SANTS Private Higher Education Institution

GRADE 1 LESSON PLAN

1. SUBJECT 2. KNOWLEDGE AREA
English spring, summer, autumn, winter
(Integrate with Life Skills)

1.2 DATE (Term 3) 3. THEME

2 0 2 0 - 0 8 - 1 3 The Seasons

1.3 GRADE
4. TOPIC
(Mark the grade you will be teaching with an X)
Listening & speaking
X1 2 3
Reading & Phonics
Writing

PLEASE NOTE THAT THIS LESSON PLANING TEMPLATE IS AVAILABLE IN ELECTRONIC

FORMAT ON MySANTS
5. CRITICAL OUTCOMES (tick boxes) 6. DEVELOPMENTAL OUTCOMES (tick boxes)
 Identify and solve problems and make  Reflect on and explore a variety of
decisions using critical and creative strategies to learn more effectively.
thinking.  Participate as responsible citizens in the life
Work effectively with others as members of local, national, and global communities.
of a team, group, organisation &  Be culturally and aesthetically sensitive
community across a range of social contexts.
 Organise and manage themselves and  Explore education and career opportunities
their activities responsibly & effectively.  Develop entrepreneurial opportunities.
 Collect, analyse, organise and critically
evaluate information.
Communicate effectively using visual,
symbolic and/or language skills in
various modes.
 Use science and technology effectively and
critically showing responsibility towards the
environment and the health of others.
 Demonstrate an understanding of the world
as a set of related systems by recognising
that problem-solving contexts do not exist
in isolation.

7. LESSON OBJECTIVE(S)
7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values)
At the start of this lesson the learners should already know… and can do…

 Name the 4 seasons of the year and orally discuss the differences
 Know how to identify picture cards of hot, cold, windy, rainy, sunny, cloudy.
7.2 CONCEPTS and NEW KNOWLEDGE
(Write down the new knowledge, skills and values that you are going to teach)

 Differentiate amongst seasons using drawings and vocabulary

 Work together in groups to attain goals, listening and sharing ideas

7.3 LESSON OBJECTIVES

(Own lesson objectives based on General and Specific Aims from CAPS, written in your own words)
By the end of the lesson the learners should be able to…

 Correctly write down the names of the four seasons: spring, summer, autumn, winter
 Differentiate the four seasons through the drawing of different trees
 Associate words (items, descriptions) with each season
 Create a Seasons Clock craft
 Think of and express ideas in group work; listening to each other

7.4 FUTURE LEARNING

(Briefly describe what the learners will learn in the lesson that follows this one)

Write own sentences about seasons, personal experiences in each season

Read sections of stories about seasons and weather
Elaborate how animals adapt to different seasons, e.g. shedding hair, hibernating in winter, migration.

8. LTSM
(Name LTSM you intend using in this lesson and remember to reference ALL your resources (text books, websites, workbooks etc.)
under Bibliography in point 7 below. Try and use a number of different items or types of LTSM.)

• lots of different coloured paper cut

• white card or construction paper with circles on it or already cut into large circles such as via
paper plates (1 per group of 3 or 4 students)
• see Addendums for copies if necessary
• pens
• 4 boxes
• timer
• prizes (e.g. candies or stickers)
• scissors, glue
• sand or yellow glitter
• cotton wool / cotton balls
• tape to stick season clock crafts to the wall
• board with markers / chalk
• CD / Tape player / Computer or other device to play background music (e.g. the Four Seasons by
Vivaldi if possible, informing the students what the piece of music is called and if they can hear
the difference between the seasons)

9. REFERENCE LIST OF ALL SOURCES CONSULTED

(List all the text books, workbooks, websites etc. that you used to prepare this lesson)

 ViaAfrika English Language Grade 1 and 2 Learner Book

 https://www.eslkidstuff.com/lesson-plans/
 Pinterest images (https://za.pinterest.com/pin/103934703880029287/?lp=true)
 https://www.youtube.com/watch?v=TBLFMXU8FLI
10. LESSON PHASES:
10.1 INTRODUCTION OF THE LESSON
(Time allocated: 10 min)
(Give a detailed description of how you greet the learners, how you set the atmosphere for the new lesson, how you awaken the
learners’ prior knowledge, and how you create a link between what the learners already know and the new knowledge that you will
be presenting. Also explain how the THEME you selected in 8.1 above will help you do this):

 Warm up learners with a “Teacher Says” activity (like Simon Says). Tell learners to do an action and
they do ask what is asked (e.g. "Teacher says ... jump 3 times"). The teacher keeps on giving
instructions with different actions using "Teacher says ...” At some point the teacher gives a command
without using the phrase "Teacher says" (e.g. "Hop 5 times") and the learners must NOT do that
action - they have to stay still. Any learners that do the action have to sit out for the rest of the game.
The last learner standing is the winner. Use actions associated with weather and seasons, e.g.
“Teacher says rub your arms to warm yourself up in the cold”; Teacher says fan yourself to cool
yourself down in the hot summer, etc.

 Settle learners down and refer them to the date and weather chart as usual.

 What season are we in? How many seasons are there in one year? What are the other seasons?

10.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE

(Time allocated: 30min)
(Give a detailed description of WHAT content you are presenting, HOW you will be presenting it, and WHAT THE LEARNERS WILL
BE DOING):

Activity 1

Make copies of Addendum A (or similar) with the four identical trees. Write the words of Spring, Summer,
Autumn, Winter on the board. Ask learners to copy the four words and put one under each of the four
trees. Now discuss how a spring tree looks like, a summer tree, autumn tree, winter tree. Children
complete their trees. Provide materials such as twigs, wool, leaves, flowers, berries for children to use and
stick on their trees.

Assessment 1
Exceeded Satisfied Partially Not satisfied
requirements requirements satisfied requirements
of the of the requirements of the
Learning learning of the Learning
Outcome Outcomes Learning Outcomes
Outcomes
Learner can
copy four
words
(seasons)
correctly
from board
Learner can
complete tree
appropriately
for each
season
Learner
shows
creativity

Activity 2
 Divide the class into teams of 3 or 4 learners. Give each team one pen and lots of small pieces of
coloured paper (e.g. Team A has only red paper, Team B has only blue paper, etc.).
 Next, put 4 boxes in the 4 corners of your classroom. Each box should be labelled with a season (e.g.
one box will have "spring” written on it, another "summer", etc.).
 Now model the activity: take one piece of paper and draw an ice cream. Ask the learners what it is and
in which of the 4 boxes should it be placed. After receiving a reply for summer, go to the summer box
and drop the paper in it. Next do the same for spring (a flower), autumn (brown leaves) and winter (a
woolly hat).
 Place a timer in view of everyone and set 5 minutes. Then say "Go!”
 Teams must now work together to draw pictures and drop them into the appropriate boxes.
 As each team has only one pen they will have to work together to come up with ideas and draw them.
Then one player will have to rush to a box and drop the picture into it.
 As they are drawing, walk around and ask questions (e.g. What is that?) and teach vocab.
 When the timer goes off get everyone to stop. You are going to count the number of papers each team
has in each box. Ask what each picture is when you hold it up. Count the scores and write them on the
board. Announce the winner of the most correct pictures, as well as the best drawn picture, the most
creative one, etc. to try and include all the teams.
 Randomly share out the papers to different teams (e.g. red team gets blue team’s papers) and ask
them to try write the words at the back even if with spelling mistakes; what do the letters sound like.
 Finally, in the end, draw four blocks on the board for the four seasons and write the correct words in
each block.

Assessment 2
Exceeded Satisfied Partially satisfied Not satisfied
requirements of requirements of requirements of requirements of the
the Learning the learning the Learning Learning
Outcome Outcomes Outcomes Outcomes
Learner can
associate pictures
with each season
appropriately
Learners can
associate correct
letters to phonics

Activity 3
 Before class cut large circles out of paper or white cardboard – enough for each group of 3 or 4
students. For the season of spring, you’ll need different coloured paper of reds, pinks; for winter, you’ll
need cotton wool or pieces of wool. You may need glue and pens or even paint etc.
 Put the class into groups of 3 or 4 and give out the materials to make the season clocks. Learners
divide the circle by drawing 4 lines (a cross) to make quadrants. Write the word for each season in
each segment. Learners can put the months for each season if they know this already. (Addendum
B).
 Each team decorates the clock using the materials you provide, e.g. cutting out flower or leaf shapes,
making a beach scene in summer (glue on paper and sprinkle over sand/glitter); cotton wool for snow
or wool for scarves in winter. Encourage creativity.
 Stick on wall for all to see.

Assessment 3
Exceeded Satisfied Partially satisfied Not satisfied
requirements of requirements of requirements of requirements of the
the Learning the learning the Learning Learning
Outcome Outcomes Outcomes Outcomes
Learner can
accurately cut out
circle and draw
two lines crossing
each other
through the
middle
Learner can
correctly
associate
 pictures or items
to each season
Learner show
creativity

Activity 4
 Read story about Snowy, the lamb, to the learners. Discuss and ask questions about the story,
encouraging participation from each learner (Addendum C).
 Learners go into groups of 4. Hand out copies of the story to each group. Give coloured pencils (blue,
red, yellow or green) where each learner gets one colour. State that blue=winter; red=autumn;
green=spring; yellow=summer. Ask learners why that association can be used for each season.
 Blue-pencil learners circle the word winter and other associated words teacher calls out, e.g. cold,
snow. Do likewise for other colours/seasons, e.g. autumn, red, brown, leaves; spring, new, warm;
summer, cut off. Learners help each other find the words in the story.
 Learners draw 4 squares in their workbook and write the seasons and associated words in each
square as identified in the story. Draw an appropriate picture for each season/square.

Assessment 4
Exceeded Satisfied Partially satisfied Not satisfied
requirements of requirements of requirements of requirements of the
the Learning the learning the Learning Learning
Outcome Outcomes Outcomes Outcomes
Learner can
identify words
called out by
teacher
Learner can
correctly copy
words into
workbook
Learner can listen
to story with
interest without
interrupting
Learner can
participate in
discussions,
taking turns to
speak in group

10.3 CONSOLIDATION
(Time allocated: 10 min)
(Give a detailed description of how you will consolidate the new knowledge, as well as how you incorporate assessment of the
objectives and how you will wrap up. Please also mention here any HOMEWORK that you will give the learners):

 To end the lesson, collect all the pictures the learners drew in Activity 2. Clear all the desks and chairs
to the edge of the room. Scatter them around the room. Pick the summer box, and say "Ok, everyone.
Find all the summer pictures and put them in the box, Ready … Go!" Everyone rushes around picking
up pictures and placing them in the summer box. Then do the same for the other seasons.
 If available, play the Four Seasons by Vivaldi, asking learners if they notice any difference between
the pieces of music and associations with seasons).
 Share songs that they may know from their families or communities about seasons. Play if possible
Four Seasons song via link https://www.youtube.com/watch?v=TBLFMXU8FLI indicating other people
sometimes call the season “autumn”, “fall”, instead.(See Addendum D and comment)
 11. REFLECTION
(Briefly reflect on what went well during this lesson, as well as what did not go that well. Discuss what you would CHANGE if you
had to teach this lesson again.)

The learners had fun with the activity of putting pictures into the appropriate boxes within a set time. I did
not get to walk around all the teams and therefore not everyone received adequate support. I must make
sure I reach everyone. I need to also look out for learners who become anxious because of the timer and
create a safe environment for them.

Some learners still struggle with cutting out circles for the Season Clock. I should have some circles ready
made in case it causes too much frustration for some and then let them practice on their own at the end of
other activities when other children are busy.

Addendum A

(note: use autumn instead of fall, but you can indicate to learners that children in other countries
sometimes use that word instead because the leaves fall from the tree)

Addendum B

Spring Summer

Autumn Winter
Addendum C

Addendum D Song (https://www.youtube.com/watch?v=TBLFMXU8FLI)

(chorus)
What's your favourite
What's your favourite season? season?
What's your favourite
What's your favourite season? season?

I like spring, I like spring

the flowers bloom, the flowers bloom
I like summer, I like summer
it's hot outside, it's hot outside

(chorus)

I like fall, I like fall tell learners that although the song
the leaves change colour, the leaves change colour uses the word fall, we in S.A. use autumn
I like winter, I like winter
I love the snow, I love the snow

spring, summer, fall, winter

spring, summer, fall, winter
spring, summer, fall, winter
(chorus)