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Jillian Findlay

Integrated Lesson Block Plan


Stories Have Power

Day 1 – Math Day 2 – Reading Day 3 – Science #1 Day 4 – Science #2 Day 5 – Writing
Lesson The Stories of The Stories of The Stories of The Stories of the The Stories of Fairy
Subtraction Children’s Literature Windmills Stars Tales
-Through various -Through participating -Through planning -Through engineering -Through
activities, students will in a new reading and engineering a a shooting star participating in a
be able to subtract two- strategy, students will prototype, students spinner, students will new writing
digit numbers using be able to construct will be able to explore the concepts strategy, students
concrete objects, their own retellings of determine and answer of potential and will be able to
pictorial representations, children's literature that the driving question, kinetic energy to construct their own
Objectives and written methods. captures the essence of “How can you create determine and answer spin-off of a fairy
-Given examples of real- any given story. a windmill that can the driving question: tale that captures the
world subtraction -Through various move when it comes “Do stars really essence of an outer
problems, students will reading and writing in contact with move?” space theme.
be able to construct their activities, students will wind?” -By providing
own written two-digit be able to expand their -Students will be able various examples of
subtraction story depth of receptive and to collaborate in children’s literature,
problem. expressive skills. groups to design and students will be able
construct a prototype, to mimic the
analyzing and organizational
redesigning their strategies of
prototype as traditional fairy
necessary. tales.
-2.CA.2: Solve real- -5.SL.2.1 Engage -3-5.E.3: Construct -5.ESS.1 Analyze the -5.W.3.3 Write
Standards world problems effectively in a range of and perform fair scale of our solar narrative
involving subtraction collaborative investigations in system and its compositions in a
within 100 in situations discussions (one-on- which variables are components: our variety of forms that
of taking from, taking one, in groups, and controlled and failure solar system includes use narrative
apart, and comparing, teacher-led) on grade- points are considered the sun, moon, seven techniques, such as
with unknowns in all appropriate topics and to identify aspects of other planets and dialogue,
parts of the subtraction texts, building on a model or prototype their moons, and description, and
problem (e.g., by using others’ ideas and that can be improved. many other objects pacing to develop
drawings and equations expressing personal like asteroids and experiences and
with a symbol for the ideas clearly. comets. events or show the
unknown number to -5.SL.2.2 Reflect on -4.PS.4 Describe and responses of
represent the problem). and contribute to ideas investigate the characters to
under discussion by different ways in situations.
drawing on readings which energy can be -5.ESS.1 Analyze
and other resources. generated and/or the scale of our solar
-5.RL.4.1 Analyze how converted from one system and its
visual and multimedia form of energy to components: our
presentations and another form of solar system
representations can energy. includes the sun,
enhance the meaning of moon, seven other
a text. planets and their
moons, and many
other objects like
asteroids and
comets.
Materials -Book: “Shark -workstation direction -Book: “The Boy -Book: “How to -“Interstellar
Swimathon” by Stuart sheets Who Harnessed the Catch a Star” by Cinderella” by
Murphy -link to “The Day the Wind” by William Oliver Jeffers. Deborah
-Numbered pieces of Crayons Quit” read Kamkwamba -a large square foil Underwood
paper in a cup to draw aloud: -“William and the -glass bowl -Fairy Tale Story
from https://www.youtube.co Windmill” video: -tap water poster/ anchor chart
-Whiteboard m/watch?v=m2CY0Oh https://www.youtube. -flashlight -Fairy Tale Story
-Dry erase marker(s) hToY com/watch?v=Bzlgy -pencil Planner graphic
-3-4 decks of playing -list/ visual of color DAMupw -shooting star spinner organizer
cards (standard, uno, examples -Windmill Challenge directions sheet -multiple examples
skip-bo) -crayon postcards packet -example spinner of children’s
-crayons -straws
-Flip It & Subtract It! -large collection of -craft sticks -plastic water bottles literature of fairy
Worksheet wordless picture books -paper (various kinds w/ hole in lid & tales
-Flip It & Subtract It! -multiple copies of and weights) bottom of bottle
Recording sheet “The Princess and the -rulers -large and small
-Plastic paper sleeves Pony” by Kate Beaton -tape/glue rubber bands
-Book: “How Many Blue -gift boxes w/ rocks -paperclips -jumbo paperclips
Birds Flew Away?” By -sticky notes -binder clips -yellow cellophane
Paul Giganti -“Somebody... -index cards -small cardboard
-Paper or real dimes & Wanted…But…So…” -electric fan stars
pennies poster/ anchor chart -Items to inspire -black construction
-A “bank” -One Sentence student creativity paper
-Set of cards numbered summary recording -white & yellow paint
10-20 sheets -q-tips
-Money Be Gone Game -Multiple copies of -closure video: Do
worksheet (for visual) “The Legend of Rock Stars Really Move?:
-Write Your Own! Paper Scissors” by https://www.youtub
worksheet Drew Daywalt e.com/watch?v=kVx
-mystery bags (rocks, xjKGFZD4
paper, pair of scissors)
-multiple images of
horses
Body/ -Anticipatory set: Read -Anticipatory set: Play -Anticipatory set: -Anticipatory set: -Anticipatory set:
Activities story “Shark Tall Tales: students sit Read “The Boy Who Read ““How to Catch After listening to 3
Swimathon” by Stuart in a circle, telling an Harnessed the Wind” a Star” by Oliver poems, students will
Murphy. ongoing story. by William Jeffers. guess which fairy
-Mini-lesson: Play -Workstations: Kamkwamba -Mini-lesson: tale the poems are
Subtraction Musical --Station #1: -Mini-lesson: Watch Conduct twinkling describing.
Chairs. Exploration of “William and the stars experiment. -Mini-lesson: Read
-Workstations: Wordless Picture Windmill” video. Introduce concepts of aloud “Interstellar
--Station #1: Flip it & Books. Students will Give brief description potential and kinetic Cinderella” by
Subtract it! read a wordless picture of windmills and energy. Introduce Deborah
Using playing cards, book and retell the story problem statement/ STEM project. Underwood. Using
students will create two- to others, then write a directions for -Independent this story, students
digit subtraction one sentence summary students. practice: Students will be introduced to
problems, solving them of their chose book. -Independent Work will work on building the organization of
together and writing --Station #2: The Day Time: Students will Shooting Star fairy tales and
their answers on the the Crayons Quit! participate in an Spinners to further complete an anchor
provided recording Students will watch the inquiry-based their understanding chart as a large
sheet. read aloud and then investigation of of potential and group.
--Station #2: Read write a postcard posing designing and using kinetic energy in -Independent
“How Many Blue Birds as a crayon of their materials to engineer reference to practice: Students
Flew Away?” By Paul choice. and test a prototype answering the driving will select a
Giganti. As a small --Station #3: Guided of a windmill. question: Do stars traditional fairy tale
group, the students will Reading Groups. -Closure: Ask really move? and re-create it in its
read through this Students will read in a students to reflect -Check for traditional structure/
interactive picture book, guided groups and with their group on understanding: organization using a
solving the real-world discuss a children’s the following Students will discuss/ scientific/ outer
subtraction problems book while being questions: Were you demonstrate their space theme.
illustrated on each page. introduced to the successful in this understanding of -Closure: Select
--Station #3: Money Be reading strategy; challenge? Why or potential and kinetic students will share
Gone Game. Students “Somebody…Wanted why not? What was energy using their their pre-writes with
begin with 10 dimes and …But…So…” the most difficult part spinners. Students the class.
will draw numbered -Closure: discuss with of this challenge? If will watch a short
cards to exchange for students; What was you were to do this video that answers
pennies. First students to your favorite station again, what would the driving question.
give all their money to and why? What was you change? -Closure: Ask
the bank wins. your favorite book you students to reflect on
-Independent practice: read today and why? the following
Students will use what Would you use the questions: What was
they’ve learned from the “retelling” strategy you your favorite part of
workstations and write learned at my guided this lesson and
their own 2-digit reading group for other investigation today?
subtraction story books you read? Why is What was the most
problem. storytelling important difficult part of this
to you? challenge? Did your
-Closure: Students will investigations about
share their written the stars lead to any
subtraction story other space
problem to the class. fascinations or
questions that you
would like to further
explore in later
lessons?
Assessmen Formative: Formative: Formative: Formative: Formative:
ts -During the lesson I will -Asking questions -Asking questions -During the mini -Asking questions
ask questions depending during the guided during the mini lesson I will ask during the mini-
on the content or student reading groups; lesson; observing questions depending lesson and
actions observing students students design and on the content or conferences;
-I will listen to students’ complete their one build their windmills; student actions. observing students
responses, both verbal sentence summaries; closing questions. -I will listen to pre-writing; closing
and nonverbal to closing questions. Summative: students’ responses, share time.
determine if the Summative: -Collecting students’ both verbal and Summative:
student(s) are -Collecting students’ windmill packets, nonverbal to -Collecting students’
understanding the one sentence assessing their level determine if the pre-writes and/or
material. summaries, crayon of understanding and student(s) are final products once
-Observing students postcards, and wordless reflection. understanding the students have
writing their story picture book recording content and task at worked through all
problem. sheets. hand. of the writing
Summative: -Closing questions processes.
-Collect students’ “Flip
It & Subtract It”
worksheet.
-Each student will reflect
their understanding of
subtracting two-digit
numbers by creating
their own story problem
then presenting their
story to the class.
Safety -Students will be -Students will walk -Students will be -Students will be n/a
reminded of being safely and slowly to instructed to be instructed to be
respectful and having transition from station cautious when cautious when
orderly conduct during to station. working with working with
musical chairs game to materials. materials.
diminish chance of -Students will be -Students will be
students getting pushed monitored as they use reminded of the
or hurt. the electrical fan to dangers of shining
-Students will walk test their windmills. flashlights into their
safely and slowly to eyes.
transition from station to
station.