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Lesson Plans

 

Teacher: Mrs. Houchins  (2nd Grade)

 

Week: February , 18-22, 2019

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

 










 

Monday  

   (Art 12:30-1:20)

 

Special Events/Notes:  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)

No School Presidents Day

 

Math Small Groupssunshine smiley face.png

No School Presidents Day

 

ELA (9:40-11:00) No School Presidents Day

 

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

No School Presidents Day


 
     

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

 

ELA (12:00-12:30) No School Presidents Day

   
 

Science/Social Studies  (1:30-2:00)

No School Presidents Day


 
   
 

Math RTI (2:30-3:15) No School Presidents Day

 

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TuesdayImage result for music clipart

Music (12:30-1:20)

 

Special Events/Notes: 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 6 lesson 17: Application Problem; Explore even and odd numbers with groups and arrays;  Problems sets together

 

Higher Order Thinking: How do the number bonds help show how we composed and decomposed arrays?  Small Groupssunshine smiley face.png

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

 

ELA (9:40-10:50)

ReadyGen Unit 5 Module A Lesson 5

Syllable Patterns- Use Sound Spelling Cards 108, 147, and 149 and whiteboards to practice

Conventions Mini Lesson- Teach and model Possessive Pronouns using whiteboards

Vocabulary- Discuss words hero, creatures, legend; Have students act out the words and give examples

Build Understanding- Read John Chapman p. 24-32; Turn and Talk; Close Read using questions

Reading Analysis- Discuss how to use context clues to find word meaning.

Higher Order Thinking: Why do you think the author included the stories if they may not be true?

 

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

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

Book Club #1and #2 Reading Judy Moody Stink Chapter Book

Book Club #3 and #4: Sleuth Book

Word Group: Practice High Frequency

     

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

 

Science: Life Cycle of Frog anchor chart; LCOF video; Book Frog

 

ELA (12:00-12:30)

Opinion Writing- Write a letter to a friend giving opinion and reasons that support whether or not they believe one of the stories from John Chapman: Planter and Pioneer.

   
 

Science/Social Studies(1:30-2:00)

The students will be shown the life cycle anchor chart of a frog in whole group. I will ask the students if they have ever seen a frog that was not a full-grown frog. This will get the conversation going about the life cycle of a frog. We will watch the educational video: https://www.youtube.com/watch?v=FIXoJYbBls0 on the life cycle of a frog. I will read the story Frog by Angela Royston that explains the life cycle of a frog.

See Extension of Lesson Plans for Science Station Activities

   
 

Reading RTI (2:30-3:20)

Tier 1 Instruction- Practice Main Idea Storms and Hamburger websites.

WednesdayLibrary(8:40-9:30)

 

Special Events/Notes: 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

     

8:40-9:30 Library

9:30-9:40 Bathroom Break

 

ELA (9:40-10:50)

ReadyGen Unit 5 Module A Lesson 6

Vowel Digraphs (oo, ue, ew, ui)- Use Sound Spelling Cards 68, 90, 102, and 103 to practice

Conventions Mini Lesson- Teach and model Simple Sentences using whiteboards

Vocabulary- Discuss words stretch and thankful; Have students act out the words and give examples

Build Understanding- Read John Chapman; Turn and Talk; Close Read using questions

Reading Analysis- Complete Reasons chart together

Higher Order Thinking: What have you learned about John Chapman?

 

Opinion Writing- Write an opinion paragraph telling whether or not you think John Chapman’s work made our world a better place.


 
     

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

 

Science- Life Cycle of Frog anchor chart; LCOF video; Book Frog

 

Math - (12:30-1:30)

Module 6  Lesson 18:Application Problem;  Pairing objects and skip counting to relate even numbers; problem set together.

Higher Order Thinking: Explain if the number 11 is even or odd?

 

Math Small Groups

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

   
 

Science/Social Studies  (1:30-2:00)

See Tuesday for Science

   
 

Math RTI 2:30-3:15

Tier 1 Instruction- Review and practice 2 digit subtraction using a model

Thursdayboy baseball player.jpg

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

 

Special Events/Notes: Brain Break: (1:35-1:45)

Dismissal: (3:30) Finish Give reading Benchmark AimsWeb Plus Online

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

     

Math (8:40-9:40)

Module 6 Lesson 19: Application Problem; Comparing even and odd numbers; problem set together.

 

Higher Order Thinking:How are even and odd number the same and different?

 

Math Small Groups

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

 

ELA (9:40-10:50)

ReadyGen Unit 5 Module A Lesson 7

High Frequency Words- eyes, only, single, another, picture, moon, thought

Vowel Digraphs (oo, ue, ew, ui)- Use Decodable Reader Is It True? to practice

Conventions Mini Lesson- Teach and model Expand Simple Sentences with Adjectives using whiteboards

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

Build Understanding- Read Johnny Appleseed p. 51-69 (TC); Turn and Talk; Close Read using questions

Reading Analysis- Discuss how to interpret a time line.

Higher Order Thinking: Do you think Johnny Appleseed enjoyed his work? How do you know?

 

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

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

Book Club #1and #2 Reading Judy Moody Stink Chapter Book

Book Club #3 and #4: Sleuth Book

Word Group: Practice High Frequency

     

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.

Engaging Strategies:

 

ELA (12:00-12:30)

Opinion Writing- Write opinion of whether or not the time line helped them understand the text.

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: Poster Presentations; Playdough models of frogs


 
 

Science/Social Studies (1:30-2:30)

Students will learn about the steps of the life cycle of a frog on a string with pictures of each step. I will show this in whole group and ask the students to turn and talk to explain each step to their partner. When they are finished, I will state the objective: Today we are going to model and describe the life cycle of a frog.

See Extension of Lesson Plans for Science

____________________________________________

 

Reading RTI (2:30-3:15)

Tier 1 Instruction- Practice Main Idea Storms and Hamburger websites.

FridayImage result for music clipart

Music (12:30-1:30)

 

Special Events/Notes: Special Events/Notes: *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 6 Lesson 20: Application Problem; Compare even and odd numbers; make Poster to show when adding and even with odd or odd with even number what kind of number it makes;  Problem set together.

 

Higher Order Thinking: Does the class have even or an odd number of students today?

 

Math Small Groups

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


 
 

ELA (9:40-10:50)

ReadyGen Unit 5 Module A Lesson 8

Vowel Digraphs (oo, ue, ew, ui)- Use Sound Spelling Cards 68, 90, 102, and 103 to practice; Use whiteboards

Conventions Mini Lesson- Teach and model Expand Simple Sentences with Adverbs using whiteboards

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

Build Understanding- Read Johnny Appleseed p. 52-61 (TC); Turn and Talk; Close Read using questions

Reading Analysis- Discuss text features (illustrations, photographs, and timeline)

Higher Order Thinking: What do you think would have happened if others had joined Johnny Appleseed in his work?

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

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

Book Club #1and #2 Reading Judy Moody Stink Chapter Book

Book Club #3 and #4: Sleuth Book

Word Group: Practice High Frequency

     

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.pngMath- whiteboards; Zearn

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

sunshine smiley face.pngScience: Kahoot game/Flip Book

 

ELA (12:00-12:30)

Opinion Writing- Write an opinion paragraph about which book you liked better John Chapman: Planter and Pioneer or Johnny Appleseed giving reasons for choice.

   
 

Science/Social Studies  (1:30-2:00)

Students  will play a Kahoot game in whole group of the order of the frog’s life cycle. There will be 5 questions with 4 multiple choice answers to each question.

See Extension of Lesson Plans for Science Activities


 
   
 

RTI (2:30-3:15)

Tier 1- Give feedback to students who still haven’t made it on their post-tests; Look at AimswebPlus graphs for reading and math with individual students discussing their goals.

 



 

 

 

Tuesday and Wednesday: I will have the students fill in the poster with me on the life cycle of a frog. I will explain each of the 5 stations to the students.

  Station 1: The students will fold the green piece of paper 5 times on the dotted lines. They will cut the 5 pictures out on the sheet they will be given. Each picture is a step in the life cycle of a frog. They will glue each picture in order onto the green paper in the 5 sections.

  Station 2: They will have a frog life cycle worksheet that they will cut the pictures of the frog life cycle and put glue them in order on the chart.

  Station 3: The students will make their own poster about the life cycle of a frog. They will be given the book, Frog by Angela Royston, that was read to them in class over the life cycle of a frog.

  Station 4: Using the anchor chart that was made in whole group, the students will write a paragraph (5 sentences) about the steps in the frog’s life cycle on the piece of paper they are given.

  Station 5: The students will be given 5 books about frogs and how the grow. They will be asked to read one of the books and write down 1 fact that they learned about frogs.

  The students will only get through half or less of the stations on Tuesday because of the time. They will start back in the station the left in on Wednesday to finish each station.

  Materials/resources: computer, SMART board, 22 pieces of green paper, 22 pieces of 5 pictures of frog life cycle, 10 scissors, 10 glue sticks, frog life cycle worksheet, 5 small poster boards, 2 packs of markers, anchor chart, 22 pieces of frog lined paper, 22 pieces of plain lined paper, books: Frog by Angela Royston, The Trouble with Tadpoles by Sam Godwin, Frogs by Gail Gibbons, Frogs by Aaron Frisch, and Poison Dart Frogs by Cecilia McCarthy, websites: https://www.youtube.com/watch?v=FIXoJYbBls0, https://www.youtube.com/watch?v=wAcwjWi6I9Y

Closure: After each group has been to each station, I will have the students come back together in whole group in front of the board. Restate Objective: I will ask the students what they learned about frogs today and their life cycle. We will watch an educational video: https://www.youtube.com/watch?v=wAcwjWi6I9Y, over the life cycle of frogs.

*******************************************************************************************************************************************************

Thursday The students will present their posters they made in station 3 to the class in whole group describing the life cycle of the frog. After each group has presented, the students will be given green Plato. I will have my own Plato under the document camera for the students to easily see on the SMART board. We will make models of the frog life cycle with the Plato. We will start with the egg, tadpole, tadpole with legs, froglet, and then frog. The students will be able to look off the anchor chart for the pictures of each step in the frog’s life cycle as well. I will model what each can look like with the Plato under the document camera.

Closure:  Today we described and modeled the frog life cycle through our posters and Plato. Raise your hand if you can tell me something new you learned about the life cycle of a frog?

*******************************************************************************************************************************************************

Friday: The students will each be given half of a card. One-half of the card will describe a step of the frog life cycle. The other half of the card will have the name of that step of the life cycle; egg, tadpole, tadpole with legs, froglet, frog. The students will have to walk around the room and find the person with the other half of the card that matches theirs. There will be multiples to make sure that each student gets a card and will have a partner with the card that matches their card.

Closure: The students will be given the flipbook to fill cut the pictures and words out and glue them in the correct order of a frog’s life cycle. Restate Objective: Today you all constructed a flipbook of the life cycle of a frog.

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