Kennan Cammack

April 23, 2015

Reading and Writing Lesson Plan: Types of Weather
Grade: 3
Standards:
S.35.ES.4
Essential Concept and/or Skill: Understand and apply knowledge of
weather and weather patterns.
RI.3.7
Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text.
W.3.2
Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
ELP Standard 2-3.5:
An ELL can conduct research and evaluate and communicate findings
to answer questions or solve problems

Rationale: Weather and weather patterns are a standard in the Iowa

Core, making this content appropriate for third grade students.
Additionally, it is important information to know in order to be an
informed citizen and participate in daily conversations. Students in my
classroom are learning about the different types of weather seen
locally and globally. All of my students are at different English
proficiency levels and this lesson would be done as an introduction to a
unit of the different types of weather that can be found on our Earth.
Students will collaborate with their peers and identify the similarities
and differences between weather patterns and where these weather
patterns are found. They will focus on reading and writing in order to
learn about and express their ideas.
Relevant Student Factors:
1. Educational Background: Educational background is crucial
in this lesson because many students may have zero experience
learning about different types of weather. While they will have had
some personal experiences with weather, they may only know what
the weather is like where they came from. For example, a student from
Thailand probably wouldnt have a personal experience with a blizzard,

so their formal education plays a large role on their background

knowledge. I will gauge the background knowledge of my students so I
know how to best support them when learning this new content.
2. Immigrant and Refugee Status: Immigrant and refugee
status play a role in any lesson I am delivering, therefore making it
important to understand. Leaving your home country can be traumatic
experiences for students, so knowing their background is helpful in
order to make them feel comfortable in the classroom. Weather could
have played a large role in students leaving their countries (hurricanes,
tsunamis, etc.) so making sure I am aware of this information is crucial.
If a student has had a traumatic experience with weather, I would be
sure to address this issue prior to teaching the lesson.
3. Cultural Background: Cultural background plays a large role
in this lesson as well because many of my students will have
completely different experiences with weather. By sharing these
different experiences, students will be able to learn about their peers
and where they came from. Personal stories and examples may help
other students understand a weather pattern that is completely
different from what they have encountered.
4. Prior Difficult Experiences: As mentioned before, I will
make sure I inform myself about any potential difficult experiences
with weather. Because weather can be so damaging to lives, I will
make myself aware of my students experiences. I will help my
students work through their emotions and spend more individual time
with students if necessary. If I dont feel it is appropriate for a student
to participate due to a traumatic experience, I will not work on this
content with them.
5. Age: Age is important in any lesson because the content
needs to be developmentally appropriate for them. If students are not
developmentally ready to learn the concept, it is not effective to start
teaching it. Looking at the grade that the standard relates to and the
age of my students will be useful prior to teaching this lesson.
6. Language Distance: Language Distance plays a large roll in
any lesson, as all students will have different language distances
depending on their native language and prior experiences. I will take
this into account when implementing my lesson because all students
will need different scaffolding and support throughout the lesson.
Again, many students wont have experiences with different types of
weather, making visual aids and physical cues critical during this
lesson.
7. Social Distance: Because I try to incorporate peer
interactions into all my lessons, understanding their social distance will
be important in planning what types of interactions to use. Informing
myself and accepting these differences will make my lesson more
effective. Some students are more comfortable working in groups,
while others prefer to work alone. Based on cultural background, some

girls might feel uncomfortable working with boys and vice versa. I will
take this into account when grouping my students.
8. Psychological Distance: I will research how each of my
students learns and how their possible language and culture shock will
affect them. I will adapt the lesson accordingly through scaffolding,
interaction, and grouping. Again, weather could potentially be a
difficult experience for students Maybe this is their first time living in
the cold and they are struggling with the change. I will work with
students individually to help them work through both the content and
any emotional issues that are triggered by weather.
Classroom Management: Clear expectations will be given both orally
and in writing for all students. I will model examples of what each
expectation means so students are able to comprehend their meaning.
Classroom routines will be introduced on day one and practiced
throughout the year so students are familiar with them. I will be
consistent in my actions when students are not following expectations.
While my students are working in groups, I will make sure to stop
specifically with my level 1 and 2 students to work with them. Because
this lesson involves writing and reading, it is unrealistic to expect my
level 1 and 2 students to do this individually and without support. I will
give them the opportunity to express their ideas through pictures and
will scaffold the lesson to meet their needs. Because I want all my
students to remain engaged, I need to make the content
comprehensible enough for every student. If problem behaviors arise, I
will handle them the same way that I have been all year so students
know that I am consistent. I will work with students individually to
discover the root of their behaviors and try to help them in any way
needed. If this lesson has triggered any traumatic experiences, I will
pull them aside and work with them individually or have them work on
another assignment. Differentiation will be used to ensure that all
students understand the content. Additionally, I will take into account
the relevant student factors and how they relate to this lesson on
weather.
Content Objectives:
SWBAT:
Differentiate between different weather types
Explain where the weather patterns are found
Language Objectives:
SWBAT:
Read information about different types of weather
Use appropriate grammar and vocabulary when creating sentences
about weather types
Create a weather dictionary using sentences and illustrations

Compare and contrast different types of weather

Sharing of Objectives:
Read over the objectives that are on the board and have students
repeat them back. Use the sentence starter I can when the
students are reading the objectives.
Key Vocabulary:
Hurricane, blizzard, hail, fog, wind, lightning, thunder, tornado, drought
Materials:
Pictures of each weather type
Chart on description words for weather
National Geographic Kids: Weather
Various books on different weather patterns
Computer/iPads
Sound clips of weather types
Paper
Markers
Web resources provided by teacher
Vocabulary Wall
Sentence frames/starters
Charts on comparatives, superlatives, and signal words
Sequential Lesson Delivery and Description:
Students will have a basic understanding of weather. Ask students
what the weather was like where they grew up Ask them to share
orally or draw pictures. Remind students what we have discussed so
far regarding weather. What weather words do they already know?
Give examples Many students will know basic terms such as hot and
cold.
Review key vocabulary Use choral reading and have students
repeat the words back. Show pictures of each vocabulary word and
post them on the board.
Then, play sound clips of different types of weather (rain falling, heavy
winds, tornado, thunder) and have students match the sounds to
pictures. Again, have students say the vocabulary words out loud.
Discuss the characteristics of each vocabulary word. For example,
when the word blizzard is discussed, talk about snow and the
temperature necessary for a blizzard. Show pictures and point to areas
on the map in which we would find blizzards. Point to Florida and
discuss that we wouldnt see blizzards in Florida because it is too hot.

Have students pick a place on the map and guess what type of
weather they would see there. Use hand gestures to help describe the
vocabulary.
Scaffolding for levels 1-4: The pictures, hand gestures, and sound clips
will support level 1 and 2 students while learning the new vocabulary
I will provide level 1-4 students with sentence frames to help them
share examples and participate in class. Allow students to use their
native language when helpful.
Read National Geographic: Weather to the students When the
vocabulary words are used, point to the pictures on the board and
repeat the word.
Review examples and the purpose of describing words Have students
list description words that are related to weather. Remind students how
we compare and contrast Show students the chart of comparative
and superlative words. Give example sentences with visuals. (Bigger,
smaller, coldest, hottest, brightest, etc.)
Example: Blizzards are the coldest type of weather pattern
because of the
amount of snow, ice, and wind involved.

Review signal words and discuss when to use them (Same, similar,
both, different). Give example sentences with visuals.
Example: During thunderstorms, both lightning and thunder can
be seen or heard.
Use sound clips when necessary

As a class, create 3 example sentences together. Pull up pictures,

videos, sound clips when necessary.
Scaffolding for levels 1-4: The example sentences with visuals will be
helpful for level 1 and 2 students. I will repeat the sentences and use
hand gestures to point out what I mean For example point to the
blizzard picture and make a shivering movement to represent the cold
temperature. Sentence frames will be provided for all students to use.
Allow students to use their native language.
Group students based on their proficiency levels in groups of 4. Provide
each group with various books on weather, iPads, and access to
computers. I will write web resources on the board for students to
utilize. As a group, they will read about different types of weather and
write down facts that they have learned. I will work with the level 1 and
2 students Reading them the information aloud to them and provide
them with extra support and pictures.
The following checklist will be provided to each group so they know
what information they need to record. Prior to giving the checklist out,
discuss the meaning of all 3 sections average temperature,
characteristics, and common locations. What does average mean?
What does characteristics mean? Give examples, visuals, and sentence
frames that students are able to utilize while filling the checklist out.
For example, write, The average temperature during a ______ is _____
degrees on the board for students to use.

Weather Checklist:
Hurricane:
Average Temperature:
3 Characteristics:
Common Locations:
Blizzard:
Average Temperature:
3 Characteristics:
Common Locations:
Tornado:
Average Temperature:
3 Characteristics:
Common Locations:
Drought:
Average Temperature:
3 Characteristics:

Common Locations:

Again, remind students of comparing and contrasting. Ask them to use

this in the 3 Characteristics section if appropriate. We will use this
more at the end of the lesson, but it will be good for them to practice
as a group on their checklist.
Give students 15 minutes to work on their checklist. Meet with each
group and give feedback, check for understanding based on their
completion of the checklist.
Provide each group with a map and stickers representing each
vocabulary word (A sticker with pictures of a tornado, hurricane,
blizzard and drought). Ask them to discuss where they think the 4
types of weather phenomenon would occur. Ask them to put their
stickers on the maps. Model an example on the Elmo for the whole
class to see. Example: Place a tornado sticker in the Midwest.
Higher Ordered Thinking Skills Allowing students to discuss and
decide on their own where these weather patterns occur. For level 1
and 2 students, help them make this decision by showing pictures of
the weather type and pictures of the area. They should be able to
connect Alaska with blizzards, etc.

After students have completed their checklists and maps, discuss as a

whole class. Have students share responses and talk about the
locations of each weather type.
Give the class feedback based on that class discussion Have students
hold up 1-5 fingers based on their understanding.
When working individually with the level 1 and 2 group Ask students
to give thumbs up or thumbs down if they understand the content.
Record sentences for them and show additional pictures. Translating
websites may be used for students to understand the vocabulary in
their native language.
Scaffolding for levels 1-4: Visuals, hand gestures, modeling, and
individual support will be used throughout the activity. The map will
help level 1 and 2 students see where these weather types occur
rather than just hearing it via discussion. Sentence frames will be
provided for all students to use when filling in their checklists. Allow
students to use their native language when completing the checklist
and map.
Writing Assessment:
Review vocabulary and grammar Pictures and example sentences will
be given. Content and language objectives will be shared again before
we move into the assessment.
Explain to the students that they will be making a weather dictionary.
For each word, they will write a sentence and draw a picture to
represent the vocabulary word. Model an example entry for the class.
Tell students that they are allowed to discuss their dictionary with
partners and help each other, but everyone should turn in a dictionary.
Ask them to use comparing/contrasting sentences in their dictionaries
Review an example.

Example:
Blizzard: A blizzard is a severe snowstorm with high winds and
intense snowfall. The average temperature during a blizzard is below 0
degrees. Blizzards are colder than other types of weather patterns,
such as hurricanes. Therefore, blizzards are found in colder areas of the
country, such as Alaska.

Discuss the words severe and intense in this example.

Again, sentence frames and a word bank will be provided for students
to use. Level 1 and 2 students may just draw pictures of the vocabulary
words and we can create sentences together.
Students will be provided with the following vocabulary words to
include in their dictionaries:
Hurricane
Hail
Fog
Lightning
Thunder
Tornado
Drought
Wind
Other Considerations: Additional scaffolding will be provided
throughout the lesson paraphrasing, modeling, vocabulary walls,
hand gestures or acting out words, and the use of native languages.
Multiple times during the lesson, I will allow students to talk and
discuss the concepts with a partner before asking anyone to share.
This will make students feel more comfortable with their responses
before they share in front of the whole class. My grouping will be
intentional based on proficiency level, native language, and how well
they work together. I want students to feel comfortable sharing with
their peers and the class, so I will make sure that everyone is grouped
in a way that they do feel comfortable. Repetition, visuals, and audio
clips will be used during the lesson to increase their comprehension. I
will check for understanding informally the entire time Clipboard
Cruising around the room to make sure everyone is on task and
learning the content.