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Independent Practice: Change is Sparked by a Shift in Direction Name: Lizzie Streveler

Unit Overview

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