Integrated Lessons Block Plan

Let’s Break It Down

Michaela Stoffel

Lesson Day 1 (Math) Day 2 (Reading) Day 3 (Science 1)

Objective (s) - After completing the lesson, - After reading a text, - Students will
students will be able to students will be able to demonstrate their
use manipulatives to retell the story by understanding of
organizing the story line.
demonstrate two or more how to build an
- After reading a text,
ways to make 8 or 9.
students will be able to igloo by planning
- After completing the lesson, develop meaning from for, creating, and
students will be able to the text by synthesizing testing ideas.
identify a missing addend the pictures presented. - Students will
needed to make 8 or 9. - After rotating through articulate how
centers, students will be igloos can be
able to identify sounds constructed to
that the letters in the
provide a
alphabet make.
- After rotating through protective, warm
centers, students will be shelter.
able to distinguish
between words that
rhyme and words that do
not.
- After rotating through
centers, students will be
able to identify how
many syllables are in a
given word.

Standard (s) K.CA.3 K.RL.2.2, K.RL.4.1 K-2.E.2

Materials Anticipatory Set: 21 Ziploc bags, letter Large and small

ziploc bags, Skittles, cards, recording sheet, marshmallows for
M&M’s and Cheerios syllable mats and cards, each table group,
Mini-lesson: placemats, Room on the broom Elmer’s glue from
counters cards, beginning sounds each student
Centers: Baskets, worksheet, highlighter, (borrow from art
playdough, pencils, ice pencils, “Who’s on the room), spoons, 22
cream scoop cards, Broom?” text for all small Styrofoam
clothespins, sheets to students and a teacher, bowls for each
record numbers, glue vocabulary cards, student to use as
sticks, construction paper sentence frame, iPads, the base of their
(cut into circles and strips headphones, cards with igloo, paper plates,
for the number bonds), pictures for anticipatory paper towels, ends
Ziploc bags, bear set of toilet paper roles,
manipulatives, paper coloring utensils,
squares with numbers at worksheet, pencils,
different forms of computer access.
numbers)
Body/Activities Students will use edible Center 1: Students will Students will
items, counters, and the identify between capital develop and
human body to groups. and lowercase letters given understanding of
cards, and trace each letter
They will be looking for how an engineer
as they draw it.
combinations of numbers Center 2: Students pull approaches their
that add up to 8 or to 9. cards and decide how work. They will
Students will rotate many syllables they have. listen and respond to
through centers that will The cards will be placed a video about how
help them discover on a “swamp mat” Igloos are meant to
missing addends. showing the correct keep people in the
number of syllables. Artic warm. Students
 Center 1: Students are to Center 3: Students will will make a plan for
count the number of ice search for a group of four building their own
cream scoops on various “broom cards” that all igloo. They will
have words that rhyme.
cards, and represent using create their igloo
Center 4: Students will
playdough how many match “broom cards” that with the idea of
more are needed to make are split in half. They will effectiveness in
8 or 9. look for a picture and its mind. After building
Center 2: Students will beginning sound to find a their igloo, they will
look for number bonds pair. test how their bridge
given cards written in Center 5: Students will looks compared to
various forms (dots, browse texts using Sight their plan.
Word, EPIC!, HOMER,
numbers, fingers etc) that OUTPUT: Students
and The Spelling Bug
add up to 8 and 9. apps. will work to create a
OUTPUT: Students Guided Reading 1: model that serves a
review number pairs as a Students are practicing purpose.
whole class and retelling a story. They will
eventually translate their read aloud with the group
knowledge into solving and then with a partner,
addition problems. looking for key sight
words. They will organize
their vocabulary cards
according to which
character appeared on the
broom in which order.
Guided Reading 2:
Students are working on
synthesizing and
monitoring for meaning.
They will fill in a sentence
frame inserting a card with
a picture of the new
character that appears on
each page. They will look
back in the text to infer
how the characters feel
and change throughout the
text.

Assessment Observe students during center Observe students as they respond Observe students as they
rotations/reteach as necessary and follow along with the participate and answer
reading. questions.
Further assess student’s addition
skills later on using story problems Monitor if students struggle with Gauge how students follow the
and equations. vocabulary, plot etc steps of an engineer and fill
out their planning sheet.
Observe students in centers to
make sure they are understanding Collect worksheets at the end
the task at hand. of the lesson.

Have students share their final

product and why they built it
the way they did.
Safety Students will spread out N/A When students are working in
while dancing during the groups, they will be given
closure activity. instructions for how to handle
their materials. They will not
be given any potentially
harmful objects.

Lesson Day 4 (Writing) Day 5 (Science 2)

Objectives (s) - After the lesson, students will be - Students will be able to list
able to illustrate pictures the four basic needs of
 about themselves and their animals and apply that
family by adding details knowledge to birds.
using text and color. - Students will be able to
- After the lesson, students will be design and build a bird
able to formally reproduce feeder that meets the
their name using correct basic needs of the bird.
spelling and spacing.

Standards (s) K.W.2.1, K.W.3.2 K.LS.3

Materials Cardstock paper, permanent Milk jugs or milk containers

markers, small square pieces (1 per group), scissors,
of paper for drawings, Alma wooden twigs/coffee
book, dry erase markers, stirrers/dowels (2 per
group), bird seeds, mini
pictures of myself, scrap
cups, water, tape, paper
paper plates (optional for use to
feed birds), possible
decorations (tree bark,
shells etc), paint, paint
brushes, glue, twine/thin
rope, worksheet, pencils,
slideshow presentation.
Body/Activities Students will be creating Students will identify the
elements of their “All About basic needs of survival for
Me” boards. They will animals. They will apply
practice using alphabet letters this knowledge to birds,
to write their full name, and and create a bird feeder
create illustrations that utilize with a partner. Students
text and color. I will lead a will justify each building
writers workshop and initiate decision based on its
a time of sharing about usefulness. Students will
themselves. practice adding harmless
details to their birdhouse.
OUTPUT: Students will
create a product that meets
the needs of a living
creature.
Assessment - Take - Question
notes/informally students about
evaluate students the needs of
work as I animals and the
conference with construction of
them. their birdfeeders
- Collect drafts - Collect student
- Monitor students as worksheets
they work during
writing time.
- Ask students to
brainstorm their
own ideas during
the mini-lesson.
Safety N/A Remind students of scissor
safety. Demonstrate the
effective use of glue, and
that materials should not
be a distraction. There will
be no other objects that
students