Integrated Lessons Block Plan

Day 1 Day 2 Day 3 Day 4 Day 5-

Multiplication Character traits Developing Properties Thinking and
equations &Text Voice of sound reflecting
represented by illustrations and and how waves about choices
models text relationship effect that would
what we hear reduce the
impact of
weather-related
hazards

Lesson Math Lesson Reading Lesson Writing Lesson Science Part 1 Science Part 2

Objective(s) -Students will be -By completing this -At the end of the lesson -After the lesson - Students will be able
able to identify activity students will students will be able to students will be identify weather
which multiplication be able to analyze describe voice is developed by able to recognize tragedies.
problems is illustrations and the role of the writer, audience how amplitude
represented best visuals throughout in mind, format of text, and effects vibration. -Students will be able to
with a single model. the book and topic. describe examples of
discern how that -After the lesson weather-related hazards.
-By completing the influences story -At the end of the lesson students will be
activity students will plot. students will be able to able to recognize -Students will be able to
be able to correctly identify specific examples of the properties of identify how they can
identify the -By completing this voice from our text. sound. reduce or prevent
difference between activity students will accidents near a weather-
the following be able to analyze -At the end of the lesson related hazard.
models arrays, area character emotion, students will display their
models, equal jumps thought, and knowledge of voice by
on the number line. motives, and defend, practicing their writing.
with rationale, why
-By completing the characters react as
activity students will they do and further
be able to associate move the story line.
 the model that
correctly represents
a multiplication
problem.
Standards 3.C.2: Represent the concept
of multiplication of whole
numbers with the following
models: equal-sized groups,
arrays, area models, and
equal "jumps" on a number
line.
Materials -Power point slide
-worksheets
-pencil
-dry erase markers
-dry erase board
3.RL.4.1 Explain how specific
aspects of a text’s
illustrations contribute to
what is conveyed by the
words in a story (e.g., create
mood, emphasize aspects of
a character or setting).
3.RL.2.3 Describe characters
in a story (e.g., their traits,
motivations, or feelings) and
explain how their actions
contribute to the plot.
-Steph Curry book(s) 6total
-Steph Curry analysis
worksheet
-ipads
-book
-dry erase markers
-dry erase board
-timer
3.W.1 Write routinely over a
variety of time frames and for
a range of discipline-specific
task, purpose, & audience,
apply reading standards to
write in response to literature
and nonfiction texts.
-writing prompt
worksheet
-pencil
-sheraids slips
-dry erase markers
-white board
-Classical music
3.PS.4 Investigate and 3.ESS.2 Develop solutions
recognize properties of that could be implemented
sound that include pitch, to reduce the impact of
loudness (amplitude), and weather-related hazards.
vibration as determined by
the physical properties of
the object making the
sound.
-rice -ipads
-metal pan
-metal spoon
-pencil
Body/activities Anticipatory Set Anticipatory Set Anticipatory Set: Anticipatory Set: Anticipatory Set:
Had students answer a I introduced the word Had students play Have students name Fishbowl
series of questions unappreciated. We sheraids. Then we would their 5 lessons. Then conversation
regarding the set up talked about it as a take time to discuss what have them think of regarding their
crayons related to the class. Then I asked a would have made the abstract ways to background
lesson. series of questions to game easier. Verbal describe things that knowledge on
the students related to communication would are typically natural disasters.
Lesson their personal have come up eventually experienced
Went through a power experiences related to and I would have used through other Mini Lesson:
point and modeled the word. that to transition to mini senses. Picture collogue of
how certain lesson. the how, when,
multiplication Main idea/ mini Mini Lesson: where, and why
problems are lesson: Mini Lesson: Have them natural disasters
represented with Had students join me Read aloud: The Day The brainstorm what occur.
certain visual aids. as I created a mind Crayons Quit. sound is made up of.
map of the different Model the R.A.F.T writing Make a hypothesis Check for
characteristics they strategy. and then, research understanding:
knew made up all -Anticipatory set: I will be
picture books. Writers Workshop: Check for able to see what kind of prior
Give students the understanding: knowledge students have in
Stations/guided opportunity to write. I will have them regards to natural disasters
reading groups: Give students the share their and gear them in the right
Meet with 4 groups. opportunity share at end hypothesis. direction if I see they do not
Each standard was and reinforce what I will check in on have the right idea.
covered twice. When R.A.F.T means. them as they -Lesson: During the lesson I
students were not with research, and after. will be able to ask them
me they worked on Closure: personally how they prepare
vocabulary on their I will have them for a natural disaster? I will
ipads, and went to share if their also be doing rounds and will
Mrs.Ashba. hypothesis was right be able to monitor what they
or not. write down as their
Closure: hypothesis.
I struggled to close this
lesson. I simply sent
them back to their Closure:
desk, and added this to Choose one
my professional representative from each
development list. natural disaster share
with the class how they
would prepare in a
situation like this.
Assessments Formative: Example 1: In general my Example 1: During
A lot of informal anticipatory set is made up the hypothesis Assessment:
assessment during of a series of questions time, will have -I will make notes of
background knowledge after
anticipatory set, which inform me on whether students share
they complete hypothesis
specifically when I my students know what the why they were -I will periodically ask how
ask them what word underestimate means, able to see the rice they are doing and answer
arrangement is and if they have experienced move as we questions
represented. This something like it. I will use banged the metal -I will take a look at their
will be done with a this time to inform them if spoon on the research at the end of the
simple thumb up or they do not know what the metal pan? lesson.
thumb down word “underestimate”
means and move on from
Summative there. I will use their feel Example 2: During
I will collect back to guide my discussion. the hypothesis
everyone’s work time, I will have
from the rotation Example 2: My mini lesson is students think
stations and will also set up in a way that about what they
evaluate where they allows me to get a general wrote and then
stand. taste of the classroom write down their
understanding in regards to actual answers.
what they know and can
think of when talking about
stories and what makes up
these picture books.

Example 3: Due to the

natural structure of reading
blocks, I will use the
feedback I receive from our
guided reading
conversations to help
determine if students truly
understand the book, and
are able to contribute to the
conversation regarding the
About, within, and beyond
reading strategy.
Safety - I will remind - I will remind - I will remind -During the - I will remind
students to walk to students to walk to students to walk to the experiment I will students to walk
the rug and back. I the rug and back. I rug and back. I will remind students to the rug and
will reinforce they will enforce they reinforce they keep hit the pan with back. I will
keep their hands to keep their hands to their hands to caution. Students reinforce they
themselves and sit themselves sit on all themselves, and sit on who get closer to keep their hands
on all four legs at four legs when at all four legs when at the rice and bowl to themselves,
their desks. their desks. their desks. should keep a safe and sit on all four
distance from the legs when at their
experiment so desks.
object which
could potentially
hit students are
far from face.