Block Plan: The Choice is Yours.

Elena Check

Day 1— Day 2— Day 3— Day 4— Day 5—

Math Reading Writing Science Science
Lesson Choose to Find Joy Choose to be a Choose to Choose to embrace Choose to Dig a
in Your Order Superhero Encourage differences. Little Deeper

Objective(s) - After the students - After the students - After the students After the students - After completing
complete each complete each complete the conduct the the experiment, the
station, they will be station, they will be activity, they will experiment, they students will be
able to identify able to describe be able to label will be able to: able to explain how
ordinal numbers how a character(s) each part of a letter: heating and cooling
from 1-10. reacted to a major -Greeting Describe solids, solids, liquids, and
event. -Heading liquids, and gases gases can be
- After the students -Body by their properties. reversed.
complete each - After the students -Closing
station, they will be complete each -Signature Identify solids, - After completing
able to read and station, they will be liquids, and gases the experiment, the
write ordinal able to identify how - After the students by their properties. students will be
numbers from 1-10. a character(s) complete the able to explain how
affected the plot. activity, they will heating and cooling
solids, liquids, and
be able to develop a
gases cannot be
letter to a staff reversed.
member of Allen
Elementary.
Standards 2.NS.4—Match the RL.2.3 (Character 2.W.3.3—Develop 2.PS.1—Plan and 2.PS.3—Construct
ordinal numbers & Setting)— topics for friendly conduct an an argument with
first, second, third, Describe how letters, stories, investigation to evidence that some
poems, and other describe and changes caused by
etc., with an characters in a story
classify different heating and cooling
 ordered set up to 30 respond to major narrative purposes kinds of materials can be reversed and
items. events and how that: by their observable some cannot.
characters affect the - Include a properties.
plot. beginning SEPS.3
- Use temporal SEPS.3
words to signal
event order
- Provide details to
describe actions,
thoughts, and
feelings
- Provide an ending
Materials 1st, 2nd, 3rd place Post-it notes Pencils Blown up balloon iPads
medals Worksheets Worksheets (Pre- Lemonade Pencils
Pre-Cut Outs Self-evaluation made letter Hersey bar Worksheets
Worksheets sheets Pencils templates) Other solids, Assessment Sheet
Scripts Pre-cut job Pre-Cut Outs liquids, gases
Pencil Descriptions for the Sticker Stamps materials for Station Materials
Crayons collaborating Envelopes exploration per
Glue rotations table group
Puzzles iPads (epic!) Pre-worksheets
Board Games Capes & Masks printed
Pre-written role Monitor/Air Play
play Pencils

Body/Activities Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set: Anticipatory Set:
The students will There will be a skit The students will The students will The students will
participate in a at the beginning open a personal draw a name of a play a game of hot
relay race that where 3 students letter from me and classmate and write potato.
involves telling will participate. I read it at the down one positive
time and will go through the beginning of class. unique attribute that Purpose Statement:
demonstrating a same scenario 3 person has.
certain time on a different times with Purpose Statement: “Today we are
mini clock, different outcomes. “Today we are Purpose Statement: going to be
activating prior going to learn how “Today we are learning about how
knowledge. Purpose Statement: to write a letter! We going to be it can be reversible
“Today we are all know what a learning about and irreversible
Purpose Statement: going to be letter is, but it is differences in the when we add heat
“Today we are learning about how very important to properties an object and coolness to
going to learn characters in know how to write can have! We are solids, liquids, and
about ordinal stories AND in real them the correct going to be gases! Every day
numbers; how to life can be affected way so that those learning this we come into
use, read, and write by a situation, but who we write to because each one of contact with solids,
them. We rank and also how a situation will be able to read us comes into liquids, and gases;
put objects into can be affected by a the letter that you contact with many we need to know
order in our character/person. send to them!” objects in our day- how temperature
everyday There are always to-day lives. can affect the
communication!” going to be certain Lesson Looking deeper at overall outcome for
situations in your Presentation: these objects, we these 3 states of
Lesson life that affect you, The students will will gain a greater matter!”
Presentation: but you have the write their own understanding of
Mini lesson—how ability to react and personal letters to a their attributes”
Lesson
to write and say the respond to those staff member and
Presentation:
ordinal numbers 1- scenarios in a label the different Lesson
Pose the
10 smart way!” parts of a letter. Presentation:
question…what do
Groups with 3 The students will
you think will
rotations Closure: work through a
Lesson happen when…?
1 rotation will be Review questions. posed question of
Presentation: Mini Lesson
making flashcards, placing items
The students will be Have the students
one will be making within 3 categories;
in groups of 3 and explore the
an ice cream cone, presenting them
 and the other will rotate through 2 solids, liquids, and different ways
be working through stations. They will gases. They will solids, liquids, and
modified board either meet with explore through gases are effected
games. myself or Mrs. those items given. by temperature.
Satterlee. Explore
Closure: different pieces of Closure: Closure:
Review questions. literature. Lastly, Demonstrate as a Review questions.
they will reciprocal class a solid, liquid,
teach with their and gas.
group and be Review questions.
assigned a role/job.

Closure:
Review questions.
Assessment Formative— Formative— Formative— Formative— Formative—
The students will Somebody, The students will I will be walking There is an
complete a Wanted, But, So, turn in their letters around taking notes assessment
worksheet and Then worksheet that they wrote to on my observations. observation
flashcards which will be completed staff members. worksheet Mrs.
will be turned in at by each student. I will walk around Satterlee has given
the end of the class Observe the the room and check me to fill out.
period. Questioning students’ for understanding
throughout the participation by listening to the I will walk around
Questioning station time will through the mini students’ the room and check
throughout and help me to observe lesson. conversations and for understanding
checking the who is observing their by listening to the
students’ responses. understanding and Meet with each participation. students’
who needs a little student during conversations and
Checking for more help. writing time to see I will collect their observing their
understanding how they are recording sheet at participation.
throughout each the end of the class
 station (there will The students will doing/if they are period and read I will collect their
be an adult there). fill out a self- understanding. over them; looking recording sheet at
assessment for how for who is the end of the class
Summative— they feel like they Summative— understanding and period and read
Mrs. Satterlee plans did with reciprocal Mrs. Satterlee plans who needs more over them; looking
to assess them with teaching and their to assess them with help. for who is
an end of unit test. role. an end of unit test. understanding and
Listen to the who needs more
Post-Its will be questions answered help.
assigned by color to in class verbally
an individual Summative—
student and I will Summative— Mrs. Satterlee plans
check to see if they Mrs. Satterlee plans to assess them with
are marking the to assess them with an end of unit test.
books correctly an end of unit test.
where the character
is being effected or
effecting the events
occurring.

Summative—
Mrs. Satterlee plans
to assess them with
an end of unit test.
Safety Make sure that Make sure that Make sure that Make sure that Make sure that
students walk to students walk to students walk to students walk to students walk to
each station. each station. each station. each station. each station.

Make sure that the Go over the rules
students understand of how to use the Make sure students Make sure students
the rules for the capes correctly know the know the
anticipatory set. (do not tie it so procedures and procedures and
expectations. expectations.
Provide scissors at tight to where you
the station so they are choking).
do not have to carry
them throughout Tie for the students
the room. who need help.