Integrated Lessons Block Plan

Lessons Math Reading Writing Science 1 Science 2

Objective(s) After completing Students will use Students will Student will be Students will
this lesson, the strategies of complete the task investigating using work in
students will be Eagle Eye and of writing/drawing items that can sink or groups to
able to exercise Lips the Fish to a picture that float. They will use design and
the mathematical read the books illustrates their their data to create a create a solar
skill of counting given to them in solution to the chart as a class and oven that
from one to ten. Guided Reading. problem in the discuss their findings makes a
story. on buoyancy. smore.
After completing
this lesson, Students will also
students will be have to explain
able to identify their drawing and
how to count to solution to the
10 using multiple problem from the
manipulatives story to an adult
and ways of in the room.
counting,
grouping and
sorting.

Standards K.NS.4: Say K.RF.1: K.W.3.1: K.PS.2 K.ESS.1

the number Reading Writing: Identify and Make
names in Foundations: Writing explain observations
standard order develop, Genres: possible uses to determine
when build, and Argumentativ for an object the effect of
counting apply e, based on its sunlight on
objects, knowledge of Informative, properties and Earth’s
pairing each foundational and compare these surface and
object with reading skills. Narrative* uses with use tools and
one and only Understand Develop other students’ materials to
one number and apply writing skills ideas. design and
name and knowledge of by writing for build a
each number print different structure to
name with concepts, purposes and reduce the
one and only phonics, to specific warming
one object. phonemic audiences or effect on
Understand awareness, people. Earth's
that the last vocabulary, *Use words surface.
number name and fluency and pictures
said describes and to provide
the number of comprehensio logical
objects n as reasons for
counted and foundation for suggesting
that the developing that others
number of reading skills. follow a
objects is the particular
same course of
regardless of action.
their
arrangement
or the order in
which they
were counted.
Materials Worksheets Leveled Pieces of Tote Pizza boxes
(see readers (10) plain paper Water (7-one for
attachment 1) Strategy cards (25) Clipboards each group
Teddy 1 set of Book for Worksheets and one for
Grahams Beginning Read Aloud: Pencils me)
Gold Fish letter sounds Knuffle Two grab
Crackers activity cards Bunny by: Mo bags Pencil
Clothes Pins Pieces of Willems 7 sink items
Baggies (25) blank paper Pencils 7 float items Ruler
Dice (5) (8) Crayons Highlighters
Pencils Pencils Definition Definition Box cutter or
Name stick Glue sticks cards for cards: scissors
cup Sentence Problem and Buoyancy,
2 response Strips Solution Hypothesis, Aluminum
sheets (See Scissors Document Sink, and foil
attachments 8 The Book I Camera Float
& 9) Just Want to Chart on the Clear type of
Crayons Do it My Way board for data
Video of Bear Definition
Hunt Song: card for the tape
https://www.y word
outube.com/w “Independent” Black
atch? Video for construction
v=5_ShP3fiEh closure: paper
U https://www.y
Math Basket outube.com/w Plastic wrap
Materials: atch?v=Bsds- or large,
 5 sets of Bear saVxf0 transparent
Hunt Cards plastic bag
(See
Attachment 2) Newspapers
 5 sets of Bear
Hunt Counting Oven mitt
Cups and
counters (See Dish or pie
Attachment 3) plate
 5 sets of Bear
Hunt Puzzle Smores
Cards (see fixings
attachment 4)
 5 sets of Bear
Video to
Hunt Pattern
introduce the
Mats (see
topic:
attachment 5)
https://www.y
 5 sets of
outube.com/w
Number Mats
atch?
with Bear Paw
v=RzkJkEKV
Prints (see
8Yk
attachment 6)
 5 sets of Bear
cover all mats
with dice and
counters (see
attachment 7)
 Closure
Activities

Body/activities Anticipatory Anticipatory Anticipatory Anticipatory Anticipatory

Set: Bear Hunt Set: Watch Set: Tell story set: two grabs set: Grand
Song Video about about my bags what do conversation.
Mini Lesson: Big Idea and problem I had they have in Compare an
Worksheet and how I came common? oven and the
Read book I
Guided with up with a Instruction: Sun.
the whole class want to do it solution. Vocabulary
Math Basket: my way. Mini Lesson: cards. Instruction:
Independently Guided Read Knuffle Experiment Create solar
throughout the Reading Bunny, Provide sink or float ovens as a class
room. (see Group 1: vocabulary for Closure: following all
Math Basket Book: It is using discuss our the steps
Materials for Here Writing: findings the together.
Details) Students will chalk board. Talk about the
Strategy:
Closure: Bear write a solution With a chart. purpose of the
Hunt around Sequencing to Trixies. solar oven and
the room. Mini Lesson problem the connection
Focus: Writing between the
Working on Conferences: oven and the
beginning Students will sun.
sounds of meet with an Closure:
letters and adult Review and
words. discuss the
reason behind
1. Prereading:
the solar oven.
“Look at the
cover. What
do you think
the book will
be about?
Let’s look at
the pictures to
get ourselves
ready to read.”
(allow
students to
picture walk
through the
text and
discuss some
connections
they have with
the topic.)
Okay before
we read
remember to
check the
picture with
Eagle Eye and
Get your
mouth ready
with Lips the
fish, so we can
read through
our story.”
2. Reading:
During this
story we are
going to focus
on sequencing
which is the
order in which
things happen.
Beginning.
Middle. And
End. (do the
motions with
them) Read
the book with
the students
and then allow
them to
chorally read
the book as
group.
3.
Responding:
“Lets retell the
story using
sequencing.
What
happened first
(allow for
answers) Then
what
happened next
in the story?
(allow for
answers) What
happened last
in the story?
(allow for
answers)”
“What are
some things
that were
mentioned in
this book? Are
these things
that you do?”
(allow
students to
answer these
questions)
4. Exploring:
“Did you see
any of our
sight words in
the book?
Open the book
and search for
some sight
words.”
5. Applying:
“We have
been working
on beginning
sounds of
words and
letters so now
we are going
to play a
game.” Do
beginning
sounds word
sort with the
students with
pictures that
are form the
story. (see
attachment of
word sort on
last page)
Group 2
(Reading
Level B)-
Book: With
My friends
Strategy:
Sequencing
Mini Lesson
Focus:
Finishing the
sentence from
the book with
their own
thoughts.
1. Prereading:
“This book is
about things
children lie to
do at school
with their
friends Let’s
look at the
pictures to get
ourselves
ready to read.
(allow
students to
picture walk
through the
text and
discuss some
connections
they have with
the topic.)
“Okay before
we read
remember to
check the
picture with
Eagle Eye and
Get your
mouth ready
with Lips the
fish, so we can
read through
our story. Be
on the lookout
for any of our
sight words.”
2. Reading:
During this
story we are
going to focus
on sequencing
which is the
order in which
things happen.
Beginning.
Middle. And
End. (do the
motions with
them) Read
the book with
the students
and then allow
them to
chorally read
the book as
group.
3.
Responding:
“Lets retell the
story using
sequencing.
What
happened first
(allow for
answers) Then
what
happened next
in the story?
(allow for
answers) What
happened last
in the story?
(allow for
answers)”
What are
some things
that were
mentioned in
this book? If
you were
going to add
another page
to this book,
what could
you add?
What do you
think this
book was
mostly
about?” (allow
students to
answer these
questions)
4. Exploring:
“Show a
friend next to
you, your
favorite page
in the book
and tell them
why it was
your favorite.”
(allow two
students to
share)
5. Applying:
“Now we are
going to use
our book as a
guide to
complete our
sentence strip.
You need to
glue your
sentence in
order and then
finish the
sentence with
what you like
to play with
your friends.
Then when
you are
finished draw
a picture of
what you and
your friends
like to play.”

Students at
other centers:
The students
who are not at
my station
will be doing
their normal
centers that
Mr. Hite has
created. They
will be
completing a
writing center
by themselves.
They will be
completing an
iPad center
where they
will be
reading on
EPIC or one
Teach Your
Monster to
Read. They
will be
completing a
center at their
desk that
involves
handwriting
and letter
work. Lastly
they will be
completing a
center with
Mr. Hite
playing a
game with
beginning
sounds.

Assessments Formative: Formative: I will be Formative: Formative: Formative:

I will be informally evaluating  I will use the -I will use the
I will be informally
walking the students at my Hypothesis worksheet that the
around to station. I will keep evaluating the worksheet students fill out to
each station track on a piece of that the check for
students at my
and checking paper of how well students use understanding. I will
the work of they are station. I will keep to keep track see if they understand
each student. I understanding the of if they are hypothesizing and I
track on a piece of
will keep concept. I will have a understanding will see if they record
track on a list of the student’s paper of how well the concept of the data collected
piece of paper names and I will rate buoyancy, from the class.
they are
of how well this with a thumbs up sink, and -I will have a list of
they are if they understand the understanding the float. the student’s names
understanding task, an okay sign if  I will have a  and I will rate this
concept. I will have a
the concept. they are almost there list of the  with a thumbs up if
and a thumbs down list of the student’s they understand the
sign that means they names and I will rate student’s  task, an okay sign if
don’t understand at names and I  they are almost there
this with a thumbs up
all. and a thumbs down
will rate this 
if they understand the sign that means they
with a thumbs don’t understand at
task, an okay sign if
up if they  all.
they are almost there understand 
and a thumbs down the task, an 
okay sign if 
sign that means they
they are 
don’t understand at
almost there 
all. and a thumbs 
I will be meeting down sign 
that means 
with each student
they don’t 
during the writing understand at 
conferences. I will all.
see if they understand
the concept of what I
was asking them to
do. I will assess if
they know how to use
labels and if they can
explain their picture
to me.
Safety Make sure None None Make sure Make sure
students do not students don’t students don’t
eat the tools get water cut themselves
(teddy grahams everywhere and our anyone
and goldfish that they aren’t around them.
crackers. allergic to any
of the objects.