underline or write things down in their notebooks.
Activity 3
Students watch the video “Summertime” by Will Smith. Then, they brainstorm to compare
what they read in the previous activity with what they saw in the clip. The list is written on
the board and students volunteer to discuss or give their opinion on how the weather is good
for all these activities.
IV. Assessment
Students complete a “T chart”, comparing the activities discussed in the song and their own.
At the end, students share their work.
V. Differentiation
Starting up: In the warm up, students can read what they read previously; in activity one,
students are guided through the completion of worksheet by the teacher’s modeling. In the
transition, the song is played more than once to help students get a better understanding of it.
Beginning: In activities two and three, students can be helped by the interaction with other
students with higher level of proficiency and by the guidance of the teacher.
Developing: Students associate the vocabulary and the activities in general with their
personal experience.
Expanding: Students review the concepts related to summer and weather.
Bridging: Advanced students may write a short paragraph about how they relate to the story
from the passage in their notebook.
VI. Reflection
How was the students’ performance? Did all students reach the goals for this lesson? What
should I take into consideration regarding differentiation? Were the activities designed to
meet the students’ needs and abilities? Were students moderately challenged?
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5. Lesson Plan 3
Intern: Zulema Roque Grade Level: 7th Grade
Title: The Four Seasons: Autumn/Fall Date:
I. Objectives
Following the TESOL standards of learning, students will be able
1. Goal 1, Standard 1: To use English to communicate in social settings: Students will use
English to participate in social interactions
2. National/State/Local Standards: Virginia Standards of learning 1.7: The student will
investigate and understand the relationship of seasonal change and weather to the activities
and life processes of plants and animals.
II. Materials for Learning Activities
1. Leaf-shaped sheets of paper
2. Laptop and overhead projector
3. Worksheet and white sheets of paper, crayons, markers, pencils, board, masking tape, etc.
4. Handout with poem about autumn
5. Flashcards with the words of the vocabulary
III. Procedures for Learning Activities
Warm up Activity
Think. Pair. Share. Students review and think about the paragraph or picture they did for
homework, then they share it with a partner and finally, with the whole class.
Transition
Students watch the video “Some call it autumn”. The words are pasted on the board and the
teacher points out each word as they appear in the video. Students copy the words in their
notebooks.
Activities
Activity 1
Students are given numbers from 1 to 5 and are asked to form groups according to their
number. Each group is given a handout with the poem “Some call it autumn” and read it.
Then they are asked to make a rap or to put music to it. They are given some time to prepare
and then, they present their rap to the class.
Activity 2
Students are given a leaf-shaped piece of paper; they color it with autumn colors (brown,
yellow, gold, red, etc.), and write or draw what usually happens during autumn: the leaves
change color and fall from the trees, squirrels hibernate, people rake the leaves and children
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6. play with the fallen leaves, etc. Some students volunteer to share their work and then, all the
students paste their leaves on the board simulating they are falling from a tree.
Activity 3
This activity is designed to assess students understanding of fiction and nonfiction by sorting
pictures in a game. Students get together with their initial partners (from warm up) and sort
their pictures of characters into “fiction” and “nonfiction”.
IV. Assessment
Activity 3 can be presented; some groups might volunteer to share their work to the whole
class and each one will be told if what they presented is correct by the rest of the class, with
the help and support of the teacher.
V. Differentiation
Starting up: In activity one, students are guided through the completion of worksheet by the
teacher’s modeling. In activity two, the listening excerpt is played more than once to help
students get a better understanding of it.
Beginning: In activities one and two, students can be helped by the interaction with other
students with higher level of proficiency and by the guidance of the teacher.
Developing: Students associate the vocabulary with realia and the practice in groups and
pairs.
Expanding: Students review the concepts of fiction and nonfiction in activity 3.
Bridging: Advanced students may write a short paragraph about how they think the story
from the excerpt ends in their notebook.
VI. Reflection
Did all students get involved in all the activities? Were the instruments used to assess
effective? How or why not was differentiation good enough to have all students reach the
lesson’s goals? Was the class motivating for students?
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7. Lesson Plan 4
Intern: Zulema Roque Grade Level: 7th Grade
Title: The Four Seasons: Winter Date:
I. Objectives
Following the TESOL standards of learning, students will be able
1. Goal 1, Standard 1: To use English to communicate in social settings: Students will use
English to participate in social interactions
2. National/State/Local Standards: Virginia Standards of learning 1.7: The student will
investigate and understand the relationship of seasonal change and weather to the activities
and life processes of plants and animals.
II. Materials for Learning Activities
1. CD and CD player
2. Handout with word search puzzle
3. Pictures and white sheets of paper, scissors, glue, pencils, board, masking tape, etc.
4. Handout with poem about autumn
5. Flashcards with the words of the vocabulary
III. Procedures for Learning Activities
Warm up Activity
Think. Pair. Share. Students review and think about the paragraph or picture they did for
homework, then they share it with a partner and finally, with the whole class.
Transition
Students listen to the song “A Chubby Little Snowman”. Students jot down what they hear
happens during the winter in the song. The song is played more than once.
Activities
Activity 1
Students complete a word search puzzle with the words of the vocabulary. They exchange
their worksheet for peer correction with the guidance of the teacher. They may volunteer to
give the answers to the puzzle.
Activity 2
Students work in pairs to complete a cloze exercise in which they have to complete a short
story with a word from the word bank. The story relates the changes in nature when winter
comes and explains what some people do during this time. Then, they discuss with their
partner what they have in common with each other and with the story. Students take turns to
share with the whole class their discussion and check their work.
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8. Activity 3
Students work in groups of three to complete a collage of winter. They cut and paste the
illustrations to create a landscape of a village near a mountain during wintertime. Each
group presents their work to the whole class and pastes their collage on the “winter wall”.
IV. Assessment
Journal entry: Write a short paragraph or draw a picture of how you prepare for winter, or
how you observe how the weather and nature change as spring comes.
V. Differentiation
Starting up: Students are guided through the completion of all the activities by the teacher’s
modeling. The puzzle can be completed in pairs or with the help of the teacher.
Beginning: In activities one and two, students can be helped by the interaction with other
students with higher level of proficiency and by the guidance of the teacher.
Developing: Students associate the vocabulary and the story to their own lives and enrich it
with the sharing from other students.
Expanding: Students review the concepts taught in class in activities 2 and 3.
Bridging: Advanced students might write a short paragraph about their collage or form
VI. Reflection
Did the activities vary according to the multiple intelligences theory? Was the class student-
centered? From which activities did students benefit the most and the least? How did the
activities help students achieve the goal? Was there enough differentiation for all types of
learners?
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9. Lesson Plan 5
Intern: Zulema Roque Grade Level: 7th Grade
Title: The Four Seasons: Spring Date:
I. Objectives
Following the TESOL standards of learning, students will be able
1. Goal 1, Standard 1: To use English to communicate in social settings: Students will use
English to participate in social interactions
2. National/State/Local Standards: Virginia Standards of learning 1.7: The student will
investigate and understand the relationship of seasonal change and weather to the activities
and life processes of plants and animals.
II. Materials for Learning Activities
1. CD and CD player
2. Worksheet and white sheets of paper, crayons, markers, pencils, board, masking tape, etc.
3. Drop-of-water shaped sheets of paper
4. Post-it papers with statements for tea party.
III. Procedures for Learning Activities
Warm up Activity
Think. Pair. Share. Students review and think about the paragraph or picture they did for
homework, then they share it with a partner and, finally, with the whole class.
Transition
Students listen to a song about spring (“Spring Fever” by Elvis Presley) and jot down the
activities and descriptions they hear, like in a list. Then, they tick the ones that they do and
share with the whole class. The song is played more than once.
Activities
Activity 1
Students form groups of three and write an acrostic poem about spring with a drop-of-water
sheet of paper to color and illustrate. Then, each group presents their work and pastes their
drops of water all around the classroom. At the beginning of this activity, the teacher
presents her own work to model it.
Activity 2
Tea party. Each student is given a small card with a statement about spring: Flowers began
to blossom, small drops of rain are coming down from the sky these days, everyone is
wearing light clothes and putting away their boots and coats, little birds sing all the time and
animals seem to come out from their hibernation, etc. They walk around the classroom to
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10. find someone to exchange their card with as many times as possible. At the end, the teacher
collects the gossip from the tea party and writes it down on the board. Students share how
they felt during this activity and relate to their own experience with spring.
Activity 3
Students complete a worksheet in which they read a brief story (“Ana’s Great Day”) and
answer the after reading activities. Students exchange worksheets for peer correction as
some volunteer to share the answers to the whole class with the guidance of the teacher.
IV. Assessment
Students brainstorm all the features and changes in nature and one student writes the list on
the board.
V. Differentiation
Starting up: In activity one, students are guided through the completion of the activity by
the teacher’s modeling. The song in the transition stage is played more than once to help
students get a better understanding of it.
Beginning: In activities one and two, students can be helped by the interaction with other
students with higher level of proficiency and by the guidance of the teacher.
Developing: Students associate the vocabulary with a short story and develop reading
comprehension strategies with the help and guidance of the teacher.
Expanding: Students review the concepts spring and the vocabulary in activity 3.
Bridging: Advanced students may write a short paragraph about how they relate to the story
in activity 3 in their notebook, and they may help other students complete their task.
VI. Reflection
Were the goals achieved by all students? How or why not? What worked well and what
didn’t? How were multiple intelligences developed by students? What aspects or activities
should be modified for better results?
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