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Subject /
Time
Monday
Grade: 2
Tuesday
Katie
11:2012:10
meeting2:45
3:25lab
Writing
Workshop
9:40-10:20
Wednesda
y
Birthday
Reader at 3
Thursday
Friday
Objective:
SWUT:poet'suse
precise,honestwords
whentheywritein
ordertoconvey
meaninginaconcise
formatSWBAT:show
nottellintheirpoems
Standard(s):
W.2.3,W.2.5
Objective:
SWBAT:practice
skills
Objective:
SWUT:poetsuse
patternsandrhythmsto
createamusicalfeelto
theirpoems
Objective:
SWUT:thatpoetsthink
aboutthemoodthey
wanttocreateanduse
wordstosetthatmood
Objective:
SWBAT: Use
comparisons to
convey meaning
Standard(s):
W.2.3,W.2.5
Standard(s):
W.2.5
Standard(s):
W.2.5
Standard(s):
W.2.5
Activity:
Lesson6day2TCp.
5459Recalllesson3
(findingbigfeelings
andzoomingin;
keepingideasinTiny
Topicnotebook).
Recallpriorlesson
wherestudentsreread
theirpoems,circled
wordsthatcouldbe
chnagedtomore
preciseones,cameup
withalternativewords
andthenpickedtheone
thatfitbest.Relatehow
thestrategyofsmall
Activity:
RepertoireDaydueto
TCtrainingrevisitany
skillswholeclass/small
groupasneeded
Activity:
Lesson7Patterning
throughrepetitionTC
p.6067
Showstudentsapattern
designonsomeone's
outfitorinthe
classroom;connectto
howpatternsgive
poemsmusicpoets
repeatthings(words,
sounds,lines)togive
theirpoemsmusicand
meaning.Sharesome
poemswithrepetition
andshowhowit
createsmusic,sound,
Activity:
Lesson8TCp.6875
Capturingmoodand
pointofviewinapoem
Giveexamplesofdaily
weather(sunny,rainy,
foggy,snowy)andhow
theweathersometimes
setsthemoodforhow
wefeel(happy,sad,
slowmoving).Relate
howpoetstrytomake
themoodoftheirpoem
matchthemeaning.
Readaloud2poems
withcontrasting
meanings/moods:
Activity:
Lesson9TCp.7684
Usingcomparisonsto
clarifyfeelingsand
ideas.Remindstudents
thatpoetswriteabout
thingsimportantto
theirhearts.Onewayto
dothisistocompareit
tosomething.
Relatetoreadingunit
whereweare
discoveringliterary
languagelike
comparisonsbeing
usedinfiction.
Grade: 2
meaning"GoWind"p.
62"Things""Stray
Dog"or"HappyToes"
(Bigbook)Notehow
linebreaksareused
withrepetition;how
rowsarekeptthesame.
Considerusing
highlightertapeonBig
Bookpoemsasvisual.
TTPapoemabouthow
yoursiblingkeeps
interruptingyouover
andoveragain.Each
taketurns"airwriting"
apoemaboutthis
includinglotsof
repetitionwords.Add
craftofrepetitionto
anchorchartp.64Mid
w/s:remindstudents
theyneedtoreadtheir
poemsaloudasthey
lookforrevisionplaces
sotheycan"hear"the
sounds.Intro2vocab
wordswithexamples:
onomatopoeia(words
soundlikethething
beingdescribed)and
alliteration(repeated
useoflettersmaking
thesounds)Share:
Partnerstaketurns
readingpoemaloudfor
Introvocabwordsfor
figurativelanguage
withexamples(similes,
metaphors,
personification).
ReadaloudfromBig
Book"Insidemy
Heart".Showhowpoet
usedcomparisonsto
expressfeelings.Make
TChartOrdinary
Languagevs.
ComparativeLanguage
p.79Havestudents
comeupwithandlist
words/phrasesto
comparewiththe
ordinarylanguage
phrases.TTPideafor
thelastlineontheT
chart.Addcomparisons
toanchorchartp.81
Share:wholeclass
sharesomeexemplar
comparisons.
Grade: 2
"snap"fingerto
acknowledge
Science/Soci
al Studies
10:20-11:00
Assessment:
Small Groups
Conferences
Objective:
SWUT: March is
Womens History
Month
Assessment:
Small Groups
Conferences
Objective:
SWBAT:observethat
liquidscanflowat
differentspeedswhen
theirtemperatureis
changed.
Standard(s):
6.3, 9.1.5.A.1
Standard(s):
2LS41
otherpartnertolisten
forsoundsorpatterns
andmakesuggestions
Assessment:
Small Groups
Conferences
Objective:
SWBAT:demonstrate
thatdifferentliquids
flowatdifferentrates.
SWBATrelatetheflow
speedofaliquidtoits
viscosity.
Standard(s):
2LS41
Activity:
Womens History
Activity
Watch BrainPop Jr.
Video on Susan B.
Anthony
Complete
comprehension
questions
Activity:
Lesson 5, Day 1
EssentialQuestion:
WhatCausesLiquids
toFlowatDifferent
Speeds?
Defineviscosity.
**Possiblygooutside
forlab.OilViscosity
Demo:*Onecupof
refrigeratedoil.*One
cupofroomtempoil.*
Cardboardramp.Pour
bothcupsdownthe
rampatthesametime.
Invitestudentsto
observewhichones
meetsthefinishline
first.
Activity:
Activity:
Lesson 5, Day 2
N/A
Lesson5,Day2LAB
ACTIVITYEssential
Question:WhatCauses
LiquidstoFlowat
DifferentSpeeds?
MaterialsNOT
includedinkit:White
glueNewspaperPaper
towelsLiquiddetergent
Stopwatches
*Cutonecupinhalfto
createtworetainers
46teams,eachwith2
liquidstotestout.
Recommendedtohave
5inagroupforeach
job.Assignlabjob:
Assessment:
Small Groups
Conferences
Objective:
N/A
Standard(s):
N/A
Assessment:
Small Groups
Conferences
Objective:
SWBAT:demonstrate
thatdifferentliquids
flowatdifferentrates.
SWBATrelatetheflow
speedofaliquidtoits
viscosity.
Standard(s):
2LS41
Activity:
Lesson 5, Day 3
DebriefLabfromthe
otherday:Talkabout
accuracyRemindof
vocabularywords:
viscosity&rate
Completelabactivity
questionsonpage29
withpartnerorgroup.
Readquestionasa
classdiscussasa
groupthenanswerin
notebook.
Comebacktocarpetas
awholegroupand
reviewanswers
together.SN2930.
StopatVocabulary.
Grade: 2
Assessment:
Anecdotal Notes
Assessment:
Anecdotal Notes
examplesTimer
Pourer1
Pourer2Recorder
Measurer
SN28Predict
Discusstogetherand
thenanswerwith
partner.Readthrough
labdirectionstogether.
(SLM36)
Splitintoteams.Before
lablookattwo
materials.Whichwill
flowfaster?
FillinSN28lab
prediction.
Demonstratehowtoset
up;pourtheliquids;
etc.
Havestudentstesttheir
materials3timesand
recordresultsintheir
notebook.
Endlabbyrecording
resultsalltogetherin
SNfromtheteams
recorder.
Assessment:
Assessment:
Anecdotal Notes
N/A
Objective:
SWBAT:use
partnershipstoshare
literarythoughtsand
holdontolonger
Objective:
SWBAT:Leavepostit
notestoshowthe
whoandthewhatat
theendofeachchapter.
Objective:
Continuelesson11
Leavepostitnotesto
showthewhoand
thewhatattheendof
DebriefLab:Whydid
onereachthefinish
linefasterthanthe
other?AnswerSN
questionsfollowingthe
lab.
Reading
Workshop
11:00-12:00
Objective:
SWBAT:Use
strategiestokeep
themselvesfocusedon
reading.
Assessment:
Anecdotal Notes
Objective:
SWBAT:usewritingto
helpkeeptrackofwhat
isgoingoninthestory.
Grade: 2
eachchapter.
Standard(s):
RL:2.3RF2.4
Standard(s):
RL:2.3RF2.4
Standard(s):
RL:2.3RF2.4
Activity:
ContinueLesson10
Settinguproutinesfor
Samebook
partnerships.TMpage
6269Read2ndgrade
newsbulletin.(TM
page62)
Remindstudentshow
thesereadingscientists
aregivingreallygood
advice.
Discusshowstudents
arereadingmuch
longerbooks.
Showstudentsthe
booksthattheyreadin
Septembercomparedto
thebookstheyare
readingnow.
Explaintostudentsthat
theirbesttoolinhelp
readlongerbooksisa
partner.(seeTMpage
63and64forideason
howtorevealthetool)
Recruitstudentsto
studypartnership
movesasyoumodela
samebookpartnership
Activity:
Activity:
Lesson11:Pages70 Continuelessonfrom
yesterday.
76Introducestudents
totheideaofleavinga
trailofthinkmarks(or
crumbslikeHanseland
Greteldid)
Comparetwobooks
onewithalotofpostit
notesandonewithtoo
little.Discusshowtoo
manypostinnoteare
nothelpfulinretelling
themostimportant
details.Dothesame
withtheother.
Demonstratehowto
usepostitnotes
effectivelytonotethe
maineventsofthe
storyinalongerbook
andhelpstudentsname
whyitsespecially
usefulforkeepingtrack
ofthestoryline.
Readanotherchapter
fromaclassreadaloud
andhavestudentspost
itnotethemost
importantdetails.Add
Standard(s):
RL:2.3RF2.4
Standard(s):
RL:2.3RF2.4
Activity:
Lesson12:7779
Remindstudentsthat
sometimereadersloose
trackofwhatisgoing
oninthestory.THAT
ISAREADING
EMERGENCY!
Introducethereading
emergencytoolkit
sharestrategies
1.Slowdown
2.Reread
3.Answerquestions.
Modelandshow
studentswheretofind
thetoolsifneededand
howtousetools.
Example:studentmay
bereadingandnot
knowwhattoputona
postitnote.Thatis
calledareading
emergency.Slow
down,reread,and
answerquestions.Then
showhowtowriteA
fewsentencestoretells
themostimportant
eventsthathappenedin
Activity:
Lesson 13:
2daylessonPgs.80
82ModelwithFrog
andToad.Showhow
youcanbeconfused
aboutwhoiswho(Frog
andToad)showhow
tosketcheachcharacter
labelandthenstart
collectingcharacter
traitsbywebbingideas.
1.Mixingupcharacters
UseMiniandMooas
anexampleforthe
ActiveEngagement
Rereadchapter1
studentssketcheach
characterquicklyand
thenbegintomakeweb
placeonclassanchor
chart.Addtoanchor
chartpremadepost
Writenotestohelpyou
keeptrackReadtoself
timeSharepostit
noteworkspecifically
waysstudentskept
trackofcharacters.
Grade: 2
toanchorchartPre
madepostit
Determinewhatsmost
important.Partner
readingtime
Smallgroupwork
rallybehindhigher
levelreaders
Mremembermore
thingsthathappen
(connectthechapters)
Nmaincharacter
oftenexperiencesmore
thanoneproblem
trackthemmore
literarylanguage
Omaincharacteroften
experiencesmorethan
oneproblemtrack
themmoreliterary
language
Share:comparepostit
notestoseeifboth
readershadsimilar
thoughts.
Grade: 2
Word Study
12:00-12:30
benchmarkshould
focusonretelling,
inferringcharacters
feelingsand
determiningthemain
ideaofabook.Share:
Remindstudentsofthe
bulletinhowtoread
withanimaginary
partner.encourage
studentstotaketheir
bookshometoread.
Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.
Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.
Grade: 2
Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.
Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.
Assessment:
Small Groups
Conferences
Objective:
SWUT: there are
building blocks
that make up the
foundations of
reading and
writing.
SWBAT recognize
a double vowel
syllable.
Standard(s):
Standard(s):
Standard(s):
Standard(s):
Standard(s):
RF.2.3, L.2.1, L.2.2, RF.2.3, L.2.1, L.2.2, RF.2.3, L.2.1, L.2.2, RF.2.3, L.2.1, L.2.2, RF.2.3, L.2.1, L.2.2,
L.2.4, RL.2.1
L.2.4, RL.2.1
L.2.4, RL.2.1
L.2.4, RL.2.1
L.2.4, RL.2.1
Activity:
Activity:
Unit 10, Week 1
Unit 10, Week 1
Day 1
Day 2
1) Drill sounds all 1) Drill sounds
vowels, r
short and long
Activity:
Unit 10, Week 1,
Day 3
1)Drill sounds
short and long
Activity:
Unit 10, Week 1,
Day 4
1) Drill sounds all
vowels, (short and
Activity:
Unit 10, Week 1,
Day 5
Read the King who
Reins book and
Grade: 2
vowels, some
consonants, some
trick words from
units 1 and 2,
ai/ay vowel teams
2) Word of the
Day. (TG 216).
Use aim use
standard sound
cards to build
word using
spelling option
procedure for er,ir
and ur; scoop
syllable, put on
index card. Model
how ai says a.
Ask st. word
meaning and
discuss. Use it in
a sentence. St.
copy word/
sentence into
word study book.
Mark word as D
syllable.
3) Teach Echo/find
letters and words
using magnetic
letter tiles, say
long a sound (TG
213-14) and have
st. write letter or
letters that make
up that sound.
Model how its a,
vowels, some
consonants, r
controlled vowels,
ai/ay vowel teams
2) Introduce new
concepts
Homophones.
Echo/tap main.
Build using
spelling options
for long a in the
middle of a
syllable (ai, a_e).
Both spellings are
correct since they
are homophones
words sound
same, different
spelling and
meaning. Discuss
definition of each.
Build others from
TG 223 same way.
(If time, read
selected silly
books with
homophones like
The King Who
Reined this week)
3) Dictation in
notebook - dictate
4 sounds, 2 review
words, 2 current
words, 2 level 2
trick words and 1
sentence. (TG
explain what a
homophone is
Ai and a
Homophone
booklet activity
Choose two
homophones and
cut out words,
definitions and
sentences and
glue on
construction paper
to make
Homophone book.
Then draw and
color pictures to
match
Grade: 2
Assessment:
Anecdotal Notes
Math
1:15-2:15
Objective:
SWBAT: Use base10 blocks to find
partial sums and
build readiness for
partial-sums
addition
Standard(s):
2.NBT.9, 2.NBT.5,
2.NBT.7, 2.NBT.1
Grade: 2
Assessment:
Dictation
Assessment:
Dictation
Assessment:
Anecdotal Notes
Objective:
SWUT: Partialsums is another
strategy to solve
multi-digit addition
problems
Objective:
SWBAT: Complete
an open response
problem
Objective:
SWBAT: Compare
strategies and
revise their work
Standard(s):
2.NBT.1, 2.NBT.3,
2.NBT.5, 2.NBT.7
and 2.NBT.9
Standard(s):
2.OA.1, 2.NBT.5,
2.NBT.7
Standard(s):
2.OA.1, 2.NBT.5,
2.NBT.7
Objective:
SWBAT: Build
arrays on
geoboards,
measure and
compare lengths,
and create shapes.
Standard(s):
2.OA.4, 2.NBT.2,
2.MD.1, 2.MD.4,
2.G.1
Grade: 2
Activity:
Lesson 6.8: Partial
SumsAdditionPart2
MentalMath
MathMessage
represent2digit
numberswithbase10
blocksandexpanded
form
UsingExpandedform
tofindpartialsums
EstimatingandAdding
withPartialSums
practiceusingpartial
sumsadditionanduse
ballparkestimatesto
checkthattheir
answersmakesense
(Journalpage158)
PlaySalute!
MathBoxes(Journal
page159)
Activity:
Lesson 6.9, Day 1:
Subtracting with
Base-10 blocks
Activity:
Lesson 6.9, Day 2:
Subtracting with
Base-10 blocks
Setting
ExpectationsReview open
response problem
and discuss how to
clearly represent
their solutions
with base-10
blocks
Math MessageSolve a
subtraction
number story
(Journal page 160)
Sharing
Strategies-discuss
strategies they
can use to solve a
subtraction
number story
Solve the Open
Response
Problem-invent
strategies to solve
a subtraction
problem using
base-10 blocks
Reengaging the
problem-discuss
different ways of
representing
subtraction using
base-10 blocks
Revising Workimprove their
drawings and
explanations
Math Boxes
(Journal page 161)
Activity:
Lesson 6.10:
Exploring Arrays,
Lengths and
Shapes
Mental Math-Quick
Look Cards 98,
103 and 118
Math Messagedetermine the
number of objects
in an array
Explorations
A-Making
Geoboard Arrays
B-Comparing
Lengths (Journal
page 162)
C-Making Shapes
Play Beat the
Calculator
Math Boxes
(Journal page 163)
Assessment:
Math Journal page
158
Assessment:
Open Response
Assessment:
Open Response
Assessment:
Math Journal
pages 162-163
Grade: 2
Objective:
SWBAT: Continue
noticing
relationships,
playful language
and accumulating
the text
Objective:
SWBAT: Continue
noticing
relationships,
playful language
and accumulating
the text
Objective:
SWBAT: Celebrate
a peers birthday
Standard(s):
R.L.2.3
Standard(s):
R.L.2.3
Standard(s):
N/A
Activity:
Continuetoread
"MinnieandMoogo
Dancing"
Addtotchartiflearn
aboutcharacters
Noticeliterary
language
AccumulateText
Modelpartnertalk
Activity:
Finishi"Minnieand
MoogoDancing"
Addtotchartiflearn
aboutcharacters
Noticeliterary
language
AccumulateText
Modelpartnertalk
TalkaboutLessonof
Story
Assessment:
Anecdotal Notes
Homelink 6.8
Read and Log 20
minutes
Unit 10 Dictation
Assessment:
Anecdotal Notes
Homelink 6.7
Read and Log 20
minutes
Activity:
Birthday Book
Read Aloud
Objective:
SWBAT: Present
information from
non-fiction book
report and listen
to other peers
present their
information
Standard(s):
S.L. 2.1, S.L.2.2,
S.L. 2.3, S.L. 2.4,
S.L.2.6, L.2.1
Activity:
Share non-fiction
book reports
Assessment:
Anecdotal Notes
Assessment:
Anecdotal Notes
Assessment:
Anecdotal Notes
Standard(s):
N/A
Activity:
Community
Building Game