Integrated Lessons Block Plan
Every Voice Matters
Day 1 – Science #1
Lesson Sound Waves
Objective(s) After experimenting with
sounds, students will be
able to write a sentence or
draw a picture to show how
they know that sound is
louder when it travels
through a solid than when it
travels through the air.
Standards 1.PS.3 Plan and conduct
investigations to provide
evidence that vibrating
materials can make sound
and that sound can make
materials vibrate.
Materials Computer and speakers for
anticipatory set,
PowerPoint, 5 tuning forks,
5 pieces of string, 5
“telephones” (already
created from cups and
string), blank sheets of
paper for each student
Body/activities Anticipatory Set: Students
listen to sounds (cat, frog,
river, thunder, etc.) and
determine try to guess what
sound it is
Lesson Presentation:
Day 2 – Reading
Every Character Has a
Voice
After completing two literacy
stations, students will be able
to describe (orally, through
writing, or through pictures)
whether the character in a
book is feeling happy, sad,
angry, or scared.
1.RL.1 With support, read
and comprehend literature
that is grade-level
appropriate.
1.RL.2.3 Using key details,
identify and describe the
elements of plot, character,
and setting.
Computer for YouTube
video, document camera, 12
sets of feeling cards, tape, 4
copies of A Big Guy Took My
Ball by Mo Willems, 5 big
books, puppets, 6 spinners,
I’m a Character, Too!
worksheets, iPads.
Anticipatory Set: Students
watch a song from the movie
Trolls, and are instructed to
consider how the troll might
be feeling.
Lesson Presentation:
- Mini-lesson: share
descriptions of feelings with
Day 3 – Math
Creating a Bar Graph
After creating a whole group
bar graph, students will be
able to create an individual
bar graph when given
specific data.
1.DA.1: Organize and
interpret data with up to three
choices; ask and answer
questions about the total
number of data points, how
many in each choice, and
how many more or less in
one choice compared to
another.
The Very Hungry Caterpillar
by Eric Carle, document
camera, hanging chart,
pictures of the students,
questions/options slips,
worksheets, crayons
Anticipatory Set: Read the
book The Very Hungry
Caterpillar and ask students
to shout out what their
favorite fruit is from the
book.
Lesson Presentation:
Day 4 - Writing
Let Your Voice Be
Heard!
After examining texts that
display different types of
voice, students will create
their own word web about
a topic of their choosing
with words that convey a
particular voice.
1.W.1 Write routinely over
brief time frames and for a
variety of purposes and
audiences.
Short reading excerpts, The
Day the Crayons Came
Home by Drew Daywalt,
blank sheets of paper for
each student, document
camera, notebook for
conference notetaking.
Anticipatory Set: Students
will listen to two different
excerpts from books and
think about how the two
narrators sound different.
Lesson Presentation:
- Trait introduction:
explain that when someone
Day 5 – Science #2
Our Creation Takes
Collaboration
After designing,
constructing, and testing a
boat, students will be able to
articulate, through a
drawing and written words,
what shape and materials
best keep a boat afloat.
K-2.E.2 Develop a simple
sketch, drawing, or physical
model to illustrate and
investigate how the shape of an
object helps it function as
needed to solve an identified
problem.
K-2.E.3 Analyze data from the
investigation of two objects
constructed to solve the same
problem to compare the
strengths and weaknesses of
how each performs
Plastic gingerbread game piece
from candy land, example boat,
a tub of water, 6 bundles of 20
popsicle sticks, 6 bundles of 20
drinking straws, 6 spools of
string, 6 squares of bubble
wrap, 6 bundles of 50
toothpicks, 6 squares of tin foil,
6 plastic Solo cup, 6 squares of
cardboard, 6 plastic bags, 6
scissors, 6 glue bottles, blank
pieces of paper, online timer
Anticipatory Set: Read the
book The Gingerbread Boy
by Paul Galdone and ask
students to think about how
the ending of the story is
different from the
traditional.
Lesson Presentation:
 - Pose a question: do sound
waves move better through
the air or through a solid?
- Hypothesize: students
make a prediction
- Test: students test their
predictions by
experimenting with tuning
forks, strings, and cups
Closure: Students draw a
picture or write a sentence
about what they
experienced.
Assessments - Listening to students’
discussions during the
experiment
- Students either write a
sentence or draw a picture
showing what they have
learned
Safety Students will be instructed
to only hit the tuning forks
on their desks (not on each
other)
students (sad, happy, angry,
scared)
- Detective work station:
students search through
books to find pictures or
words that show how
characters are feeling, and
then take pictures on their
iPads
- Big book acting station:
students are given a big book
and a puppet to act out the
story and how their character
might be feeling
- I’m a character, too! station:
students spin a spinner, land
on a feeling, and write about
a time when they have felt
that feeling
- guided reading station:
Closure: gather students
back to the carpet and look at
I’m a Character, Too!
worksheets under the
document camera
- Observations during guided
reading time
- Pictures on iPads from
Detective Work
- I’m a Character Too!
worksheets (both writing and
drawing)
Students will be instructed to
walk between stations. Both
Mrs. Sloan and I will ensure
that students do not leave
puppets, books, or iPads on
the carpet that could cause
students to trip.
- Direct instruction: Use a
hanging chart to allow
students to “vote” on their
favorite fruits and
superpowers. Ask students
analyzing questions about the
hanging chart bar graph
- Scaffolded worksheet:
students follow along as I
guide them on the document
camera to create a bar graph
- Independent work: students
create a bar graph on their
own by completing a
worksheet
Closure: gather students
back to the carpet and ask
students to compare with
their partners to see if they
got the same answers on their
bar graphs.
- Students answer informal
questions during hanging
chart activity
- Students complete their
own bar graph
- Students answer informal
questions during closure
reads the students’ writing,
the audience should be able
to tell how they are feeling.
- Read aloud: The Day the
Crayons Came Home by
Drew Daywalt
- Shared writing: create a
word web with the students
that is focused on a theme
- Writing: students work on
the pre-writing stage on
their own to create word
webs with voice words
- Conferencing: while
students are writing, I will
conference with four
students
- Sharing: students have
two minutes to share their
word web with their
partner
Closure: have a
preselected student share
their word web and explain
their voice words to the
rest of the class.
- Observation through note
taking during conferences,
and during student sharing
time
- Collect student’s word
webs and examine the
voice words they chose
- Pose a question: what
would be the best way to
make a boat so that it could
stay afloat and hold a
gingerbread boy?
- Hypothesize: in a group of
3, students draw a boat
design. Each student
chooses one material that
they want to use.
- Test: Students build their
boat based on their design
and the materials that each
person in their group chose.
Then, the boat is tested in a
tub of water to see if it stays
afloat.
- Students discuss with their
group (numbered heads
together) which boat
worked best and why
(shape/materials)
Closure: Students
individually redesign their
boat by drawing it on a
piece of paper and writing
the three materials they
would use
- Listening to students’
discussions during the
design and constructing
processes
- Listening to students’
discussions (numbered
heads together)
- Collecting papers with
revised boats
- Students will be instructed
how to use scissors safely
- Students will be instructed
to only use materials to
create their boat and not to
throw them, put them in
their mouth, etc.