Integrated Lessons Block Plan

Day 1Reading

Day 2Math

Day 3Science

Day 4Science

Day 5Writing

Less
on

Context
Clues and
Text
Features

Finding
Area and
Labeling
Units

Influence of
Technology
on Society

Focus on
Technology
and
hospitals

Obje
ctive
(s)

1.) Given an
article,
book, or
magazine
with
unfamiliar
words,
students will
identify
unfamiliar
word and
use given
text features
to solve
unknown
definition.
2.) Students
will be able
to define an
unfamiliar
word by
using
context
clues.
3.) Students
will work
together in
given
groups to
discuss
potential
definition of

1) Given
a square
or
rectangle
and
dimensio
ns,
students
will be
able to
calculate
the area
of the
shape.
2) Given
an item,
students
will be
able to
measure
the item
and solve
for its
area.
3)
Students
will be
able to
produce
examples
of
professio

1. During
group
stations,
students will
discuss
different
technologies
and the
influence on
our daily
lives.
2. Students
will predict
how
technology
will continue
to influence
our lives
when given a
prompt.
3. Before and
after the
lesson,
students will
translate the
definition of
technology
in their own
words.
4. Students
will
participate in

1.) Given
articles and
statistics,
students will
discuss as
groups the
impact of
technology
over the
years in
hospitals.
2.) Students
will be able
to
demonstrate
the
importance
of
technology
in hospitals
through
student-led
discussions.
3.) Students
will
collaborate
with peers
while
discussing
the
influence
technology

Do you
think
technolog
that is apa
of every
aspect of
lives good
bad?
1.) Given
writing
prompt,
students w
be able to
write an
outline of
opinion
writing
piece.
2.) Studen
will learn
how to us
supporting
details and
facts to
support
opinions.
3.) Studen
will be ab
to tell the
difference
between a
article bas
on facts a
an article
based on
opinions.

Stan
dard
s

unfamiliar
word and
explain the
educated
guess of a
definition.

ns where
area is
important
to know

peerdiscussion to
answer given
questions.

has on our
health and
lives.

4. RV.2.1Apply
context
clues and
text features
to determine
the
meanings of
unknown
words

4.5.4Know
and use
formulas
for
finding
the areas
of
rectangle
s and
squares
4.5.5Estimate
and
calculate
the area
of
rectangul
ar shapes
using
appropria
te units,
such as
square
centimete
rs, square
meters,
square
inch, or
square
yard
PS.4:
Model
with
Mathema
tics.
PS.5: Use
appropria
te tools

The Nature of
Science- 4th grade
Process Standard:
Perform
investigations using
appropriate tools
and technologies
that will extend the
sense

The Design
Process- 4th
grade:
Identify a
need or
problem to
be solved.
Brainstorm
potential
solutions.
Select a
solution to
the need or
problem.

4. W.3.1
Write
persuasive
compositi
in a variet
of forms t
In an
introducto
statement,
clearly sta
an opinion
a particula
audience.
Support
opinion w
facts and
details fro
various
sources,
including
texts.
Use an
organizati
l structure
group rela
ideas that
support th
purpose.
Connect
opinion an
reasons us
words and
phrases.
Provide
concludin
statement
section
related to
position

strategica
lly.

Mate
rials

AS- Riddle,
visual that
goes along
with article
LP(Context
Clues)
PowerPoint
of missing
words, have
context clue
poster
(Text
Features)
Big Book of
Exploration
and History
of the 1920s
Stations
Guided
Reading- 2
books
(unknown
words
highlighted
a few in
both), Big
Post-it Note,
markers,
small post-it
notes
Higher
Functioning
&
Functioning
[Wonderopo
lis] Do You
Believe in
UFOs? and
Why Do
We Have

AS- 2
container
s with
items in
them,
bucket/ba
sket, (25)
tiny
sheets of
paper
LPVisual
for intro,
math
cubes,
grid
paper, (6)
predrawn
visuals,
predrawn
odd
shape,
Centerschecklist,
yard
sticks,
tape
measures
, grid
papers,
crayons,
Cl- half
sheet of
paper

presented

Each group will need

paper and pen to
record answers to
discussion questions
AS- TV to play video
LP/Stations- Big
Question, paper for
technology definition,
HAVE DESKS
ALREADY
ARRANGED IN
GROUPS
Tech and Materials (1)
- box of different
products for students
to observe, Video on
TV of IPad production
process, discussion
questions- IPad
production video
Tech and Food (2) tractor toys, horse
toys, Farming
Worksheet, discussion
questions
Tech and Medicine (3)
- IPad for each student,
discussion questions
(first). -Open heart
surgeryHAVE DISCUSSION
QUESTIONS
POSTED
SOMEWHERE IN
FRONT OF
CLASSROOM
Closure- Big Question,
original technology
definition

AS: Helen
Keller
Bio,
access to
TV to
play video
Lesson:
PowerPoi
nt with
guided
questions,
articles
and
statistics
(highlight
ed
sections
to draw
attention
to
important
things)

AS- Opin
Article
Mini Less
An article
based on
facts, an
article bas
on an
opinion

Different
Time
Zones?
Lower &
Low[Wonderopo
lis] Why
Are They
Called
Killer
Whales?
and Why
Are FourLeaf
Clovers So
Hard to
Find?
Text
Features
with Miss
McDonnaSections
marked out
of the
following:
Kentucky
Dont Sing
before
Breakfast,
Dont Sleep
in the
Moonlight,
Pushing
the Limits.
American
Women
1940-1961,
The
Election of
1860
Independent
Area- Steps
written out,
4 big
graphic
organizers,

two texts:
[Wonderopo
lis] Are
You the
Tortoise or
the Hare?
and
[magazine
article]
LastSecond TipIn Shines
Spotlight on
a Notre
Dame
Guard
If there is
extra time,
students can
read through
these
articles: Do
You Have
an Accent?
and What
Is a
Ragamuffin
?
Life
Application
with Mrs.
FrantzPosters:
Printable
Posters to
Use
(attached
with
questions)
Facebook
Posts: Pose
questions
(attached)
Magazine
Articles:
Sports
Illustrated,

People
Magazine
(pages
marked,
highlighted
unknown
words)
Billboards:
Printable
Billboard
examples
(attached,
questions
are on
another
attached
page)
Bod
y/act
ivitie
s

Mini Lesson
on context
clues and
text
features.
Students fill
in the blank
to introduce
context
clues. We
go over how
context
clues are
used and
what we
look for
when using
context
clues for an
unknown
word.
Students
will reiterate
what
context
clues are
and how
they are

To begin
the
lesson,
the
students
will
review
how to
find area
and what
the
differenc
e
between
area and
perimeter
are. We
will
follow
with
drawing
different
size
squares
on
provided
grid
paper.

This lesson is
all discovery.
Before
students
begin
stations,
pose the
question that
will be
focused on
the
discovery,
How has
technology
affected our
lives? Have
students
write a
definition in
their own
words what
technology
is. Then
review each
center. Begin
with
technology
and

Read Helen
Keller
Biography
(certain
section of it
focusing on
her deafness
and no help
to her).
Watch video
of baby
hearing for
the first
time. Ask
what has
changed
between
then and
now for
those who
cannot hear?
This is
another
discovery
lesson.
There are
statistics
and articles

Read
captivatin
opinion
article abo
Justin Bie
to grab
students
attention.
Introduce
opinion
writing.
Explain th
difference
between
opinion an
fact. Read
two differ
articles, o
that is bas
on facts
another th
is based o
opinions.
Have
students
deicide
which is
which and

used. Then
we will
cover text
features.
Using a big
reading
book, we
will discuss
what pops
out to the
students. We
will discuss
how text
features
help gain
understandi
ng of what
we are
reading.
This will
help give
understandi
ng to words
that we are
unfamiliar
with. Go
through the
other book
and allow
students to
point out
different
text
features. Do
a thinkaloud where
I come
across a
word I dont
know in the
book and I
use text
features to
gain better
understandi
ng.

Students
will solve
for area
on the
different
squares
drawn.
Units
will be
introduce
d. I will
continue
to draw
squares
with the
students
and this
time we
will
incorpora
te units.
Describe
reason
for using
units and
why we
put
squared
when
finding
the area
of a
shape.
After the
review
and mini
lesson,
two
centers
will
begin.
One
center,
students
will draw
their

materials.
Start the 6
minute timer,
pass out
container
with
materials in
it and play
video for
students to
watch. Have
students
discuss
within their
groups the
provided
questions.
Next 6
minutes,
students will
explore
influence of
technology
and food.
Pass out
container
with
materials in
it. Give
students
discussion
questions.
Next 6
minutes,
have students
explore
technology
and
medicine.
Give them
discussion
questions to
talk with
their groups.
Assess
conversation

at each
group table
over
diseases and
medicine
over years
of time.
There will
be questions
on the board
to guide
student
discussion,
but for the
most part it
will be
student-led
discussions.
They are to
talk with
their groups
about what
has changed
in hospitals,
how that has
changed our
health over
the years,
what is new
in hospitals
and how
does it help
us, what is
different
between US
hospitals
and third
world
countries,
and so on.
After 15
minutes of
discovery,
have whole
group
discussion

ask for
support to
why they
think that.
Model for
students th
outline of
writing a
persuasive
opinionate
paper. Go
through ea
portion of
outline wi
students
explaining
along the
way. Prese
the writin
prompt:
you think
technolog
a good thi
or bad thin
in every
aspect of
lives?
Students
begin to
create
outline.
Before
prewriting
and findin
supportive
details, th
need to cl
their outli
with me f
As studen
are writin
will
conferenc
with diffe
groups of
students.

Stations will
begin: One
station
focuses on
text
features.
Students
will go
through
provided
books and
resources.
Prehighlighted
unknown
words will
be identified
and students
will use text
features to
gain better
understandi
ng of
potential
meaning of
unknown
word.
Another
station
focuses on
real-life
application
of context
clues and
text
features.
Students
will look at
the different
billboards,
posters, and
interesting
articles to
practice
using
context

names on
grid
paper.
They will
find the
total area
of their
name.
The other
center,
students
will have
a
checklist
of items
around
the
school
that they
be
required
to find
the area
of. With
partners,
this
group
will walk
around
the
school
and find
the area
of the
different
items on
the
checklist.
After 15
minutes,
the
centers
will
switch.
The
conclusio

s, give
guidance
where
necessary,
and keep
students
accountable.
After 3
minutes, give
students IPad
to explore
different
apps that use
technologies
that hospitals
actually use.
To wrap up
the lesson,
have students
rewrite their
definition of
technology.
Ask students
to share their
discoveries
and group
discussions
for each
station.
Ask the
questions
again, How
has
technology
affected our
lives?
Challenge
students to
be aware of
technology
in their daily
lives.

of what was
found
and/or
reasonings.
Teacher is
just a
facilitator,
the students
are leading
discussions.
To close the
lesson, give
students five
minutes to
use what
they have
just learned
and discuss
and answer
the
question:
What needs
to take place
for third
world
countries to
better their
technology?
The last
five
minutes,
reflect on
what they
have learned
during this
discovery
and how
they
answered
the
question.

Dependin
on the gro
and the le
of writing
skills they
have, I wi
vary my
assistance
and
questions.
The closu
of this les
will ask w
the
difference
between f
and opinio
are. Then
why it is
important
support yo
reasons,
details and
informatio
when
speaking
your opin
Inform cla
that the
writing w
continue
tomorrow

clues and
text features
beyond
textbooks.
Another
center will
be guided
reading.
With me, I
will work
through
some
resources
with the
students,
address
unknown
words, and
create
alternative
definitions
to unknown
words. With
the students,
we will
complete a
graphic
organizer
together
where the
unknown
word is
identified,
what
context
clues are
used to
support
unknown
word, and
potential
definitions
for
unknown
words. Final
center,

n of the
lesson
will have
students
brainstor
m
professio
ns that
revolve
around
finding
areas.
Then I
will ask
review
questions
of area,
units, and
the
importan
ce of
knowing
how to
find area.
Whole
class
review
will take
place.

students will
read through
Wonderopol
is articles.
They will
read the
different
articles,
identify
unknown
words and
complete
the provided
graphic
organizer as
a table.
Conclusion:
Review with
students
what
context
clues are,
how they
are used,
and how
they help us.
Review text
features,
what they
are, and
how they
are used to
help us
solve
unknown
words. Talk
as a whole
group.
Asse
ssme
nts

Summative:

Collections
of students
completed
graphic
organizer
paper from
independent

Formative

Check
student
participat
ion
during
lesson
presentati
on

Formative
Group WorkListen to
group
discussions,
look over the
recorder and
the answers

Formative:
Observe
students
during
student
discussions
at groups.
Walk

Formativ
I will asse
students
knowledg
of the
difference
between f
and opinio

station.
End of the
unit test that
will require
students to
use context
clues and
text features
to help
solve
unknown
words.
Formative:
During
lesson
presentation
, I will ask
the students
to explain
what a
context clue
is and what
a text
feature is.
Assess their
learning and
comprehens
ion through
the answer
created.
If time
permits and
students are
able to play
the Mystery
Word
Activity,
then I will
assess their
ability to
use text
features and
context
clues to
solve the

Check
students
work on
grid
paper
Observe
students
participat
ion and
completi
on of
centers
Listen to
responses
of
students
during
closure.
Are they
able to
answer
my
questions
and do
their
pictures
show that
they
understan
d the
meaning
of area?
Summative

End of
the unit
test

that are
written
down, ask
groups
questions
that focus on
the stations
topic, listen
to responses
to questions,
observe
student
participation,
observe
engagement
level of each
student in
each group
ClosureListen to the
responses for
each station,
listen to the
responses for
the questions
that I ask,
read over the
definitions of
technology
(determine if
there was a
change, show
understandin
g?)
Summative:
Gather
students
records of
group
discussions.
Look over
answers and
what was
recorded.
Look for

around,
listen to
conversatio
ns, assess
students
comprehens
ion of the
articles and
reason for
investigatio
n, intervene
where
necessary.
During the
time where
we discuss
discoveries,
assess
students
responses
and studentled
discussions
to determine
their ability
to
comprehend
the topic,
and what is
being
discovered.
I will guide
discussions
if they are
led astray or
need
clarification
As students
use the
discoveries
they found
today, I will
assess their
understandi
ng during
the closure

after readi
the two
articles an
asking for
students to
tell me wh
is which.
They will
asked to
support th
reasoning
why they
believe th
Looking o
students
outlines, I
will asses
their
comprehe
on to
pinpoint
what their
opinion is
then use
reasons as
why they
believe th
or not. Th
reasons w
be clear a
something
students w
be able to
explain to
if question
about.
Reasons c
be suppor
by facts
and/or
details.
During gr
meetings,
will asses
students
progress i

mystery
word as a
class. I will
listen to
discussions
between
students and
any think
alouds that
take place.
During
guided
reading, I
will assess
students
ability and
comprehens
ion to use
context
clues while
reading. I
will keep
the chart
that is made
as a
concrete
example of
their
comprehens
ion.
Students
will also
turn in their
independent
fictional
read and
graphic
organizer
that they
will
complete as
a group. By
looking at
what they
created
through the

understandin
g, good
group
discussions,
answers to
questions,
challenges
and/or areas
of confusion
or mastery

portion
where they
use what
they learned
about apply
it to a realworld issue.
Summative
There will
be a writing
prompt after
this lesson
where
students will
write about
their
discoveries
about the
impact
technology
has left on
hospitals
and
medicine.
This will be
a summative
assessment
where I will
assess their
understandi
ng of this
topic and
the
influences
technology
has.

writing
opinion
pieces wh
looking ov
their own
work, ask
questions,
and listen
to their
responses
During th
closure, I
will asses
students
comprehe
on again o
the
difference
between
facts and
opinions a
the
importanc
of support
opinions
with detai
and
informatio

Summativ
Students w
turn in the
final prod
of this
opinion
writing pa
about
technolog

Safet
y

graphic
organizer
will give me
a good idea
of their
confidence
with text
features and
context
clues.
During the
closure, I
will make a
final
assessment
of students
comprehens
ion of this
lesson.
Students
will be held
accountable
at each
station.
Three out of
the four
stations will
be teachersupervised.
Discussions
and
conversatio
ns will be
guided by
the teachers
when
necessary.
Mostly
student-led,
though. A
15 minute
timer will
be used
during
stations.
When the

Students
will be
told their
expectati
ons in the
beginnin
g of the
lesson.
Centers
will be
reviewed
before
students
are sent
off. For
the
groups
going out
in the
hallway,
we will
have a
Team
meeting
to discuss
expectati
ons of

Students will
be placed at
their seats for
the entire 30
minute
lesson. I will
be in charge
of passing
out things at
the right time
so there are
no students
playing with
things they
are not
supposed to.
While
students are
interacting
with the
materials and
games, I will
be observing
student
participation.
I will
intervene

Students
will not be
rotating, so
there is no
transition to
include.
When I
desire the
students
attention, I
will ask the
students to
repeat after
my
clapping. I
will begin
talking then
after I have
everyones
attention.
Every voice
is
encouraged
to be heard.
If I notice
students are
not

Students w
remain in
their seats
most of th
lesson. Th
will be lea
through th
expectatio
before sen
on their ow
During
conferenc
I will be
working w
students a
measuring
their
understan
g based on
their creat
of writing
and
questions.
Expectatio
will be
addressed
and

15 minutes
is up, the
timer will
sound.
Students
know to
wrap up
what they
are doing
and rotate to
the next
station.
Before
students are
sent to
different
stations,
they will
know the
rotations
and what is
expected of
them.
Stations will
be reviewed
before
students are
sent off,
also. The
independent
station will
be
supervised
from a
distance by
me due to
my table
being closer
to the
independent
station
table. I will
intervene if
students are
being out of
hand.

behavior
out in the
hallway.
Conseque
nces will
be
addressed
for those
who
choose
not to
follow
directions
and act
inappropr
iately.
Before it
is time
for
students
to rotate,
I will
walk
around
playing
the song,
Its the
Final
Countdo
wn, and
to warn
students
that it
will soon
be time
to rotate.
If
students
are not
following
rules or
meeting
expectati
ons, I
will
intervene

when
needed.
Expectations
are the same
as always,
but I will
also explain
how I desire
students to
interact with
one another.
Consequence
s for
misbehavior
will be
enforced if
appropriate.
A warning
will be given
in advance
before any
further
actions are
taken.

participating
, I will ask
other
students to
help that
individual
be included.
That can be
through
questions or
opinion
asked by
other
students.
Everyone
will be
included
and every
opinion will
be accepted
by others. If
there are
issues, I will
address the
problem,
talk to the
individuals
needed, and
enforce
consequence
where
necessary.

consequen
s will be
enforced i
needed.
Mostly,
students w
be workin
at their ow
pace and I
will be the
to answer
questions
and facilit
anything t
is needed.

Behavior
plan will be
enforced for
the students
who are on
a behavior
intervention
plan. Other
students will
receive
appropriate
consequenc
es if they
misbehave.

when
necessary
and
enforce
conseque
nces
when
appropria
te.