Day 1 Day 2 Day 3 Day 4 Day 5

L Math: Science 1: Reading: Science 2: How Writing:

e Making the How do Searching for does pollution Persuasion
s numbers 11- leaves and using negatively impact
s 19 using ten breathe? information humans and
o frames with non- animals?
n fiction text
features
O After completing After the mini- During the book After the mini-lesson, By the end of the
b the lesson, the lesson, students making station, students will be able to writing time,
j students will be will be able to students will be show what they know students will be
e able to write the show what they able to create a by putting their thumb able to develop a
c
numbers 11-19. know by taking a nonfiction text of up or down to the letter with 3
t
i
Given ten frames, five finger quiz.. their own including statements telling reasons why their
v the students will be After completing a cover page, a whether they think each teacher should
e able to represent the experiment, table of contents statement is true or change something.
s the numbers 11-19. students will be with page numbers, false. During the
By completing the able to give an and a heading for After completing the conferencing time,
activities, the answer to the each numbered experiment, students students will be
students will be question I asked at page. will be able to give an able to assess their
able to make the the beginning of After the BDA answer to the question I ideas to see how
numbers 11-19 the experiment. lessons are asked at the beginning strong they are.
using ten frames. By completing the complete, the of the experiment. After the lesson is
recording sheet, students will be After the closure, complete, students
students will be able to take a non- students will be able to will be able to tell
able to visualize fiction text and find demonstrate their the purpose of
what they learned specific information knowledge of the topic writing a
from doing the by looking at the by telling me the persuasive letter.
experiment. table of contents to different types of
find the pages that pollution that we talked
talk about the about.
specific information
they are looking
for.
After the lesson is
completed, students
will be able to
discuss what they
learned about non-
fiction text features
and how that helps
them find
information easier.
S 1.NS.2: Understand 1.LS.2 Develop a 1.RN.3.1 1.ESS.4 Develop 1.W.3.1
t that 10 can be model mimicking Know and solutions that Write
a thought of as a how plants and/or use various could be logically
n group of ten ones animals use their text features implemented to connected
d — called a “ten." external parts to (e.g., table reduce the sentences
a
Understand that the help them survive, of contents, impact of to make a
r
d numbers from 11 to grow, and meet glossary, humans on the proposal to
s 19 are composed of their needs. illustrations) land, water, air, a particular
a ten and one, two, Explore how those to locate and and/or other audience
three, four, five, external parts describe key living things in (e.g., a
six, seven, eight, or could solve a facts or the local parent,
nine ones. human problem. information environment. classmate,
Understand that the in a text. etc.) and
numbers 10, 20, 30, give
40, 50, 60, 70, 80, reasons
90 refer to one, why the
two, three, four, proposal
five, six, seven, should be
eight, or nine tens considered.
(and 0 ones).
M -Book “One Is a -Active leaves -10 level 1 books (5 -Fake feathers -Book
a Snail, Ten Is a -Clear bowls on frogs, 5 on lions) -Clear bowls (3 per “Don’t Let
t Crab” -Lukewarm water -Pre-folded and group) the Pigeon
e -Powerpoint -Rocks stapled books -Soap Drive the
r Bus”
-Projector -Magnifying glass -Markers -Water
i -Paper
-Counters -Experiment -iPads -Oil
a -Pencil
l -Ten Frame observation -6 newspapers & 6 -Napkins -Eraser
s Worksheet worksheet children’s -Toothbrush
-Ten Frame Exit -Pencils/crayons magazines -Recording sheet
Ticket -Checklist -Pencils/Crayons
B -Intro: Read -Intro: -Intro: Play a -Intro: Play a clip -Intro: Show
o “1 is a Snail Question/An clip from the from the movie a clip from
d 10 is a Crab” swer game movie The Lorax the movie
y -Talk about Purpose: “Today Finding -Talk about the Moana
/ the book we are going to Nemo movie clip -Talk about
a -Purpose: “Today talk about plants -Talk about -Purpose: “Today we the movie
c we are going to and how they use the movie are going to talk about clip
t talk more about clip things that people do -Purpose: “Today
their external
i making the -Purpose: “Today that can be harmful to you are going to
v
parts like stems
numbers 11-19 and leaves to we are learning animals. This is be learning about
i about how different persuasion.
using ten frames. survive in different important for you to
t text features in a
This is important places. This is know because by Persuasion is just
i
because you are important for you nonfiction text help knowing this a fancy word that
e
s going to see to know because us as the reader information, you could means to get
numbers past 10 in plants give us find information help stop harmful acts someone to
every aspect of oxygen to breathe. faster. Just like how from being done by change or do
your life, including Without oxygen, the directions that people and keep something
in later math skills we aren’t able to those fish gave to animals healthy, which different than they
that you will learn survive.” Marlin and Dory can also keep humans were planning to
in first grade, and -Go through helped them find healthy.” do. Persuasion is
it is important to PowerPoint on Nemo, the text -Go over important because
know what they plants features like the PowerPoint on there will be times
look like and how -Do the experiment table of contents ways we are being in your life where
to write them.” and recording sheet and headings, will harmful there will be
-Go over ten frame -Monitor how things help us figure out -Do the something in place
are going where we need to experiment and like a rule, and
PowerPoint
-Answer any look for certain recording sheet this rule might not
-Practice making questions that might information. This is -Monitor how
numbers with the be helpful for
come up things are going
ten frames important because everyone and you
-Closure: “By a -Answer any
-Have the students sometimes it can be questions that decide that you
show of hands, I difficult to find
complete the ten might come up want to change it.
would like at least information in non-
frame worksheet -Closure: “By It is important for
three people to tell fiction texts, so
-Walk around and raising your you to know how
me something they knowing to look in
monitor hands, can a few to write a
learned from the the table of
-Answer any people tell me persuasive essay
lesson and contents and at
questions if there one kind of so that you can
experiment, headings will help
are any pollution that we convince the
something they a lot.”
-Closure: “By talked about and people in charge
liked about Group 1:
raising your hands, how it harms us to change the rule
learning science -Book:
I want two people and animals?” or whatever it
today, or what National might be, to help
to tell me your their favorite part Geographic -Allow time for everyone.”
favorite part about of the lesson was.” for Kids: responses -Read “Don’t Let
the lesson today.” -Allow time for Frogs the Pigeon Drive the
-Allow time for responses Strategy/Mi Bus”
ni-Lesson -Compare the
responses
Focus: persuasion in
Searching for Moana and “Don’t
and Using Let the Pigeon Drive
information the Bus”
“We are -Do a sample
going to use persuasion letter to
this strategy Santa with the
to help us students
find out more -Have the students
about frogs.” write their own
Prereading: persuasive letter to
-I will ask their teachers
each of my -Conference with as
students to many kids as
say possible
something -Allow students to
they know share if they would
about frogs to like
start out -Closure: “By
-Then I will raising your hand,
have them I would like at
each tell me least 3 people to
something
tell me their
they wonder
about frogs favorite part about
Reading: today’s lesson and
“As we read something they
through some learned about
of these writing.”
pages, I want -Allow time for
you to think responses
about what
you told me
that you
wonder about
frogs and see
if you find the
answer to
that
question.”
-Choral read
Responding:
“What is
something
that you
learned?”
“Have you
learned more
about frogs
from this?”
“Are you
able to
answer your
question that
you have
about
frogs?”
Exploring:
“What is
something
that frogs
like to eat?
How do you
know?”
“Where is
one place
that frogs
don’t live?
How do you
know?”
“What is a
habitat? How
do you
know?”
Connection
to strategy:
“If I wanted
to learn
about frog
babies, what
page would I
turn to?”
“If I wanted
to learn more
about super
frogs, what
page would I
turn to?”
Applying:
“You aren’t
going to do
this now
because we
are about to
transition,
but the next
time that you
have the
opportunity, I
want you to
try to use this
strategy with
another
story.”
Group 2:
-Book:
National
Geographic
for Kids:
Lions
Strategy/Mi
ni-Lesson
Focus:
Searching for
and Using
information
“We are
going to use
this strategy
to help us
find out more
about lions.”
Prereading:
-I will ask
each of my
students to
say
something
they know
about lions to
start out
-Then I will
have them
each tell me
something
they wonder
about lions
Reading:
“As we read
through some
of these
pages, I want
you to think
about what
you told me
that you
wonder about
lions and see
if you find the
answer to
that
question.”
-Choral read
Responding:
“What is
something
that you
learned?”
“Have you
learned more
about lions
from this?”
“Are you
able to
answer your
question that
you have
about lions?”
Exploring:
“What sound
do lions
make? How
do you
know?”
“What group
are lions a
part of? How
do you
know?”
“How much
can lions
weigh?
Where did
you find
that?”
“What is
something
that male
lions have
that female
lions don’t?
How do you
know?”
Connection
to strategy:
“If I wanted
to find out 7
facts about
lions, what
 page would I
turn to?”
“If I wanted
to learn more
about lion
talk, what
page would I
turn to?”
Applying:
“You aren’t
going to do
this now
because we
are about to
transition,
but the next
time that you
have the
opportunity, I
want you to
try to use this
strategy with
another
story.”
A Formative: Formative: Formative: Formative: Formative:
s -Asking the -The five -Asking the -The thumbs up/thumbs -The letter
s students if finger quiz students if they down mini-quiz after the they wrote
e they knew after the know what non- mini-lesson to their
s what the mini-lesson fiction means Summative: teacher
s -The fourth
individual Summative: -Asking the
m
digits in the -The third students if they question on the
e
numbers and fourth know examples of recording sheet
n
t represented question on non-fiction text -Asking the
s -Asking the the features students if they
students if recording -Asking the could tell me the
they knew sheet students if they different types of
how many -Asking the know what a pollution and
counters it students glossary is why they are
would take what they -The questions that harmful during
to make the learned I ask during the B- the closure
number 15 during the D-A lessons
-Making the closure Summative:
numbers -Asking the
from the students if they can
PowerPoint give 2 examples of
Summative: text features after
-The 10 frames the lesson is over
worksheet -Asking the
-The exit ticket
 -The 5 finger quiz students if they can
give at least one
way that text
features help the
reader find
information easier
in a non-fiction text

S N/A Give clear N/A Give clear N/A

a expectations expectations
f before and before and during
e during the the experiment
t experiment
y
Name: Victoria Moon
Unit Title: There is NO ‘I” in Team
Integrated Lessons Block Plan