Rose Wagner

Seasons of an Apple Tree

Stage 1Desired Results
Established Goals: (Standards, Benchmarks, and Rationale)
Science
EU 2 Exploring systems, order, and organizations in our natural and designed world are integral to
understanding the scientific disciplines and their interdependence
Reading
RL.K.1 With prompting and support, ask and answer questions about key details in the text
RL.K.3 With prompting and support, identify characters, settings, and major events
RL.K.6 With prompting and support, name the author and illustrator of a story and defining the role of each
in telling the story
Understandings:
Essential Questions:
1. How do weather changes affect the growth of
Students will understand that(learner
trees?
outcomes)
1. Weather Changes over seasons.
2. What are the elements of the text?
2. Good readers always ask and answer
questions about the text
3. Stories have certain common elements
Students will know(goal)
Students will be able to(objectives)
1. Some trees change during the seasons
2. The vocabulary winter, spring, summer, fall Cognitive Objective:
3. The vocabulary author, illustrator,
Name the seasons and answer questions about the story
character, setting
Affective Objective:
Explain how the seasons effect the apple tree
Explain their answers about the text
Psychomotor Objective:
Put the tree in order of season to create a booklet
Stage 2Assessment Evidence
Performance Tasks:
Other Evidence:
1. Students will color and create an apple tree
1. Answers to the discussion questions during the
seasons booklet to identify the stages of an
book reading
apple tree throughout the seasons
Stage 3Learning Plan
Learning Activities:
Materials
The Seasons of Arnolds Apple Tree by Gail Gibbons
Apple Tree Seasons worksheet booklet
Crayons
Pencil
Scissors
Anticipatory Set:
Review seasons with actions.
Procedures:
1. Have students stand and do season names and signals
2. Introduce the book- cover, spine, back, title page, author, illustrator
3. Ask students what type of tree is on the cover
4. What do you think the book is about
5. Read the book

6. During reading ask questions about the tree (pull name sticks for individual questions, ask whole
group questions, ask small group questions)
a. What season is it in this picture?
b. How can you tell?
c. What is the setting?
d. Who is the main character?
e. What color is the trunk?
f. What color are the leaves?
g. Are these photographs or illustrations
7. Show students at the carpet the worksheet
a. Remind them to put their name on first
b. Discuss using real colors (I will have mine colored for an example already)
c. Walk students through making the booklet at the carpet
d. Call students to their tables
e. Have them get their worksheets out of the center of the table
f. Put their names on it
g. Have students color
h. Have students cut pages apart
i. Have students put pages in order
j. I will staple them as they complete the booklet and check to make sure pages are in order
k. Have students who are complete pair up and read their booklet to a partner
Addressing the diverse learner:
Students will be allowed to complete work at their own pace and read to partner.
Before stapling booklets together, I will reteach the order of seasons and how we know which season for
students who did not order pages correctly.
I will keep a list of students who needed extra support to review later and determine if students need more
work with seasons
Closure:
Students will read their booklets to a partner.
Lesson Reflection: