Edu 555 - Integrated Final Compressed

Esteves School of Education Lesson Plan
English Language Arts

Teacher: Mekenzie Krause
Lesson Title and Grade Level: Miss Tizzy Read Aloud; 2nd Grade
Unit Theme: Making text-to-self connections
Lesson Topic: Making predictions
Context for Learning
Learning Needs Category
Central Focus
Number of Students
Supports, Accommodations,
Modifications, and/or Pertinent IEP
Goals
Physically Disabled
1
Desk easily accessible and close to
reading carpet
Hearing Impaired
1
Desk in closer proximity to teachers,
sits closer to teacher during read aloud
To make predictions based on the text and illustrations and to develop an appreciations for friendships and good deeds by
making connections between self, text, and the world.
Common Core Content Standard (same as goals)
CCSS.ELA-Literacy.RL.2.7 Use information

gained from the illustrations and words in a print
or digital text to demonstrate understanding of its
characters, setting, or plot.
Content Standards/Objectives
Learning Objectives (list at least three objectives)
Students will be able to generate at least one

prediction during a picture walk and share it orally
with the group.

prediction, while reading, about what may come
next in the story and share it orally with the group.
Prediction, Neighbors, Neighborhood, Peculiar, Geraniums, Bagpipes, Croaked
Vocabulary/Concepts/Language
Rationale
Essential Questions
Students will learn what predictions are and how to make them using the text and illustrations in a story. This will prepare
them for higher order thinking tasks and close reading.
Based on what we have already read what do you think will happen next?

Based on the illustrations what do you think is happening here?
(Focus Questions)
Assessments:
Formative
Discussion

prediction during a picture walk and share it
orally with the group.

prediction, while reading, about what may
come next in the story and share it orally with
the group.
Instructional Strategies and Learning Tasks

Procedure
Anticipatory Set
5 minutes
Learning Tasks and
Teacher will:
Tell the students that
they will be listening to
a story about fun things
friends do together. It is
called, Miss Tizzy.
Present difficult or
unknown words to the
students on cards that
will be put on the word
wall.
For each word ask the
students if anyone can
read it or tell the class
what it means.
they will see these
words in the story.
Show the students the
Students will:
Read word to class and

tell them what it means.
Modifications (RTI/UDL Strategies)
Instructional Strategies
15 minutes
Independent
Practice/Exploration of
Concepts
30 minutes
cover of the book and

read them the title,
author, and illustrator.
Ask the students who
wrote the words in the
story and who drew the
illustrations.
Ask the students what
they see on the cover of
the book and what they
think the book will be
about.
Write down the student
predictions on the white
board with student
initials by each.
Conduct a picture walk
through the entire book,
asking students to
generate predictions and
share them orally with
the class.
Give each student a
copy of the text.
Direct students to read
the first four pages of
the book.
Observe students while
they are silently
reading, providing
support and answering
questions as needed.
Tell the students to look
up when they have
finished reading
Ask the students which
Tell the teacher that the

author writes the words
and the illustrator draws
the pictures
Describe the illustration
on the cover of the book
to the class and tell the
group what the book
might be about.
Make predictions based

on the illustrations
when prompted by the
teacher.
Read the first four

pages of the book.
Look up when they are

finished reading.
Tell the teacher which
Physically Disabled: May need

assistance from teacher or peer to turn
the pages of the book throughout this
section of the lesson
predictions from the

picture walk have been
correct so far? What
new predictions can be
made based on the
illustrations and what
has just been read?
Choose some students
to share out orally.
Direct the students to
read the next four
pages.
Continue to observe and
assist the students as
necessary.
Tell the students to look
up when they have
finished reading.
Ask the students, Were
any of our predictions
correct? Why/why
not?
predictions have been

correct and make a new
prediction, sharing out
when prompted by
teacher.
Read the next four

pages.
Look up when they

have finished reading.
Tell the teacher if any

of the predictions were
correct and why or why
not.
Ask a few students to

read aloud the part of
the text that verified
their prediction.
If prompted by teacher,
read aloud part of the
text that verifies
prediction.
Ask the students, What

do you think will come
next if the children
spent Monday and
Tuesday with Miss
Tizzy?
Choose a few students
to share their
Answer the questions

posed by the teacher.
Share out if prompted.
predictions.
the next four pages.
necessary.
any of our last
predictions correct?
Why/why not?
Ask the students to read
aloud the part of the text
that verified their
predictions.
Ask the students, Why
do you think the parents
thought Miss Tizzy was
peculiar? Can you give
me an example from the
text or illustrations?
Why do you think Miss
Tizzy and the children
did this for their
neighbor?
Ask them to make new
predictions based on the
text they have read so
far and the illustrations
from the picture walk.
Choose a few students
to share their
predictions orally with
the group.
the next six pages.
Read the next four

pages of the book.

Read aloud textual

evidence if prompted by
the teacher.

Make new predictions

based on the text and
illustrations.
Share predictions orally

if prompted by the
teacher.
Read the next six pages.

necessary. Tell them to
look up when they have
finished reading.
any of our predictions
correct? Why/why
not?
the next two pages.
necessary and tell them
to look up when they
Ask the students to
make new predictions
and choose a few to
share them orally with
the class.
Direct the students to
read the rest of the book
and continue to observe
and assist as necessary.
Tell them to look up
when they have finished
reading.
Ask the students, What
did the children do
when they found out
Miss Tizzy was sick?
Why do you think they
did all of those nice
things for her? What
kind of relationship did
the children have with

Read the next two

pages.
Make new predictions

and share orally with
class if prompted by
teacher.
Read the rest of the

book.
Look up when they


Miss Tizzy? Do you

have an adult, like a
neighbor, in your life
that you are friends with
a care about? Why do
you think it is important
to be kind and do nice
things for people? What
is another nice thing
that you would have
done to help Miss Tizzy
feel better? What did
you think about this
story? What was your
favorite part? Why?
Closure
10 minutes
Ask the students to

write at least five
sentences in their
journals about what
they think may happen
next in the story to Miss
Tizzy and the children
and to draw a picture
that goes along with
what they have written.
Take out their journals

and write five sentences
about what might
happen next in the
story.
Draw a picture to
accompany the
sentences
Physically disabled student may write

their answers if capable, dictate them to
a Teachers Assistant/Aid or record
them verbally onto a tablet or device.
They may draw a picture if capable or
describe the scene along with the
recording.
Instructional Resources, Materials and References:

Materials
o Word wall words and corresponding pictures already on cards
o Missy Tizzy books for each of the students
Literature Selection: Gray, L., & Rowland, J. (1993). Miss Tizzy. New York: Simon & Schuster Books for Young Readers.

Lesson Title and Grade Level: Cinderella and Adjectives; 1st Grade
Unit Theme: Fairy Tales
Lesson Topic: Adjectives
Central Focus
Number of Students
Physically Disabled
Hearing Impaired
Goals
reading carpet
Identify character traits and describe them using adjectives.
CCSS.ELA-Literacy.L.1.5d With guidance and support from

adults, demonstrate understanding of word relationships
and nuances in word meanings; distinguish shades of
meaning among verbs differing in manner (e.g., look, peek,
glance, stare, glare, scowl) and adjectives differing in
intensity (e.g., large, gigantic) by defining or choosing them
or by acting out the meanings.
CCSS.ELA-Literacy.L.1.1f Demonstrate command of the
conventions of standard English grammar and usage when
writing or speaking; Use frequently occurring adjectives
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings,
and major events in a story, using key details.
Students will identify at least 2 adjectives that describe a

character from Cinderella.
Students will identify at least 2 adjectives that describe a

character from Cinderella.
In their journals, students will write at least 2 sentences,
containing 2 adjectives, describing a chosen character from
Cinderella.
Adjectives
Rationale
Students will use prior knowledge of adjectives, discussed in a previous lesson, to describe a character. This will prepare them

Students will use prior knowledge of adjectives, discussed in a previous lesson, to describe a character. This will prepare them
for close reading and analyzing of texts in the future.
Rationale
Essential Questions
(Focus Questions)
What are adjectives?

What are some examples of adjectives?
Assessments:
Formative
Student Product Journal Entry
Modifications to the assessment so that all

students could demonstrate their learning.
In their journals, students will write at least 2 sentences,

containing 2 adjectives, describing a chosen character
from Cinderella.

Procedure
Anticipatory Set
15 minutes
Learning Tasks and

10 minutes
Teacher will:
Students will:
they will be using their
knowledge about
adjectives, or describing
words, to talk about the
characters in the book
Cinderella.
Read aloud Cinderella
Use good listening
to the class.
skills while teacher is
reading Cinderella.
Ask the students, Does
Answer the teachers
anyone remember what
question if prompted.
an adjective is? Can you
give me an example of
one?
Provide adjectives to
some adjectives could
the teacher if prompted.
be to describe a person.
Write these on the
board.
Independent
Concepts
15 minutes
Closure
5 minutes

they will be choosing a
character from the story
and writing a few
sentences about them in
their journals, using
adjectives to describe
their character, and
drawing a picture to
match.
Model writing a
sentence about the Fairy
Godmother as an
example for students.
Tell the students to take
out their journals and
choose a character from
the story to write about.
Tell them to write at
least 2 sentences that
describe the character
and draw their picture.
Walk around room
observing and assisting
students as necessary.
share the sentences that
they have written about
their characters.
Student Product: N/A

Cinderella by Marcia Brown
Student journals
Pencils
Take out journal and

begin writing sentences
about chosen character
from the story.
Draw picture to
accompany sentences.
Share sentences that

were written about the
character.

their answers if capable, dictate them to
a Teachers Assistant/Aid or record
them verbally onto a tablet or device.
They may draw a picture if capable or
describe the scene along with the
recording.
Crayons
Literature Selection: Cinderella by Marcia Brown

Lesson Title and Grade Level: Beans to Chocolate; 2nd Grade
Unit Theme: Sequencing and Informational Texts
Lesson Topic: Sequencing
Central Focus
Rationale
Essential Questions
(Focus Questions)
Number of Students
Physically Disabled
Hearing Impaired
Goals
reading carpet
To build comprehension of event sequencing.
CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas

from a text read aloud or information presented orally or
through other media
After listening, students will be able to identify the sequence

of six events involved in turning a bean into chocolate by
correctly ordering sequencing cards.
Sequencing
Informational text
Students will use their prior knowledge about sequencing to determine the sequencing of events in an informational text. This
will increase their knowledge on sequencing words and story line as well as the aspects of a non-fiction text.
How does a cocao bean become a chocolate bar?
Assessments:
Formative
Student Product Sequencing

Cards
Physically disabled student may need assistance

from a Teachers Assistant/Aid or use of a tablet
to reorder the sequencing cards
After listening, students will be able to identify the

sequence of six events involved in turning a bean into
chocolate by correctly ordering sequencing cards.

Procedure
Anticipatory Set
10 minutes
Learning Tasks and

10 minutes
Teacher will:
Students will:
they will be listening to
an informational text
that describes how a
cocao bean is turned
into chocolate.
Ask them how they
Answer the question
think beans might be
posed by the teacher if
turned into chocolate.
prompted.
Show the students the
cover of the book and
read them the author.
Read the whole book
aloud to the class,
pausing at pages to
activate prior
knowledge or answer
questions.
Review sequencing
words with the students.
Write First on the
board and ask the
students how they might
Independent
Concepts
15 minutes
Closure
10 minutes
begin their next

sentence if they were
writing a How-To story.
Write some of the
suggestions on the
board.
word they could use to
begin the final sentence
of their How-To stories.
they will be using these
words to sequencing the
process of turning beans
to chocolate.
Provide students with
baggies containing
sequencing cards.
Tell students to
sequence the cards into
the correct order.
Tell them to clip their
cards onto the piece of
string, also found in the
baggies.
they will begin to write
their own How-To
stories.
Begin brainstorming
with the class on topics
that could be used for
their stories.
Write some of the
student suggestions on
Answer the question

posed by the teacher
when prompted.
Take sequence cards out

of the baggy and begin
putting them in the
correct order
Clip the sequencing
cards onto the piece of
string.
Provide some
suggestions for How-To
stories if prompted by
the teacher.
Physically disabled student may need

assistance from a Teachers
Assistant/Aid to reorder the sequencing
cards and clip them onto the piece of
string. They may also use a tablet to
order the sequencing cards.
the board.
Beans to Chocolate by Inez Snyder
Sequencing cards with strings and clips
Pencils
Literature Selection: Snyder, I. (2003). Beans to chocolate. New York: Children's Press.
Science

Lesson Title and Grade Level: The Solar System; 5th Grade
Unit Theme: The Solar System
Lesson Topic: The Solar System
Central Focus
Number of Students
Physically Disabled
Hearing Impaired
Students will continue to learn about the components of the solar system.
Goals
reading carpet
4.1.1c The Sun and the planets that revolve

around it are the major bodies in the solar system.
Other members include comets, moons, and
asteroids. Earths orbit is nearly circular.
Given research resources, fifth grade students will

create a catalog of the solar system, including the
definitions of the sun, planets, moons, comets,
asteroids, meteorite, shooting stars, comets, and
gas and dust.
Given research resources, fifth grade students will
create a catalog of the solar system, including the
definitions of the sun, planets, moons, comets,
asteroids, meteorite, shooting stars, comets, and
gas and dust.
CCSS.W.5.2d Write informative/explanatory texts to

examine a topic and convey ideas and information clearly.
Use precise language and domain-specific vocabulary to
inform about or explain the topic.
Sun: a star that is in the middle of our Solar System and makes its own energy. Its light is bright and contains energy that
powers weather on the planets.
Planet: a large body that revolves around the Sun
Moon: a natural object that orbits a planet
Comet: a fuzzy sphere with a tail that is made of rock and ice and orbits the Sun
Asteroid: a chunk of irregularly shaped rock or metal that orbits the Sun. Mostly between Mars and Jupiter
Meteorite: a small piece of rock orbiting the Sun. Smaller than an asteroid
Shooting stars: meteors that cause streaks of light in the sky when they burn up in Earths atmosphere
Gas and Dust: tiny pieces of particles and gas. Make up a small part of the Solar System
Students will use classroom resources and prior knowledge gained from previous lessons about the Solar System to create a
Catalog. This will be used as a future resource and study material for quizzes and tests.
Rationale
Essential Questions
(Focus Questions)
What are the main components of the Solar System?
Assessments:
Formative
Formative
Student Product Solar System

Catalog
Physically disabled student may write and draw

if capable. They may also dictate words onto a
tablet and insert pictures previously saved by
teacher into their document
Student Product Solar

System Catalog
Physically disabled student may write and draw

if capable. They may also dictate words onto a
Given research resources, fifth grade students

will create a catalog of the solar system,
including the definitions and draw pictures of
the sun, planets, moons, comets, asteroids,
meteorite, shooting stars, comets, and gas and
dust.
Given research resources, fifth grade students
will create a catalog of the solar system,

tablet and insert pictures previously saved by
teacher into their document
including the definitions and draw pictures of

the sun, planets, moons, comets, asteroids,
meteorite, shooting stars, comets, and gas and
dust.

Procedure
Anticipatory Set
7 minutes
Make connections to students prior
knowledge. Often called a Bell
ringer, or a Do now. Use a
strategy that has attention-gaining
steps to access prior knowledge, i.e.,
Brainstorming, Assessing Prior
Knowledge, Do Now, Question of the
day, literature, think/pair/share,
group activity, visual or video.
Learning Tasks and

3 minutes
Demonstration, Guided Practice,
Journals, Critique, Activity, Work
Time (for example)
This section should be separated into
individual rows as needed.
Teacher will:
they are going to be
learning more about the
Solar System and will
begin by reading a
story.
Read students The
Magic School Bus Lost
in the Solar System by
Joanna Cole

they will be making a
Solar System Catalog
based on the discussion
earlier about the
different components of
the Solar System.
Hand out premade
paper booklets.
they must include a
drawn picture and
definition for the Sun,
planet, Moon, comet,
asteroid, meteorite,
shooting stars, and gas
Students will:
Listen attentively while

teacher reads book
aloud.
Receive booklets from

teacher.
and dust.
Put words for Catalog
on the SmartBoard so
students may reference
it while researching.
they may use any of the
reference materials in
the classroom to
complete this activity.
Independent
Concepts
30 minutes
Lesson strategy with step-by-step

performance measures or sub tasks.
Practice/implement skills;
cooperative learning; group work,
etc.
Consider transitions: supply

distribution and clean up.
Closure
5 minutes
Steps for ending the lesson,
summarizing the key points learned,
engaging students in reflecting on
their learning, and orienting them to
future learning. This step is present in
every lesson, even those extending
over several days or class periods.
Share understanding of the concepts

share out on any new
information that they
may have learned while
researching their
definitions for their
Catalogs.
Gather definitions from

resources made
available, including
books and approved
websites.
Take out and use
individual colored
pencils.
Complete Catalog,
including definitions
and drawn pictures for
each word.
Share out any new

information that they
may have learned while
researching their
definitions for their
Catalogs.
Physically disabled student may use

tablet to do research on approved
websites

(journal, verbal share-out, exit slips,
etc)
Student Product:
Instructional Resources, Materials and References: Paper booklets, colored pencils, online and book Solar System resources
Literature Selection: The Magic School Bus Lost in the Solar System by Joanna Cole

Lesson Title and Grade Level: The Lunar Cycle; 5th Grade
Unit Theme: The Solar System
Lesson Topic: Moon Phases
Number of Students
Goals

Goals
Physically Disabled
1
reading carpet
Hearing Impaired
1
The central focus describes the whole unit (or learning segment). It remains the same on each of the individual lessons you
submit as part of the learning segment.
Central Focus
Number of Students
Rationale
Essential Questions
(Focus Questions)
Science 4.1.1g Moons are seen by reflected light.

Our Moon orbits Earth, while Earth orbits the
Sun. The Moons phases as observed from Earth
are the result of seeing different portions of the
lighted area of the Moons surface. The phases
repeat in a cyclic pattern in about one month.
With assistance from the teacher, fifth

grade students will accurately draw and
label the eight stages of the lunar cycle.
Fifth grade students will use Oreo cookies to

accurately depict and label all eight stages of the
lunar cycle.
New Moon, Waxing Crescent, First Quarter (Half) Moon, Waxing Gibbous, Full Moon, Waning Gibbous, Third Quarter (Half)
Moon, Waning Crescent
Students will use prior knowledge of the lunar cycle to complete whole class and independent practice further developing their
knowledge of the lunar cycle and the phases of the Moon. This will allow them to be prepared when choosing their subjects for
their independent research projects and to gain knowledge about our Solar System.
What are the eight stages of the lunar cycle?
What do each of these phases look like?
Assessments:
Formative
Student product Drawn and

labeled lunar cycle
Physically disabled student may use tablet to

organize the phases of the moon into the correct
order with the correct labels
With assistance from the teacher, fifth grade

students will accurately draw and label the
eight stages of the lunar cycle.
Formative
Student product Oreo cookie

lunar cycle
Physically disabled student may use tablet to

organize the phases of the moon into the correct
order with the correct labels
Fifth grade students will use Oreo cookies to accurately

depict and label all eight stages of the lunar cycle.

Procedure
Anticipatory Set
5 minutes
Teacher will:
Learning Tasks and

15 minutes
Tell the students that they will be begin the

day by drawing and labeling the phases of
the moon that were previously discussed and
presented in class, together on the
SmartBoard.
Tell them that they will watch a video first to
review the lunar phases.
Show them the YouTube video on lunar
phases
https://www.youtube.com/watch?v=2aFGNG
EcDOk
Tell the students that they will be doing this
part of the activity together.
Give each student a piece of white computer
paper and instruct them to fold it into eight
sections and write their name in the upper
left corner.
Tell the students that we will be drawing and

labeling each of the lunar phases together.
Ask students what the first phase of the
Moon is.
Write New Moon on the board.

Ask students what a New Moon looks like.
Students will:
Watch the review

video about the
lunar phases
Fold computer
paper into eight
sections and write
name in upper left
hand corner as
instructed.
Tell the teacher

that the first phase
is the New Moon.
Tell the teacher

that a New Moon
is a colored in, or
Modifications (RTI/UDL
Strategies)
Hearing impaired student

will be seated closer to the
speakers to ensure they are
able to hear
black, Moon.
Independent
Concepts
20 minutes
Closure
5 minutes
Draw a representation of the New Moon on

the board.
Repeat this for the rest of the lunar phases.
Tell the students that they will now be using

Oreo cookies to depict the lunar phases that
were just discussed.
Give each student 8 Oreos, a plastic spoon,
glue, and a paper plate.
Show the students briefly how to twist the
Oreos so that the frosting stays whole on one
side.
Instruct them to create each of the lunar
phases with the Oreos, glue them onto the
paper plates, and label them correctly.
Ask the students to bring their completed

Oreo lunar cycles to the teacher and clean up
their areas.
Tell the students that they will have the

opportunity to learn more about the Moon
later when they choose a solar system
component to do an individual research
project on, which they will hear more about
at a later time.
Repeat telling the

teacher what the
lunar phases look
like for the rest of
the cycle.
Receive materials
from teacher.
Create lunar
phases with Oreo
cookies, glue
them onto the
paper plate, and
label them
correctly.
Hand in Oreo
lunar cycle to the
teacher and clean
up areas.
Student Product:

Resources: Phases of the Moon video: https://www.youtube.com/watch?v=2aFGNGEcDOk
Materials
o Computer paper
o SmartBoard
o Oreo cookies
o Plastic spoons
o Glue
o Paper plates
Math

Lesson Title and Grade Level: Build A Snowflake! 4th Grade
Unit Theme: Symmetry/The water cycle
Lesson Topic: Symmetry and Snowflakes
Number of Students
Physically Disabled
Hearing Impaired
Goals
reading carpet
Central Focus
Using knowledge of symmetry and shapes to create an object.
CCSS.4.G.3 Recognize a line of symmetry for a twodimensional figure as a line across the figure such that the
figure can be folded along the line into matching parts.
Identify line-symmetric figures and draw lines of
symmetry.
CCSS.SL.4.1d Review the key ideas expressed and explain
their own ideas and understanding in light of the discussion
Students will create a symmetrical snowflake in a hexagonal

shape using at least 7 shaped pieces.
Students will correctly identify at least one characteristic of

snowflakes.

Symmetry/symmetrical
Students will use their prior knowledge of geometric shapes, snowflakes, and symmetry to design and create a hexagonally
shaped, symmetrical snowflake out of paper shapes. This will allow the teacher to assess how well the students have learned
these concepts.
Rationale
What are the characteristics of a snowflake?

What is symmetry?
Essential Questions
(Focus Questions)
Assessments:
Formative
Student product - snowflake
Formative
Student discussion
Physically disabled student may receive

previously shaped pieces of paper to organize
into their individual snowflake, while receiving
assistance from a Teachers Assistant/Aid.
Students will create a symmetrical snowflake in a

hexagonal shape using at least 7 shaped pieces.
Students will correctly identify at least one characteristic

of snowflakes.

Procedure
4 Anticipatory Set
minutes
Teacher will:
they remember about
snowflakes from the
previous days lesson.
Students will:
Respond to the teachers
question: snowflakes
are symmetrical, they
all unique, they are
hexagonally shaped,
they have dendrites etc.
Ask the students if
Tell the teacher that
someone can remind the
asymmetrical is when
class what symmetrical
an object can be folded
means
in half be the same on

Learning Tasks and

6 minutes
Time (for example)
Put up a picture of a
snowflake on a
PowerPoint and ask the
students to identify a
few ways in which the
snowflake is
symmetrical. Remind
them that snowflakes
are shaped like
hexagons.
Tell students that they
will be using shapes to
create a symmetrical
snowflake! You will
make your shapes out of
these paper strips (show
students paper strips).
Show them how to
make a circle, triangle,
and square.
Show them the teacher
made sample
snowflake.
they will begin by
creating a blueprint, or
drawing, of what they
want their snowflake to
look like and that their
snowflakes should be
symmetrical and
hexagonally shaped and
that they must use at
least 7 paper shapes.
Hand our white paper to
both sides, like a

butterfly.
Tell the teacher what
ways the snowflake is
symmetrical: up to
down, side to side, and
each corner to each
corner.

teacher is speaking and
giving directions.
Independent
Concepts
15 minutes
etc.
students.
they will have 3
minutes to complete
their blueprints and
begin constructing their
designs. If they finish
before the three minutes
they may get the paper
strips they need and
begin making their
snowflakes.
once they have made
and organized their
shapes to get another
piece of white paper
and glue stick from the
front table and to glue
their shapes into place
on the paper and then to
hand it in.
Start the students 3minute blueprint time.

they should be
wrapping up their
blueprints and getting
their snowflake
materials. Notify them
that they will have 15
minutes to complete
their snowflakes.
Use the blank paper

provided to draw
blueprint of shape
snowflake.
Finish blueprint and get

materials to build shape
snowflake.
Begin building
snowflake.
Return to table for
white paper and glue
and glue snowflake
shapes onto paper.
Hand completed
Physically disabled student may draw

blueprint is capable or dictate idea to a
Teachers Assistant/Aid

Closure
5 minutes
snowflake to the
teacher.
Hand completed
snowflakes on
clothesline.
Ask the students to take

a moment to look at all
of the snowflakes and
identify similarities and
differences between
them.
Ask the students if all of

the snowflakes are
unique and what makes
them so?

etc)

Materials
o blue paper strips
o tape
o white paper
o glue
Pictures Used
Identify similarities and

differences between the
individual snowflakes:
they are all hexagonally
shaped/they are not all
hexagonally shaped,
they are all
symmetrical/they are
not all symmetrical,
some are big, some are
small, etc.
Respond to the teacher
that yes, all of the
snowflakes are unique
because they are all
different.
http://www.nsta.org/elementaryschool/connections.aspx

Lesson Title and Grade Level: Decompositions of 10; First grade
Unit Theme: Composing, decomposing, putting together, and counting on
Lesson Topic: Decomposing the number 10 and creating number bonds
Central Focus
Complete the chart below to include demographic information including learning needs, number of students and supports and
accommodations pertinent to the IEP goals. Consider the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or assessment (e.g. students with IEPs or 504 plans,
English language learners, struggling readers underperforming students or those with gaps in academic knowledge, and/or
gifted students needing greater support or challenge).
Number of Students
Physically Disabled
Hearing Impaired
Goals
Raises hand upward and downward in
place of bending over and standing up.
Use of iPad or TA while completing
Practice Sheet and Exit Ticket
Seated close to the teacher during the
read aloud
Decomposing the number 10 and creating number bonds with all of the decompositions.
Goal: Students will learn how to add to, take away from, put together, and take apart the number 10 by using objects,
drawings, and equations.
Objectives: Students will correctly determine all decompositions equal to ten and be able to reproduce all the number pairs as
number bonds.

Goal: Students will learn how to add to, take away from, put together, and take apart the number 10 by using objects,
drawings, and equations.
Objectives: Students will correctly determine all decompositions equal to ten and be able to reproduce all the number pairs as
number bonds.
1.OA.1 Use addition and subtraction within 20 to

solve word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number
to represent the problem
Given scenarios, students will correctly reproduce

all number pairs of ten as number bonds.
Students will correctly determine all

decompositions equal to ten.
Decomposition of ten
Rationale
Students will build on their prior knowledge of decomposing number up to 9 to understand the decompositions of the number
10. They will further their understanding of addition through the use of Rekenrek bracelets and grouping of ones to create a
larger number. These skills will allow students to successfully begin adding and decomposing larger numbers.
What are the different ways inAssessments:
which 10 can be decomposed? What are the number families for the number 10?
Essential Questions
(Focus Questions)Practice Sheet Students will be
Formative
Formative
expected to provide correct

number bonds for all 6
decompositions of 10.
Exit Ticket Students will be
expected to provide all 6
decompositions of 10 correctly on
the Exit Ticket sheet provided.
Students who are unable to write may provide

their answers orally to a TA or iPad version of
practice sheet if applicable to student
Given scenarios, students will correctly reproduce all

number pairs of ten as number bonds.
Students who are unable to write may provide

their answers orally to a TA or iPad version of
practice sheet if applicable to student
Students will correctly determine all decompositions

equal to ten.

Procedure
Anticipatory Set
10 minutes
Teacher will:
Instruct the students to
count from 0 to 20 and
Students will:
Count from 0 to 20 and
touch the floor on odd

Students who are unable to bend over
and stand quickly, or at all, may simply

Learning Tasks and

25 minutes
Time (for example)
to touch the floor on

odd numbers and stand
up on even numbers.
Repeat procedure while
counting silently or
whispering.
Present problem to
students on the Smart
Board and ask the
students to draw a
picture, a number bond,
and a number sentence
to show the answer:
Tom received 9 stickers
at school. He received 5
of them in the morning.
How many did he
receive in the
afternoon?
Read aloud Math
Fables: Lessons that
Count by Gregory Tang
to reinforce the idea of
decomposing numbers
Ask the students to
Turn and Talk with a
partner regarding things
that come in groups of
10 (fingers, toes, dimes
in a dollar, etc.)
Tell them that they are
going to make bracelets
that will help them
decompose the number
10; these are called
Rekenrek bracelets.
numbers and stand up

for even numbers.
raise or lower their hands; up to the

ceiling for even and down to the floor
for odd.
Repeat procedure while

counting silently or
whispering.
Draw a picture, number
bond, and number
sentence to show the
answer to the problem
given by the teacher.

teacher reads book
aloud to class.

partner regarding things
that comes in groups of
10 (fingers, toes, dimes
in a dollar, etc.)
Hard of hearing students will be seated

closer to the teacher to ensure their
abilities to see or hear the story.

materials to make
individual Rekenrek
bracelets and show
them how to make
them.
Show students a picture
of children on a
playground and ask
them to Turn and Talk
and discuss how they
see the children in the
picture.
Circulate through the
students and observe
while they discuss the
picture.
Use an example from a
student pairing, for
example, there are four
children on the swingset, to show the students
how the number 10 can
be decomposed using 4
and another number.
Tell the students to
move 4 of their beads
away from the others.
Ask the students how
many children are not
on the swings if 4 of
them are. Instruct them
to count the remaining
beads to find the
answer.
Ask the students to
Receive bracelet
materials from teacher
and follow instruction
on how to make an
individual bracelet.

partner and discuss
aspects of the children
in the picture.
Move 4 beads away

from the others. Count
the remaining beads and
respond to the teachers
question: 6 students are
not on the swings.
Tell the teacher that 6
Students who have limited fine motor

skills will either receive assistance from
a TA, peer, or teacher in making their
bracelets.
Independent
Concepts
10 minutes

etc.
Closure
15 minutes
etc)
identify the parts that

make up 10 from this
example.
Record 6+4 and 4+6 on
the board.
Repeat this process with
other examples
provided by the
students.
Distribute the practice
sheet to students and
instruct them to use
their Rekenrek bracelets
to record all
decompositions of 10
independently. Read
them the directions on
the practice sheet before
allowing them to begin.
Circulate the room to
assist and observe
students while they
complete the practice
sheet.
Ask students to discuss
their answers from the
practice sheet with a
partner.
Ask some students to
share their answers with
the class by writing
them on the Smart
Board.
Exit Ticket sheet, which
asks them to write all
and 4 are the parts that

make up 10.
Listen to teacher read

the directions for the
practice sheet.
Complete problems on
the practice sheet using
the Rekenrek bracelet.
Discuss answers from

the practice sheet with a
partner.
Share answers from

practice sheet on the
board if asked by the
teacher.
Receive Exit Ticket

from teacher and write
down all
Students with limited writing or fine

motor skills may provide their answers
orally to TA or on an iPad version of
the practice sheet if applicable to
student.
and provide a number
bond for each.
along with a number
bond for each.
Student Product: Practice Sheet and Exit Ticket

Instructional Resources, Materials and References: Pipe cleaner and beads for Rekenrek bracelets, Practice Sheet, Exit Ticket, Pencils.
Literature: Math Fables: Lessons that count
Math Fables: Lessons That Count

By: Gregory Tang
Illustrated by: Heather Cahoon
Name: Mekenzie Krause

Class: EDU-555
Concept/Content: Decomposing and regrouping numbers
Grade Level: 1st Grade
Mathematical Practice/Process:
Literature Connection: Allows students to hear about decomposing numbers in short poems that involve grouping numbers using familiar objects
such as pets and pencils. The text creates a more relatable connection to the students every day surroundings.
Reference: http://ohiorc.org/for/math/bookshelf/detail.aspx?id=38&gid=1

Lesson Title and Grade Level: Adding multi-digit whole numbers; 4th Grade
Unit Theme: Multi-Digit Whole Number Addition

Lesson Topic: Adding multi-digit whole numbers
Goals
Physically Disabled
1
reading carpet
Hearing Impaired
1
Students will use prior knowledge of rounding, multiplying by tens and adding common units to add multi-digit whole numbers.
Central Focus
Number of Students
CCSS.Math.4.OA.3 Solve multistep word problems

posed with whole numbers and having wholenumber answers using the four operations,
including problems in which remainders must be
interpreted. Represent these problems using
equations with a letter standing for the unknown
quantity. Assess the reasonableness of answers
using mental computation and estimation
strategies including rounding.
CCSS.Math.4.NBT.4 Fluently add and subtract
multi-digit whole numbers using the standard
algorithm.

Using the standard addition algorithm, students will use
understanding of place value to add multi-digit whole
numbers and apply the algorithm to solve word problems
using tape diagrams.
List all concepts that will be taught and assessed in the lesson. Include academic language from edTPA assessment: register,
fluency, language demands.
Students will use prior knowledge of rounding, multiplying by tens and adding common units to add multi-digit whole numbers.
This will create a base of understanding for more complex math concepts.
Rationale
Essential Questions
(Focus Questions)
How can you solve a problem using rounding skills and tape diagrams?
Assessments:
Formative
Student product Independent

Formative
Student product Independent

practice sheet
Student product Exit Ticket

Formative

numbers and apply the algorithm to solve word
problems using tape diagrams
numbers and apply the algorithm to solve word
problems using tape diagrams

Procedure
Anticipatory Set
12 minutes
Teacher will:
Students will:
Write the number 3,941
3 thousands
on the board and say it
aloud to the students
and tell them that they
are going to round the
number to the
thousands. Ask them
how many thousands
are in the number.
Draw a number line on
4,000
the board and label the
lower end 3,000 and ask
how much 1,000 more
is. Place 4,000 to the
higher end of the
number line and instruct
students to copy it in
their math journals.
Ask them what comes
3,500
in the middle of 3,000
and 4,000.
Label 3,500 on the
number line and tell the
students to as well.
Tell the students to

label 3,941 on their
number lines and ask
them if it is closer to
3,000 or 4,000 and
instruct them to write
their answers on their
white boards
Repeat this with 74,621
and round to the nearest
ten thousand, 681904 to
the nearest hundred
thousand, ten thousand,
and thousand
they will be multiplying
by 10 now.
Write 10 x ___ = 100
on the board and read
the sentence aloud. Ask,
10 times what equals
100?
Write 10 x 1 ten = how
many tens? Tell the
students to write their
answer on their white
boards.
Write 10 tens = ____
hundred.
Write ____ ten x ____
ten = 1 hundred.
Tell them that they will
be adding common
units now
Write 303 and ask the
students to say it in unit
Label 3,941 on the

number line and white
answer on white board
Answer question posed

by teacher

by teacher

by teacher
by teacher

answers on white board if able, may
dictate them to a Teachers
Assistant/Aid, or dictate them onto a
speech to text capable tablet/device
Learning Tasks and

7 minutes
Independent
Concepts
30 minutes
form
Write 303+202 = ____
and read the sentence.
Ask the students to give
the answer in unit form
and then to write the
sentence on their white
boards.
Repeat for 505+404;
5,005+5,004;
7,007+4,004; and
8,008+5,005
Project the application
problem on the board
and read it to the
students.
Talk the students
through rounding each
number and answering
the question in the
problem: 12,490;
14,295; and 11,116.
Draw a tape diagram
including the three
numbers, along with the
number sentence for the
problem.
Project 3,134+2,493
vertically on the board
and ask the students to
read it along with you.
draw a tape diagram
representing the
problem and ask them
what the two parts are

by teacher
Read problem along

with teacher
Draw a tape diagram

and answer the question
posed by the teacher
Physically disabled student may draw

tape diagram if capable, use pre-drawn
diagrams to fill in, or dictate answers to
a Teachers Assistant/Aid
that make up the whole.

Tell them to write those
numbers in their tape
diagrams.
Ask them what the
unknown in the problem
is.
Tell them to represent
the unknown with the
letter a.
Draw place value disks
on the place value chart
for 3,134 and instruct
the students to copy that
onto their place value
charts and then to draw
place value disks for
2,493 on their charts.
Add the disks with the
students: 4 ones plus 3
ones equals? 3 tens plus
9 tens equals?
they can bundle 10 tens
as 1 hundred. Circle 10
ten disks and draw an
arrow to the hundreds
place and draw 1
hundred to represent it.
1 hundred plus 4
hundreds plus 1
hundred equals?
3 thousands plus 2
thousands equals?
Ask the students to say
Write the numbers on

the tape diagrams

by teacher
Place a as the unknown

on the tape diagram
Copy teachers place

value disks and draw
them for the next
number

by teacher

by teacher

by teacher
Say the problem with
the problem with you:

3,134 plus 2,493 equals
5,627.
Label the whole on the
tape diagram.
Project 40,762+30,473
on the board and ask the
students to draw a tape
diagram for the problem
and label the parts,
using a to represent the
whole (unknown)
Circulate the room
while observing and
assisting students
write the problem and
draw place value disks
on their place value
charts for both numbers.
Say, 2 ones plus 3 ones
equals?
6 tens plus 7 tens
equals?
Regroup the place value
disks as needed for the
problem.
7 hundreds plus 4
hundred plus 1 hundred
equals 12 hundreds.
turn and talk with a
partner about how to
record this number.
Continue adding the
number after students
the teacher
Draw a tape diagram for

the problem and label
each part
Write the problem and

place value disks on
their place value charts

by teacher
by teacher

by teacher.
Turn and talk with a
partner.
Closure
11 minutes
discuss
Ask students to say the
equation with you
40,762 plus 30,473
equals 71,235.
Instruct them to record
this on their tape
diagrams.
Project
207,426+128,744 and
ask the students to draw
a tape diagram for the
problem and to write
the numbers on their
white boards and to
complete the problem.
Provide students with a
problem set
independently
Asks the students some
debriefing questions:
What purpose does a
tape diagram have? In
problem 1, what did you
notice was similar and
different about the
addends and the sums?
How is recording the
regrouped number in
the next column when
using the standard
algorithm related to
bundling disks?
Read aloud problems to
the students to complete
as exit tickets. Use the
Say the equation with

the teacher
Record this on the tape

diagram
Draw a tape diagram for

the problem and write
the answer on their
white boards
Complete independent
problem set worksheet
Answer questions posed

by teacher
Complete questions
read aloud by teacher
numbers 32,537 +
207,492; 2,806 + 1,679;
and 23,748 + 7,570.
Personal white boards and markers for students
Millions place value charts (teacher and students)
Exit ticket questions
Independent problem set worksheets
Literature Selection: N/A
Social Studies
Lesson Title and Grade Level: Drafting Social Studies Topic Essay; 5th Grade
Unit Theme: Social Studies Topic
Lesson Topic: Drafting
Central Focus
Number of Students
Physically Disabled
Hearing Impaired
Students will use their previously made outlines to begin drafting a narrative.
Goals
reading carpet
CCSS.ELA-Literacy.W.5.2 Write
informative/explanatory texts to examine a topic
and convey ideas and information clearly
CCSS.ELA-Literacy.W.5.5 With guidance and
support from peers and adults, develop and
strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new
approach

Having chosen their own Social Studies topics, students will
begin drafting an informative/explanatory texts.
The writing process

Drafting
Informative/explanatory text
Students will have chosen a topic to outline and begin drafting. This will allow them to begin learning more thoroughly about
the writing process.
Rationale
Assessments:
Are your ideas being clearly stated
in your essay?
Essential Questions
Formative (Focus Questions)
Student Product Written Draft
Physically disabled student may dictate
draft to a recording device/tablet or
Having chosen their own Social Studies topics, students

will begin drafting an informative/explanatory text.

Procedure
Anticipatory Set
2 minutes
Learning Tasks and
Teacher will:
they will be using their
outlines to begin
drafting their
informative essays.
Hand out student
Students will:
2 minutes
Independent
Concepts
35 minutes
outlines so students may

use them while writing
their drafts.
Closure
6 minutes
Tell students to take out

paper and pencils and
begin writing their
drafts.
Circulate the room and
observe and help
students as necessary.
Collect student outlines
and drafts.
they will have the
opportunity to edit and
revise their drafts
during the next class.
Ask the students how
they feel about their
drafts so far. Did their
outlines help them write
their drafts and why?

Student outlines
Paper
Pencils
Take out paper and

pencils and begin
writing draft.

posed by the teacher if
prompted.
Physically disabled student may dictate

draft to a recording device/tablet or

Lesson Title and Grade Level: Analyzing Historical Photographs; 4th grade
Unit Theme: The Underground Railroad
Lesson Topic: Gathering, Interpreting, and Using Evidence
Goals
Physically Disabled
1
reading carpet
Hearing Impaired
1
Examining a photograph as a primary source to gather evidence and ask questions about its content.
Central Focus
Number of Students
SSF. Gathering, Interpreting, and Using Evidence.4

Recognize, use, and analyze different forms of evidence to
make meaning in social studies (including primary and
secondary sources, such as art and photographs, artifacts,
oral histories, maps, and graphs).
Given a photograph students will examine a photograph and

complete a Primary Source Analysis Tool organizer
including at least two observations, reflections, questions,
and further investigation ideas.
Gathering evidence from a collection of photographs
Students will use their prior knowledge of the Underground Railroad and slavery to examine a photograph and record their
observations, reflections, questions, and further investigation ideas.
Rationale
Essential Questions
(Focus Questions)
What is being depicted in this picture?

What questions can be asked about it?
What inferences can be made?
Assessments:
Formative
Student Product Primary Source

Analysis Tool organizer
Given a photograph students will examine it and

complete a Primary Source Analysis Tool organizer
including at least two observations, reflections,
questions, and further investigation ideas.

Procedure
Anticipatory Set
5 minutes
Learning Tasks and

5 minutes
Independent
Teacher will:
Students will:
Ask the students to
Answer the Do Now
Physically disabled student may
answer the Do Now
question written on the
provide answer orally to Teachers
question on the board:
board.
Assistant, Teacher, or Aid, or dictate it
What do you know
to a recording device/tablet if unable to
about the Underground
write.
Railroad?
they will be viewing a
collage of images and
using it to make
inferences about the
time in which it was
taken, or made.
Break the students into
pairs and provide them
with the Primary Source
Analysis Tool
organizer.
Project the attached
photo on the
SmartBoard.
Ask the students for an
Provide the teacher with
observation, a
an observation,
reflection, and a
reflection, and question
question regarding the
regarding the
photograph and write it
photograph.
on the board.
Tell them that they will

complete this with their
Complete the organizer

with partner.
Concepts
25 minutes
Closure
10 minutes
partners.
Circulate the room and
observe and answer any
questions that students
may have while
completing the
organizer.
Ask student
partnerships to share out
some of their
observations,
reflections, questions,
and ideas for further
investigation based on
the photograph
provided.
they will answer their
own questions during
the research project they
will be completing.
Share out to the class.

Primary Source Analysis Tool: http://www.loc.gov/teachers/primary-source-analysis-tool/
Photograph: http://www.loc.gov/pictures/resource/cph.3c07587/

Edu 555 - Integrated Final Compressed

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Esteves School of Education Lesson Plan

English Language Arts

Common Core Content Standard (same as goals)

CCSS.ELA-Literacy.RL.2.7 Use information

Learning Objectives (list at least three objectives)

Students will be able to generate at least one

Students will be able to generate at least one

Prediction, Neighbors, Neighborhood, Peculiar, Geraniums, Bagpipes, Croaked

Esteves School of Education Lesson Plan

Students will be able to generate at least one

Students will be able to generate at least one

Instructional Strategies and Learning Tasks

Learning Tasks and

Read word to class and

Modifications (RTI/UDL Strategies)

Esteves School of Education Lesson Plan

cover of the book and

Tell the teacher that the

Make predictions based

Read the first four

Look up when they are

Tell the teacher which

Physically Disabled: May need

Esteves School of Education Lesson Plan

predictions from the

predictions have been

Read the next four

Look up when they

Tell the teacher if any

Ask a few students to

Ask the students, What

Answer the questions

Share out if prompted.

Esteves School of Education Lesson Plan

Read the next four

Answer the questions

Read aloud textual

Answer the questions

Make new predictions

Share predictions orally

Read the next six pages.

Esteves School of Education Lesson Plan

assist the students as

Answer the questions

Read the next two

Make new predictions

Read the rest of the

Look up when they

Answer the questions

Esteves School of Education Lesson Plan

Miss Tizzy? Do you

Ask the students to

Take out their journals

Physically disabled student may write

Instructional Resources, Materials and References:

Esteves School of Education Lesson Plan

Teacher: Mekenzie Krause

Learning Needs Category

Identify character traits and describe them using adjectives.

Common Core Content Standard (same as goals)

Learning Objectives (list at least three objectives)

CCSS.ELA-Literacy.L.1.5d With guidance and support from