Sonoma State University
Education 437
Integrated Curriculum: Preschool Through Elementary

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Course Materials




play/ debrief/ replay lesson

play/ debrief/ replay lesson

Children Working In Groups

5-step instructional sequence

5-step lesson plan

Generating Curriculum

5-step lesson plan


integrated unit planning

lesson plan rubric


Play/ Debrief/ Replay Lesson Template -- see Selma Wasserman's text

Title: use a title which explains the activity

Description: in one sentence, describe your lesson

Concept: the big idea of the lesson; the state frameworks can be helpful in articulating the big idea

Learning Goals: this lesson's objective; the specific learning that will be accomplished; the state standards can be a source

Standard Addressed: include which state standard(s) will be addressed in the lesson

Thinking processes: which thinking processes will be practiced (see Wasserman, pg.104)

Materials: everything the students and teacher will require to complete this activity

Activity Card: a reference designed to allow children to independently investigate the materials to meet the articulated learning goal; write in clear and concise language that can be understood by the learner; picture clues would be appropriate for younger learners

Debriefing Questions: questions designed to encourage children to describe, reflect and evaluate their investigations; use both observational and critical thinking questions

Suggestions for Replay: ideas for further discovery with the same or similar materials; opportunities to practice and extend the newly attained learning goal

Suggestions for Creative Play: ways to apply the new learning goal in other integrated activities or projects; consider the multiple intelligences.

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Five - Step Instructional Sequence

Step 1 -- Anticipatory Set

  • Focus the learner's attention
  • Motivate the learner
  • Relate to previous learning
  • Establish and explain the purpose and relevance

Step 2 -- Instruction

  • Present information in simplest and clearest form; explain content and/or processes
  • Model the process. Try to include several modalities --auditory, visual, kinesthetic, etc.
  • Check for understanding

Step 3 -- Guided Practice

  • Allow opportunities for guided practice (practicing with teacher scaffolding)
  • Teacher monitors students' progress and remediates and adjusts as needed
  • Check for understanding throughout

Step 4 -- Summary and Assessment

  • Assess to determine if student performs the learning objective
  • Check for understanding; ask students to restate directions and procedures.

Step 5 -- Independent Practice

  • Students apply new knowledge

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5-Step Lesson Plan Template

Subject Area-- what subjects does the lesson chiefly involve

Grade Level -- what grade(s) or ages is the lesson designed for

Description -- briefly describe the activity (in one sentence)

Objective -- what do you expect the children to learn from this lesson

Standards addressed -- paraphrase the standard by name and number with a brief explanation

Materials -- a list of materials needed by the teacher and the students to complete the activity

Anticipatory Set -- how you will explain relevancy and motivate students

Procedure -- this includes your instruction, the guided practice, the summary, and the independent practice; be specific with how you will demonstrate and give instructions for the lesson, how and when materials will be distributed, your grouping strategies, and any other management techniques you will utilize

Closure -- the debriefing questions that you will ask to summarize the activity, to evaluate the work and group processes that developed, and to synthesize the learning that occurred

Assessment -- the methods that you will use to ensure that your objectives have been met

Extensions -- the follow-up activities that the students can engage in that will reinforce and extend their new learning


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Integrated Unit Planning

  • Select theme, and brainstorm ideas that might be explored.
  • Choose a grade level.
  • Research the theme content by consulting frameworks, state standards, curriculum guides, other teachers, resource books, the Internet, etc.
  • Articulate the big ideas or key concepts that are appropriate for the grade level.
  • Identify the unit objectives; what specifically will children learn in this unit of study.
  • Access the state frameworks and standards and find ones that will be addressed in this study.
  • Develop assessment strategies which are integrated into the unit of study, assessing that students' understanding of the big ideas and unit objectives has been achieved.
  • Create a curriculum web; check your web to ensure that activities will meet your unit objectives, that they include a variety of grouping strategies, instructional strategies, allow for critical thinking, have opportunities for student choice, address multicultural perspectives, encourage the use of the eight intelligences, and are open-ended and allow for multiple entry points?
  • Organize a logical activity sequence into a timeline with initiating, developing, and culminating activities.

    Ask yourself the following questions:

  1. Does the theme of the unit have possibilities for both breadth and depth?
  2. Is the grade level(s) and length for this unit appropriate to the theme chosen?
  3. Did I identify 1-5 big ideas which are relevant, appropriate and significant?
  4. Did I identify 5-10 unit objectives which are more specific, which can be assessed, and are appropriate and relevant?
  5. Do the activities included in the curriculum web support the unit big ideas and objectives?
  6. Do the activities apply concepts and skills defined in the state frameworks and state content standards?
  7. Do the activities in the unit include a variety of grouping strategies, instructional strategies, allow for critical thinking, have opportunities for differentiation, have opportunities for student choice, address multicultural perspectives, encourage the use of the eight intelligences, allow for student reflection, are open-ended and allow for multiple entry points?  
  8. Are the assessment strategies integrated into the unit of study, and will they really assess the students' understanding of the big ideas and unit objectives which have been identified?

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MATH -- 3rd Grade

Description: In cooperative groups, students will use food ads to plan a party and total the expenses.

Concept: Whole numbers can be combined to form larger numbers. Mathematics is used in daily living.

Learning goals: To add numbers with decimal points; to apply math (computation, estimation and measurement) to real-life problems; to work cooperatively.

Standard: Math - Number Sense 2.1. Find the sum of 2 whole numbers between 0 and 10,000.

Thinking operations: Comparing, estimating, classifying, creating, applying to a new situation, making decisions, integrating real-life knowledge and experience

Materials: food ads, scissors, glue stick, large pieces of paper, recording sheets for each student


Activity card:

1. Get materials.

2. Brainstorm what a party needs.

3. Look at the food ads and share ideas for what makes a fun party. You will have $100.00 and there will be 20 guests.

4. Cut out the pictures of the items you'll buy.

5. Arrange ads and paste these onto the large piece of paper.

5. Each group member write down the shopping list on his/her own recording sheet. Write how many and the total prices to be paid for each item.

6. Make sure that all group member's completed their recording sheet.


Debriefing Questions:

1. What did your group spend the most money on?

2. How did you decide what was most important to buy?

3. How did you figure out how much of each item to buy?

4. How does your thinking compare to the ways that party hosts decide what and how much to buy?

5. What did you like best about this activity?


Suggestions for Replay:

1. If you had 2x (or 1/2) the amount of money, how would you change your menu?

2. If you were planning a party for four-year olds, what would your shopping list be?

3. Plan a party for 50 people.


Suggestions for Creative Play:

1. Design an invitation for the party; also make decorations.

2. Draw food ads.

3. Write a story or a letter to someone about the party.

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Language Arts & Social Studies
3rd Grade

Description: After reading The Important Book, children will make a class book about themselves, following the same predictable pattern from the book.



  • Children will use adjectives in descriptions.
  • Children will identify unique characteristics about themselves.
  • Children will recognize and identify the similarities and differences among their classmates.

Standards Addressed:

  • Language Arts -- Writing Applications 2.2 Children will write descriptions using concrete sensory details.
  • Social Studies -- Framework goal of developing personal skills and social participation



  • The Important Book by Margaret Wise Brown
  • Paper
  • Felt pens


Anticipatory Set:

1. Refer to other books written by the author

2. Read the book

3. Explain that students will be creating a class book using the same format.



1. Ask children to define the predictable pattern used in the book. Write on board.

2. Brainstorm categories and adjectives on the board which we could use to describe ourselves (e.g. size, interests, color)

3. Model what my page would include.

4. Explain that today we'll be creating a class book called "The Important Things About Us". Each child will write his/her own page, with our names on the back of the page. (Add a star on the back of the page if you want your page shared aloud).

5. Ask children to restate the directions, and write these on the board.

6. Table monitors distribute materials.



1. Share pages

2. Ask, "What did you learn about someone else in class?"



1. Children's pages.

2.Teacher observation during final group share.

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Grade appropriate

Grade appropriate

Can be adapted to be grade appropriate

Not grade appropriate

Integrates 2+ subjects

Integrates 2 subjects

No subject integration but can be adapted

No subject integration

Access 2+ intelligences

Access 2 intelligences

Accesses 1 intelligence

Accesses 1 intelligence

Meets more than 2 objectives

Meets 2 objectives

Meets 1 objective

Doesn't meet stated objective

Allows for multiple creative responses

Allows for multiple responses

Only 1 correct approach

Yes/no response required

Many opportunities for higher-order thinking

Allows for some critical thinking

Critical thinking can be added

Doesn't allow for critical thinking

Engaging and fun

Engaging and fun

Can be adapted to be engaging and fun

Not fun or engaging

Meaningful and relevant to all children

Meaningful and relevant to most children

Meaningful and relevant to few children

Only meaningful and relevant to the teacher

Includes all 4 required components and strategies for diverse learners, extensions, teacher tips, and background info

Includes all 4 required components (objective, materials, procedure, and assessment)

Includes 3 components

Includes 2 or less components

Objectives clearly stated with access of standards

Clearly stated objectives

Vague objectives

No objectives

Multiple measures of assessments, including student self-assessment

One assessment included

Assessment not included but can be added

No assessment

Includes open-ended debriefing questions

Includes debriefing questions

Debriefing questions can be added

No questions

Grade level specified

Grade level broad

Grade level broad

No grade level specified

Time requirements specified

Time requirements broad

No time specified

No time specified

Easy to implement and teacher friendly

Can implement with some effort

Can implement with a lot of effort

Very difficult to implement

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