Summary And Analysis: The Four Seasons

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heme: The Four Seasons
Literature Information:
Rawlinson, J. (2006). Fletcher and the Falling Leaves. New York: Greenwillow Books.
Curriculum Area: Science
Student Age: 7-8
Group Size: 16-20 Common Core Standard:

http://www.mdk12.org/instruction/commoncore/index.html

• Have opportunities to work with a team, share findings with others, and recognize that all team members should reach their own conclusions about what the findings mean.
• Describe the natural features in their immediate outdoor environment, and compare the features with those of another region in Maryland.
• The student will identify meaningful, answerable scientific questions.
Common Core Standards:
• Describe characters in a story (e.g., their traits, motivations,
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This lesson will explain when, how, and why fall occurs. This is an important lesson for students to learn in order to understand how weather changes affect, themselves, and wildlife. Anticipatory Set:
Students will be engaged with a couple activities. Some of the activities will influence the students’ to use their prior knowledge of the season fall, while other activities will sum up the new concepts the students’ learned in the day’s lesson. Prior knowledge will be used as an aid to help students through the lesson. During the activities, students should be able to, cooperate with others, ask questions, follow the instructions, and incorporate their prior knowledge. Students should also be able to read and write in order to receive a full understanding of this lesson.

Materials:
• Posers/Illustrations/Diagram about Fall (Help scaffold students in the lesson)
• Schedule (Of how long each activity would last)
• Construction and Computer Paper
• Popsicle sticks (With students’ names)
• Work Sheets (Vocabulary, Exit Slip)
• Crayons
• Coloring Pencils
• Markers
• Glue
• Pencils
• Flowers/Leaves
• Heavy Books
• Die
Outline of
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After 10 minutes I would say another brief summary about the book, however on day 2 we will actually go through the book. To begin with I would start reading the first page of the book. When I finish reading the first page I would get the Popsicle. With the Popsicle sticks I would pick a one and whoever I chose would have to read next page. While the student’s are reading I would use guided reading. During the reading I would make sure to ask and interact with the students so they receive a full understanding of the book. I would also point out certain features that can be found in their environment during the fall. The book activity should only take 20

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