Shayla Parrish
Integrated Lessons Block Plan
Day 1 – Read Aloud Lesson
Creating Someone’s Something
Lesson
Beautiful
Students will discuss different
ways of making their
community beautiful through
Objective(s)
answering questions about the
main idea of the text.
IAS: 2.RL.2.1 Ask and answer
questions (e.g., who was the
story about; why did an event
happen; where did the story
happen) to demonstrate
understanding of main idea and
Standards key details in a text.
-Anticipatory Set: 5 Senses-
Ending on seeing something
beautiful in the room
Body/ - Lesson: Read Something
Activities Beautiful by Sharon Dennis
Wyeth with grand discussion to
follow
Creating A Better Community Together
Day 2 – Social Studies I
Lesson
Navigating Our Way Through
The Community
Students will be able to find
and describe a location on a
map using cardinal directions.
IAS: 2.3.1 Use a compass to
identify cardinal and
intermediate directions and to
locate places on maps and
places in the classroom,
school and community.
• Cardinal directions: north,
south, east and west •
Intermediate directions:
northeast, southeast,
northwest, and southwest
NCSS: 3 People, Places, and
Environments
- Anticipatory Set: Follow the
Leader game
- Lesson Presentation:
Discussing a compass,
practicing saying and
identifying the cardinal
directions, learning a
mnemonic, checking out a
Day 3 – Visual Arts/ Writing
Lesson
Creating Beauty In Our
Community
Students will learn from a
community member how they
beautify our community and
demonstrate their understanding
through a self-created art
installation.
VA:Cn10.1.2a: Create works
of art about events in home,
school, or community life.
IAS: 2.W.3.2 Write a
paragraph or paragraphs on a
topic that introduce a topic,
provide facts and details about
the topic, and provide a
concluding statement.
- Anticipatory Set: reading You
Can Be a Friend by Tony and
Lauren Dungy
- Mini Lesson: Teaching
students how to create a
descriptive writing over their
art piece
Day 4 – Social Studies II
Lesson
Learning To Be Good Citizens
After completing the four
center rotations, students will
demonstrate an understanding
of what it means to be a good
citizen by making the Good
Citizen Pledge.
IAS: 2.2.5 Identify people who
are good citizens and describe
the character traits that make
them admirable.
* citizen: someone with
rights and responsibilities in a
particular community, city,
state or country
NCSS: 10 Civic Ideals and
Practices
- Anticipatory Set: Riddles
- Lesson Presentation: Mini-
Lesson on the definition of a
citizen and how we can be good
citizens and that impacts our
community
- Stations:
 - Guided Practice: I will teach
students the postcard format.
Together we will create a list of
people to write postcards to.
- Independent Practice:
Students will write a short note
on one side and draw a picture
of something they find to be
beautiful on the other.
- Closure: Students will turn
them in for me to deliver.
Formative Assessment: I will
listen for students’
understanding based off the
answers they provide during
whole group time (anticipatory
set, grand conversation,
brainstorming). I will also make
observations as I walk around.
Assessments
Another way that I will be
assessing my students is
through their drawings. The
drawings on their postcards
should represent things that
they find beautiful.
Summative Assessment: I will
have a personal conference with
compass app on my
smartphone, answering
questions using letters
hanging on the walls for each
direction, playing the
Compass Shuffle Video
- Individual Practice:
Students complete a map
activity on their Seesaw iPad
app
- Closure: Identifying the
locations of the directions by
turning their bodies toward
them as called.
Formative Assessment:
asking students questions
periodically throughout the
lesson.
Summative Assessment:
Students will complete an
activity on the Seesaw app on
their IPads. Students will get
5 points for coloring each
place correctly, 2 points for
telling me where to find the
animal pen and berry bushes,
4 points for using each
cardinal direction, and 4
points for using each
directional term correctly.
- Independent Practice: students
are working on finishing the
sketches of their art pieces and
writing the rough drafts of their
descriptive writings
- Closure: Students will clean
everything up and get ready for
the next day. Students will turn
and share with a partner what
they got finished during work
time and a goal for the
following day.
Formative Assessments:
- Conferencing with students
during independent work time
and using a checklist to
evaluate their work
Center 1: Good Citizen Sort-
students will sort cards between
good or bad citizens
Center 2: Self- Portrait-
students will draw a self-
portrait in connection to the
closure activity
Center 3: Citizenship Scoot-
students will read scenario
scoot cards and fill out the
corresponding paper
Center 4: Children’s Literature-
students will read given books
with the purpose of identifying
good citizenship characteristics
in others
- Closure: Hanging up the self-
portraits and participating in a
Good Citizen Pledge
Formative Assessment:
•I will discuss with students as
they are working at centers. I
will make observations about
how they are answering my
questions verbally about what
they are learning and why they
chose this answer. I will also be
assessing the visually by
looking at what they are
answering on their paper or
where they are placing the sort
cards.
•From the closure, I will be able
to quickly assess who
understood a good
each student during either work
time or when they turn their
postcard in. During this
conference will ask each
student what the main idea of
the text was. I will use a
checklist to make quick note of
who could tell me the main idea
of Something Beautiful.
characteristic of a citizen by the
word they write on their self-
portrait.
•From the reflection papers at
the children’s literature center, I
can see who completed what
and based on their answer see
what type of critical and
analytical thinking the student
had.