Integrated Lessons Block Plan

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Math: Subtracting Reading: Elements of a Writing: Sequencing Science 1: Observing Science 2: Observing
Two-Digit Numbers Good Story Your Own Personal the World around the World around us.
Lesson
Narrative. us.

Students will solve
two-digit subtraction
problems using the
concept of base-ten
Objective(s) blocks.
2.CA.1- Add and
subtract fluently
within 100.
2.CA.2- Solve real-world
problems involving addition
and subtraction within 100 in
situations of adding to, taking
from, putting together, taking
apart, and comparing, with
unknowns in all parts of the
Standards addition or subtraction
problem. Use estimation to
decide whether answers are
reasonable in addition
problems.
Students will decode
stories by navigating
the sequence of events
in a given story.
(2.RF.1) Demonstrate an
understanding of the five
components of reading (print
concepts, phonemic
awareness, phonics,
vocabulary, and fluency and
comprehension to build
foundational reading skills.
(2.RF.2.4) Demonstrate
understanding of the
organization and basic
features of print, including
that printed materials provide
information and tell stories.
(2.RL.2.2) Recount the
beginning, middle, and ending
of stories including fables and
folktales from diverse cultures
and determine their central
message, lesson, or moral.
Students will create a
personal narrative that
follows a beginning,
middle, and end
signified by sequencing
words.
(2.W.3.3) – Develop
topics for friendly
letters, stories, poems,
and other narrative
purposes. Include a
beginning, use
temporal words to
signal event order,
provide details to
describe actions,
thoughts, and feelings,
and provide an ending.
Students will identify the
unique properties of an
apple and orange by using a
Venn Diagram to sort their
attributes.
(2.PS.1) – Plan and
conduct an
investigation to
describe and classify
different kinds of
materials by their
observable
properties.
After completing an
object walk throughout
Kendall Elementary,
students will be able to
classify and sort the
materials found into
three categories:
gasses, liquids, and
solids.
(2.PS.1) Plan and conduct an
investigation to describe and
classify different kinds of
materials by their observable
properties.

1. Base ten blocks 1. Tamika’s Trip to the Zoo 1. The True Story of the 1. Mystery bag with a kiwi, 1. Baking soda
2. Seesaw activity text Three Little Pigs, by Jon can of soup, rock, and a 2. Water bottle full of vinegar
3. IPad (teacher) 2. How Not to Save a Sand Scieszka playing card. 3. Balloon
4. Student IPads Castle text 2. Loose leaf paper 2. Hypothesis sheet (5 4. Paper plate
5. Picture of Sneakers 3. Heavily scaffolded 3. My Story Stem adaptation sheets; one per group) 5. State of Matter Graphic
6. Pretend money worksheet for Rotation 1 sheet 3. List of properties Organizer (25)
Materials 7. Doc Cam (at the end of the lesson) 4. My Story (Adjectives) (5 sheets of 6. Random Pictures of Objects
4. Beginning, middle, and Sequencing Words paper) to place around the school
end worksheet for adaptation sheet 4. Attribute hoops (chair, an ocean, smoke
Rotation 2 (at the end of 5. Apple (5) from a fire, glass of water,
the lesson) 6. Orange (5) and a bowling ball) (5)
5. Letter in a bottle 7. Safety goggles

1. Anticipatory set: 1. Anticipatory set: 1. Anticipatory set: 1. Anticipatory Set: 1. Anticipatory set:
Do I Have Enough Read the Easton Share personal Mystery Bag – I will conduct
Money? LaChappelle letter, narrative from my students will the balloon and
2. Guided Practice: but not the ending. time in 2nd grade: describe and baking soda
Think aloud 2. Mini lesson: Teach 2. Mini lesson: guess what is in experiment.
demonstration of how a good story reinforce the the bag. 2. Mini lesson: I
subtracting two- has three elements of a good 2. Guided practice: will walk
digit numbers. elements: story. Connect Sort attribute through what
Guided beginning, middle, good elements to cards based on the three states
demonstration and end. Share key personal the can of soup of matter are
with student words. narratives. and kiwi pulled and their
Body/activities collaboration 3. Rotations: 3. Independent from the bag. properties.
subtracting students will rotate Practice: Students 3. Independent 3. Guided practice:
numbers. through two will take this time practice: Students will go
3. Independent stations. One will and write their Students will on an object
practice: Students be with me where personal narrative. identify the walk throughout
will return to their they will read two 4. Closure: Students attributes of an the school and
desks and stories and identify will turn and share orange and apple organize the
complete a Seesaw the beginning, their stories with into a Venn objects on a
assignment where middle, and end. their peers. Diagram. states of matter
they record them 4. Closure: read the 4. Closure: organizer.
solving a two-digit ending of the letter Students sorts 4. Closure:
subtraction from the will be shared via students will
 problem.
Students will record
themselves completing a
problem on Seesaw and turn
it in for me to formatively
assess their understanding of
the concept.
Assessments
I will formatively assess my
students by asking them two
questions individually as we
close out the lesson.
In order to ensure
safety throughout this
lesson, I will group
students and dismiss
student back to their
Safety seats in a manner that
limits tripping and
running into others.
anticipatory set. doc cam. share their
organizers with
their peers. We
will go over it as
a whole group at
the end.
I will formatively I will formatively Students will sort Students will fill out a graphic
assess the students by assess student by property cards based organizer broken into the three
observing them while reading their stories upon their states of matter. Students will
they answer questions and listening to them observations of the be assessed on how they
during small group share their work with apple and orange classified the materials,
instruction. their peers. they discovered. I throughout the object walk, as
Additionally, students will be assessing a gas, liquid, or solid.
will identify the their overall
sequence of events grouping at the end
from the stories they of the lesson.
have read.
In order to ensure I will provide students In order to create a I will remind students of
safety throughout this with pre-sharpened safe environment for hallway expectations to
lesson, I will alter the pencils, to avoid learners, I will make keep students safe in
locations of stations student messing sure the food used is the hallway.
and how students around with the pencil allergen free. Additionally, I will have
transition from one to sharpener. Additionally, I will students remain at their
the other. This is to Additionally, I will provide students desks as I conduct the
ensure students can make sure the floor is with explicit rules state of matter
travel from one spot to clear off tripping not to eat it. experiement.
the other without hazards.
injury.