Integrated Lessons Block Plan

Day 1 Day 2 Day 3 Day 4 Day 5

L Quadrilaterals Identification
e ecosystems
s
s
o
n
O •Identify ways to describe a
b quadrilateral using key vocab.
j •Students will be able to
e accurately draw or create
c quadrilaterals.
t •Identify parallel and
i perpendicular lines.
v •Identify quadrilaterals in their
e daily lives.
Reading/Text Features
•Students will use text features to
determine text meaning.
•Students will use text features to
find information.
•Students will use text features to
summarize readings.
Science/ hypothesizing
•Students will
hypothesize how different
ecosystems support the
stability of organisms
within.
•Students will identify
parts of an ecosystem.
•Students will compare
and contrast sustainability
of each ecosystem.
Writing/Organization of
research
•Students will identify a
research topic of interest.
•Students will identify
sources about the topic of
interest. •Students will
organize information
about the topic in a
sensible way.
•Students will present
information in a unique
way.
Renewable/Nonren
ewable Resources
•Students will identify
natural resources
•Students will identify and
define renewable and
nonrenewable resources
•Students will “mine” for
resources and classify them
as renewable or
nonrenewable.

S 4.G.5:​Classify triangles and 4.RN.3.1​ Apply knowledge of text 4.LS.3​ Construct an 4.W.5 ​Conduct short 4.ESS.2 Obtain and combine
t quadrilaterals based on the features to locate information and argument that plants and research on a topic. information to describe that
a presence or absence of parallel gain meaning from a text (e.g., animals have internal and • Identify a specific energy and fuels are derived
n or perpendicular lines, or the charts, tables, graphs, headings, external structures that question to address (e.g., from natural resources and
d presence or absence of angles subheadings, font/format). function to support What is the history of the their uses affect the
a (right, acute, obtuse). survival, growth, Indy 500?). environment.
r behavior, and • Use organizational
d reproduction in different features of print and
s ecosystems. digital sources to
efficiently locate further
information.
•Determine the reliability
of the sources.
• Summarize and
organize information in
their own words, giving
credit to the source.
 • Present the research
information, choosing
from a variety of formats.
M cardstock paper with kite •Mini lesson WS/ resource guide •​ecosystems •paper •6 types macaroni •noodles
a outline, plastic straws (2 per provided powerpoint •pencils •tarp
t student), tape, yarn •station 1: Text features puzzle, slides •tech devices •mining buckets
e laminated cutouts •2 glass jars •card sorts
r •station 2: library books, with lids
i classroom books, self books •rocks
a •station 3: gloves, masks, wipes, •soil
l heartbeat monitor sound(not •moss
s necessary but encouraged), •distilled water
magazines, scissors, glue, patient •plants
symptoms worksheet
•Station 4: chosen texts,

B •Begin by showing students Show a page from a text that has a •Set up 4 corners of the Begin by asking students -Anticipatory Set-
o pictures of shapes that are few examples of text features, room as “season stations” to get out a blank piece of •Students will complete a
d classified as quadrilaterals on such as photographs, captions, each corner will possess a paper and pencil. word sort individually of a
y the screen. headings, bold print, and labels. different season with Students will have a set “Guess Who” game to match
/ Ask students to turn to a partner different conditions. They timer of 4 minutes to each natural resource with its
a and describe what they see on the will record answers for brainstorm topics that appropriate description. Be
c page. stations on what they they think are interesting sure to cut out each card and
t “Welcome 4th grade, as we begin I chose and why. and they want to know
i have a picture up here of this “For this activity we are more about and how they
v random text sample, What I want going to stand up and would go about finding
i ​ ​ grade! As you can see on
“Hi 4th you to do is take the next 2 make our way around more information on the
t the screen behind me, there are minutes, adn discuss with your each of the 4 corners of topic. Students will be
i some shapes you may have seen shoulder partner what you see on the room. As we get to a given 2 minutes at the
e before. As I click through each this page, it can be anything you station it will be a end to collaborate with
s picture if you know the name of observe, when you each have an different environment in each other and share
the shape I want you to put your answer stand up and balance on 1 which we then need to ideas.
hand on your head and I will call
on you. I specifically want you to
be paying attention to what each
of these shapes have in
common!”
*show slides of quadrilateral
shapes*
“Awesome job paying such close
attention 4th​ ​ grade, can I have
you turn to your shoulder
partner and discuss the
similarities you found between
each of these shapes? When you
have your answer you and your
partner stand up and balance on
one leg, then I will ask one of you
to share.”
•Allow 3 minutes of partner
discussion, make sure each
group gets the opportunity to
stand and balance for brain
reset​.
“Today, we are going to be
learning how to identify and
describe quadrilaterals and what
common attributes they share!
This is important because we
come across different types of
quadrilaterals each day without
even knowing it!”
•Following the anticipatory set
students will move into
independent “draw about it”
time
“Now that we have been
refreshed on our quadrilateral
shapes, names, and what they
have in common it’s time for us
to draw about it! Everyone will
need a pencil and piece of paper,
or a blank drawing screen on
leg with your hand on your head.
(Allow 2 minutes) Is anybody
willing to share with me what
observations you made? (take a
few answers) Go ahead and take a
seat. Some of the answers
you gave me fall into a category of
what we call text features!”
“Today we are going to explore
stations as we learn about text
features and how they help us
know more information about a
story or text we read! This is
important because text features
can give us clues to things we see
in our everyday lives that may go
unnoticed and fit together!”
Mini-Lesson:
•Begin with​ learning about text
features, why they're important,
how they help us as we're reading.
Explain to students that text
features are the elements of
books, newspapers, and
make the decision about
what components we
would choose to best suit
our needs to live there.
For example, if I am living
in a cold and snowy
environment, I would
probably choose to have a
pair of nice gloves over a
pair of sunglasses. Let’s
get started and record
each station and what
would best suit our living
needs in that
environment!​ild
weather,After students
have visited each station,
come back together and
ask students to discuss
with shoulder partners
what they noticed about
each station and the
options offered, and have
2-3 students share.
“Today, we are going to
be learning about how the
different characteristics of
ecosystems can affect
how plants survive there,
just like we chose our
components of what we
wanted to wear during
our seasons to keep us the
most comfortable, plants
do the same thing when
they are living in different
environments.”
•Begin by introducing
ecosystems, students will
discover how different
“​Today, we are learning
about organization and
how to use it while we
research about our
favorite topics! This is
important because we
come across new topics
each day and we want to
know how to learn more
about them and organize
our thoughts before we
write about these topics!”
•Introduce trait: ​“What
we just did was what we
call brainstorming! This is
the very beginning step to
how we begin organizing
all of our thoughts and
brilliant ideas we may
want to write about! Next
I am going to show you
some examples of
different organizers we
can use while writing.
There is no right or wrong
way to organize your
thoughts as long as each
piece of information fits
together in the end like a
puzzle!”
•Share examples:
•Provide information:
mix them up.
•“Ok 4th grade as we get
started today, we are going
to complete a Guess Who
word sort activity! Your job is
to take all these words and all
these definitions and match
them however you see fit.
When you are finished talk
with your shoulder partner
about how you sorted the
words and why.”
•Give students 5 minutes to
sort and discuss, ask for a
couple students to share
•Purpose: ​“Today, we are
learning about our natural
resources that may or may
not be renewable. This is
important because we need
to learn how our earth works
to provide for us and how we
can work together to keep
our earth healthy!”
•Begin by introducing natural
resources, nonrenewable and
renewable, the difference
your iPads. We are going to take
the next 7-10 minutes exploring
our classroom and even hallway
for shapes that we might
consider a quadrilateral. We are
going to sketch what we see,
label it for what it is, then write
down if it has parallel or
perpendicular lines or neither at
all. You can stay here or leave
the classroom but you must be
back by _____. If you know the
name of the specific
quadrilateral be sure to include
that next to your sketch as well
for an extra challenge. For
example, in our classroom over
here I see one of the most basic
shapes we have that is also a
quadrilateral. It’s my textbook!
This is the shape of a square and
has 2 sets of parallel lines here
and here! (point to 2 sets of
lines, draw on board if easier).
Ok. go ahead get your sketching
hand ready and get to work!”
•As students make their way
back to the classroom begin
asking them to look over all their
sketches.
•Ask for students to come up
and draw one of the shapes they
found on the board.
“I love all the shapes and
sketches you guys came up with,
these look awesome! Can
anybody tell me if they see a
shape up here that is not a
quadrilateral? If so can you tell
me why?” ​(Allow for 3 minutes
of response)
magazines that enhance a reader's
experience by pointing out
important information and making
the text simpler to understand.
•Explain the following text
features with the class: table of
contents, index, glossary, titles,
headings/subheadings, text (bold,
color, italics), bullets, asterisks,
pictures, illustrations, captions,
side bars, diagrams, maps, tables,
and time lines. Display an example
of each or however many
appropriate of text features and a
definition of each.
•Emphasize the importance of
each text feature and prompt
students to discuss any prior
experience they have with these
text features.
(Due to covid may need to be a
digitized format of each of these
items)
“Like any good start to our days,
let’s review some of the key
vocabulary and terms we should
be looking out for today! Text
features are in the majority of the
texts that we read! They help us as
readers to enhance our experience
and point out the important info
that helps us to understand better.
We can find text features in our
books, newspapers (I know these
are a bit old school) and
magazines. Here are some
examples of text features we come
across and that you have probably
already seen without realizing it.
(At this time the teacher should be
writing on board or displaying
slides with terms) The table of
parts of these systems
work together to thrive
off one another and that
is how our plants survive.
•​“Let’s talk about how
parts of an ecosystem
work together to help it
survive. Each living and
nonliving thing in an
ecosystem has a role, as
each part carries out their
role they work together to
survive, kind of like a
puzzle, if there’s a missing
piece the entire ecosystem
does not work how it
should.”
•Review with students
components of a
functioning ecosystem
“Let’s look at some of
these characteristics of a
typical ecosystem. We are
going to read through this
powerpoint to discover
some key terms we need
to know when learning
about ecosystems.”
•Go through each of
these slides in order to
get students thinking
about parts of an
ecosystem. It is not
necessary at this point in
time that students have
mastered term
“Now I am going to take
you through an example
organizer and some of the
information we are
searching for. Here we
see that the chosen topic
is all about sharks, this
first page we see 5
different boxes listed that
have 5 different verbs. We
want to know what the
sharks can do; can they
swim fast, eat a lot etc.
what they have; do they
have fins, gills, hard or
soft skin, teeth, are they
big, small, round,
aggressive, they eat; fish,
seaweed, other animals,
and they live; in oceans,
can they live in freshwater
etc. These are some
typical questions to want
to know specifically about
an animal. You can come
up with your own
questions that relate
closely to your topic. This
second sheet is a question
and answer form. Before
you read anything about
your topic come up with a
question and what you
think the answer is. then
as you read and form
questions write those
down in the during box,
answer it, then when you
are finished reading and
you have questions write
that down and find
another source to help
between the 2 must be
understood.
•“​Renewable resources are
resources that can be
replaced or “renewed” or
even called “new again”
because of the prefix “re-” on
re​newable. These are natural
and can be used over and
over again without being
used up. These are things
such as wind, the sun, and
water. Then as we look at
nonrenewable, we first break
down the word and talk
about the prefix non- means
“not.” That means they are
not renewable. These are
things we call fossil fuels
which can be things like oil,
coal, and gas. Here is a chart
that helps us better classify
what sources of energy we
use are renewable or
nonrenewable. Remember if
it is renewable it means we
can use it over and over again
and keep creating, if it is
nonrenewable then once we
use it it's gone!”
“We are now going to
become miners ourselves of
“Very good job 4th grade you are
crushing it! Next up we’re going
to take out our iPads and follow
this QR code to an I know it
game of sorting quadrilaterals!”
•Allow students 7 minutes of
independent time working on
this game. Continuously walk
around to answer student
questions and monitor
independent work.
•As you begin to transition into
the last section and real check
for understanding be sure to
clarify again the definition of
quadrilaterals.
“For our final activity, we are
going to be creating our own
type of quadrilaterals and
putting them to the test! We are
going to be creating kites! Which
is not only a fun toy we fly in the
air but the name of a real
quadrilateral shape! As I begin
passing out your supplies you
will need I have a picture
projected on the screen of a kite.
Your job is to come up with what
kind of lines or sides a kite has
and to write your answer on the
back of your kite when you get
it.”
•Walk around passing out
supplies, asking students what
they notice about the kites sides
and where they see parallel or
perpendicular lines.
•Begin going through the
following step by step process to
create your own kites!
Kite Creation with Straws:
contents is a popular one, this is in
the beginning of the book and
usually tells us names of chapters
and on what pages information
can be found. Our titles or
headings we see can tell us what
smaller sections of those chapters
are about. Illustrations and
pictures might help us to
understand something better by
giving us the chance to visualize
the information we just read, and
captions give us glimpses into the
picture and what was happening
at the time it was taken. These are
all important terms to keep in
mind as we look at how knowing
this information works together to
help us understand what we read.
You are going to get a handout
worksheet to practice real quick
and prepare before we move into
our station time. This handout will
especially come in handy for you at
station 3 so hang onto it.”
*Have students independently do
WS as formative assessment and
understanding to be able to move
on*
answer. You can also use
any of the formats shown
above. This is your
research and your
organization process, so
s we get to do what works
or content. We will best for us!”
continue to discuss as we
monitor results of our
ecosystems.
•“Here is a flow chart of
what makes up our
ecosystems. These terms
biotic and abiotic are
ways we describe the
•Supervised Practice:
living parts of our system
Students will spend the
and nonliving parts. For
next 2-3 minutes
example, as you can see researching different
that our biotic
types of graphic
components are
organizers or ways to
producers, consumers, organize research and
and decomposers because
pick their favorite, they
these are types of animals
will then write this
and living things that answer on a sticky note
depend upon other things
and put it on the board.
in the ecosystem to live .
Our list of abiotic
Check for understanding:
components are factors
Students will share with
like the wair, water and partners at the end of
soil that our ecosystem
brainstorming time of
has.”
strategies to find and
research about topics.
Have students write
strategy or organizers
found on sticky notes and
•“As a class we are going put on board.
to be creating our own
ecosystems today called Writing:
terrariums. Our goal is to •Students will begin by
create an ecosystem that picking a topic of the
natural resources! You will be
split up into 6 different
groups, and receive a note
card. Attached to this card
you will see a type of noodle
which represents some of our
nonrenewable and renewable
resources. Your mission is as
a miner you will go up to our
caves (tarp with mixed
noodles on the ground) and
mine as many pieces of your
resource as you can in 30
seconds. The challenge is that
there may be other groups
competing against you for
the same resource!
Depending on what resource
it is you're collecting it may or
may not replenish very
quickly. So, let’s get started,
first you must give your team
a company name and I will
write it on the board to keep
track of your mining!”
•At this time the teacher will
pour each of the different
types of noodles onto the
tarp. As students go up and
“mine” for noodles
depending on what they
represent the teacher can
refill some of the resources.
For example, the noodles
representing coal, gas, or
oil(petroleum) will not be
replenished to represent it as
a nonrenewable resource.
The noodles representing
resources like solar, water,
and wind, be sure to continue
dumping more and more

“Step 1: Take 2 straws then cross
them perpendicular.
Step 2: Use string or yarn and
wrap the straws where they
intersect back and forth until
they are sturdy. Tie the string off.
Step 3: Cut out kite shape from
cardstock paper given.
Step 4: Place the tied straws in
the center of the kite with the
longer side going up and down.
Step 5: Use tape to stick each of
the 4 straw ends to the 4 corners
of the kite.
Step 6: Take yarn and tie a knot
around the left side and right
side and bottom and top and
have them connect in the middle
where the straws intersect.
Step 7: Unravel yarn to get a
long amount of to send kite into
air.
Step 8: Fly Kite!”
“I am so proud of all the hard
work you guys put in today! It
made me so proud how eager
you were to learn about
quadrilaterals and their lines! As
we noticed today we have a lot
of quadrilaterals in objects we
see everyday! Can anyone tell
me a specific characteristic of a
shape that we consider a
quadrilateral? Take 1 minute and
talk to your shoulder partner.
Can a couple volunteers please
share what you and your partner
came up with? Stand up and
share your answer in your
favorite accent!”
“Now, we are going to go through
each station and I will give you
directions on how you are to
complete each station.”
Station 1: ​Text features puzzle
“When
you are
at
station
1, we are
completing our text features
puzzle, here you will find a bunch
of puzzle pieces cut out with three
specific categories. One will have a
title, one will have a definition, and
the other will have a picture. Your
job is to match each of these three
cards together to form their own
puzzle! When you have finished
putting the puzzle together take a
picture of it to show me after!”
Station 2: ​Independent Read
“Here at station 2, you will find a
cozy spot in the room alone and
read any of our books from our
classroom library or a current book
you’re reading through now. Take
sticky notes, and as you come
across a text feature in your book
write it down and stick it to your
page!”
Station 3: ​Text feature surgery,
goes along with mini lesson
will best sustain the life of
our succulent. To sustain
means to keep up or
maintain our
environment.”
•”Before we build our
ecosystems I want you to
be thinking about how the
different parts work
together to keep the
ecosystem alive. We are
going to record our
question we are trying to
answer which is ‘What
materials would create an
ecosystem that best
supports our plant and
why?’ and then make our
hypothesis of what we
think is going to happen
and then we will check on
our ecosystems each week
to observe and record any
changes.”
•Upon completing
hypothesis sheets
students will hand them
in and receive a lab
brainstorm list they made noodles during each round to
from the mini lesson. represent renewable
•Once the topic is resources.
selected students will
choose an organizer or
create their own and
make sub-topics or
questions that they are
researching for.
•Students will be asked to
have at least 4 main sub
topics, headings or
questions they are
researching for.
•During this time the
teacher will walk around
the classroom, using a
•Once supplies have
binder clipboard and take
dwindled and the only
notes on each students’
students being able to collect
organizers, topics, and
are those that are collecting
information collected, renewable resources, then
making sure to ask
tally up from each “company”
students why they chose
how many total resources
the organizers they did they harvested.
for their topic and how
they are finding their
•“What do you guys notice
information. about each of the resources
and numbers that each group
Sharing (Whole Group):
had collected? Discuss in your
•Students will tape their
companys why you collected
graphic organizers up
the amount you did.” *Give
around the room, we will
students 2 minutes to discuss,
then be free to go on an
take answers*
around the room tour of
each graphic organizer.
•“As many of you have come
Students will be
to notice the reasoning some
welcomed to stand at
groups had so many more
their organizer and share
resources collected is because
their thoughts if they
they kept getting replenished!
chose to and visit at least
As I poured more noodles into
2 others as well. the pile it gave our groups
“At station 3, we are tying in what
we just talked about in our mini
lesson. In the middle of this table,
you will find all the ‘surgical gear’
you need in order to complete this
text feature surgery. Put on your
gloves, mask, and sanitize (with
wipe) all of your tools (pencil). You
will find at each chair there is a
packet of your patients names and
symptoms they are having about
using text features. Your job is to
find an example of the text feature
you think your patient needs in the
magazines in this pile on the table,
cut it out and glue it to their
profile. When you are finished, you
must fill out the post-op report
where you write​ the text feature
transplant you performed, the text
features purpose, and how it
would help your patient as they're
reading.”
(Examples of patient symptoms
and WS below, create whatever
one's necessary to classroom at
time)
Station 4 (BDA lessons with
teacher):
“At this station you will be working
with reading through an article to
learn about how to identify and
use our text features as we read!”
BDA Group 1: Learners needing
higher tiered support
Text choice: National Geographic
“The Garbage Patches”
journal. Students will be “I am so proud of you mining for our resources like
responsible for the next guys for creating such solar, water, adn wind power
month to record data on unique and organized the advantage to harvest
each of the terrariums writings today! I can’t more because these sources
and significant changes wait to develop these were RENEWING! For our
they see happening. The more! Turn to your groups mining coal, and oil or
following prompts will be shoulder partner and tell petroleum, and gas, as you
given in the journal: them your favorite began to harvest your
•What abiotic factors are organization strategy you resources they got fewer and
present, and what are saw as we toured the fewer because these sources
they contributing? room! ​*Give students 2 were NOT RENEWING! This
•What biotic factors are minutes to discuss and activity represents the way
present, and what are share* we get our energy today.
they contributing? While we do have many
•How is the light source opportunities to use
affecting each terrarium? resources that work together
•Is our plant thriving to help us create a healthy
more or less in one environment, we also have
ecosystem over the resources that are being used
other? all too quickly. It is up to us to
•TEACHER REFERENCE protect our earth and find
DIRECTIONS: ​Green ways together to use our
Terrarium Steps​ ​Water resources more efficiently!
Terrarium Steps Now we are going to revisit
our guess who cards we tried
Examples of finished to sort in the beginning. Once
products: you have matched the
definitions you will also sort
our terms into renewable and
nonrenewable columns.
When you are finished raise
your hand and I will come
over and check!”
•“4th grade what an amazing
job you did today at mining!
As we wrap up today I have
an important question for you
to be thinking about. Turn to
your shoulder partner and
discuss why it is important
that we conserve and use our
 energy wisely? After that I
“Welcome guys! So at this station want you to brainstorm one
we are going to be focusing on our thing we could all do that
text features and how if we don’t would help us together to
understand a text completely we take a step in saving our
can use these clues and hints to planet!”
help us! First let’s go over some of *Allow students 4 minutes to
the main text features we come discuss and share*
across. Who can tell me what a
title is and where we can find it?
(Give a few students a chance to
answer) Can someone else now tell
me what a heading is and where
we find that? (Other students
answer) Lastly, can you guys tell
me why it is important for us to
know text features and how they
can help us?
Now we are going to go through “4th grade you have been
this fun article and see if we can such good scientists
learn more from looking at the text today! I know we are just
features! In front of you, there is getting started but I am
an article on garbage in the ocean. so excited to see what
First, we are going to read through observations you make!
it together, I will read it out loud Turn to your shoulder
and you will follow along. As you partner and discuss what
follow along, you have a are 2 factors that make
highlighter. I want you to highlight up an ecosystem that you
a text feature whenever we come think is most important!”
across one, and we will revisit *​Give students 3 mins to
them at the end. *read article, discuss and share*
slowly, making sure students
follow along*
•Students should be highlighting
headings, titles, captions, pictures,
maps, bullets
“Great job! I saw lots of you
highlighting some good text
features. Let’s each talk about 1
text feature we found and what
piece of information it helped us
understand better in this article. I
now want you to pair up with the
person next to you and we’re
going to swap text features, show
your partner where you found your
text feature, after they find it give
them a chance to look it over, once
your partner has looked it over
discuss the name of this text
feature and how it helped you
understand that section, Repeat
this, and give the other partner a
turn to do the same.
•Informal assessment should be
happening here as you listen to
each student talk

“As we begin to wrap up I want

you guys to be thinking about how
we can find and use text features
on a daily basis. I want you to go
right now and grab your
independent reading book, bring it
back to the table, open it up and
find a text feature. You will also be
doing more of this at the
independent reading station!”

BDA Group 2: Learners needing

lower tiered support
Text choice: “Gulf of Mexico a
geography of offshore oil”
“Welcome guys! So at this station
we are going to be focusing on our
text features and how if we don’t
understand a text completely we
can use these clues and hints to
help us! First let’s go over some of
the main text features we come
across. Who can tell me what a
title is and where we can find it?
(Give a few students a chance to
answer) Can someone else now tell
me what a heading is and where
we find that? (Other students
answer) Lastly, can you guys tell
me why it is important for uz to
know text features and how they
can help us?
Now we are going to go through
this fun article and see if we can
learn more from looking at the text
features! I want you to read
through it on your own and I want
you to highlight a text feature
whenever you come across one,
and we will revisit them at the end.
*Release students to read on own*
•Students should be highlighting
headings, titles, captions, pictures,
maps, bullets
“Great job! I saw lots of you
highlighting some good text
features. I now want you to pair up
with the person next to you let’s
each talk about 1 text feature we
found and what piece of
information it helped us
understand better in this article,
and we’re going to swap text
features, tell your partner which
text feature you found, give them
the chance to find it in the reading
and describe how it could’ve
helped us as a reader with this
article. Repeat this, and give the
other partner a turn to do the
same.”
•Informal assessment should be
happening here as you listen to
each student talk

“As we begin to wrap up I want

you guys to be thinking about how
we can find and use text features
on a daily basis. I want you to go
right now and grab your
independent reading book, bring it
back to the table, open it up and
find a text feature. You will also be
doing more of this at the
independent reading station!”

•Students will come to cool down

corner of the room and sit with
their shoulder partner.
“4th grade, I am so proud of all the
hard work you have done over
these few days of learning about
text features. It’s important that
we know these because of how
they can help us when we read
anything we see! Take 3 minutes
and discuss with your shoulder
partner a benefit of using text
features while we read. When you
have your answer, stand up, when
time is ready I will ask for a

A •Independent “I know it” link
s questions. (Formative)
•Draw About It end assessment
s of each student’s own shape on
e board. (Formative)
s •Individuals write it out on kite
s determining lines and sides.
(formative)
m
e picture example, have students
n take picture on iPad or
t chromebook to show before they
s clean up.
S •Students will be
a monitored during
activity to follow
f classroom procedures
volunteer to share, speaking in
their favorite fun accent!”
(End lesson here, allowing
students to share with what time
allows)
•Mini lesson worksheet serves as
an informal (formative)
assessment of students
individually being able to match
definitions and understand what
text features are.
•Puzzle station is a group
assessment of matching not only
title to definition but also to
•Text features surgery, serves as a
formative assessment of students
finding text features in authentic
settings (magazines) and relating
to what objective is to be
accomplished (their patient’s
symptom). Post op reports serve
as self assessment and formative
assessment for teachers.
•Independent read sticky notes
serve as authentic informal
assessment of whatever student is
reading at the time.
•Guided reading check for
understanding when students
review text features
•BDA students find their own text
features in articles and make note
and record why they’re useful.
This is a formative assessment.
•Students will be asked
to use their own
materials during text
features surgery and
Students will complete a
journal every 3 days to
observe and record notes
on any change in their
terrarium or what they
think is happening with
each part.
•Students' journals will be
an authentic assessment
of their learning. Students
will be assessed on
accuracy of observation
and factors taken into
account while observing.
Did they mention abiotic
and biotic factors, light
source, plant type etc.
These journals will be
built up of observations
over a month’s time.
•At the end of the
monthly science
experiment, students will
be expected to fill out
another lab report of their
findings and if the
hypothesis they made
was correct or incorrect.
Students must choose a
format of presentation to
back up their findings.
•Students will
be asked to
handle materials
with care if
•Assessment will happen •Students will be assessed
informally during lesson, informally during activity of
in the mini lesson decision making skills of what
students will be assessed is happening to the resources
by the post it notes they
provide on the board of •Students will be assessed
organizational strategies formally by completing the
and questions they will guess who matching and then
use. string cards into renewable
•During writing time and nonrenewable categories
students will be independently.
authentically assessed
during conferences as the •Students will be informally
teacher keeps record of assessed by ability to come
progress, support, up with ways to conserve
accuracy. energy and do better at using
•Students will be resources.
assessed informally
during around the room
tour of completed graphic
organizer/ organizational
strategy
•Students will •​During activity
be asked to students must be
spaciously careful to not be
spread out if pushing, shoving, or
e while in hallways and during text features helping, adn to choosing to trampling any other
t classrooms making puzzles. only observe write in students during the
observations. •Students will be without designated mining process. To
y •While kite making monitored during touching during areas other than ensure safety
students will be given stations to be following journaling times. desks. teacher will
materials and classroom expectations. •During the monitor and only
instructions of using anticipatory set do 1 student from
scissors, sticks, and be students will be each team at a
given safety asked to be time.
instructions while mindful of
flying kites. setting and
proximity to
others.