Lesson 8 of 15
Objective: SWBAT listen for information from a fall video, an expository text Let’s Investigate! and discuss what they learned in a collaborative conversation. Students will help record information on a process grid and in a note taking booklet.
Prepare the Learner
Process Grid Review
Yesterday we learned about Summer. We review the process grid together. The students practice reading off the grid with statements like: In summer the weather is hot outside. This gives them meaningful practice with the language of the season.
Fall Video Note Taking
I say: Today video will talk about the next season. Use your eyes and ears to learn about the next season. What do you think it will be? (fall) Does anyone know anything about fall? (accept student answers)
I Say: Today we are going to listen for information about fall. After we watch the video, we are going to write some notes on our chart. This is a special chart that is called a Process Grid. Everybody say ‘process grid.’ (students chant ‘process grid’) The season names are here on the left (read seasons). The qualities/characteristics of each season that we are listening for are across the top (read characteristics). I want you to pay attention to these characteristics of each season when we are watching the video.
Video: Students watch and listen to the fall video as an introduction for the day’s focus season.
After students watch the fall video, I have them share their findings with partners. Say: How might we tell our partner what we saw? (accept suggestions) We could say “I saw…” “ I heard….” “In fall…” etc. I pair students up and allow them to have collaborative conversations about what they saw and heard. As they are talking, I am monitoring and assisting by modeling talk moves like “I agree with that because…” or I heard that and I also heard…” so that kids see and hear how we converse at a deeper, more meaningful level. For the pairs who are struggling, I am modeling the basic linguistic patterns that give information like “ I heard…” or “ I saw…”
I let them talk for 2-3 minutes and I get to as many pairs as I can. After that, I have them share out what they discussed and I record their statements on our process grid.
Here's what my class came up with for the process grid!
I Ask: What new information did you see or hear that could we add to our Process Grid? Students share with partners and share out while teacher adds their findings to the process grid.
Interact with text/concept
Big Book/PowerPoint: Investigating the Seasons
Reading the text - gathering details about the seasons
I tell students that now they will be investigating photographs and words. They will be listening carefully to details and taking notes through drawing. Pass out note taking books.
I read slides 8-9 slowly as students listen for fall details.
Students listen for details as the teacher reads. They add the details into their book (different colored leaves on/falling from trees, pie, apples). If I see that students are struggling to extract the details, I prompt: I am going to reread each sentence and stop. I want you to listen to just this one sentence and tell me what Fall detail it tells you.
When we are finished going through the slides, I put my Note Taking Book on the document camera and ask: Who can tell me something they added to make their picture look like a Fall picture? What EVIDENCE from the text did you use in your picture? (I take student suggestions and add them to my page) As I am drawing, students are checking their pictures to make sure they have all of the Fall details from the text in their picture.
Students write either “Fall” or “It is Fall.” on the lines provided.
I ask: What details should we add to the boy – what’s missing? (hat) Why should we add this/these things?
The Seasons Song
This is the eighth lesson in the unit. We sing The Seasons Song many times throughout the unit to remind the kids of what each season brings. It is a fun quick warm up to any lesson on seasons and can also help kids remember the order of the seasons.
I almost always (sometimes there just isn't an action) give the students some TPR (Total Physical Response) to help them remember the song and the seasons. It is a common strategy used with second language learners, but it can be used with any student!
I introduce “The Seasons Song” to the familiar tune of “Row Row Row Your Boat.” I add motions to each verse to help students recall words.
For the first verse we pretend to hold an umbrella and wrap ourselves with a sweater.
For the second verse we pretend to put on a bathing suit.
For the third verse we pretend to put on a jacket and rake leaves.
For the last verse we pretend to put on gloves and a hat.
Because this is a unit on Seasons and weather, we will act as meteorologists throughout the unit, observing and recording the daily weather. We want the kids to make personal connections to their learning so they see it as meaningful learning, and this logbook does just that!
I ask: What is the date today? We write the date.
I ask: What is the weather like outside today? We draw the weather, circle the word that names the weather.
I ask: What sentence could we write to go with our weather picture? What words can we use to describe or tell about our picture? We write a simple sentence describing their daily observation (It is sunny. We see rain.).
I ask: How many boxes should we color in for our weather today? (one) Do we color from the bottom up or the top down? (bottom up) Students will then record the daily weather on a bar graph in their log.