Independent Practice: Change is Sparked by a Shift in Direction
Unit Overview
Goal: The students will learn that change is found when going in a different direction.
Lesson 1
Lesson Read- Aloud Lesson:
Last Stop on Market Street
Objective(s) After reviewing key details
from Last Stop on Market
Street in order, the students
will identify a central message
from the story and apply it to
a real life situation.
Standards 1.RL.2.2 Retell stories, fables,
and fairy tales in sequence,
including key details, and
demonstrating understanding
of their central message or
lesson
Materials Photo, Last Stop on Market
Street by Matt De La Peña,
Paper chain links (enough for
each student), sequence chart
of the events in the story
Management -positive incentive behavior
management system
-reward cooperative behavior
with candy i.e. students
actively participating, being
good listeners, and following
directions get one M&M
Anticipatory -pass around photo of
Set someone I am grateful for
-tell students I am grateful for
this person and explain why,
also explain what grateful
means
-ask students to try and think
of someone they are thankful
for
-ask students to focus on what
the characters are grateful for
or should have been grateful
for
having/seeing/hearing/experie
ncing.
Purpose “I am going to read to you the
story Last Stop on Market
Street by Matt De La Peña. I
want you to see if you can find
an important message in the
story.”
Lesson Input:
Presentation Read-aloud the story
Grand conversation-questions
Lesson 2
Social Studies Lesson:
Cardinal Directions
After drawing a compass and
writing the cardinal directions on
a piece of paper, the students will
locate objects to the north, south,
east, and west of them and
correctly draw them in
correspondence with their
compass.
NCSS: People, Places, and
Environments
IAS: 1.3.1 Identify the cardinal
directions (north, south, east, and
west) on maps and globes
3 maps that include a compass
with cardinal directions; Cutouts
of the words North, East, South,
West; Cutouts of the letters N, E,
S, W; Computer paper for each
student; Clipboard for each
student; projector
positive incentive behavior
management system
-reward cooperative behavior
with candy i.e. students actively
participating, being good
listeners, and following directions
get one M&M
Reflective Exercise
-ask the students to think of a
time they, their parents, or
someone they know got lost
-then share a short story about
how I get lost sometimes
“Today you will learn the cardinal
directions (north, east, south, and
west) because it will help you to
find your way around and follow
directions.”
Review an image of a compass.
Create a compass on the floor
with cutouts of each direction
Name: Lizzie Streveler
Lesson 3
Social Studies Lesson:
Cardinal Directions Continued
After students move through
three stations reviewing the
cardinal directions, the students
will:
-Correctly label a compass.
-Identify which direction north,
south, east, and west are using
arrows.
-Read written directions and
correctly draw images to the
north, south, east, and west of a
compass rose.
NCSS: People, Places, and
Environments
IAS: 1.3.1 Identify the cardinal
directions (north, south, east, and
west) on maps and globes.
ISTE: Standards for Educators 6d
Model and nurture creativity and
creative expression to
communicate ideas, knowledge
or connections
Individual cards to represent
station rotations (one for each
student) or another grouping
method, Compass picture,
N,S,E,W cutouts, QR codes and
iPads (enough for each person in
the group), Color by Direction
Activity (one for each student),
multiple blue, red, yellow, and
green crayons to place at each
cluster of desks, Compass
cutouts, scissors and glue
(enough for each person in the
group), Doodle Directions Activity
(one for each student),
instructional reading level books
about directions, the cardinal
directions, and compass roses
positive incentive behavior
management system
-reward cooperative behavior
with candy i.e. students actively
participating, being good
listeners, and following directions
get one M&M
Bridging Past Learning to Present
Learning
-show students the same cutouts
and images from previous lesson,
hold them up for students to
recall what a compass looks like
-remind them that a compass has
four letters on it
-hold up the four letter cutouts
and have students shout out what
they stand for
“Today you will be reviewing and
practicing the cardinal directions
(north, east, south, and west)
because they will help you to find
your way around and follow
directions.”
Input: (Stations)
Output: (Station Response
Activities)
Lesson 4
Math Lesson w/ Art Integration:
Ten More, Ten Less
Given a two-digit number,
students will write the new
number when adding 10 more
and write the new number when
taking 10 away.
The students will produce a
mixed-media art project using
paper, paint, markers, and sticks
to create shape, texture, color,
and space.
1.NS.5: Find mentally 10 more or
10 less than a given two-digit
number without having to count,
and explain the thinking process
used to get the answer.
1.7.1 Identify and apply elements
(line, shape, texture, color, and
space) and principles (repetition
and variety) in artwork.
Lesson: place-value manipulatives
for each student, overhead
projector, white boards/ tissue/
marker for each student,
clipboards for each student, two-
digit numbers posted around the
room, pair of dice, place-value
chart for each student
Art Activity: plain white paper for
each student, green construction
paper for each student, blue
markers, yellow markers, green
paint, brown paint, red paint,
paintbrushes, glue sticks
positive incentive behavior
management system
-reward cooperative behavior
with candy i.e. students actively
participating, being good
listeners, and following directions
get one M&M
Have students watch the
following video to activate
previous and background
knowledge.
https://www.youtube.com/watch
?v=Nm6OzQKQ3wg
“Today you will be learning how
to add ten or take-away ten from
a number, because it will be
important to know when you
learn more about counting
money.”
Input:
Modeled Practice: Display place-
value manipulatives on the overhead
projector. Review how to represent a
Independent Practice: Change is Sparked by a Shift in Direction
to allow students to express
natural response, then deeper
questions as they investigate
and reach the objective
Output:
Reviewing sequence chart
sequencing key details from
story
Ask students the
commonalities between the
images
Guide them to the central
message of the story and
discuss it
Closure/ -Restate the central message
Conclusion of the story with examples
from the story to support it
-Explain to students the
importance of the central
message
-Ask students to search for
and think about things they
are grateful for as they go
about the rest of their days
Formative Observation of students’
Assessment responses during the lesson
presentation output
Adaptations For students who are African-
American, acknowledge the
important staple in the story
and the center of a compass with
arrows.
Input:
Model for students a kinesthetic
way to remember each cardinal
direction through pointing.
Students then play a game. Call
out random directions and
students point to the
corresponding direction.
Students draw their own compass
as they follow the teacher step-
by-step on the projector. Ask
students questions to determine
the labels for the compass.
Output:
Independent practice/ students
scatter throughout the room and
draw the objects to the N,S,E,W
of them
-Have a few students share the
images they drew on their
compasses and what direction it
was in
-Ask the students how they knew
that specific object was in that
direction, allow them to explain
their understanding
-Continue until students have
shared about north, south, east,
and west
-during lesson presentation, listen
to students’ responses to the
questions asked
-during modeled practice, observe
students’ interactions to monitor if
they are duplicating the skill to
remember each direction
-during guided practice, ask
students questions to check
understanding
-during independent practice,
circulate throughout the room
making observations to
determine what students are
struggling
See Lesson Plan:
Remediation – repetitive
Name: Lizzie Streveler
Technology Station- Scan QR code
and watch video about the
cardinal directions.
Students label a compass cutout
after watching the video.
Independent Work Center-
Students complete a color-by-
number activity, however, instead
of numbers they are coloring
arrows representing different
directions.
Small Group Center- This is a
teacher led station. Students read
a sentence telling them where to
place a picture on the provided
compass. They cut and paste the
correct picture in the correct
location, based on the sentence.
i.e. ‘Glue the dog to the North of
the compass’
Debriefing
-ask students to summarize their
learning at each station
-ask one or two students to share
for each station what they
learned or what they took away
-observations made by
cooperating teacher during
technology and seat-work station;
questions asked
-observations made by me during
small group station; questions
asked
See Lesson Plan:
Remediation – provided compass
two-digit number.
Ask students questions to determine
how many blocks to use to create the
number.
Then explain how to add or subtract
one cube to find the number that is
one more or one less.
Repeat the above process again but
practice adding ten and taking away
ten.
Repeat process with the numbers 70,
24, and 52.
Guided Practice:
Roll two dice to create a double-digit
number
Create this number with
manipulatives on the projector and
have students do the same with their
manipulatives
When they finish, ask them to add
ten to their blocks and write the new
number on their individual white
boards.
Check the white boards then
announce the correct answer. Create
the new number with your set of
manipulatives. Talk through the
process. Complete these steps again
but have them take away ten this
time.
Repeat this process for 4-7 more
rounds, or until students seem to
grasp the content.
Output:
Independent Practice: Students will
be standing at a double-digit number
posted randomly around the room.
They will have a pencil, clipboard,
and place-value chart.
Students will rotate around the room
to different double-digit numbers
and practice taking away ten and
adding ten to a number.
Practice the first one together just
stating the steps and not actual
numbers, since everyone will be
standing at different numbers.
After the practice problem, students
will rotate around the room to the
numbers posted on the wall and add
ten and take away ten from each
number.
Small Group Discussion
-write a two-digit number on the
board
-with the people at their table,
have them talk about how to
decide what the number makes
when ten more is added or ten is
subtracted.
-What place do you have to think
about? What process do you have
to go through?” (Give students a
few minutes to share their ideas
and then call on each group to
share one idea)
-observations and questions
during modeled and guided
practice
-assessing students’ written
answers during the white board
activity
Fine-motor skill struggles:
larger/block-size manipulatives
that will be easier to operate
Independent Practice: Change is Sparked by a Shift in Direction
that states how Nana and CJ
sit in the front of the bus.
For potential student with
MID, inclusion of discussion
questions at his level, as well
as a visual representation of
the order of story.
Summative Gratitude paper-chain activity:
Assessment Students will write on a paper
(as needed) link stating what they are
thankful for.
content, kinesthetic movements
to support memory
Behavioral Needs – multiple
questions that allow students to
talk and interact, kinesthetic
opportunities
Independent practice will act as a
summative assessment for the
lesson. -collect students’
compasses/maps to check their
work
Name: Lizzie Streveler
rose for reference
Enrichment – challenge paper for
early finishers, literature
selections for early finishers
Behavioral Needs – short stations,
cooperating teacher supervising
two stations while I lead the third
Students will complete tangible
artifacts after the completion of
each station used for summative
assessment.
Students with LD, MID, etc.:
students will be partnered with
average performing students who
verbalize thought process
Students struggling with math:
provide a hundreds chart for
reference
Collect students’ place value
charts at the end of the
independent practice. --also
assess accuracy of students’
artwork