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Lesson Plans

 

Teacher: Mrs. Houchins  (2nd Grade)

 

Week: October 22-26, 2018

Inspiration: ”What if I fall?” “Oh, but my darling, what if you Fly?”

 










 

Monday  

   (Art 12:30-1:20)

 

Special Events/Notes: Data Mtg., IEP Mtg. Parent/Teacher Involvement Mtg.

Bus #20 Duty Pod A  

GoNoodle Brain Break: (9:40-9:45)

Dismissal: (3:30)

*ReadyGen Key- TC=Text Collection; RWJ=Reader’s and Writer’s Journal; DR= Decodable Reader; FS=Foundational Skills

     

Math (8:40-9:40)

Module 3 Test

Math Small Groupssunshine smiley face.png

2 groups of students (Zearn and Meet with Teacher - switch)

 

ELA (9:40-11:00) ReadyGen Unit 2 Module B Lesson 2

ReadyGen Unit 2 Module B Lesson 6

r-Controlled er, ir, ur- Use sound spelling cards 67, 72, 104; Practice underlining er, ir, and ur in words on Smartboard

Conventions Mini Lesson- Teach and model commas using whiteboards

Vocabulary- Discuss words skills and chores; Have students act out the words and give examples

Build Understanding-Read Money Matters p. 26-32; Turn and Talk; Close Read using questions

Reading Analysis- Complete Creating a Budget graphic organizer together

Higher Order Thinking: Why do you think the author would want to include the sample budget on page 28? How does it help the reader?

 

ELA Small Groups Daily 5 Reading Stations (10:30-11:00)

Reds:Phonics Shoots and Ladders Work on Words

Yellows: Level Readers Read to Someone

Greens: Work on Writing using picture prompt & Read to Self

 

*Work on words, writing, reading to self, read to someone

     

Please reflect on these 4 corollary questions and you plan:

 

1. What do you want the students to learn? (ELO)

2.  How will you know when they’ve learned it? (assessment)

3.  What will you do if they don’t learn it?  (DI)

4.  What will you do for those that have already learned it?  (enrichment)

Which student engagement strategies will you be using?  List them here.

Engagement Strategies

sunshine smiley face.pngMath- whiteboards; Zearn

sunshine smiley face.pngReading- whiteboards; think, pair, share; close reading; act out vocabulary; graphic organizer; group discussion

sunshine smiley face.pngSocial Studies- Chocolate Chip Graphic Organizer with a buddy and share out

 

ELA (12:00-12:30) Finish Opinion Paper using prompt Bullying is wrong; Then Students write their opinion to the prompt: What is more valuable--things or experiences? Have them give reasons for their thinking.

   
 

Science/Social Studies  (1:30-2:00)

Discuss Chocolate Chip Fossil dig from last week and complete Chocolate Chip Fossil Graphic Organizer with a buddy/Students share out what the wrote on GOs.

Higher Order Thinking:Why must a paleontologist be careful when excavating fossils? Did you think it was going to be hard to excavate the “fossils”? Why or Why not?

   
 

Reading RTI (2:30-3:20)

Tier 1 Instruction- Model for students the Character Traits Activity where students describe themselves and then have students do their own.

TuesdayImage result for music clipart

Music (12:30-1:20)

 

Special Events/Notes: PBIS Tier 2 Mtg.

GoNoodle Brain Break: 9:40-9:45

Dismissal: (3:30)

*ReadyGen Key- TC=Text Collection; RWJ=Reader’s and Writer’s Journal; DR= Decodable Reader; FS=Foundational Skills

     
 

Math (8:40-9:40)

Module 5 Pretest

 

Math Small Groupssunshine smiley face.png

2 groups of students (Zearn and Meet with Teacher - switch)

 

ELA (9:40-10:50)

ReadyGen Unit 2 Module B Lesson 7

High Frequency Words- like, put, first, done, saw, also, into

r-Controlled er, ir, ur- Use decodable reader story Herb Helps Out to practice

Conventions Mini Lesson- Teach and model Commas in letters using examples and whiteboards

Vocabulary- Discuss words compassionate and doubt; Have students act out the words and give examples

Build Understanding- Read I Wanna Iguana p. 80-95; Turn and Talk; Close Read questions

Reading Analysis- Complete Questions and Answers chart together

Higher Order Thinking: Why might Alex have started writing letters to his mom about the subject of the iguana?

ELA Small Groups (10:30-11:00)

Reds Phonics Shoots and Ladders Work on Words

Yellows:Rhyming Words

Greens: Read To Self

     

Please reflect on these 4 corollary questions and you plan:

 

1. What do you want the students to learn? (ELO)

2.  How will you know when they’ve learned it? (assessment)

3.  What will you do if they don’t learn it?  (DI)

4.  What will you do for those that have already learned it?  (enrichment)

Which student engagement strategies will you be using?  List them here.

Engagement Strategies

sunshine smiley face.png  Math- whiteboards; Zearn

sunshine smiley face.pngReading- whiteboards; think, pair, share; close reading; act out vocabulary; graphic organizer; group discussion

sunshine smiley face.pngScience- Dinosaur Research on Chromebooks

 

ELA (12:00-12:30)

Opinion Writing- Model and practice how to strengthen an opinion paragraph/

   
 

Science/Social Studies  (1:30-2:00)

Students will do research using dinosaur research reports graphic organizers on chromebooks for their chosen dinosaur.

https://www.kids-dinosaurs.com/dinosaurs-for-kids.html

https://kids.nationalgeographic.com/animals/hubs/dinosaurs-and-prehistoric/

Higher Order Thinking:  Why is it so important to continue to study about dinosaurs? Explain. How can knowing about dinosaurs help us in our lives today? Explain.

   
 

Math RTI (2:30-3:20)

Close to Group: Student will continue creating their Place Value Robots using (expanded form, unit form, word form, standard form and value of each number).

WednesdayLibrary(8:30-9:30)

 

Special Events/Notes: School Store:) SCTA meeting at Kindergarten Building

Bus #20 Duty Pod A (Houchins)

Good Noodle Brain Break: 9:40-9:45

Dismissal: (3:30)

*ReadyGen Key- TC=Text Collection; RWJ=Reader’s and Writer’s Journal; DR= Decodable Reader; FS=Foundational Skills

     

Math (12:00-1:00)

Module 4 Lesson 1: Whiteboards; one and ten more and less with arrow way; Problem set together

 

Higher Order Thinking: How do hundreds charts help show our reasoning?

Math Small Groupssunshine smiley face.png

2 groups of students (Zearn and Meet with Teacher - switch)

 

ELA (9:40-10:50)

ReadyGen Unit 2 Module A Lesson 8

r-Controlled er, ir, ur- Practice sounding out and blending words with r-controlled sounds; Use whiteboards to circle the sounds

Conventions Mini Lesson- Teach and model Commas in Letters using whiteboards

Vocabulary- Discuss words mention and concerned; Have students act out the words and give examples

Build Understanding- Read I Wanna Iguana p. 81-87; Turn and Talk; Close Read using questions

Reading Analysis- Discuss the story structure of I Wanna Iguana compared to other stories

Higher Order Thinking: What questions would you ask Alex’s mother? What questions would you ask Alex? Do you think Alex needs an iguana? Why or why not?

Opinion Writing- Rewrite a response from Mom to Alex in letter format

 

ELA Small Groups (10:30-11:00)

Reds:Work on Phonics (Go Fishing Game)

Yellows:Read to Self

Greens: Read to Someone

     

Please reflect on these 4 corollary questions and you plan:

1. What do you want the students to learn? (ELO)

2.  How will you know when they’ve learned it? (assessment)

3.  What will you do if they don’t learn it?  (DI)

4.  What will you do for those that have already learned it?  (enrichment)

Which student engagement strategies will you be using?  List them here.

Engagement Strategies

sunshine smiley face.pngMath- whiteboards; Zearn

sunshine smiley face.pngReading- whiteboards; think, pair, share; close reading; act out vocabulary; graphic organizer; group discussion

sunshine smiley face.pngScience- Dinosaur Research and Presentations

 

Weekly Classroom Library Shopping 1:00-1:30

Students read or free write while waiting to shop for books.

Higher Order Thinking: Why is it important to build reading stamina as a 2nd grader?

   
 

Science/Social Studies  (1:30-2:00)

Dinosaur Research and Presentations
Higher Order Thinking: What other questions did you have answered about dinosaurs when you were doing research? What questions do you still have about dinosaurs?

   
 

Reading RTI (2:30-3:15)

Tier 1 Instruction- Practice Character Traits by reading a story and completing graphic organizer.

Thursdayboy baseball player.jpg

P.E. (12:30-1:20)

 

Special Events/Notes: Possible Observation in Reading or Science

Brain Break: (1:35-1:45)

Dismissal: (3:30)

*ReadyGen Key- TC=Text Collection; RWJ=Reader’s and Writer’s Journal; DR= Decodable Reader; FS=Foundational Skills

     

Math (8:40-9:40)

Module 4 Lesson 2: Whiteboards, rekenrek; say the tens way, adding and taking away from the tens place using number bonds and arrow way; problem set together

 

Higher Order Thinking: why is arrow way a good choice for counting up?

 

Math Small Groups

2 groups of students (Zearn and Meet with Teacher - switch)


 
 

ELA (9:40-10:30)

ReadyGen Unit 2 Module A Lesson 9

High Frequency Words- first, fast, time, corner, enough, toward, into, ago, say

r-Controlled er, ir, ur- Practice  decodable reader story Fern’s Pitch

Conventions Mini Lesson- Teach and model Commas in Letters using whiteboards

Vocabulary- Discuss words exactly; Use routine

Build Understanding- Read I Wanna Iguana p. 88-95; Turn and talk routine; Close Read questions

Reading  Analysis- Complete Character Traits and Evidence chart together

Higher Order Thinking: How are the reasons in Alex’s letter on p. 92 different from his earlier letters?

 

ELA Small Groups:

Reds:Phonics Practice (Go Fishing game)

Yellows:Work on High Frequency Words

Greens:Read to Self

ELA (12:00-12:30)

Opinion Writing- Write a letter to Alex’s mom telling why or why not she should let Alex have an iguana.

     

Please reflect on these 4 corollary questions and you plan:

 

1. What do you want the students to learn? (ELO)

2.  How will you know when they’ve learned it? (assessment)

3.  What will you do if they don’t learn it?  (DI)

4.  What will you do for those that have already learned it?  (enrichment)

Which student engagement strategies will you be using?  List them here.

sunshine smiley face.pngEngagement Strategies

Math- whiteboards; Zearn

sunshine smiley face.pngReading- whiteboards; think, pair, share; close reading; act out vocabulary; graphic organizer; group discussion

sunshine smiley face.pngScience- Dinosaur Presentations

 

Science/Social Studies  (1:30-2:00)

Continue with Dinosaur Presentations

Higher Order Thinking:

 

 


 

Math RTI (2:30-3:20)

Close to Group: Student will continue creating their Place Value Robots using (expanded form, unit form, word form, standard form and value of each number).














 

FridayImage result for music clipart

Music (12:30-1:30)

 

Special Events/Notes: Special Events/Notes: Possible Observation in Reading

*ReadyGen Key- TC=Text Collection; RWJ=Reader’s and Writer’s Journal; DR= Decodable Reader; FS=Foundational Skills Workbook

     

Math (8:40-9:40)

Module 4 Lesson 3: Whiteboards; using arrow way to add and subtract with ones and tens; problem set together.

 

Higher Order Thinking: How does mentally adding and subtracting tens help us with numbers that are close to tens like 19 and 41?



 

Math Small Groups

2 groups of students (Zearn and Meet with Teacher - switch)

 

ReadyGen (9:50-10:50)

ReadyGen Unit 2 Module A Lesson 10

r-Controlled- Practice circling sounds in words using whiteboards; Decodable Reader Curt’s Bike Trouble

Conventions Mini Lesson-Teach and model Commas using whiteboards and examples

Vocabulary- Discuss words responsible and financial; Use routine

Build Understanding- Review I Wanna Iguana; Turn and talk routine; Close Read questions

Reading Analysis- Complete Point of View using graphic organizer

Higher Order Thinking: Does Alex think an iguana is a want or need? Do you agree with him? Why or why not?  

 

ELA Small Groups (10:30-11:00)

Red Group:Phonemic Awareness Game

Yellow Group:Work on Writing

Green Group: Free Write

     

Please reflect on these 4 corollary questions and you plan:

1. What do you want the students to learn? (ELO)

2.  How will you know when they’ve learned it? (assessment)

3.  What will you do if they don’t learn it?  (DI)

4.  What will you do for those that have already learned it?  (enrichment)

Which student engagement strategies will you be using?  List them here.

sunshine smiley face.pngEngagement Strategies

Math- whiteboards; Zearn

sunshine smiley face.pngReading- whiteboards; think, pair, share; close reading; act out vocabulary; graphic organizer; group discussion

sunshine smiley face.pngScience- Dinosaur Trivia

 

ELA Writing:12:00-12:30 Opinion Writing- Opinion Writing- Write a paragraph about who they agree with (Alex or his mother) giving reasons for their choice.

   
 

Science/Social Studies 1:30-2:00

Dinosaur Trivia https://www.natgeokids.com/uk/play-and-win/games/dinosaur-memory/

http://www.sciencekids.co.nz/quizzes/dinosaur.html http://www.usefultrivia.com/miscellaneous_trivia/dinosaur_trivia_index.html

   
 

Reading RTI (2:30-3:20)

Tier 1 Instruction- Read and answer Character Traits Cards explaining how they know.

 










 

http://www.sedl.org/scimath/pasopartners/dinosaurs/welcome.html

https://jr.brainpop.com/search/?keyword=dinosaurs

http://www.quickhunts.com/dinosaur-scavenger-hunt-da67

 

https://app.schooltube.com/video/69ee68fbb2d7462f9847/the-magic-school-bus---the-busasaurus

 

Dinosaur trivia

https://kids.nationalgeographic.com/games/quizzes/quiz-whiz-dinosaurs/




 

   


 

https://www.superteacherworksheets.com/dinosaurs/dinosaur-report_DINOS.pdf?up=1466611200

 

How do scientists know which dinosaurs were predators and which were prey? What evidence do they have?

What evidence would scientists use to figure out whether a dinosaur moved slowly or quickly?

What parts of a dinosaur's remains would tell a scientist whether the dinosaur lived in water or on land?

What body parts would a dinosaur need to survive in water?

 






 

   
   
 
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