Integrated Lessons Block Plan

Day 1: Math Day 2: Guided Day 3: Day 4: Day 5: Science

Lesson Reading Lesson Science Writing Lesson #2
Lesson #1 Lesson
Lesson Polygons Similes & Oobleck Writing Letters Symbiotic
Metaphors Relationships
Objective(s) •By completing the •After •By •By completing •After participating
activities, the completing the completing the the writing in the game,
students will classify lesson, the investigation, activity, students will be
polygons. students will students will students will able to describe the
•After the lesson, recognize similes create a visual demonstrate different types of
students will be able and metaphors in representation understanding symbiotic
to identify and literature. of a non- of organization. relationships.
describe polygons •At the Newtonian •At the end of •By the end of this
using the language conclusion of substance. this lesson, lesson, students
of geometry. this study, •After students will be will explain how
students will be partaking in able to different factors
able to explain the compose a affect the way
what a simile and experiment, letter to support animals live
a metaphor are. student will be an idea. together.
•By participating able to explore
in the station firsthand the
activities, characteristics
students will of Oobleck.
have
demonstrated
their
understanding of
similes and
metaphors by
 putting their
ideas to practice.

Standards 5.G.2: Identify and 5.RV.3.1 5.PS.3 5.W.3.1 Write SEPS.8 Obtaining,
classify polygons Determine how Determine if persuasive evaluating, and
including words and matter has compositions in communicating
quadrilaterals, phrases provide been added or a variety of information.
pentagons, meaning to lost by forms that –
hexagons, and works of comparing Use an
triangles literature, mass when organizational
(equilateral, including melting, structure to
isosceles, scalene, imagery, freezing, or group related
right, acute and symbolism, and dissolving a ideas that
obtuse) based on figurative sample of a support the
angle measures and language (e.g., substance. purpose.
sides. Classify similes, (Law of
polygons in a metaphors, Conservation
hierarchy based on hyperbole, or of Mass).
properties. allusion).
Materials -If I Were a Polygon by -Owl Moon books -Bartholomew and -Example letters -Symbiotic relationship
Marci Aboff -Sticky notes the Oobleck by Dr. -White board cards
-Classifying Charts -T-chart Suess -Dry erase markers -White board
-Foldable Shapes -Simile vs -5 big bowls -Papers -Dry erase markers
Metaphors game
-Construction Paper -5 measured water -pencils
board, game
-Glue containers with water
pieces, game
-Markers cards, game -5 measure corn
-Headbands shapes and conclusion starch containers with
Headbands worksheets corn starch
-Trendy -Food color
bookmarks Table cloths
 -Where the -Wipes
Sidewalk Ends -Plastic bags
books -Closure worksheets
-Slips of paper
-White board
-Dry erase marker
-“Simile &
Metaphor Song
Mash Up” video
-“Similes and
Metaphors” by the
Bazillions video
Body/activit -Ant. Set: Students -Ant. Set: -Ant. Set: -Ant. Set: Read -Ant. Set:
ies compile a list of Students make Read parts of a letter Students act out
similarities between relations between Bartholomew addressed to scenarios that
a set of shapes. two nouns, each and the the class. represent each type
-Lesson word provided Oobleck by -Introduce of symbiotic
Presentation: Read by students. Dr. Suess and Trait: relationship.
If You Were a -Mini-Lesson: initiate Emphasize -Lesson Input:
Polygon by Marcie Play “Similes thinking. importance of Use examples from
Aboff. Then create a and Metaphors” -Lesson organization. ant. Set to
chart to introduce by the Bazillion. Input: -Share introduce the
and classify each Then introduce Establish Examples: I definition of each
shape, highlighting the figurative inquiry into will provide the relationship.
the various language, non- students with Think-Pair-Share
properties. providing Newtonian real examples with a partner
-Centers: examples and an substances and of letters (my examples of each.
-Guided practice: understanding of instruct/model own, historical, -Lesson Output:
Creating foldable the differences the and pen-pal Split students into
shapes to influence between similes experiment. postcards). small groups that
the understanding of and metaphors. -Experiment: -Provide represent
each shape’s -Workstations: Students work Information: relationship types
properties and -Guided in small Model the and give each an
proper identification. Reading: groups to writing and organism card and
-Headbands: Students will create and organization by they have to find
Students pick a either read Owl explore their explaining each their relationship
shape and place it on Moon or Where own Oobleck. step in the partner. Then play
their heads, work the Sidewalk They will also writing process classifying game to
with each other, Ends depending be filling out a and illustrating enhance
using the proper on which group worksheet to such on the understanding of
language to help they are a part of. explain the board. each symbiotic
determine which Students will be processes and -Writing: relationship.
shape is on their reading through outcome of Students write -Closure: Ending
forehead. to find the the their own questions and
-Ascellus: similes and experiment. letters about natural discussion.
Students will be metaphors and -Closure: their favorite Then write a letter
working on the explaining what Ending subject using to a friend
computer-program the comparisons questions to the explaining one of
to explore and mean. understand organization the relationships,
expand the polygon -Writing: students’ just learned. providing an
topic. Students work in learning and -Pull a few example and
-Closure: Write a partners to write experience students aside picture.
letter to friend a paragraph with the to conference
describing the about their experiment. and record
properties of their favorite anecdotal
favorite polygon movie/song using notes.
learned today. similes and -Sharing:
metaphors in the Students turn to
composition. a partner and
-Game: read letters.
Playing a similes -Closure: Open
vs metaphors discussion and
board game to take student
 further the volunteers to
students read their
understanding letters aloud.
and practice the
identification of
figurative
language.
-Closure: Play
the “Similes and
Metaphors mash
up” video and
students ill guess
which song is
using metaphors
or similes.
Assessment -Sorting activity will -Observing and -Inquiry -The student’s -Inquiry questions
s tell me that they monitoring questions will letters will will tell me how
have been listening during guided tell me how show me how well they
and can recognize reading. much they they can understand each
what a polygon is. -The T-chart, understand the compose their relationship.
-Worksheet will poems, and different thoughts, as -Think-pair-share
show me they are paragraphs will matters. well as how will how me how
able to identify, reveal how well -Worksheet at they follow the much they know
classify, and sort the the students the end will structure and and need to learn.
different shapes. understand show me how organization. -The letter will tell
-The letter to a similes and much they -Student me how much
friend will show e metaphors. engaged and conferences information the
how well the understood the will provide me students for the
students understood experiment. with lesson.
the shapes and how information
they can use the regarding those
 correct language. students
writing.
Safety -Students will walk -Students will -Explicit -Students called -Students will
during transitions to walk from station instruction over one by one work
prevent any collision to station, aided will be given to conference, collaboratively and
or upset. with the use of throughout to walk to table. not get too
-Clear instruction song. prevent any -Students will competitive during
will be given so the -Students will mishaps or not compare or the identification
lesson will flow not get too confusion. contrast writing game.
smoothly and there competitive -Students will during partner
is no issue. during the work sharing.
similes vs. collaborativel
metaphors game. y and
-Students are cautiously
given reading with materials.
that is in their
comprehension
level and
understanding, as
well as given
support when
needed.