Integrated Lesson Plan

Pre-Lesson Thoughts:
I love this book and I hope that the students will enjoy reading it. I also hope the
students will be able to understand the story.
I never seem to have a good closing. Therefore, I hope that I will actually close the
lesson well.
I hope that my discussion prompts go well. When I get nervous, I tend to rush over my
thoughts and plans and I hope that I can actually pace myself.
I hope that the discussion prompts lead to good discussion.
Sometimes the class has a hard time staying focused. I hope that my activities and
lesson are interesting enough to engage the students.
Integrated Plan:
I hope the students really use their creativeness in their movement rather than just
imitating their classmates.
Since it is just a few days before Thanksgiving break, I really hope that I can keep their
attention and focus.
I am using YouTube clips and I hope that they cooperate and play rather than pause in
the middle for buffering.
I hope that the lesson translates into the classroom how I envision it working.

Lesson Plan:
Learning Standards:
CC.3.SL.1.b Comprehension and Collaboration: Follow agreed-upon rules for
discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
CC.3.SL.1.d Comprehension and Collaboration: Explain their own ideas and
understanding in light of the discussion.
CC.3.R.I.2 Key Ideas and Details: Determine the main idea of a text; recount the key
details and explain how they support the main idea.
CC.3.SL.1.a Comprehension and Collaboration: Come to discussions prepared, having
read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion

26.B.1d.Visual Arts: Demonstrate knowledge and skills to create visual works of art
using manipulation, eye-hand coordination, building, and imagination.
26.A.1c.Music: Identify a variety of sounds and sound sources (e.g., instruments,
voices, and environmental sounds).
26.B.1a.Dance: Perform basic locomotor, non-locomotor movements and traditional
dance forms and create simple dance sequences.
Objectives:
Upon completion of the lesson, children will be able to:
1.
2.
3.
4.
5.
6.

Demonstrate good listening skills. (eye contact, hands to self)

Interpret questions and respond orally with answers showing comprehension.
Compose a list of sequenced events
Engage in a friendly debate evaluating actions taken by the character in the book
Construct a drawing of their own with minimal prompt.
Demonstrate their understanding of movement by listening to various pieces of
music.
7. Demonstrate their understanding of various adjectives describing different music.
Resources:
Lily's Purple Plastic Purse by Kevin Henkes
Learner Profile: Second Grade
Lead-Hook:
I will begin by asking the students if they have ever brought anything to school that they
should not have. I will then ask them if they were responsible with it or not. I will then
ask them if they were irresponsible with it did they get in trouble at school. After this, I
will show them the front of the book and explain to them that this is exactly what
happened to Lily.
Activities:
After reading Lily's Purple Plastic Purse to the children, I will have the following
discussions based on two facets of listening:
Literal:
Have you ever done something in school that was against the rules? Did you get in
trouble? Let's list the things that happened that led up to Lily getting in trouble.
Activity: The students are going to help me write a list to sequence the events that led
up to Lily getting in trouble.
Critical:

In the book, Lily has a new purse, which she cannot stop playing with in class. Why
does she keep playing with her purse? Because she cannot stop playing with her purse,
she gets in trouble. When she gets in trouble, she draws a mean picture of her teacher.
Was it right or wrong for the Lily to keep playing with her purse? Why? Was it
right or wrong for Lily to draw the mean picture of her teacher? Why? The teacher
took the purse away so that she not be distracted by it. Was the teacher right or
wrong for not punishing Lily?
Activity: The students will have a friendly debate. Decide if you think this is right or
wrong. Explain that this is not a debate to see who is right or wrong but to hear the other
person's side of things.
Art
The Light Bulb Lab was mentioned in the book, Lilly's Purple Plastic Purse by Kevin
Henkes. Today I will use the light bulb lab in conjunction with my lesson on art. After I
have read the story, I will point out the part in the story involving the light bulb lab. I will
ask questions pertaining to what took place in the light bulb lab in the story.
What took place in the light bulb lab?
What did Lily do in the light bulb lab?
Some answers might be:
To create, they could do anything they wanted in the lab, draw, write notes etc.
After we have talked about what could be done in Lily's light bulb lab. I will tell them that
we are going to create something in our own light bulb lab.
I will then give students a large piece of paper and a card asking them a question to
spark their creativity.
An example of the cards might be:
If you could invent anything, what would it be? Sketch a new invention
Have you done anything in school that embarrassed you? Draw a picture of yourself
when this happened.
http://www.teacherspayteachers.com/Product/Lillys-Purple-Plastic-Purse-Vocabulary-FREEBIE221172
Music
In the story, it says that lily's purse plays a jaunty tune.

I will have the students' brainstorm about what they think jaunty means. I will reread the
sentence in the book to help them utilize context clues. If they still struggle, I will play
them measure of a "jaunty tune."
Example of a jaunty tune:
Edvard Grieg - Op.46, In The Hall Of Mountain King
FREDERIC CHOPIN - NOCTURNES
Stravinsky: The Firebird
Vivaldi - Gloria
http://www.youtube.com/watch?v=hDi8Smb4KeI
Jaunty: carefree, lively, happy, and confident
Then I will play different jaunty tunes from different eras to help them understand the
meaning of this word and how it can be used to describe music.
Then we will brainstorm the meaning of the antonym of jaunty.
Serious, somber, depressed, unhappy, lethargic
An example of serious: Beethoven - Moonlight Sonata
Igor Stravinsky - Elegy for Solo Viola
CLAUDE DEBUSSY: CLAIR DE LUNE
Wagner - 'Parsifal' - Act I Prelude
http://www.youtube.com/watch?v=4Tr0otuiQuU&feature=youtu.be
Then I will play different examples of what these types of music would wound like.
Movement
Throughout the story Lily's feelings changed as different things happened to her. Some
of her feelings were:
Sneaky
Inconsiderate
Angry
Ashamed
Relieved
I will ask the students how they think Lily felt at different points in the story. As we talk
about how Lily felt, I will hold up cards that might describe her feeling. As I show these
cards I will play music that goes along with those feelings and ask the students to move
with the music portraying how Lily f
For example: Sneaky music: Pink Panther Theme, Henry Mancini
http://www.youtube.com/watch?v=7gT4OTYUS-c&feature=youtu.be

http://www.teacherspayteachers.com/Product/Lillys-Purple-Plastic-Purse-Vocabulary-FREEBIE221172

Closure:
I will ask the children what they learned or the moral of the story. Then I will invite the
children to draw a picture in their writing book about what they learned.
Assessment:
Informal Assessment:
I will assess their listening skills by monitoring eye contact and facial expressions.
I will assess their comprehension as we share our ideas for listing the sequence of
events.
I will circulate to hear their discussion in their friendly debates.
I will informally assess their music and movement by their enjoyment.
I will use the following rubric for their art

Roxana Central
Lily's Purple Plastic Purse

Name: ________________________
Date : ___________________

Teacher: Ms. Dickson

Title of Work: ___________________
Criteria

1
UNDERSTANDING
followed few directions
OF ASSIGNMENT

Points
3

followed some
followed most
followed all
directions
directions
directions
shows small
shows no time and
shows
shows extra time
CRAFTSMANSHIP
amount of time and
effort with
considerable time and effort with
/ NEATNESS /
effort with project
unsatisfactory project
and effort with excellent project
EFFORT
needing
result
satisfactory project
result
improvement
created with wrong created with some created with most created with all of
USE OF MEDIUM
medium
correct medium of correct medium correct medium
COMPOSITION
work reflects no
work reflects a few work reflects some work reflects all
ORIGINALITY
original ideas
original ideas
original ideas
original ideas

____

____

____
____

COMPOSITION
ORIGINALITY

work reflects no
original ideas

work reflects a few work reflects some work reflects all

original ideas
original ideas
original ideas

Total---->

____
____

Teacher Comments:

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Curriculum Integration:
Drama: Dramatize Lily's Purple Plastic Purse
Writing: The class will brainstorm reasons you would write a letter to someone. We will
discuss how the character (Lily) felt after writing the letter to her teacher. Then they will
each compose a letter to a person they have been upset with.

Accommodations:
For my ADD students I will use proximity in seating to keep them interested in the story.
For my at-risk students I will have the students turn and talk when only one person is
raising their hand or on harder questions.
Post-Lesson Thoughts:
I modified this lesson a little bit and combined music with movement because the
students were very keyed up today. I taught the lesson with the critical thinking
questions to facilitate a discussion. After that, we brainstormed adjectives that they
thought were synonyms to jaunty. Then I played them the music and we determined
which adjectives were correct and which were wrong. Then we brainstormed antonyms
and did the same with those words. Afterwards I played different music and the students
moved according to which adjective they thought it was.

Weaknesses: The students were very wound up today and so they had a
difficult time staying focused. They were really engaged during the story however when I
asked them questions many blurted answers rather than raising their hands. I tried to
redirect with positive reinforcement to no avail.
In addition, the school has access to the internet and I had all of my songs pulled up
however, they kept stopping to buffer. It was frustrating because they did not have the
opportunity to do many movements. Due to this, the teacher had them do another
worksheet in the last fifteen minutes.
The discussion went well although there was not much of a debate because the majority
of the students thought the teacher should have taken the purse away and that it was
wrong for Lily to draw the picture of her teacher.
Strengths:
I had good wait time between my questions. I really allowed the students the opportunity
to think about the question and their answer. My choice of book worked well for Second
grade. The students were engaged and enjoyed the story. When we got to the
discussion portion, they really seemed to be thinking about the story. The discussion
was great although there was not much debate they all had reasons behind their
thinking.
I finally did a closing. I was so excited that I remembered to do it and it was simple. All I
did was talk about the two new vocabulary words. I believe it threw my teacher off
because she asked me if I was done, yet.
Professional Development:
This lesson was a lot of fun and the students really enjoyed it. However, there was a lot
of calling out rather than raising their hand. Therefore, I would be more explicit in my
instructions to reinforce directions.
I would also download my videos so that there would be no buffering. This would allow
my students more opportunity to do more movement.
I want to continue to work on my closing of lessons. I enjoyed reviewing at the end of
the lesson. Asking the students about what they learned allowed me to know that they
were actually listening.