Integrated Lessons Block Plan

Day 1: Day 2: Day 3: Day 4: Day 5:

Lesson Math Lesson Guided Science Lesson #1 Writing Lesson Science Lesson
Reading #2
Objective(s) + Upon + After + Upon completion of the + After + After
completion of completing this lesson, students will be completing this completing this
the lesson, lesson, able to identify two lesson, students lesson students
students will sort students will differences between night will be able to will be able to
items onto a be able to and day sky features. identify three key like/show the
graph predict a story + After this details from a past weeks
+ After with two items lesson, students story weather
completing this of evidence will know one + After patterns.
lesson, students that supports significant fact completing this + After
will be able to the prediction. about the Moon lesson, students completing this
explain what a + After this and the Sun. will be able to lesson students
graph is. lesson, narrate/describe a will be able to
+ After this students will story. state how snow
lesson students be able to go effects them and
will be able to through and their community
classify and identify the
count the beginning,
number of letters middle, and
in a word/name end of one
story, by
showing one
page as
evidence.
- Guided
reading
group 2
Standards + K.DA.1: + K.RL.1. + K.ESS.2 + K.W.3.2 – Use + K.ESS.3
Identify, sort, Actively Describe and words and Investigate the
and classify engage in compare objects pictures to local weather
objects by size, group reading seen in the night develop a main conditions to
 number, and activates with and day sky, idea and provide describe
other attributes. purpose and observing that the information about patterns over
Identify objects understanding. sun and moon a topic. time
that do not + K.RL.2.1. move across the + K.W.3.3 – Use
belong to a With support, sky. words and
group and ask and answer pictures to narrate
explain the questions a single event or
reasoning used. about main simple story,
+ K.M.1: Make topics and key arranging ideas in
direct details in a text order.
comparisons of heard or read.
the length, + K.RL.4.1.
capacity, weight, With support,
and temperature describe the
of objects, and relationship
recognize which between
object is shorter, illustrations
longer, taller, and the story in
lighter, heavier, which they
warmer, cooler, appear.
or holds more. + K.RL.2.4
Make
predictions
about what
will happen in
a story.
Materials +Anchor chart/ + Five copies + Read aloud + A Journey + A Stroll
“how many of the book “I video Through Space - Through the
letters are in am invited to a - https://youtu by Steve Parker Seasons - by
your name” party” By Mo .be/_UcCbn + 21 Kay Barnham
graph Williams dHf_0?t=2 Folders/portfolios + Frozen song
+ Scissors + Five copies - https://youtu (one for each + Snow
+ Colored paper of the book .be/EMtkf8r student) + Mixing bowl
+ Pencils, “The Recess rxLs?t=12 + Where’s Waldo + Milk
Crayons and/or Queen” By + Grapefruit or book + Vanilla
markers Alexis O’Neill orange + I spy books + Sugar
+ Tracible + + Rock + Paper + Mason jar
 names – Construction + Day/night + Crayons, or + Shaving
Attached paper anchor chart pencils cream
+ The book: + Crayons + Puffy Paint + Where’s Waldo + Blue food
Alma and how + Mystery bag Ingredients shirt (I will be coloring
she got her name + Candy - 3+ cups of wearing the shirt) + Warm water
by: Juana + 5 Party hats shaving + Salt
Martinez-Neal (group one will cream (foam
use (not keep) not gel)
them) - 1 cup flour
+ Jump rope - 1 cup white
+ Prediction glue, such as
Anchor chart Elmer’s
- Food
coloring or
paint
- Ziploc-style
sandwich
bags
+ Cotton balls
+ Paper
+ Crayons
+ Glue
+ Aluminum foil
+ Coloring pages
+ Sorting
sheets/worksheets
Body/activiti + Introduce a + Introduce + Introduce the + Play where is + Go over
es graph. the term grapefruit and the waldo recorded
+ Students will “prediction” rock + start by reading weather data
terrace/ write + Introduce + Have students the book A + state your
their names the stations compare and Journey Through findings
+ Student will + Separate contrast the two Space - by Steve + Also,
them paste/glue students into objects Parker students to draw
their names their groups + have students + Model how to a weather
(letters) to the + Introduce state what they pull out key history/forecast
graph the book to the know about the details and draw + building
+ Students will student in your sky them upon
 gather on the group + Introduce the + Send students predictions,
carpet for the + Have elements of the back to their seats redefine
reveal students look night and day sky + Direct students predictions
+ We will through the + Give clear to draw the main + Then teach
count the letters pictures of the instructions and details of the story the importance
in each name book model the sky as you read it of weather and
+ Reinforce + Have activity page again snow
what a graph is students make + Dismiss + Read story, and + introduce the
a prediction students to their let students “take stations
+ Read the tables notes” + Model what
book with the + Let student to do at each
students create station
+ Reread parts their + allow
of the book activity students to work
+ Ask at each station
students what for 11min
their favorite + students will
part of the investigate the
book was driftnet
+ Then ask properties of
students if snow.
their + students will
predictions then have to fill
were correct out an
+ Switch experiment’s
groups worksheet
+ Go through
the same
process, just
with a different
book
Assessments The class graph During the Assessment is I will assess For this lesson I
will help show if guided reading happening all students by asking will be asking
the students can stations, I will throughout the questions the students
sort items (the be asking lesson. I am throughout the questions and
letters in their questions having the lesson. I will also taking antidotal
be assessing them
name) on a about students sort notes as they
when conferencing
 graph. All prediction. I images into the and writing out answer me. I
throughout the will be having category of night their story, and will also be
lesson, I will be student think- and day. when I collect the collecting the
asking students pair-share, as Throughout the student’s drawings students
individually and well as sharing lesson, I am and explanations. weather past
as a whole: with the whole asking students and predictions
“what are class. questions, and chart as well as
graphs” and finally, the last their
“how we can use assessment is experiments
them.” having the worksheet.
students create
their own sky.
Safety Scissor safety: For the second For this lesson it None Teach students
teach students group you is necessary to tell the correct way
how to hold need to make the students to not to poor food and
scissors. Teach sure that the eat the puffy paint measure. wear
protocol on how students do not and reinforce goggles so they
to walk with grab the jump scissor safety. do not get
scissors. rope and wrap shaving cram in
it around each their face.
other. Demonstrate
how much to
measure out and
add to an
experiment.,