Integrated Lessons Block Plan

Kayla Larsen
Day 1

Day 2

Lesson

Inferences Guided Reading

Creating a Circuit Lesson

Objective(s)

After viewing a video clip,

students will be able to
accurately describe characters
in the video by making
inferences through
observations.
After reading a text,
students will fill out a T-chart
in which they write down an
inference and the
corresponding textual
evidence.
While looking at
objects in a bag, students will
make inferences about who
would own that bag and then
write a corresponding story
that would support their
inference.
Through observing
their peers act out various
scenes, students will make a
verbal inference on what is
taking place.

Given two wires, a battery,

and a light bulb, students
will make a successful
circuit that will light the
bulb.
Given three wires, a
battery, a light bulb, and a
switch, students will make
a successful closed circuit
and then open the switch to
create an open circuit.

Standards

4.RL.2.1 Refer to details and

examples in a text when
explaining what a text says
explicitly and when drawing
inferences from the text.

4.1.3 Construct a complete

circuit through which an
electrical current can pass
as evidenced by the
lighting of a bulb or ringing
of a bell.
4.1.5 Demonstrate that
electrical energy can be
transformed into heat, light,
and sound.

Materials

iPads, Projector, Glued short

film, Bag, every day objects,
staged agenda notebook, TChart worksheet, Act it Out
Scenarios, Yo! Yes? by Chris
Raschka, and The Stranger
by Chris Van Allsberg.

Wires, light bulbs,

batteries, switches,
electricity mini-notebook,
flashlight, and document
camera

Body/activities

Students will first be instructed

on what an inference is and
what information goes into
making an inference after
watching a short move clip that
requires a lot of inferencing.
Then, students will be divided
into four groups that will visit
two of four stations during
reading time. One station will
be a guided reading station in
which students will will Yo!
Yes? by Chris Raschka or
The Stranger by Chris Van
Allsburg. I will then lead the
students in determining
different inferences they can
make from these texts and they
will record their inferences and
evidence in a T-chart. The
second station will be a PenPal Activity in which students
will go onto their iPads and
read letters from a Pen Pal.
The program leads students
through making inferences
from the letters and then
finding evidence that supports
their inference. Students will
then copy the inferences onto
their T-Chart. The third station
is Whose Bag? in which
students will look at objects in
a bag and make an inference of
who may own that bag. They
will record their inferences on
their T-Chart. Then, students
will write a story about the
person who may own that bag.
The final station is Act it

Students will receive the

materials to create an
electrical circuit that will
light a bulb. Students will
be on their own discovering
how to create a successful
circuit and then we will
reconnect to discuss what
worked and what didnt.
Then, we will move to
defining a circuit. Students
will then use their new
knowledge to try and create
a circuit with a switch
through more discovery
learning. Again, we will
join together as a whole
group to discuss their
findings. Finally, students
will hypothetically create a
circuit for a motor based on
what they learned about the
different parts of a circuit
through the experiment.

Assessments

Safety

Out in which students will act

out a scenario while another
reads it aloud. There are then
follow up questions that
require students to infer in
order to answer them. Again,
students will record the results
on their T-Chart. At the end, I
will answer any last questions
about inferences.
I will listen to student answers
during guided reading time as
well as try to monitor student
progress at other stations while
my guided reading group is
reading. At the end of the
lesson, will collect each
students T-chart to evaluate
what inferences they made and
if they supported their
inferences with appropriate
evidence.
I will have to monitor students
for general behavior and safety
issues that occur everyday in
the classroom.

I will assess student

knowledge during the
lesson through the whole
group instruction we have
after our discovery time. At
the end of the lesson, I will
collect the students
electricity notebook at the
end to evaluate how the
student diagramed their
circuits and explained the
hypothetical circuit
involving the motor.
I will have to instruct
students to keep all of the
wires away from their eyes
and warn them that the
batteries may get warm.