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Lesson Plans

 

Teacher: Mrs. Houchins  (2nd Grade)

 

Week: December 10-14

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)

Module 4 Lesson 28: Application Problem; whiteboards; Taking out 100 when subtracting tens ; Problem set together

 

Higher Order Thinking:: How can this way help you when doing mental math?

 

Math Small Groupssunshine smiley face.png

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

 

ELA (9:40-11:00)

ReadyGen Unit 3 Module B Lesson 9

High Frequency Words- always, pushed, wash, school, been, car, answers

Long o words- Use whiteboards and decodable reader Whoa to practice long o words with o, oa, ow

Conventions Mini Lesson- Teach and model Formal and Informal Language

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

Build Understanding- Read City Green (TC) p.144-155; Turn and Talk; Close Read using questions

Reading Analysis- Complete the Point of View web together

Higher Order Thinking: What else could the people have done with the empty lot?

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

Work with teacher /Read to Someone/Authors at Work, Read to Self/Writing/Work on Words

Red Group: Work on Phonics for 10 minutes rotate back into groups.

Yellow Group: Work on Fluency

Green Group: Work on Comprehension

     

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

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: Purple Cow Experiment

 

ELA (12:00-12:30) Informative Writing- Write about how the lot changed from the beginning of the story to the end of the story.

   
 

Science/Social Studies  (1:30-2:00)

Purple Cow Experiment;

Higher Order Thinking:: What does the Purple Cow Experiment teach you about Solid, Liquid, Gases? Explain. What questions might you have about Solid, Liquid, Gases after doing the experiment?

   
 

Reading RTI (2:30-3:20)

Tier 1 Instruction- Practice 2 digit subtraction using a model

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 4 lesson 31

Application Problem; White boards; Word problems; Problem set together

Higher Order Thinking: Why is it important to know base ten in math?

 

Math Small Groupssunshine smiley face.png

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

 

ELA (9:40-10:50)

ReadyGen Unit 3 Module B Lesson 10

Long o words- Use whiteboards to practice long o words with o, oa, ow

Conventions Mini Lesson- Teach and model Adjectives using whiteboards

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

Build Understanding- Read City Green (TC) p.156-165; Turn and Talk; Close Read using questions

Reading Analysis- Complete the Point of View web together

Higher Order Thinking: Why do you think Old Man Hammer was so cranky? Explain.

 

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

Work with teacher /Read to Someone/Authors at Work, Read to Self/Writing/Work on Words

Red Group: Work on Phonics for 10 minutes rotate back into groups.

Yellow Group: Work on Fluency

Green Group: Work on Comprehension

     

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: Purple Cow Graphic Organizer


 
 

ELA (12:00-12:30)

Informative Writing- Model how to design own playground; Have students write and illustrate their own playground.

   
 

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

Students will fill out Purple Cow Graphic Organizer using information gathered from Monday’s Purple Cow Experiment

Higher Order Thinking:: Do you think this experiment could have worked with other sodas? Why or why not?

   
 

Reading RTI (2:30-3:20)

Close to Group: Read story discuss Character, Setting, Problem, Solution

WednesdayLibrary(8:30-9:30)

 

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

     

Math (12:00-1:00)

Test Day

 

Math Small Groupssunshine smiley face.png

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

 

ELA (9:40-10:50)

ReadyGen Unit 3 Module B Lesson 11

Compound words- Use spelling cards 108 along with whiteboards to practice compound words

Conventions Mini Lesson- Teach and model  Formal and Informal Language using examples

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

Build Understanding- Read City Trees and Cricket Never Does poems; Turn and Talk; Close Read using questions

Reading Analysis- Complete the Ask and Answer Questions together

Higher Order Thinking: What is the difference about how these poems look and how they sound when they are read aloud? Which do you like better? Why?

Informative Writing- Practice revising a paper to make it a better piece of writing

 

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

Work with teacher /Read to Someone/Authors at Work, Read to Self/Writing/Work on Words

Red Group: Work on Phonics for 10 minutes rotate back into groups.

Yellow Group: Work on Fluency

Green Group: Work on Comprehension

     

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: Oobleck Experiment

 

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  (1:30-2:00) Oobleck Experiment

Higher Order Thinking: Which state of matter is Oobleck? How do you know? Why does it change from solid to liquid? Explain.

   
 

Math RTI 2:30-3

Tier 1 Instruction- 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)

*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 Lesson 1: Application Problem;Ten more/less, 100 more/less; white boards; problem set together

Higher Order Thinking: How does knowing 10 and 100 more and less help you in math?

 

Math Small Groups

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


 
 

ELA (9:40-10:30)

ReadyGen Unit 3 Module B Lesson 12

High Frequency Words- river, such, where, smile, even, something

Compound Words- Use whiteboards and decodable reader Bill’s Birthday to practice compound words

Conventions Mini Lesson- Teach and model Formal and Informal Language

Vocabulary- Discuss words healthy, harvest, and petition; Have students act out the words and give examples

Build Understanding- Review City Green (TC) and Change Makers; Turn and Talk; Close Read using questions

Reading Analysis- Complete the Story Structure web together

Higher Order Thinking: What is the same and different between each story? Which one do you like better? Why?

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

Work with teacher /Read to Someone/Authors at Work, Read to Self/Writing/Work on Words

Red Group: Work on Phonics for 10 minutes rotate back into groups.

Yellow Group: Work on Fluency

Green Group: Work on Comprehension

     

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:

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.png

Science- Oobleck Graphic Organizer with shoulder partner

 

ELA (12:00-12:30)

Informative Writing- Write a paragraph to compare and contrast winter and summer

________________________________________________

 

Science/Social Studies  (1:30-2:00)

Fill out Oobleck Experiment  graphic organizer with a shoulder partner. Share out as a group responses.

Higher Order Thinking: What questions do you have about the oobleck experiment? Why did you choose those questions?

 

 


 

 

Reading RTI (2:30-3:15)

Practice Character, Setting, Problem, Solution Go Fishing Game








 

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 5 lesson 2: Application problem; Add and subtract multiples of 100; whiteboards; Problem set together.  

 

Math Small Groups

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



 
 

ReadyGen Unit 3 Module B

Informative/Explanatory Task- Review City Green and Change Makers; Design a Park- Brainstorm/Plan; Write a draft that includes qualities and characteristics of the park and how the park will benefit the community.

 

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

Work with teacher /Read to Someone/Authors at Work, Read to Self/Writing/Work on Words

Red Group: Work on Phonics for 10 minutes rotate back into groups.

Yellow Group: Work on Fluency

Green Group: Work on Comprehension

     

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: Bill Nye the Science Guy Video

 

ELA (12:00-12:30)

Informative Writing- Finish Design a Park task and illustrate it

   
 

Science/Social Studies  (1:30-2:00)

https://app.schooltube.com/video/ea7dae4437c240958f92/Bill

_Nye_The_Science_Guy_Phases_of_Matter

Higher Order Thinking: What questions might you have

for Bill Nye the Science Guy about States of Matter?

 

https://www.youtube.com/watch?v=n048J8cMvNA

(another experiment in case we have time)

   
 

RTI (2:30-3:15)

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

 














 

   


 

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