Professional Documents
Culture Documents
7:35-8:00 Students will complete daily morning work covering a review of math and language arts
Breakfast & Announcements (phonics, writing, comprehension)
Specials (8:00-8:45)
Math (8:45-9:45) Lesson Overview: Tell students that we are going to be learning about money and counting
Standard: money all week. Ask them why its so important to be able to count money? Begin with the
2.MD.C.8 Solve word problems involving following video about counting coins - https://www.youtube.com/watch?v=Z7hwaeaDk-I (Part
dollar bills, quarters, dimes, nickels, and two is next after this video - you may want to wait until tomorrow to show part 2). Pass out
pennies, using $ and symbols bags of coins, allowing students to play with money for a few minutes. Have them pick out
appropriately.
all pennies, then nickels, dimes, etc. Go over what each one looks like (front and back of
Essential Question: coin) and what each one is worth. Once students feel comfortable with the coins, call out
basic amounts for students to show. Complete sorting money amounts with students in Math
journal (cut-out).
I CAN (S):
I can identify different coins and their value.
I can count money. Have students complete Money Sort (WS - Cut and paste). Students will match name of coin,
amount, front picture, back picture. So each coin will have 4 boxes (ex: Penny - 1 cent -
picture of front of penny - picture of back of penny) Be sure students know they may have to
identify coins from the front or back.
Vocabulary words for the week: penny, nickel, dime, quarter, value, worth
Recess (10:45-11:15)
Lunch (11:20-11:50)
Letterland (1:45-2:15) Lesson Overview: Unit 10: long vowel teams ai, ay, oa, and ow List B: coast, spray, snail, blow,
Standard(s): RF.2.3 Know and apply unknown, crayon, soak, own, sopa, stay, rainbow, afraid Tricky words: once, straight Diagnostic
grade-level phonics and word analysis skills words: throw, tray, coach, wait
in decoding words
Essential Question: What are long vowel -Introduce concepts on pocket chart and live reading
teams?
Essential Questions:
I can:
I can use a timeline to show the sequence of
key events in history.
Specials (8:00-8:45)
Math (8:45-9:45) Lesson Overview: Remind students what we did yesterday by showing BrainPopVideo -
Standard: Coins OR Coins (you could show one of these videos another day if needed). Let students
2.MD.C.8 Solve word problems involving know just HOW important counting money really is...its a skill we will need for life! If
dollar bills, quarters, dimes, nickels, and necessary, give students bags of money again for additional counting practice or identifying
pennies, using $ and symbols different coins. Call out various amounts or have s tudents work with partners, making
appropriately.
different amounts. Let them know that the more they practice counting money, the better
Essential Question: theyll be at it.
- Teacher will work with students to complete Cent-erpillars WS (counting nickels
and pennies)
I CAN (S):
I can identify different coins and their value.
- Now that students have practiced counting dimes and quarters, pennies and nickels.
I can count money. They are going to put it all together and count a mixture of all 4 coins. Students will
complete back Cent-erpillars independently. (Counting Money)
Vocabulary words for the week: penny, nickel, dime, quarter, value, worth
**Optional-
Assessment:
Materials/Manipulatives/Tech: Nooks, youtube video, worksheet, tens and ones blocks, virtual
manipulatives
I CAN (S):
I can identify key vocabulary words in a
story and know the definition.
I can read a story, make predictions, and
summarize the story.
I can read and answer questions related
to the story.
Writers Workshop Lesson Overview: Brainstorm objects that would look different from a worms point of view. On
(10:15-10:45) bubble map provided, have students choose something and describe how it would look different for
a worm. They will write about the object from a worms point of view. (This paper has another
Standard: W.2.5 With guidance and sheet on the back. You may choose to do an example together for better understanding or to use
support from adults and peers, focus on a topic the paper during work on writing.
and strengthen writing as needed by revising Assessment: Student writings
and editing.
W.2.8 Recall information from experiences or
gather information from provided sources to Materials/Manipulatives/Tech: paper/pencil
answer a question.
Recess (10:45-11:15)
Lunch (11:20-11:50)
Letterland (1:45-2:15) Lesson Overview: Unit 10: long vowel teams ai, ay, oa, and ow List B: coast, spray, snail, blow,
Standard(s): RF.2.3 Know and apply unknown, crayon, soak, own, sopa, stay, rainbow, afraid Tricky words: once, straight Diagnostic
grade-level phonics and word analysis skills words: throw, tray, coach, wait
in decoding words
Essential Question:
I can:
I can use a timeline to show the sequence
of key events in history.
Specials (8:00-8:45)
Math (8:45-9:45) Lesson Overview: Have students tell you what weve been working on for the past few days
Standard: (coins and counting money). Review what each coin looks like and have a student or two
2.MD.C.8 Solve word problems involving tell what each coin is worth. Show students video Money Money Money - YouTube
dollar bills, quarters, dimes, nickels, and - In students math journals, have students show four different ways to make specific
pennies, using $ and symbols
appropriately. amounts of money. For example, draw or show them that $.73 can be shown
MANY different ways, but they just need to show four different ways. Students can
Essential Question: draw coins or they can use bags of money to show various amounts. Show them
amounts past a dollar as well.
I CAN (S): - Help students complete Counting Money cut and paste activity. Amounts go over
I can identify different coins and their value.
a dollar so do several examples of counting money past a dollar.
I can count money.
Vocabulary words for the week: penny, nickel, dime, quarter, value, worth
**Optional-
Assessment:
Materials/Manipulatives/Tech: Nooks,
I CAN (S):
I can identify key vocabulary words in a
story and know the definition.
I can read a story, make predictions, and
summarize the story.
I can read and answer questions related to
the story.
Recess (10:45-11:15)
Lunch (11:20-11:50)
Letterland (1:45-2:15) Lesson Overview: Unit 10: long vowel teams ai, ay, oa, and ow List B: coast, spray, snail, blow,
Standard(s): RF.2.3 Know and apply unknown, crayon, soak, own, sopa, stay, rainbow, afraid Tricky words: once, straight Diagnostic
grade-level phonics and word analysis skills words: throw, tray, coach, wait
in decoding words
Essential Question:
I can:
I can use a timeline to show the sequence
of key events in history.
Specials (8:00-8:45)
Math (8:45-9:45) Lesson Overview: Let students know that today we will be reviewing counting money by
Standard: playing a math game! Review instructions for how to play scoot game - Money Scoot
2.MD.C.8 Solve word problems involving (instructions provided). Review coins first if necessary.
dollar bills, quarters, dimes, nickels, and - After students play Money Scoot and teacher goes over answers with students,
pennies, using $ and symbols they may work on ST math or play with coins if time allows. There is also extra
appropriately.
practice on the back of Scoot recording sheet - Snack Attack WS!
Essential Question:
Vocabulary words for the week: penny, nickel, dime, quarter, value, worth
I CAN (S):
I can identify different coins and their value.
**Optional-
I can count money.
Assessment:
Materials/Manipulatives/Tech: Nooks
Essential Question:
Who are the characters in the story?
What are the most important events that
happened in the story?
How did the characters solve the problem
in this story?
What strategies should we use when we
read?
I CAN (S):
I can identify key vocabulary words in a
story and know the definition.
I can read a story, make predictions, and
summarize the story.
I can read and answer questions related to
the story.
Writers Workshop Lesson Overview: Choose an extension activity for the provided lesson plan for Two Bad Ants.
(10:15-10:45) Assessment: student writings
Recess (10:45-11:15)
Lunch (11:20-11:50)
Letterland (1:45-2:15) Lesson Overview: Unit 10: long vowel teams ai, ay, oa, and ow List B: coast, spray, snail, blow,
Standard(s): RF.2.3 Know and apply unknown, crayon, soak, own, sopa, stay, rainbow, afraid Tricky words: once, straight Diagnostic
grade-level phonics and word analysis skills words: throw, tray, coach, wait
in decoding words
Science/Social Studies The teacher will read aloud to the students A Picture Book of Rosa Parks the students will place
(2:15-2:45) the dates in the book on the timeline. The teacher will review with the students timelines and
Standards: how to place the dates from the book on their timeline.
2.H.1.1 Use timelines to show sequencing of
events.
2.H.1.2 Identify contributions of historical
figures (community, state, nation and
world) through various genres.
Essential Question:
I can:
I can use a timeline to show the sequence of
key events in history.
Specials (8:00-8:45)
Math (8:45-9:45) Lesson overview: Review counting/adding money skills any way youd like...through a game,
Standard: examples on the board, or the back of yesterdays scoot game. Administer Money quiz to
2.MD.C.8 Solve word problems involving students.
dollar bills, quarters, dimes, nickels, and
pennies, using $ and symbols *Students may work on ST math or play Math DUEL if time allows!
appropriately.
Essential Question: Vocabulary words for the week: penny, nickel, dime, quarter, value, worth
**Optional-
I CAN (S):
I can identify different coins and their value.
I can count money. Assessment: 2 digit subtraction with regrouping quiz
Materials/Manipulatives/Tech: nooks
Essential Question:
Who are the characters in the story? Materials/Manipulatives/Tech:
What are the most important events that
happened in the story?
How did the characters solve the problem
in this story?
What strategies should we use when we
read?
I CAN (S):
I can identify key vocabulary words in a
story and know the definition.
I can read a story, make predictions, and
summarize the story.
I can read and answer questions related to
the story.
Writers Workshop Lesson Overview: Choose an extension activity from reading lesson plan for the students to
(10:15-10:45) complete.
Assessment: Student writings
Standard: W.2.5 With guidance and
support from adults and peers, focus on a topic Materials/Manipulatives/Tech:
and strengthen writing as needed by revising
and editing.
W.2.8 Recall information from experiences or
gather information from provided sources to
answer a question.
Recess (10:45-11:15)
Lunch (11:20-11:50)
Letterland (1:45-2:15) Lesson Overview: Unit 10: long vowel teams ai, ay, oa, and ow List B: coast, spray, snail, blow,
unknown, crayon, soak, own, sopa, stay, rainbow, afraid Tricky words: once, straight Diagnostic
Standard(s): RF.2.3 Know and words: throw, tray, coach, wait
apply grade-level phonics and word
analysis skills in decoding words
-Sparkle and Spelling Test
Essential Question: What are
long vowel teams?
Science/Social Studies The students will read the African American Leaders readworks passage and do questions. The
(2:15-2:45) teacher will review timelines with them and the students will put the dates and events from that
Standards: passage on their timeline.
2.H.1.1 Use timelines to show sequencing of
events.
2.H.1.2 Identify contributions of historical
figures (community, state, nation and
world) through various genres.
Essential Question:
I can:
I can use a timeline to show the sequence
of key events in history.