Integrated Lessons Block Plan

Day 1 Day 2 Day 3 Day 4

Lesson
Reading Lesson Writing Lesson Science Lesson #1 Science Lesson #2
Objectives In guided reading groups, Through writing to Students will Students will
student will summarize what pen pals, students conduct construct ways to
they have read using a will inform about an investigations prevent the egg from
reading summary chart event using voice to through the breaking when
convey their scientific method dropped while using
meaning and tone. to discover how the Engineering
Bernoulli’s Design Process.
Principle works.
Standards 5.RL.2.2 Determine a theme of 5.W.3.2 Write SEPS.3 Constructing 3-5.E.2 Construct
a story, play, or poem from informative and performing and compare
details in the text, including compositions on a investigations. multiple plausible
how characters respond to variety of topics solutions to a
challenges or how the speaker that: problem based on
in a poem reflects upon a topic; - Use how well each is
summarize the text. appropriate likely to meet the
language, criteria and
vocabulary, and constraints of the
sentence problem.
variety to
convey
meaning; for
effect; and to
support a tone
and formality
appropriate to
the topic and
audience.

Materials - both texts for guided - Click Clack Moo - Book: Hawk, I’m - 1 raw egg (buy
reading groups will be book to read. Your Brother by extras)
provided for students. #1 - Students will Byrd Baylor, - Tape – 2 feet
will be in the form of a illustrated by - White glue
need writing
passage and #2 will be in Peter Parnall (Elmer’s Glue)
the whole book form. notebooks - Student text (at - A drop target
- summary charts least 1 copy for - Measuring
- free reading charts every 2 students) device
- Student - 10 sheets of
experiment paper
worksheets (1 for - 1 large black
every student to plastic trash
put in journal) bag
 both text and - 10 pipe
worksheets cleaners
retrieved from - 15 cotton balls
NASA’s The - 3 wide rubber
Courage to bands
Soar, An - 10 popsicle
Educator’s sticks
Guide. - Yarn – 6 feet
- Books of uniform - Clear bucket
sizes with trash bag.
- Notebook paper - Have students
- Scissors bring any other
- For station materials they
experiments: think may be
 (amounts listed helpful
are for one - Plastic eggs for
station, double if the practice
doing 6 station) drops
 1 piece of 6- by - Worksheets
2-inch paper attached
(1/4 sheet of
notebook
paper)
 2 empty soda
cans with tabs
 2 pieces of 14-
inch string
 A 12-inch ruler
 Tape
 A 5- by 8-inch
index card
 A 6-sided
pencil (not
round)
 A 12-inch ruler
 Tape
 Hair dryer

Body/activities Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set:

Students share the events of Read Click Clack Read Hawk, I’m Your Entice students by
their past Saturday. Teacher Moo Brother dramatically holding
then shares events of past Lesson: Lesson: an egg
Saturday out of order. Trait: Voice Lift ex. with paper and Lesson:
Lesson: Students write to pen book. Students read Day 1:
Guided Reading: pals about an event text in pairs. Students Students research
Summarizing using in their life, using conduct 3 different Day 2:
“Somebody…Wanted…But… voice experiments in groups. Students begin
So…” Read provided story. Conferences: Closure: designing and
Stations: Work on student Review learning and building prototypes
Free Reading portfolios experiments. Day 3:
Book Club Closure: Students finalize
Closure: Think-Pair-Share capsules and The
Students summarize about what they were Drop occurs
what they learned in working on Closure:
guided reading. Discuss importance of
failing in
experimenting
Assessments Formative: Formative: Formative: Formative:
Anecdotal notes as students read Anecdotal notes as Student journals as a Note students on task
Summative: conferencing check of understanding and off task. Use
Guided reading and free reading Summative: Summative: observations to
charts as evidence of student Student portfolios at Completed journals reteach or explain
understanding the end can be used for a grade again.
based on effort and Summative:
following instruction. Journals and final
projects may be
graded based on effort
rather than accuracy.
Safety Ensure electrical items Egg Drop will be
such as the hair dryer conducted by teacher
are kept away from using ladder
water.
Reiterate use of
scissors
Lesson DAY #1 – Read DAY #2 – Social DAY #3 – Social DAY #4 – Poetry Lesson
Aloud Studies #1 Studies #2
Objective Students will Students will view a Students will Students will identify and use three of
determine primary source and compare Paul the different types of figurative
understanding of use a secondary Revere’s Ride by language in poetry.
how the source to gather Henry Longfellow
characters information about a and its inaccuracies
respond to Revolutionary War to accurate
challenges in the spy. information about
story by what happened that
brainstorming and night.
discussing
challenges they
have faced,
potentially
because of
prejudice.

Standards IAS: 5.RL.2.2 IAS: 5.1.20 Using IAS: 5.1.20 Using IAS: 5.RV.3.1 Determine how words
Determine a theme primary and primary and and phrases provide meaning to
of a story, play, or secondary sources to secondary sources to works of literature, including imagery,
poem from details in examine an historical examine an symbolism, and figurative language
the text, including account about an historical account (e.g., similes, metaphors, hyperbole, or
how characters issue of the time, about an issue of the allusion).
respond to reconstruct the time, reconstruct the
challenges or how literal meaning of the literal meaning of
the speaker in a passages by the passages by
poem reflects upon identifying who was identifying who was
a topic; summarize involved, what involved, what
the text. happened, where it happened, where it
happened, what happened, what
events led to these events led to these
developments and developments and
what consequences what consequences
or outcomes or outcomes
followed. followed.
NCSS: Theme II. NCSS: Theme II.
Time, Continuity, and Time, Continuity, and
Change Change
ISTE: 3. Knowledge
Constructor
Materials book and poster Printed paragraphs in Poem to read to whole
materials folders (at end of class, sequence of
lesson plan), half events sheets, poem
sheets for students to vs. reality sheets,
fill out, video of children’s literature
revealed letter, lemon (from librarian). All
materials provided
underneath rubric.
Management Reminders will be Reminders of noise When students come
given to stay on task level will be given at in, I will have the light
and students who are the beginning of this on “spy whisper” to
continually off-task activity and if indicate the required
will fill out a needed throughout noise level. If any
“refocus” sheet to be as is already student behaves
turned in at the established in the entirely against school
teacher’s desk. classroom. rules and expectations,
- Grouping: when I will give a refocus
students arrive where a student has to
 to the fill out a sheet
classroom, I explaining what they
will hand each did and how that
of them a card affects others.
with one letter
and one
number from A
to H and 1 to 6.
This will
indicate the
groups they
will work in.

Anticipatory Discussion to activate Intrigue students by Discuss those that As you watch what types of government
Set background holding a lemon as students look up to and are represented? 3:49 minutes
knowledge. Discuss they enter. Discuss suggest there might be http://www.history.com/topics/american-
challenges students invisible ink used by more information that revolution/writing-of-declaration-of-
face and how those some spies and show is not being accurately independence
could connect to the video (0:34). portrayed. What was the purpose of the D of I—
holocaust. Talk about beyond stating all men are created
prejudice as it led to equal? What type of essay did TJ write?
the holocaust as it can
lead to challenges
students might face.
Purpose “Today I will read “Today, we will be “We are going to read “Today we will read poetry that shows
the book, Star of acting as a poem that was some figurative language and later
Fear, Star of Hope. It investigators to written about a practice using that language.”
takes place during gather information historical figure and
the holocaust and it so we can help we are going to use
will show one girl’s inform each other information from
perspective and about a part of the other sources to
how she was Revolutionary War.” make sure that we
affected through are learning the
prejudice. You will correct things about
be able to see how this historical figure.”
the character’s
action reflects the
theme of the story. I
want you to
determine what the
girl’s struggle is as
you listen.”
Lesson INPUT: INPUT: INPUT: INPUT:
Presentation Read book. Discuss Read primary source Bring in prior Group Presentation/ Discussion—
with questions (spy letter) and discuss knowledge of Paul Experts will help guide the class to
provided in lesson primary documents Revere from Social identify distinguishing features.
plan as an outline. and the difficulties Studies classroom. OUTPUT:
OUTPUT: with using them. Discuss author, Henry During Presentation whole group
Students brainstorm OUTPUT: Longfellow. Read first completes a comparative chart
personal challenges Students use part of stanza of poem. *Expert Group identifies 2 distinctions
and work together to the secondary source OUTPUT: and shares with whole class
create ideas of to gather information, Three different stations
solutions or outside then puzzle piece all to discover truth of
help. Create posters information together. that night:
of ideas. - sequencing the
events in the
poem
- comparing
poem’s facts with
real facts
- literature station
 – read and find
interesting facts
Closure or Students share Students write Students share what PPT slide with numbered images of each
Conclusion posters then answer summary of lesson they found to debrief. water /cup/ power representation. On ¼
writing prompt on and what they learned sheet will # and write the gov. rep.- WG.
Chromebooks: What under final space of Self-check- Leave in basket at class
helped you handout. Allow dismissal.
determine the students to share
theme of the story? information they
How can you search found important.
for the truth about
someone who could
fall into a
stereotype?

Formative Discussion responses Collect written Written student work *Images for each type of government
Assessment and brainstorming answers as indicators will indicate level of *Students complete matrix.
will indicate level of of student understanding of Paul *Group discussion/ synthesis
understanding understanding of Revere’s Ride. distinctions.
throughout lesson. primary and secondary *Closure-quiz/ exit slip
The quick writes will sources as well as
serve as an indicator Benedict Arnold.
of student learning
when determining
theme.
Adaptations Mixed levels of Manipulate grouping Students will work in See Lesson plan:
ability will allow for cohesive groups groups that have been Remediation: Adjust Sum.
students to assist each that can assist each established as EXNEEDS: Access to MD
other in learning. If other in reading and effective. The ability ELL: Access to MD
students finish early, discussing. Allow for to move around will Enrich: Digital Expert Task
they may read more group discussion account for needs to
independently. as enhancement. move. For
enhancement, allow
for more discussion
time before stations.
Summative
Assessment
(as needed)