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Lesson Plans

 

Teacher: Mrs. Houchins  (2nd Grade)

 

Week:May 6-10, 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

Spring Break

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 8 Lesson 14: Application Problem; Teacher clocks and student clocks, whiteboards; practice telling time to the nearest 10 min; problem set together

 

Higher Order Thinking: If I said to show me 6: 30 on a clock would the hour hand be pointing directly at the 6? why?

 

Math Small Groups

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

 

ELA (9:40-11:00)

ReadyGen Unit 6 Module B Lesson 10

Heggerty Phonemic Awareness

Suffixes (ness, less, able, ible)- Use Sound Spelling Cards 164, 169, 172, and 175; Practice sounding out and blending

Conventions Mini Lesson- Teach and model with Using a Dictionary using print and digital dictionaries

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

Build Understanding-  Read A Picture Book of Eleanor Roosevelt (TC) p.172-182; Turn and Talk; Close Read using questions

Reading Analysis- Complete Cause and Effect chart together

Higher Order Thinking: What lessons can we learn from Eleanor Roosevelt’s life? Explain.

 

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.pngMath- whiteboards; Zearn

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

sunshine smiley face.pngScience: Lima Beans and Grass People Observations; Lima Bean or Grass People Sketch

 

ELA (12:00-12:30)

Opinion Writing- Students choose Alfred Nobel or Eleanor Roosevelt; Brainstorm opinion and reasons (Ex. I think Alfred Nobel was important to our world.)

   
 

Science/Social Studies  (1:30-2:00) Students will check progress of lima beans or grass people experiments. Talk about how your lima beans or grass people have changed. Draw a sketch of your lima bean or grass person.

Higher Order Thinking: Why do you think your lima beans and grass people changed over time? What caused it’s growth? Were your predictions about how the lima beans or grass people correct? Why or Why not?

   
 

Math RTI (2:30-3:15)

Tier 1 Instruction- Practice number facts addition and subtraction by playing Around the World.






 

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 8 Lesson 15: Application Problem;  Use story in math book and start discussing AM and PM;  problem set together.

 

Higher Order Thinking: Describe to your partner the difference between Am and PM.

 

Math Small Groups

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

 

ReadyGen Unit 6 Module B Lesson 11

Heggerty Phonemic Awareness

Prefixes (micro, mid, mis, non)- Use Sound Spelling Cards 155, 156, 157, and 158; Practice sounding out and blending

Conventions Mini Lesson- Teach and model with Using a Dictionary using print and digital dictionaries

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

Build Understanding-  Review Alfred Nobel and A Picture Book of Eleanor Roosevelt (TC); Turn and Talk; Close Read using questions

Reading Analysis- Discuss purposes of texts together

 

Higher Order Thinking: Do you think Alfred Nobel and Eleanor Roosevelt would have gotten along? Why or why not?

     

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: Mystery Science Video; Bird Beak Experiment

 

ELA (12:00-12:30)

Opinion Writing- Students write opinion paragraph using brainstorm from yesterday.

   
 

Science/Social Studies(1:30-2:00) Students will learn about Why do birds have beaks? Create a birds beak using a straw. Students will pick up items around the classroom with a straw mimicking a bird’s beak.  

https://mysteryscience.com/powers/plant-animal-structures-and-survival#

Higher Order Thinking: How was the straw like a birds beak? If you were a bird what would you think would be hard to pick up with your beak? Why did you choose this?

   
 

Reading RTI (2:30-3:20)

Proficient-Readers Theater (Students will be divided into 4 theater groups Missing Socks, Princess Mimi Saves the Day, Alien Invasion, Bear Pet). Students will practice their parts and perform in a Readers Theater.





 

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 Small Groups (10:30-11:00)

ReadyGen Unit 6 Module B Lesson 12

Heggerty Phonemic Awareness

High Frequency Words- wrong, write, were, start, stream

Prefixes (micro, mid, mis, non)- Use Decodable Reader Hiking the Hard Way

Conventions Mini Lesson- Teach and model with Using a Dictionary using print and digital dictionaries

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

Build Understanding-  Review Alfred Nobel and A Picture Book of Eleanor Roosevelt (TC); Turn and Talk; Close Read using questions

Reading Analysis- Discuss making connections together

Higher Order Thinking: Do you think Alfred Nobel or Eleanor Roosevelt did the most to change the world? Why?

 

Daily 5 Groups:

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.pngMath- whiteboards; Zearn

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

sunshine smiley face.pngScience:Mystery Science Video;Shoulder Partner Frog Sound Activity

 

Math 12:00 - 1:30 Module 8 Lesson 16: Application Problem; teacher and student clocks and white boards; practice time that has passed between 2 times; problem set together.

 

Higher Order Thinking: If the time is 8:00pm to 3:00am what are you most likely doing during this time?

   
 

Science/Social Studies  (1:30-2:00)

Why do frogs says “ribbit”? https://mysteryscience.com/biodiversity/animal-biodiversity?r=50806187#

Shoulder Partner and fill out Identifying Frog Sounds worksheet while listening to the frog video.

Higher Order Thinking: Was it easy to identify each frog sound? Have you ever heard any of these frog sounds at night? Which ones have you heard? Why do you think so?

   
 

Math RTI 2:30-3:15

Tier 1 Instruction- Practice number facts addition and subtraction by playing Around the World.




 

Thursdayboy baseball player.jpg

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

 

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

Spring Break No School

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 8 : Benchmark


 
 

ELA (9:40-10:30)

Heggerty Phonemic Awareness

Comprehension Activity- Alfred Nobel and Eleanor Roosevelt Scoot Game

 

ELA (12:00-12:30) Opinion Writing- Publish opinion paragraphs

     

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.

 

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

animals are there? Play animal matching game. Students will be given an animal card with descriptions of animal, then they will move around the room to find their matches (2-3 people could have the same card). They are not allowed to talk, but use hand motions to show others what their animal is. When they find their matches with other classmates, they may group together and share what is written on their card. Game may be played again by reshuffling cards and redistributing.

https://mysteryscience.com/biodiversity/animal-biodiversity

Higher Order Thinking: Were you surprised about how many different animals there are? If you could create another animal what would you call it? Why did you choose this animal?


 

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: Mystery Science Video; Animal Creation Matching Game

 

Reading RTI (2:30-3:15)

Proficient-Readers Theater (Students will be divided into 4 theater groups Missing Socks, Princess Mimi Saves the Day, Alien Invasion, Bear Pet). Students will practice their parts and perform in a Readers Theater.
















 

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)

Math Benchmark

 

Math Small Groups

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


 
 

ELA (9:40-10:30)

Heggerty Phonemic Awareness

Comprehension Activity- Finish Alfred Nobel and Eleanor Roosevelt Scoot Game; If time, read a book and practice making predictions and discussing story elements.

     

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: Mystery Science video; Design a Futuristic Animal Activity

 

ELA (12:00-12:30) Free Write

   
 

Science/Social Studies  (1:30-2:00)

What animals might there be in the future?

https://mysteryscience.com/animals/animal-survival-heredity#

Higher Order Thinking: How is your futuristic animal different than animals today? Explain.

   
 

Feedback Friday-  Go over progress and graphs with individual students.

 


 

 





 

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