Emma Sincerbox – 10103796

CURR 355 – 002

Dr. Pamela Beach
April 24, 2018

Integrated Lesson Plan

Classroom Context

Emily Carr Elementary School is situated in a new area within the city of Oakville, Ontario. This
school offers new facilities and technological resources for students and staff. Emily Carr is
made up of 450 students from grade Kindergarten to Grade 8. Our school offers new facilities for
students, and new resources for educators.
At Emily Carr, our values support students to:
• Dream - Set high goals and expectations for themselves both academically and in a
personal setting.
• Soar – Work towards their goals, experience their learning and find of love of education.
Supported to question and challenge themselves in the name of learning.
• Achieve – Celebrate each other’s learning experiences and success.
Students are encouraged to Dream and set new goals and to reach their full potential. Teachers
and parents work very closely to support students both at school and at home - making sure that
all parties are on the same page on student expectations, and successes that students experience
both academically and in their personal life. As a cite school for many different pilot math and
literacy programs, students will have the unique opportunity to learn through the most cutting
edge educational theories and practices that there are to offer (EMPOWER, LLI, etc.)
Within this specific classroom, there are eighteen wonderful individuals. Fifteen of these
students completed the Ontario Full-Day Kindergarten program. The other three came to Ontario
for grade one after completing grade one in another province or country. As a whole, the class is
currently reading at below grade level – however, there is a plan put in place to work with
learners who are struggling especially with encoding and decoding.

Stage of Development (Level 1)

At this stage of development students are continuing to practice the decoding and
encoding of individual letter sounds and specific word families. In this stage students are
solidifying their pervious skills for reading and writing that were accessed through their time in
Kindergarten – and are learning more complex letter groups.
Students will learn a variety of strategies to decode and encode different words, such as
sounding out, rhyming, and recognition. There will be ample opportunity to practice these
strategies not only during designated literacy blocks, but also through the use of cross-curricular
activities.
Students will be expected to develop their comprehension and fluency. While many of
these students are learning to read for the sake of reading, the transition to learning to read to
understand an learn will occur throughout this stage.

Big Ideas

The ‘Big Idea’ that will be addressed throughout this weekly plan will be supporting
students in their thinking, application and interfering of different materials. Specifically, “Use of
processing skills (e.g., making inferences, interpreting, analyzing, detecting bias, synthesizing,
evaluating, forming conclusions)” (Ontario Ministry of Education. 20) Students at Stage 1 of
their Language and Literacy Development are in need of support of being able to think about
material that they have interacted with. Throughout this weekly plan, educators will support
students in thinking about material and making personal connections to support students to
develop their skills within this area.
Five-Day Schedule

Activity Breakdown

Monday Meeting
Literary Component: Vocabulary and application. Sentences that use these words of the
week. Students will also record these words into their journals – they will be encouraged to
create original sentences of their own using the words as well. This ‘Monday Meeting’
supports students in their vocabulary development, decoding and encoding of words.
Teacher Role: Teachers will introduce words to student, and help to redirect and correct
students who are using the words of the week in an improper context. They will also help
to trace with a highlighter for students who are struggling with their physical writing – the
purpose of this activity is to get the ideas of the students on the page.


Social Studies
Literary Component: Comprehension and reflection. Watch the provided Bookflix episode.
Work as a class to brainstorm two – three sentences that summarize the important
information from the book. Copy these sentences into Social Studies book.
Teacher Role: Set up, “Bookflix”, explain activity to students. Help to guide the conversation
about what is important information to copy from the book. Write sentences on the board
for students to copy down. Ensure that students who need tracing are provided with the
sentences written in highlighter. Continue to monitor the activity until it is complete.
Assessment: Teacher observations during activity and review of finished product.

Read Aloud
Literary Component: Comprehension. Find a comfortable spot in the classroom. Listen to
the story read aloud by the teacher. Answer any questions at the end of story.
Teacher Role: Read Not Your Typical Dragon – a book that celebrates differences. Stop
throughout the story and have students think about what is happening to the dragon. At
the end of the story ask students what happened in the story and what they liked about the
story. Assessment would require Teacher observations.

Writers Workshop
Literary Component: Writing conventions and reflection – focus on encoding. Students will
about the book, Not Your Typical Dragon. They will be asked to reflect on the story, and
think back to what their favourite part of the story was. In their language books, they will
be asked to write two – three sentences explaining what part of the story they liked the
best and why.
Teacher Role: Teachers should be there to monitor students as they write. Students who
need highlighting in order to get their ideas down on paper, are allowed to have the teacher
provide them highlighted writing. Assessment would occur once students have submitted
finished work to teacher.

Tuesday

Guided Reading
Literary Component: Fluency and expression. Students will be working in their reading
groups, and will be asked to read alternating pages of a book. Teacher will provide various
prompts and strategies for students to use.
Teacher Role: Teachers will sit and take anecdotal notes throughout the reading group. The
teacher will also assist in prompting students to use their decoding strategies and assist in
the sounding out of difficult words. Assessment is through observation and the use of the
note taking.

Writer’s Workshop
Literary Component: Writing Conventions and sentence building. As an extension from
Monday’s lesson, students will be asked to write what they like most about themselves.
Teacher Role: Teachers will need to prompt student memory about material that was
covered the previous day – the class might to have the book reread to them. Real examples
can be given to them (i.e. I like my eyes because they help me see). Help students
brainstorm ideas.

iPads
Literary Component: Student Choice. Students will have an opportunity to participate in the
Raz-Kids app. This app supports students in a variety of different literary components
through the use of interactive games and activities.
Teacher Role: Monitor iPad use. Continue to check teacher account to track student
progress and suggestions for next steps.


Wednesday

Literacy Centres
Literary Component: Students will be participating in a variety of different literacy games.
These games will support students develop their beginning and ending sounds. As well
there will be writing practice through the use of writing books, and various spelling games.
Students will be able to work with their reading groups that were used for guided reading
Teacher Roles: Teachers will be in charge of setting up stations, and working with various
groups. If needed the teacher can be stationed at a new centre, to help introduce it to the
students. If possible, the teacher should be keeping anecdotal notes throughout the activity.

Social Studies
Literary Component: Students are meant to take important information taken from a
provided Bookflix. In pairs they can highlight and discuss content and make two – three
sentences summarizing important information about Community Helpers as outlined by
the Ontario Social Studies Curriculum. Along with learning the roles of different members
in the community, students will also practice their reading comprehension and sentence
building.
Teacher Roles: The teacher should be monitoring the groups within the class. Ensuring that
students stay on task, and groups that finish earlier are given an opportunity to ‘bump up’
their work. Teachers should be keeping records of group work, and assessment can derive
from review of the final product.

Music
Literary Component: Students will be practicing their reading fluency through the use of
application of putting words into tune. Students will also work on their oral language
because they will be practicing their vocal performance, and pronunciation of various
words.
Teacher Role: Teachers will be there to assist students who are struggling with pitch. The
teacher should be working with student to decode words and apply those words to tune.
An adequate vocal warm up, and cool down will assist students feel more comfortable in
the practice of presenting and oral language.

Thursday

Guided Reading
Literary Component: Students will be working on their fluency and expression. Students
will be working in their reading groups, and will be asked to read alternating pages of a
book. Teacher will provide various prompts and strategies for students to use.
Teacher Role: Teachers will sit and take anecdotal notes throughout the reading group. The
teacher will also assist in prompting students to use their decoding strategies and assist in
the sounding out of difficult words. Assessment is through observation and the use of the
note taking. ** Teacher should work with a different group throughout the week, to ensure
that there are notes for every learner**

Writer’s Workshop
Literary Component: Writing Conventions and sentence building. Students will be asked to
think back to the book that they were reading throughout the Guided reading portion of the
day. They will be asked to write a summary of the book in their Language book.
Teacher Role: Teachers should be there to assist students who are struggling to remember
what material was covered during the guided reading section, and provide addition reading
help if needed. Students who are in need of writing help are allowed to have highlighted
writing that they can trace.

Read Aloud
Literary Component: Students will listen to their teacher read, ‘A Bad Case of the Stripes’ (a
book about being yourself – an extension of Monday and Tuesday’s lessons). The students
will be asked to reflect on the story in the following activity
Teacher Role: Read book aloud to the class. Have students ask any questions, and provide
clarifying information to the class.

Sentence Starter
Literary component: Students will be asked to reflect upon what makes them unique. They
will be asked to complete the sentence starter, “Something that is special about me is…”
Teacher Role: The teacher will review the story, and what was special about the main
character. From there the teacher should ensure that students are getting prompts about
things that could be special about them. Teachers can review these sentences and use them
as an assessment tool

Math
Literary Component: Students will use what they learned in the story, and apply it to their
patterning unit. Additionally they will use charts within the room to determine what
colours are ‘warm’ and which are ‘cool’ colours.
Teacher Role: to supply the supplied needed in order to complete the activity, as well as
prompt students who are struggling to find a specific colour. Teachers can have students
reflect on their sentence starter and have them draw what is that is unique to them, and
use their knowledge of patterning to create stripes on their picture, just like in the story.
Encourage more complex patterns!


Friday

Music
Literary Component: Students will be practicing their reading fluency through the use of
application of putting words into tune. Students will be creating their own songs, using a
prompt given to them by the teacher.
Teacher Role: Teachers will be there to assist students who are struggling with pitch. The
teacher should be working with student to decode words and apply those words to tune.
The teacher will also be responsible for providing students a prompt (i.e. a popular story, a
picture etc.) An adequate vocal warm up, and cool down will assist students feel more
comfortable in the practice of presenting and oral language.

Book Share
Literary Component: Students will be using their oral language abilities as well as their
comprehension. During this time, any student that has read a book that they would like to
recommend to the class is welcome to do a ‘Book Share’ where they are to talk about the
summery of the book. This will allow students to practice their presentation skills and talk
about something they like in front of their classmates.
Teacher Role: Teachers are to ensure that students do not go over time, and provide any
guiding questions that may assist them in their book talk.

Journal Writing
Literary Component: Writing conventions and vocabulary. Students will be asked a guiding
question (i.e. What is your favourite type of ice cream, what are your plans for the weekend
etc.) and writing about it in their language books – this is a time where students are
allowed to write whatever they want about the prompt – they are encouraged to write as
much as they can.
Teacher Role: Provide a question that can be answered, and brainstorm important words
with the class that they might want to know before answering this question. These words
can be written on the board for students to refer back to throughout their journal writing.
These reflections can be uses for assessment throughout the year to track progress and
provide next steps to the students.


Lesson Plan

Lesson: Case of the Strips Lesson Plan.

Time allotted:
1.5 hours/ two periods for Literacy component
1.5 hours/ two periods for Math and Art component

Purpose of lesson: to have students apply their understanding of different colours
and patterns, while making connections about

Curriculum expectations:

Language and Literacy

1. Developing and Organizing content Expectation 1.2: Generate ideas about a

potential topic, using a variety of strategies and resources
2. Reading Expectation 1.4: Demonstrate understanding of a text by retelling
the story or restating information from the text
3. Reading Expectation 1.6: Extend understanding of texts by connecting the
ideas in them to their own knowledge and experience to familiar texts.

Expectations taken from:

http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

Art - D1.4 use a variety of materials, tools, and techniques to respond to design
challenges
Mathematics: create a repeating pattern involving one attribute (e.g., colour)
Step one: Read the book (Period 3) Materials:
- A Bad Case of Stripes, By: David Shannon - A Bad Case of
- Discuss beginning (character and setting), Stripes, By: David
middle (problem that is taking place) and end Shannon
(the solution)
- Provide prompts for student discussion (i.e.
what is this book about? Are there any
questions that you have about the book that the
author did not answer? What messages can we
take away from this book?)
- Have students brainstorm with a partner and
then share with the class if they are comfortable

Step two: Step Three: Student reflection (Period 4) Materials:
- Have students reflect on what the main For the teacher:
character did when she was sick (group - White board for
discussion) vocabulary writing
- Have students write the end of the sentence - Anecdotal note
starter (“Something that is special about me taking
is…”) For the student:
- Work as a class to develop vocabulary on the - Sentence starter
board that they might want to use – remind pages for students
students that they can record these words in to complete their
their personal dictionaries. good copy on
- If students finish their sentence early, - Pencils and erasers
encourage them to explain why this is special, or - Writing books for
add another thing that they think is special rough copy
about themselves – provide bump up
opportunities.
- Have them use their personal dictionaries, our
word wall, and sounding out words in order to
spell unfamiliar words.

Step Three: Bad Case of Stripes Art work (Periods 5 Materials:
and 6) For the teacher:
**Use white board go through the making of the art - White board at the
piece step by step** front of the room
- Draw a rectangle standing up vertical on the and white board
board using the white board marker markers
- Use yard stick to demonstrate to students how - Yard stick (at the
to make a straight line (line the bottom on the front of the class)
ruler at the bottom of the page, draw a line at For the students:
the top, and reline up the ruler at the new line - Art paper (in the
and continue until there are equal striped lines bottom cupboard
from top to bottom of the page) to the left of the
- Have students use pencils to trace their arm and sink)
hand on the paper. - Oil Pastels – top
- Review warm and cool colours (examples found self above sink
on our cupboards above the sink) - Chalk pastels – top
- Using the pastels have students create a pattern shelf above sink
using warm colours inside their traced hand – - Rulers
(ex, one line red, one line orange, one line - Pencils
yellow… repeat)
- Using the pastels have students create another
pattern – this time using the cool toned colours
outside the traced hand.
Accommodations
- Provide highlighting for students who need additional help with printing –
they should be focusing on their reflection you can write out their thoughts
for them so that they can trace your highlighting.