Updated Integrated Lesson Plans

Your name: Zulayka Adamson

Grade Level: 1st grade

Title of the lesson: Reading: Three Little Pigs

Length of the lesson: 50 minutes

Central focus: Students will broaden their understanding of key story events by utilizing the story map to summarize and to identify key events. By incorporating the YouTube clip of the story, students will connect with the story visually. Key questions: ●     Students will learn how to utilize the story map for Who, What, Where and Why? ●     Students will learn how to analyze the characters, setting and events.

Knowledge and skills of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) By incorporating the YouTube clip of the 5W’s after the discussion, students who require additional help (ELL and IEP) obtain a secondary follow-up lesson that will highlight key terms and revisits the theories at a slower pace compared to the class discussion. Key questions: ●     Finding out if students understand identifying who, what, where and why? ●     Students will be able to answer key questions to the text.

Common Core State Standards/Content Standards/  ISTE Standards  (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].)  Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Support literacy (traditional literacy, domain specific literacy, or new literacy) development through language (academic language) ●     Students will be able to answer questions about key details and retell the 3 little pigs story. ●     Upon completing the book, students will work as a class to describe the key details of the story. ●     After working as a group, students will work independently to summarize the story. Vocabulary ●     Explain

●     Retell ●     Summarize ●     Huff ●     Puff ●     Chimney Discourse Students will participate in group discussion by describing characters and settings and view a YouTube Clip that provides an overview of who, what, where, when and why? The video clip will be an additional follow up that gives all students of different learning levels an opportunity to grasp the concept.

Learning Objectives 1.     Students will recall the key details and by utilizing the story map diagram. 2.     Students will demonstrate their comprehension of the concept main ideas and who, what, where, when and why. 3.     Students will distinguish the traits of the main characters through writing assignment and highlighting the text.

Formal and informal assessment ●     Ask students prior to the lesson who’ve heard the fairytale and what do they remember. ●     Independent work on the writing portion will provide the teacher with more background information of how students were able to grasp the lesson.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. •     Show the class a YouTube Clip on the 5 w’s and H. •      For students who require additional assistance, a chart will be on the board listed as a              reference tool for students while completing the assignments. Students will draw diagram in         their notebook for future references. •     Read out loud using the projector screen for students to follow along. While reading, I will ask students questions in reference to the text. •     The Class will then work as a group to identify the 5 w’s and H upon completing the reading. •     Students will then proceed to work on the writing assignment by retelling the story. •     Students will share their summarization to the group, for their homework, they will use the 5 w’s and h to explain what they did last weekend.

Instructional resources and materials used to engage students in learning. Video: https://www.youtube.com/watch?v=vevPTvX1IKI https://s-media-cache- ak0.pinimg.com/564x/0f/a3/8a/0fa38a459df41ede591d40091817ceb6.jpg 3 Little Pigs Book Projector?

Reflection The lesson plan provided students of all learning levels an opportunity to feel comfortable and the materials provided reaffirmed the lesson. It would be helpful to have a book for each student to read along and track the reading. Another way to ensure students are comprehending the assignment, perhaps referencing fairytales that were previously read in the classroom to jog their memory of scenarios and analyzing details.

Your name: Zulayka Adamson

Grade Level: 1st grade

Title of the lesson: Math: Problem Solving

Length of the lesson: 50 minutes

	Central focus: Students will be able to identify the key words in a problem to complete an equation by using addition and subtraction to problem solve. Students will watch a brain pop video and practice their new skill by completing a quiz through brainpop. Key questions: ●     Students will learn how to find the correct number to complete the equation to make the problem correct.
	Knowledge and skills of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community  assets) Students will work independently by completing the quiz on BrainPop, in order to complete this assignment, students must be familiar with the BrainPop website and how to use the mouse to navigate the app on the tablet or laptop. Key questions: ●     Students will discuss how they use numbers in their everyday life. ●     Students will be comfortable with using key words to identify how to solve a problem (i.e. add, and subtract)
	Common Core State Standards/Content Standards/  ISTE Standards CCSS.MATH.CONTENT.1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20. CCSS.MATH.CONTENT.1.OA.B.3 Understand and apply properties of operations and the relationship between addition and subtraction. CCSS.MATH.CONTENT.1.OA.C.5 Add and subtract within 20. CCSS.MATH.CONTENT.1.OA.D.7 Work with addition and subtraction equations.
	Support literacy (traditional literacy, domain specific literacy, or new literacy) development through language (academic language) ●     Students will identify concepts such as add, subtract and learn the key terms that signify when to use the correct concept to solve the problem at hand. ●     Students will work independently on a worksheet using the key terms they learned while working on the numbers as a group. Vocabulary ·       add ·       subtract ·       equal Discourse Students will work as a group and view a clip about equations via brainpopjr. The movie will give an extensive overview and visit the lesson plan put together by the teacher.
Learning objectives Students will identify key terms used to signal the correct mathematical operation (add or subtraction). Students will examine and apply properties of operations and the relationship between addition and subtraction.
Formal and informal assessment ·       Ask students how often do they work with numbers or use it in the everyday life. ·       Ask them if they’ve ever been a situation where they’ve ever had to figure out a missing number. ·       Measure students understanding of equations by introducing a do now that provides students a preview of the lesson to evaluate which students are aware of the concept prior to teaching.
Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. •     Introduce the key terms add, subtract and how we know when to use the terms. •     Students will then view a brainpopjr movie on adding and subtracting. •     Students will work as a class on a worksheet of balancing equations with missing numbers. •     Students will break up into groups of two and work on a worksheet together, teacher will monitor the student’s progress by stopping by each group to assess their progress.
Instructional resources and materials used to engage students in learning. https://s-media-cache-ak0.pinimg.com/564x/1a/f4/0f/1af40f7737f3a143f1daff8a41f4378a.jpg (group worksheet) https://s-media-cache- ak0.pinimg.com/236x/b0/26/55/b02655231aefb93a6dab477bf7a1013b.jpg (individual worksheet) https://jr.brainpop.com/math/additionandsubtraction/basicadding/ (reference video)
Reflection The lesson plan provided students an introduction to equations by identifying the missing numbers to a problem. Students are able to work as a group and learn from their fellow classmates based on the incorrect selection of numbers. I’m able to identify student’s weakness based on their performance of the individual worksheets. In addition to worksheets in the class, students also obtain a homework packet to practice on their math skills. Implementing flashcards would’ve also been a great way to get students engaged.

Your name: Zulayka Adamson Grade Level: 1st grade Title of the lesson: Science: Life Cycle of a Plant Length of the lesson: 50 minutes
	Central focus: Students will learn and explore the growth process of a plant by watching a voki video and later plant a plant that will be monitored over the course of the next few months. Key questions: ●     Students will identify the stages of the development of a plant. ●     A science project will provide students a hands on experience and they will review the growth as we go along in the school year.
	Knowledge and skills of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community  assets) Students will be split into groups and students who are the student leaders will be the group leader in groups to ensure students who experience additional help do not fall behind. In addition, for visual learners, a plant diagram will be referenced during the lesson to connect the concept. Key questions: •     Students will discuss their knowledge of plants and experience of seeing a plant growth.
	Common Core State Standards/Content Standards/  ISTE Standards CCSS.ELA-LITERACY.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
	Support literacy (traditional literacy, domain specific literacy, or new literacy) development through language (academic language) ●     Students will observe a video on the growth of plants. ●     Students will record as the teacher plants a seed as they begin the process of the life cycle of a plant. ●     Students will report their scientific findings, Vocabulary ●     Cycle ●     Plant ●     Seed ●     Sprout ●     Soil Discourse Students will partake in a group discussion of plant life and their thoughts on what is included in the life cycle of a plant. Students will be able to also learn the importance of plants and how they shape our everyday life (i.e. eating and oxygen).

	Learning objectives Students will understand the cycle of life and be able to complete a diagram with the life cycle of a plant. With the guidance of the instructor, students will evaluate the process and report their scientific findings by retelling the process.
	Formal and informal assessment ●     Ask students their prior knowledge of plants and how they benefit people. ●     Upon watching a Voki clip about the plant cycle, students will work with the teacher to fill out the plant cycle diagram based on what they’ve learned from the video.
	Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. •     Students will discuss the plant life cycle. •     Upon completing the discussion, students will watch a Voki of students learning about the plant cycle. •     As a group, students will fill out the plant cycle diagram based on what they’ve learned. •     Students will then work in groups to plant a seed in which they will monitor the growth throughout the school year. •     Students will a summary on their scientific learning.
	Instructional resources and materials used to engage students in learning. Voki- Plant Cycle https://s-media-cache- ak0.pinimg.com/736x/5e/7c/fe/5e7cfe7a745d286437fa0d4e8695023b.jpg Projector screen  to show  Voki video
	Reflection The lesson plan infused technology by implementing a Voki to engage students on the life cycle of plants. With the visual and physical planting of a seed, students are able to grasp the concept on all learning levels. In addition, students will work a class to discuss their findings and write a brief summary of their science project.

Your name: Zulayka Adamson

Grade Level: 1st grade

Title of the lesson: Social Studies: Chinese New Year

Length of the lesson: 50 minutes

Central focus: Students will learn about the cultural customs of the Chinese New Years. Key questions: ●     Students will learn about cultural celebrations and identify the differences of the celebrations with American customs.

Knowledge and skills of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community  assets) Key questions: ●     Ask students how their family typically celebrate the new year. ●     Introduce to students that many countries celebrate the new year different ways.

Common Core State Standards/Content Standards/  ISTE Standards CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.W.1.3 Write narratives in which they recount two or more appropriately sequenced events.

Support literacy (traditional literacy, domain specific literacy, or new literacy) development through language (academic language) ●     Upon completing the book, students will watch a clip of a ceremony from Chinese New Year. ●     Students will use compare and contrast to discuss how the celebration is different compared to the American custom. Vocabulary ●     Fan ●     Ceremony ●     Good luck ●     Generosity ●     Fortune ●     New Year

Discourse Students will partake in a group project by making a fan in which they will share with the class along with a dance they will make in celebration of the new year.

Learning objectives Students will learn about the Chinese New Year customs and strengthen their writing skills by putting together a summary of how they spend their holidays. Students will practice their report skills based on the questions they ask to obtain key details to use as a reference for their writing assignment.

Formal and informal assessment ●     Ask students prior to the lesson who’ve heard of Chinese new year and their experiences with New Years. ●     Students assignment will be to write two sentences on a special custom they do in their family to celebrate an event.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. •     Upon completing the reading of the novel, students will also view a special movie about the Chinese new year celebration. •     Students will work independently by creating a fan in celebration of the Chinese New Year. •     Students will practice their writing by putting together two sentences to describe how they celebrate their New Year with their family. Students with special needs will receive additional time to complete the written portion of the assignment.

Instructional resources and materials used to engage students in learning. “Celebrating Chinese New Year” by Diane Hoyt-Goldsmith. https://www.youtube.com/watch?v=_u-R-aIq3_E (clip on Chinese New Year) scissor Red Construction paper Glitter Glue

Reflection The lesson plan provides students a fun way to learn about a new culture. Reading the book students creates room for dialogue and to discuss their special celebration in their culture or at home. The writing portion of the assignment allows students to practice on their writing skills and the use of vocabulary words.

Your name: Zulayka Adamson

Grade Level: 1st grade

Title of the lesson: Arts: St. Patrick’s Day

Length of the lesson: 50 minutes

Central focus: Students will develop a shamrock headband and use their knowledge of shapes. Key questions: ●     Students will be able to use their knowledge of shapes to create a shamrock headband in celebration of St. Patrick’s Day.

Knowledge and skills of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     Students will share their knowledge of shamrocks and key terms associated with St. Patrick’s Day.

Common Core State Standards/Content Standards/  ISTE Standards CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Support literacy (traditional literacy, domain specific literacy, or new literacy) development through language (academic language) ●     Students will watch a sing along song about St. Patrick’s Day. ●     Students will create a shamrock and write something they are lucky about in their life. Vocabulary ●     Gold ●     Shamrock ●     Clover Discourse Students will work as a group to develop a shamrock headband and write a short piece on what they are lucky for in their life.

Learning objectives Students will develop their writing skills by writing an informative piece about what they are lucky for in their life.

Formal and informal assessment ●     Students will discuss the key terms and write about who they are lucky for in their life. ●     Students writing growth and ability to follow direction for the arts and craft portion will provide an assessment of their learning.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. •     Students will view a song on St. Patrick’s Day. •     Students will follow instructions with fellow classmates to work on their shamrock. •     Upon completing their Shamrock students will discuss what they feel lucky for and translate their answer into a brief written piece.

Instructional resources and materials used to engage students in learning. https://www.youtube.com/watch?v=_8RsQxKB2z0 http://4.bp.blogspot.com/-j5oC40vhRKQ/T1bGYU- CGtI/AAAAAAAAAzM/W_7PcbsG2Ww/s1600/5.jpg scissors green construction paper glue

Reflection The lesson plan provides students a fun way to work on their writing skills and to create headbands to encourage their artistic experience. Students learn new vocabulary words and engage in a song to celebrate.