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Mornin pa
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Ms. Salisbury’s Lesson Plans November 11-15, 2013
Monday
TSW unpack
Tuesday
TSW unpack
TSW Complete morning TSW Complete morning
journal
journal
Wednesday
TSW unpack
TSW Complete morning
journal
Thursday
TSW unpack
Friday
TSW)
TSW Complete morning TSW Complete
journal
morning journal
Teacher Directed Math
Objective: Counting
Money
TCW learn the value of
each coin by
cooperating in a smart
lesson and watching a
brain pop jr. video
about money.
Objective: Counting
Money
Objective: Counting Money Objective: Counting
Money
TCW watch the Rock to
TCW review the values of Learn money video.
TTW give each student
each coin and a smart
a counting money
lesson will be used to
TTW give each student a
worksheet to practice
review how to count
counting money worksheet counting coins.
money.
to practice counting coins. (guided/independent
(guided/independent)
TCW go to
TTW give each student a
After the worksheet the
http://www.abcya.com counting money
HW – Counting money
students will play a
/counting_money.htm worksheet to practice
worksheet
money counting
to play a counting
counting coins.
game.
money game.
(guided/independent)
2.MD.C.8 Solve word
problems involving dollar
HW – Counting money
TTW give each student a HW – Counting money
bills, quarters, dimes, nickels, worksheet
counting money
worksheet
and pennies, using $ and ¢
worksheet to practice
symbols appropriately.
2.MD.C.8 Solve word
counting coins.
2.MD.C.8 Solve word
problems involving
(guided/independent) problems involving dollar
dollar bills, quarters,
bills, quarters, dimes,
dimes, nickels, and
HW – Counting money nickels, and pennies,
pennies, using $ and ¢
worksheet
using $ and ¢ symbols
symbols appropriately.
appropriately.
2.MD.C.8 Solve word
problems involving dollar
bills, quarters, dimes,
nickels, and pennies,
using $ and ¢ symbols
appropriately.
Objective:
Counting Money
TCW play Money
BINGO to review.
TSW take a money
quiz
2.MD.C.8 Solve
word problems
involving dollar bills,
quarters, dimes,
nickels, and
pennies, using $
and ¢ symbols
appropriately.
Word
TTW review this week’s
spelling words,
Objective: Long A
Objective: Long A
examining phonetic
TCW watch a short video
Objective: Long A
components with each TSW watch a video about about long a.
word. TCW complete
After watching the video,
long a from
TSW watch a video
the rainbow words
the students will complete a about long .
brainpopjr.com
spelling page together. After watching the video, practice page to gain a
After watching the
Spelling Words:
the students will complete better understanding for the video, the students will
Kite, bike,hope,cute,
a practice page to gain long a sound.
complete a practice
bake, gray, stay, main, a better understanding
page to gain a better
train, brain
for the long a sound.
HW: Spelling Packet
understanding for the
Enrichment: native, tribe,
Wednesday Activity
long a sound.
settler, crop, harvest,
HW: Spelling Packet
trade
Tuesday
2-3.12 Spell high-frequency HW: Spelling Packet
Bonus: Thankful
HW: Spelling Packet
Monday Activity
REC
ESS
Words come from the
Phonic Handbook and
frequently misspelled
words by the students.
2-3.12 Spell highfrequency words. (See
Instructional Appendix:
High-Frequency Words.)
Activity
2-3.12 Spell highfrequency words. (See
Instructional Appendix:
High-Frequency Words.)
words. (See Instructional
Thursday Activity
Appendix: High-Frequency 2-3.12 Spell highWords.)
frequency words. (See
Instructional Appendix:
High-Frequency
Words.)
TSW complete the
weekly spelling test.
2-3.12 Spell highfrequency words.
(See Instructional
Appendix: HighFrequency Words.)
.
Teacher Directed Reading/ Small Groups
Literature: Legend of the Literature: Legend of the
Blue Bonnet
Blue Bonnet
Literature: Legend of the
Blue Bonnet
Skills:
Story Elements (plot,
characters, setting and Skill: Who, What, When,
comprehending).
Where and Why
Skill: Analyzing details and Skill: Compare and
understanding the events in Contrast.
the story.
Activity: TSW be Given
back ground info on
Native Americans, and
background info on
folktales. Read for
meaning. Fill out a
characters, setting, and
plot graphic organizer.


Standard: CCSS.ELALiteracy.RL.2.7 Use
information gained from the
illustrations and words in a
print or digital text to
demonstrate understanding
of its characters, setting, or
plot.
Activity: TSW Develop and Activity: TSW understand
answer who, what, when, and question how do
characters change? Analyze how
where, why and how
questions from the story. One-Who-Is- Alone changed
throughout the story. Talk about
the events that helped her to
change
Standard: CCSS.ELALiteracy.RL.2.1 Ask and
answer such questions
as who, what, where,
when, why, andhow to
demonstrate
understanding of key
details in a text.
Standard: CCSS.ELA
Literacy.RL.2.3 Describe how
characters in a story respond
to major events and
challenges
Literature: Why Rabbits TSW take a weekly
Have Short Tales
Reading Test.
Activity: TCW read Why
Rabbits Have Short
Tales and have
students compare and
contrast the difference
between legends and
folktales.
Standard: CCSS.ELALiteracy.RL.2.2 Recount
stories, including fables
and folktales from
diverse cultures, and
determine their central
message, lesson, or
moral.
ELA Small Group
LUNCH
Students will be learning
the tasks that are
expected at each
learning center this
week. TTW model what
they should do every
day during this small
group time.
Students will be learning
the tasks that are
expected at each
learning center this week.
TTW model what they
should do every day
during this small group
time.
Students will be learning the
tasks that are expected at
each learning center this
week. TTW model what they
should do every day during
this small group time.
Students will be
learning the tasks that
are expected at each
learning center this
week. TTW model what
they should do every
day during this small
group time.
Students will be
learning the tasks
that are expected
at each learning
center this week.
TTW model what
they should do
every day during
this small group
time.
Writing
TSW watch a short
video about Native
American Life.
TSW complete their
sloppy copy of their
Native American
Writing.
TSW revise and edit their
sloppy copy with a
partner.
TSW complete their
final copy of their
Native American
Writing.
After the video, the
CCSS.ELACCSS.ELA-Literacy.W.2.2
students will help fill
Literacy.W.2.2 Write
CCSS.ELA-Literacy.W.2.2
Write
out a brainstorm
informative/explanatory
informative/explanatory Write
chart. Also, the
texts in which they
informative/explanatory
texts
in
which
they
students will write
texts in which they introduce introduce a topic, use
introduce a topic, use
down the
facts and definitions to
a topic, use facts and
facts
and
definitions
to
brainstorming ideas on
develop points, and
definitions
to
develop
points,
develop points, and
their own.
provide a concluding
and provide a concluding
provide a concluding
statement or section.
statement
or
section.
statement or section.
CCSS.ELALiteracy.W.2.2 Write
informative/explanatory
texts in which they
introduce a topic, use
facts and definitions to
develop points, and
provide a concluding
statement or section.
TSW share their
writing with the
class.
CCSS.ELALiteracy.W.2.2
Write
informative/explana
tory texts in which
they introduce a
topic, use facts and
definitions to
develop points, and
provide a
concluding
statement or
section.
Objective: Native
Americans
TCW review the tribes
TSW begin learning
TSW watch a short
TSW watch a short video that were learned
about Native
brainpop video about about another Native about throughout the
Americans by
another Native
American Tribe( Pueblo week. TSW then pick
watching a
American Tribe
Native). Afterwards TSW their favorite tribe and
brainpopjr. video
(Cherokee Indians).
will fill out a tribal
write about why they
about the Iroquois
Afterwards, the students graphic organizer and would want to be a
Indians.
will complete a graphic complete a tribal
part of that tribe.
After the video, TSW organizer about the
drawing.
fill out a work page
tribe and then compare
HW: Native American
about Native
it with the Iroquois Tribe.
Reading Passage
Americans that
HW: Native American
reflects what they
Reading Passage
2-4.1 Recognize the
had just learned.
HW: Native American
basic elements that
HW: Native American Reading Passage
2-4.1 Recognize the
make up a cultural
Reading Passage
basic elements that
region in the United
2-4.1 Recognize the
make up a cultural
States, including
2-4.1 Recognize the basic elements that
region in the United
language, beliefs,
basic elements that make up a cultural
States, including
customs, art, and
make up a cultural
region in the United
language, beliefs,
literature.
region in the United States, including
customs, art, and
States, including
language, beliefs,
literature.
language, beliefs,
customs, art, and
customs, art, and
literature.
literature.
Objective: Native
Americans
P/A: TSW take a
Quiz on Native
Americans. TSW
color a Native
American boy or
girl.
Junie B. Jones
Junie B. Jones
Re
ad
Alo
ud
Science /S.S.
Objective: Native
Americans
Objective: Native
Americans
Junie B Jones
Objective: Native
Americans
Junie B Jones
Junie B Jones
TSW will watch
Maya and Miguel
Thanksgiving
video from
unitedstreaming.
2-4.1 Recognize
the basic
elements that
make up a
cultural region in
the United States,
including
language, beliefs,
customs, art, and
literature.