Block Plan Pdf

Block Plan: The Choice is Yours. Elena Check

Lesson

Objective(s)

Day 1— Math Choose to Find Joy in Your Order

Day 2— Reading Choose to be a Superhero

Day 3— Writing Choose to Encourage

- After the students complete each station, they will be able to identify ordinal numbers from 1-10.

- After the students complete each station, they will be able to describe how a character(s) reacted to a major event.

- After the students complete the activity, they will be able to label each part of a letter: -Greeting -Heading -Body -Closing -Signature

- After the students complete each station, they will be able to read and write ordinal numbers from 1-10.

Standards

2.NS.4—Match the ordinal numbers first, second, third, etc., with an

- After the students complete each station, they will be able to identify how - After the students a character(s) complete the affected the plot. activity, they will be able to develop a letter to a staff member of Allen Elementary. RL.2.3 (Character 2.W.3.3—Develop topics for friendly & Setting)— letters, stories, Describe how poems, and other characters in a story

Day 4— Science Choose to embrace differences. After the students conduct the experiment, they will be able to: Describe solids, liquids, and gases by their properties.

Day 5— Science Choose to Dig a Little Deeper - After completing the experiment, the students will be able to explain how heating and cooling solids, liquids, and gases can be reversed.

Identify solids, liquids, and gases by their properties.

- After completing the experiment, the students will be able to explain how heating and cooling solids, liquids, and gases cannot be reversed.

2.PS.1—Plan and conduct an investigation to describe and classify different

2.PS.3—Construct an argument with evidence that some changes caused by heating and cooling

ordered set up to 30 items.

respond to major events and how characters affect the plot.

Materials

1st, 2nd, 3rd place medals Pre-Cut Outs Worksheets Scripts Pencil Crayons Glue Puzzles Board Games

Post-it notes Worksheets Self-evaluation sheets Pencils Pre-cut job Descriptions for the collaborating rotations iPads (epic!) Capes & Masks Pre-written role play

Body/Activities

Anticipatory Set: The students will participate in a relay race that involves telling time and demonstrating a

Anticipatory Set: There will be a skit at the beginning where 3 students will participate. I will go through the same scenario 3

narrative purposes that: - Include a beginning - Use temporal words to signal event order - Provide details to describe actions, thoughts, and feelings - Provide an ending Pencils Worksheets (Premade letter templates) Pre-Cut Outs Sticker Stamps Envelopes

kinds of materials by their observable properties.

Blown up balloon Lemonade Hersey bar Other solids, liquids, gases materials for exploration per table group Pre-worksheets printed Monitor/Air Play Pencils

iPads Pencils Worksheets Assessment Sheet Station Materials

Anticipatory Set: The students will open a personal letter from me and read it at the beginning of class.

Anticipatory Set: The students will draw a name of a classmate and write down one positive unique attribute that person has.

Anticipatory Set: The students will play a game of hot potato.

SEPS.3

can be reversed and some cannot. SEPS.3

Purpose Statement:

certain time on a mini clock, activating prior knowledge. Purpose Statement: “Today we are going to learn about ordinal numbers; how to use, read, and write them. We rank and put objects into order in our everyday communication!” Lesson Presentation: Mini lesson—how to write and say the ordinal numbers 110 Groups with 3 rotations 1 rotation will be making flashcards, one will be making an ice cream cone,

different times with different outcomes.

Purpose Statement: “Today we are going to learn how Purpose Statement: to write a letter! We “Today we are all know what a going to be letter is, but it is learning about how very important to characters in know how to write stories AND in real them the correct life can be affected way so that those by a situation, but who we write to also how a situation will be able to read can be affected by a the letter that you character/person. send to them!” There are always going to be certain Lesson situations in your Presentation: life that affect you, The students will but you have the write their own ability to react and personal letters to a respond to those staff member and scenarios in a label the different smart way!” parts of a letter. Closure: Lesson Review questions. Presentation: The students will be in groups of 3 and

Purpose Statement: “Today we are going to be learning about differences in the properties an object can have! We are going to be learning this because each one of us comes into contact with many objects in our dayto-day lives. Looking deeper at these objects, we will gain a greater understanding of their attributes” Lesson Presentation: The students will work through a posed question of placing items within 3 categories; presenting them

“Today we are going to be learning about how it can be reversible and irreversible when we add heat and coolness to solids, liquids, and gases! Every day we come into contact with solids, liquids, and gases; we need to know how temperature can affect the overall outcome for these 3 states of matter!” Lesson Presentation: Pose the question…what do you think will happen when…? Mini Lesson Have the students explore the

and the other will be working through modified board games. Closure: Review questions.

Assessment

Formative— The students will complete a worksheet and flashcards which will be turned in at the end of the class period. Questioning throughout and checking the students’ responses. Checking for understanding throughout each

rotate through 2 stations. They will either meet with myself or Mrs. Satterlee. Explore different pieces of literature. Lastly, they will reciprocal teach with their group and be assigned a role/job. Closure: Review questions. Formative— Somebody, Wanted, But, So, Then worksheet will be completed by each student. Questioning throughout the station time will help me to observe who is understanding and who needs a little more help.

Formative— The students will turn in their letters that they wrote to staff members. Observe the students’ participation through the mini lesson. Meet with each student during writing time to see how they are

solids, liquids, and gases. They will explore through those items given.

different ways solids, liquids, and gases are effected by temperature.

Closure: Demonstrate as a class a solid, liquid, and gas. Review questions.

Closure: Review questions.

Formative— I will be walking around taking notes on my observations.

Formative— There is an assessment observation worksheet Mrs. Satterlee has given me to fill out.

I will walk around the room and check for understanding by listening to the students’ conversations and observing their participation. I will collect their recording sheet at the end of the class

I will walk around the room and check for understanding by listening to the students’ conversations and observing their participation.

station (there will be an adult there). Summative— Mrs. Satterlee plans to assess them with an end of unit test.

The students will fill out a selfassessment for how they feel like they did with reciprocal teaching and their role.

doing/if they are understanding. Summative— Mrs. Satterlee plans to assess them with an end of unit test.

Post-Its will be assigned by color to an individual student and I will check to see if they are marking the books correctly where the character is being effected or effecting the events occurring.

Safety

Make sure that students walk to each station.

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

Make sure that the students understand the rules for the anticipatory set.

Go over the rules of how to use the capes correctly (do not tie it so

period and read over them; looking for who is understanding and who needs more help. Listen to the questions answered in class verbally Summative— Mrs. Satterlee plans to assess them with an end of unit test.

I will collect their recording sheet at the end of the class period and read over them; looking for who is understanding and who needs more help. Summative— Mrs. Satterlee plans to assess them with an end of unit test.

Make sure that students walk to each station.

Make sure that students walk to each station.

Make sure students know the procedures and expectations.

Make sure students know the procedures and expectations.

Provide scissors at the station so they do not have to carry them throughout the room.

tight to where you are choking). Tie for the students who need help.