Universally Designed Lesson Plan with AT .

Lesson Plan

Snowy Days and Winter Fun

English/Language Arts
K - 2

Students in Louisiana can experience the fun of snow while learning facts in this winter theme activity. The focus of the lesson centers around the books, "The Snow Day", by Ezra Jack Keats and "The Jacket I Wear in the Snow" by Shirley Neitzel. The lesson provides information about the stories, what snow is, where you can find snow, what you can do with snow and activities related to winter. Extended activities include other books, hyperlinks and activities related to snow and winter. The lesson also includes special overlays and activity ideas for accommodations for students with cognitive, literacy and communication delays. This is a universally designed lesson plan that incorporates activities so that all students can participate.
2 days to 1 week (depending on students/schedule)
  • Standard 1
    Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
  • ELA-1-E5
    reading, comprehending, and responding to written, spoken, and visual texts in extended passages;
  • ELA-1-E6
    interpreting texts to generate connections to real-life situations;
  • Reading and Responding
Grade K
9. Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student

11. Describe the connections between life experiences and texts

Grade 1
17. Identify themes in texts and relate themes to personal prior experience or experience of others

Grade 2
11. Make statements about how previous reading and life experiences relate to information read in texts
  • Arts : Creative Expression
    Students develop creative expression through the application of knowledge, ideas, communication skills, organization abilities and imagination.
  • Science : Earth and Space
    The students will develop an understanding of the properties of earth materials, the structure of the Earth system, the Earth's history, and the Earth's place in the universe.
  • Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools,digital cameras,graphing software) for communication,presentation,and illustration of thoughts, ideas,and stories.
The student will...
1. identify snow by describing what it looks like, feels like and tastes like
2. identify where snow comes from, when we see snow (winter/cold) and why we don't see much snow in LA
3. identify appropriate clothing for snowy days
4. describe things that the main characters from the story did in the snow
5. apply the story to his/her personal life by identifying things that s/he would like to do in the snow. Have them complete this sentence "I can in the snow." (*Intellikeys overlay provided below for students with low-communication skills.)
6. create a snowball from real ice
7. create a snow scene
"The Snow Day" by Ezra Jack Keats
"The Jacket I Wear in the Snow" by Shirley Neitzel

"Reading Rainbow Series: Snow Day Stories and Poems" (Available from LA Public Library - St. Charles Parish)

Interactive Online Frosty Activities: (Free)

Interactive Online Activity for What to Wear: (Free) "What will Bella wear?" http://www.storyplace.org/preschool/activities/bellawear.asp

Snowy Day Stories by other first graders: A First Grade Snowy Day

Winter Art Activities: (Loads of links and activities to more winter fun.)

Stamps: Snow stamps - Teachers can create stamps using rubber erasers by etching the shapes of snowflakes. Stamps can also be created from blocks or lid tops. Use hot glue or string to create snowflake shapes on the lid top/block. Wait for the glue to dry. Spread white paint on a paper plate (very thin). Have the students dip the lid in white paint and apply the stamp to dark construction paper.

Books for Reading Corner/Student Choice Reading:
"The Mitten", by Jan Brett
"Winter Rabbit" by Patrick Yee
"Glaciers" by Wendell V. Tangborn
"Sledding" by Elizabeth Winthrop
"Bear Snores On" by Karma Wilson and Jane Chapman
"Katy and the Big Snow" by Virginia Lee Burton

Overlays/Communication symbols (attached) - use these symbols for students with low communication skills for question/answer/discussion tasks, paired reading or interactive activities. If a student points to the picture, accept that as his/her response as you would a voiced reply.

Intellikeys Overlay (Attached)
Use this overlay with the Intellikeys keyboard to complete the sentence "I can in the snow."
Internet (Sites below)
*Intellikeys and Overlay (attachment)
Word processor
"Reading Rainbow Series: Snow Day Stories and Poems" (Available from LA Public Library - St. Charles Parish)
•Interactive Online Frosty Activities
•Interactive Online Activity for what to wear
•Snowy Day Stories by Kids
•Winter Activities - See link for Snowy Day Activity Card PDF
•Intellitools Activity Exchange - Click Link for Activity Exchange
Some students in Louisiana have never experienced snowy days or enough snow to understand sledding, snowball fights and the cold, cold temperatures. Before beginning the activities the teacher should provide pictures of snow and winter on classroom bulletin boards, as part of the reading and exploration center. Have a discussion about very cold days and ask students if they have ever seen snow. Bring snow to the class (use a bowl/plastic bag of shaved/blended snow). Have the kids touch and smell the snow. Provide a clean bowl of snow and provide a spoonful for each student to taste. Discuss the features of snow. Provide a "snow center" or bowl of snow. Have each student create a small snowball and hold it in their hand above another bowl to watch it melt. Discuss what happened with the snow.
Day one:
1. Have the students watch part 1 of the video. Discuss what they saw. What does snow look like... on the ground, on the trees/objects, as it falls? Discuss what sounds they heard. How did the pictures make them feel?
2. Read the story "The Snowy Day". Have the students discuss the things that Peter did in the snow.
3. Flip through the pages of "The Snowy Day". Describe how the illustrator used stamps to make pictures of snow scenes.
4. Have the students complete these activities. The teacher may assign them as centers:
A. Interactive Online Activity - Dress Frosty from the Interactive Frosty Activity website
B. Create a snow scene - Have the students use stamps to create a snow scene. Provide dark construction paper and white paint. The teacher can provide snow stamps or make them from an eraser, crumpled paper or Q-tip swabs.

Day two:
1. Have the students watch part 2 of the video. Discuss what the people in the video were doing. Have the students describe things that you can do in the snow. Have them describe what the people were wearing and why.
2. Read the story "The Jacket I Wear in the Snow". Have the students recall some of the items that the little girl must wear to go out in the snow and what happened when they had to remove them.
3. Using the same center strategy from Day 1, have the students complete the following activities:
A. Interactive Online Activity - "What will Bella wear?" from the Storyplace website below.
B. Students write about what they can do in the snow by completing the sentence " I can in the snow." They can use the *Intellikeys overlay with the word processor/Intellikeys. (If you don't have an Intellikeys, you can use the overlay manually by cutting out the symbols and sentence phrases "I can" and "in the snow." Have the students arrange the sentence phrase and symbols to create a sentence. (If you put Velcro or a magnet on the back of the symbols, the students can stick their sentence to a carpet square/file cabinet for the teacher to check later.)
1. As the student describes the features of snow, document if the features include what snow looks like, feels like and tastes like. Acceptable responses should include at least 2 senses. Excellent responses will include 3 senses.
2. Provide the student with pictures of summer and winter clothing or real clothing. Have him/her point to the items they would need to wear in the snow. Acceptable responses include jackets, mittens/gloves, hat, and warm shoes. Excellent answers include scarf, socks, ear muffs, more.
4. Review the students response to the sentence "I can _ in the snow." Acceptable responses include one of the examples listed on the Intellikeys overlay. Excellent responses include something from the video, stories or student's experiences that are not listed on the video. Unacceptable responses are things that should not be done in the snow such as swimming
Picture communication symbols and Intellikeys overlays have been provided and are integrated into the procedures of this lesson.

Use of the video and interactive websites provides for multiple learning styles and interests for students who are visual learners or students who benefit from sounds beyond basic discussion. Sections of the video or the websites can be viewed over and over for students who benefit from repetition.

Use of the word processing activity with the Intellikeys provides for single-word input for students with limited vocabulary or physical disabilities. Use of the pictures paired with the words provides a reference for students with limited cognitive skills.

The picture-communication symbols / vocabulary can be used in a variety of ways to provide cues for vocabulary or direct response.

Tip: When a student is using a symbol-system for communication, the teacher should model pointing to the symbol to make response. Teachers should not say "Point to the picture of the _", but instead model how they would point to the picture when answering a question. A good way to do this is to use a puppet/stuffed animal as a model. Ask the puppet/stuffed animal a question and move the stuffed animal to point to the symbol as his reply. Since the stuffed animal can't really talk, the student can associate that action with what he/she is supposed to do.

If there are other students in the room, they also can model pointing to the picture as a response.
----- written by Donna Broussard
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This lesson plan has not been taught.
Donna Broussard
Special Populations

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