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Integrated 5-day Learning Segment

Name: Ice-Cream Cones for Sale!


Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

DAY 1
Learning Objectives.
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their

DAY 2

DAY 3

DAY 4

DAY 5

Changes Made:

Changes Made:

Changes Made:

Changes Made:

I noticed that the


students seemed to
be struggling with
writing examples, so
we practiced writing
them together as a
class. I reminded the
students to pay close
attention to how we
wrote the examples
and to reread their
writing and make
sure they have
enough examples,
because most
students only had 1
example even though

When the students


completed the
SmartBoard activity,
they did well, but did
not really use
transition or
sequence words. We
started the day
discussing transition
words and I
presented a sample
of the timeline the
students would
create with transition
words.

Reviewing the
checklist, the
students only
seemed to struggle
with putting the
events in the correct
order. To give them a
little more practice
with this, we read a
short story about the
construction of the
Colosseum. There
were events with
dates and we wrote
them on the board in
the correct order.

In preparation for
todays activity, we
reviewed the format
of an opinion paper.
The rubric for the
timeline project
showed that students
had a solid
understanding of
timelines, so I
focused the preinstruction on opinion
writing, specifically
examples and
conclusions.

Integrated 5-day Learning Segment


Name: Ice-Cream Cones for Sale!
Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

lives organized by
years.
Assessments:
Tod
ay we will begin
reading IceCream Cones for
Sale! by Elaine
Greenstein. The
story presents facts
about who invented
the ice-cream cone
in the form of a
mystery the
students have to
solve, and begins
by presenting the
reader with five
individuals. I will
conclude the
reading just after

the checklist called


for 2. After we
reviewed this, we
began instruction for
day 2.

Learning Objectives.
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals

Learning Objectives.
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
lives organized by
years.

Learning Objectives.
Learning Objectives.
The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
lives organized by

The
students will be
able to describe the
relationship
between a series of
historical events,
using language
that pertains to
time, sequence, and
cause/effect by
writing journals
and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
lives organized by
years.

Integrated 5-day Learning Segment


Name: Ice-Cream Cones for Sale!
Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

the fifth person is


introduced and
described and ask
the students to
complete an
opinion writing on
who they believe
was the actual
inventor. The
students have been
working on these
writings, so this
will be a
reinforcement
activity. I do not
anticipate much
discussion will be
needed before the
final assessment on
Friday.
Scoring Guide: Checklist
(formative)

and creating a
timeline of events
from a story.
The
students will be
able to show
historical events
and events in their
lives organized by
years.

Assessments:
Tod
ay we will finish
reading the story
and find out who
was actually
responsible for
inventing the ice

years.
Assessments:
Yest
erday, we learned
that a man named
Italo Marchiony is
credited with
inventing the ice
cream cone. Today,
the teacher will
give the class a
short presentation
about his life. After
this presentation,
the students will be
given a paper with
a timeline on it and
another with the
list of events in no
particular order.
They will be asked
to put the events on

Assessments:
Assessments:
Tod
ay the students will
be making a
timeline of five
important events in
their lives. This
will be turned in
when completed as
a project and
graded and
returned to the
students at a later
date.
Scoring Guide: Rubric
(summative)
Criteria: The students
must create a timeline of
their lives. The first event

Tod
ay is the final day
of the learning
segment. The
students will be
writing another
opinion piece, this
time without help.
The assessment for
this will be a
rubric.
Scoring Guide: Rubric
(summative)
Criteria: The students
writing must include an
introduction that states
their opinion, one reason
they think this, at least two
examples that support

Integrated 5-day Learning Segment


Name: Ice-Cream Cones for Sale!
Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

Criteria: The students


writing must include an
introduction that states
their opinion, one reason
they think this, at least two
examples that support
their reason, and a
concluding statement that
restates their opinion.
Type of Feedback: The
students will bring their
completed opinion pieces
to one of the teachers.
They will have the
checklist with them and
give the students verbal
feedback (allowing them to
make necessary
adjustments to their work)
and discuss their pieces
with them. This verbal

cream cone. The


teacher will pull a
timeline up on the
SmartBoard that
the students can fill
in. The assessment
for this activity will
be note-taking
(formative), paying
close attention to
the words they use.
Scoring Guide: Anecdotal
notes of expectations vs.
what the students actually
do.
Criteria: The students
must be using words that
represent time and
sequence. Words like, first,
next, and then, etc.
Type of Feedback: The

the timeline in the


correct order. In
preparation for this
activity, the teacher
will pay close
attention to the
notes taken the
previous day and
make any
adjustments and
corrections to
student
misconceptions.
The
teachers will also
take anecdotal
records (formative)
of any issues the
students might still
be having, to make
sure they are
covered prior to
the graded activity

on the timeline must be the


day they were born. The
rest of the events can be
any of importance to them.
The events must be in
order from past to present.
There must be at least five
events on the timeline.
Type of Feedback: The
teacher will grade the
projects with a rubric.
When the projects are
returned a child friendly
version of the rubric will
be attached with
appropriate feedback.
Opening: Yesterday we
made a timeline of Italo
Marchionys life. Today we
are going to make

their reason, and a


concluding statement that
restates their opinion.
Type of Feedback: The
teacher will collect the
completed opinion
writings and grade them
with a rubric. The projects
will be returned at a later
date with a child friendly
rubric including feedback.

Opening: At the end of


yesterdays lesson, we were
reminded of Elaine
Greensteins opinion on
how the ice cream cone
was created. Who

Integrated 5-day Learning Segment


Name: Ice-Cream Cones for Sale!
Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

feedback will be critical,


because at the end of the
week the students will be
asked to complete another
opinion piece without help
from the teachers; it
requires each of these
components as well.

Opening Motivator: Who


in this room has eaten ice
cream before? Who has
eaten an ice cream cone?
While you were eating that
ice cream cone did you
ever think about where it
come from or who might
have invented such a tasty
treat? Well this week, we
are going to be detectives

teacher will facilitate


discussion and provide
verbal feedback that keeps
students on task and makes
sure they are using the
correct language. The
notes on this will inform
the teacher what is
necessary for review
and/or more instruction.

Opening Motivator: Today


we will be discovering who
really invented the ice
cream cone! Is everyone
ready?

Procedures:
-The teacher will finish

tomorrow.
Scoring Guide: Checklist
(formative)
Criteria: The students
must put the events in the
correct order by date and
the students must include
all the events on the paper.

Type of Feedback: The


students will be able to ask
any questions they might
have during the process of
creating their timelines.
When they complete their
timeline, they will bring it
to one of the teachers who
will check it with the
checklist and give them
verbal feedback. This will

timelines of our own lives.

remembers what she


thought?

Procedures:
-The teacher will present
an example project. This
personal timeline will be
presented in a way that
makes sure to touch on any
misconceptions and
misunderstandings
recorded in the anecdotal
notes the previous day.
-The teacher will instruct
the students that they must
start with their birth date,
be in the correct order, and
have five events.
-The students will quietly
complete their projects,

Procedures:
-The teacher will ask the
students to complete an
opinion piece about how
they think the ice cream
cone was invented.
- The teacher will remind
the students that their
writing must include: an
introduction that states
their opinion, one reason
they think this, at least two
examples that support
their reason, and a
concluding statement that
restates their opinion.

Integrated 5-day Learning Segment


Name: Ice-Cream Cones for Sale!
Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

and do some research to


discover who is
responsible for creating
what is one of the most
popular desserts today!
Procedures:
-The teacher will introduce
the theme and complete
motivational technique.
-The students will answer
questions and participate
in class discussion.
-The teacher will read
from Ice-Cream Cones
for Sale! by Elaine
Greenstein and introduce
five candidates to the
students.
-The students will listen

reading Ice-Cream Cones


for Sale! by Elaine
Greenstein.
-The teacher will lead the
class in a discussion of the
order of events in the story,
drawing attention to the
use of the specific words
listed above.
-The students will
participate in the
discussion.
-The teacher will then pull
a timeline up onto the
SmartBoard with
important events from the
story listed above. The
students will be asked to
volunteer to come up and
with the help of their

prepare them for the


graded activity tomorrow.

give them to the teacher


and return to the seats for
their silent reading.

Procedures:
-The teacher will give a
brief Powerpoint
presentation on the life of
Italo Marchiony.
-The students will listen.
-The teacher will go over
any of the mistakes or
areas children may have
had trouble with the
previous day.
-The teacher will give each
student a blank timeline
and a paper with
important events from

Closing: Once the class


has completed their
projects we will review the
part of Ice-Cream Cones
for Sale! in which the
author explains how she
believes Italo came up
with the idea for the ice
cream cone. This short
closing activity will help
prepare for tomorrows
activity.

-The teacher will remind


the students that this
assignment is to be
completed on their own,
with no help from their
table groups or the
teachers.
-The students will
complete the writing and
turn it into the teacher.

Closure: We will conclude


with a short discussion
about what we learned this
week.

Integrated 5-day Learning Segment


Name: Ice-Cream Cones for Sale!
Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

quietly.
-After the last candidate is
described, the teacher will
present the information
with actual photographs of
each individual with a
Prezi. The final display
will include photos of each
individual with their
names.
-The teacher will explain
to the students that it is
their job to give their
opinion on which person
invented the ice cream
cone and that they will be
doing so by writing and
opinion paper.
-The teacher will remind
the students that opinion

classmates write the event


in the correct spot.
-The students will order
the events on the
SmartBoard.

Closure: The teacher will


once again read through
the timeline, modeling
appropriate word use for
the students.

Italos life.
-The students will fill in
the timeline to the best of
their ability.
-The students will bring
the completed timeline to
one of the teachers who
will review it with the
checklist.
-The teachers will take
anecdotal notes at this
time.

Closing: We will review


the timeline as a group.

Integrated 5-day Learning Segment


Name: Ice-Cream Cones for Sale!
Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

writings should include an


introduction statement that
states their opinion, the
reason that they think this,
at least two examples that
support this reason and a
concluding statement that
restates their opinion.
-The teacher will tell the
students to show their
completed paper to one of
the teachers who will
provide verbal feedback
with the assistance of a
checklist, paying close
attention to any questions
or struggles the students
have and correcting them
prior to completing the
final opinion piece Friday.

Integrated 5-day Learning Segment


Name: Ice-Cream Cones for Sale!
Theme: Ice Cream, Good & Services
Standards/Content Statements:
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Social Studies
History
Events in local history can be shown on timelines organized by years, decades and centuries.

Closing: The lesson will


conclude with a quick tally
of how many students
chose each individual to
see who the most popular
candidate is.

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