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Activities connect to prior knowledge of weather change while organizing each weather type into clear categories. The plan aligns with ESS2.D: Weather and Climate and includes vocabulary support, scaffolded questioning, and differentiated assessment options. Instruction uses a read-aloud, anchor charts, and student discussion, followed by a worksheet-based closure using glue and season cutouts.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/four-seasons-lesson-plan/195479/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/four-seasons-lesson-plan/195479.png","ImageObject",442,249,{"name":88,"@type":89},"Aurora","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-11","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What is the main learning goal of this lesson plan?","Question",{"text":108,"@type":109},"Students learn and understand the four seasons in one year and identify the characteristics of winter, spring, summer, and fall.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the lesson connect to previous lessons or prior student knowledge?",{"text":113,"@type":109},"Students build on knowledge of weather change, and the lesson challenges the idea of weather change by sorting each type of weather into a specific season category.",{"name":115,"@type":106,"acceptedAnswer":116},"How are instructional supports and assessments differentiated for different student language levels?",{"text":117,"@type":109},"Students receive prompting and assistance during questioning and assessment. Higher-level students complete assessments individually, while lower-level students can complete them as a group, with added teacher support during the assessment.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},195479,1790361198,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":20,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":47,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":73},4810365810221,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Specific learning objectives for this lesson. | An introduction to learning and understanding the four different seasons that are in one year. Students will be able to identify characteristics of each of the four seasons. |\n| --- | --- |\n| Describe the connection to previous lessons. (Prior knowledge of students this builds upon) | Students will already have knowledge of weather change. This lesson will challenge the notion of weather change, and put each type of weather into a specific category. |\n| Knowledge of student’s background (personal, cultural, or community assets) | Students may be from an area that the weather in each season does not vary by much. I will present a overall or average of what each season looks like. |\n\n\n| List the state academic content standards with which this lesson is aligned. Include state abbreviation and number & text of the standard. | ESS2.D: Weather and Climate |\n| --- | --- |\n\n\n| What planned instructional supports might you use to assist students to understand key academic language to express and develop their content learning?\u003Cbr>What will you do to provide varying supports for students at different levels of academic language development? | Asking questions, and helping students when they don’t know the answer. For students at different academic levels I will allow them to do the assessment based on that. If they are at a higher level of understanding they can complete the assessment individually. If they are not at an as high level, they will have the choice to complete the assessment as a group.\u003Cbr>If they are at a low level, I will offer my assistance during the assessment. |\n| --- | --- |\n\n\n| What vocabulary terms/content specific terminology must be addressed for students to master the lesson? | “seasons”“winter”\u003Cbr>“spring”\u003Cbr>“summer”“fall” |\n| --- | --- |\n\n\n| Materials needed by teacher for this lesson. | The book “Four Seasons Make a Year” by Anne Rockwell.\u003Cbr>An anchor chart that describes each season by showing characteristic of the seasons. An assessment work sheet for each student.\u003Cbr>Cut outs of the different characteristic of each of the four seasons. |\n| --- | --- |\n| Materials needed by students for this lesson. | A glue stick |\n\n\n| Amount of Time | Teaching & Learning Activities | Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing during this part of the lesson. |\n| --- | --- | --- |\n| 2 mins | Introduction: | I will begin this lesson by getting the students attention by using a “call out.” For example: Me: “If you can hear me clap once” Students: “Clap once.” Me: “If you can hear me clap twice.” Students: Clap twice.”\u003Cbr>I will then instruct the students to move to the story time rug. I will instruct them to move by tables. One table at a time. Each table should be on the rug once I count to five.\u003Cbr>When every student is on the story time rug, I will begin to ask a series of questions:\u003Cbr>“Can anyone tell me ONE of the seasons that makes up a year?”\u003Cbr>“Does anyone know how many seasons are in a year?” ** I suspect they will not know these answers, but it will get them thinking. I will help them with the answers. |\n| 35 mins | Instruction: | I will start to read the book “Four Seasons Make a Year”\u003Cbr>Throughout the book I will stop and ask questions about each season to make sure they are understanding. When the book is finished, I will ask the same questions I asked before starting to read the book. This time I hope that the students will be able to answer these questions with little assistance from me. I will then start to ask more in-depth questions like “Can anyone name ALL of the seasons?” OR “Can anyone give me ONE characteristic of the seasons WINTER?”\u003Cbr>Once the questions have been answered, and I as the teacher feel confident that the students have a base knowledge of the four seasons from reading the book I will instruct them to move back to their tables. Moving to the table will be done in the same procedure as moving to the st","cbCaisHQxbBXafv2","https://ap.wps.com/l/cbCaisHQxbBXafv2","pdf",353382,"English","# Specific Learning Objectives\n# Standards Alignment\n# Instructional Supports and Vocabulary\n# Materials\n# Teaching and Learning Activities\n## Introduction (2 mins)\n## Instruction (35 mins)\n## Closure (15-20 mins)","[{\"question\":\"What is the main learning goal of this lesson plan?\",\"answer\":\"Students learn and understand the four seasons in one year and identify the characteristics of winter, spring, summer, and fall.\"},{\"question\":\"How does the lesson connect to previous lessons or prior student knowledge?\",\"answer\":\"Students build on knowledge of weather change, and the lesson challenges the idea of weather change by sorting each type of weather into a specific season category.\"},{\"question\":\"How are instructional supports and assessments differentiated for different student language levels?\",\"answer\":\"Students receive prompting and assistance during questioning and assessment. Higher-level students complete assessments individually, while lower-level students can complete them as a group, with added teacher support during the assessment.\"}]","Four Seasons - Lesson Plan | PDF",1788449060]