Lucy T. Davis Lesson Plan Name: Second Subject: ELA – Reading

Lucy T. Davis Lesson Plan

Name: Second Subject: ELA – Reading Week of: Nov. 30-Dec. 4, 2015 Grade : 2nd

Standards Addressed This Week:

2-RL5.1

& 2-RI 5.1

Ask and answer literal and inferential questions to determine understanding of a text; use specific details to make inferences and draw conclusions in texts hear or read

2-RL.10.1 Use context to determine the meaning of words and phrases

2-RC13.1 Engage in whole and small group reading with purpose and understanding

2-RC13.2 Read independently for sustained periods of time to build stamina

2-RL3.6

Recognize and read grade appropriate irregularly spelled words

Spelling Words (words with ai, ay): pay, wait, paint, train, pail, clay, tray, plain, stain, gray, away, raisin, birthday, contain, display

Specific Objective(s): TSW ask and answer literal and inferential questions to determine understanding of a text; use specific details to make inferences and draw conclusions in texts hear or read.

M

O

N

D

A

Y

Engage : TTW play the Making Predictions BrainPOP Jr. Video, which illustrates

Anna making predictions before and during reading, which relates to asking questions about text.

Explore: TTW turn and talk about how asking questions before, during, and after reading help you as a reading.

Explain: TTW go over the following anchor chart.

Spelling

Write spelling words in agenda and locate words with -ai or -ay in the message. morning

TTW use the book My Rotten Redheaded Older Brother by Patricia Polacco (or any fiction book) and model asking questions before, during, and after reading.

She’ll use an anchor chart to fill in the questions she models. She’ll encourage students to record questions while reading today in their Daily 5 notebooks.

Extend : Students will rotate to two of the Daily 5 stations listed below. While students are working in the stations, the teacher will work with a small group of students.

 Work with Teacher

 Work on Writing

 Listening

 Word Work

 Read to Self

 Read to Someone

Afterwards, students will rate themselves to how well they worked in their station. TTW allow a few students to share the questions they wrote down during Daily 5 stations.

Evaluate : teacher’s observation/anecdotal notes

*Note: Please review context clues by using the Smartboard file.*


Spelling

Spellingcity.com

T

U

E

S

D

A

Y

Engage : TTW play the song entitled Ask Questions: A Reading Strat egy on

Youtube: https://search.yahoo.com/yhs/search?p=song+about+asking+questions+whe n+reading&ei=UTF-8&hspart=mozilla&hsimp=yhs-004

Explore: TTW turn and talk about how asking questions before, during, and after reading help you as a reading.

Explain: TTW review anchor chart. TTW use the book Fantastic Frogs (or any nonfiction book) and model asking questions before, during, and after reading.

She’ll use an anchor chart (pie shaped to fill in each area as before, during, after) to fill in the questions she models. She’ll encourage students to record questions while reading today in their Daily 5 notebooks.

Extend : Students will rotate to two of the Daily 5 stations listed below. While

students are working in the stations, the teacher will work with a small group of students.


 Work on Writing

 Listening

 Word Work

 Read to Self

 Read to Someone

Afterwards, students will rate themselves to how well they worked in their station. TTW allow a few students to share the questions they wrote down during Daily 5 stations.

*Cafe Mini-lesson- TTW add the Cross Checking card under accuracy on the cafe board after modeling the strategy.




Engage :

TTW play the questioning song https://www.youtube.com/watch?v=7tE_BY746Dk .

W

E

D

A

Y

D

N

E

S

Explore: TSW turn and talk to discuss the key words when asking a question.

Explain: TTW read aloud Henry’s Freedom Box by Ellen Levine (or any other text)and model asking questions before, during, and after reading. She’ll use an anchor chart (pie shaped to fill in each area as before, during, after) to fill in the questions she models. She’ll encourage students to record questions while reading today in their Daily 5 notebooks.

*Cafe Mini-lesson- TTW add the show the meaning or feeling of the text in how it is read card under fluency on the café board after modeling the strategy.



 Work on Writing

 Listening

 Word Work

Spelling

Play Sparkle

 Read to Self

 Read to Someone

Afterwards, students will rate themselves to how well they worked in their station. TTW allow a few students to share examples of the strategy.




Engage : SSW sing the following song about questioning.

Spelling

Spellingcity.com

Sung to the tune: Oh My Darling Clementine

S

D

A

Y

T

H

U

R

Explore: TTW tell students that good readers ask questions while they are reading a text. TSW turn and talk to discuss the key words when asking a question.

Explain: TTW choose one of the texts below or a different fiction text to read aloud.

Read Alouds for Questioning Strategy

Smoky Night by Eve Bunting

Wednesday Surprise by Eve Bunting

Wilfred Gordon McDonald Partridge by Mem Fox

TTW model asking questions before, during, and after reading. She’ll use an anchor chart (pie shaped to fill in each area as before, during, after) to fill in the questions she models. She’ll encourage students to record questions while reading today in their Daily 5 notebooks.

*Cafe Mini-lesson- TTW add the use a thesaurus to find synonyms and antonyms under expand vocabulary on the café board after modeling the strategy.



 Work on Writing

 Listening

 Word Work

 Read to Self

 Read to Someone

Afterwards, students will rate themselves to how well they worked in their station. TTW allow a few students to share examples of the strategy.



F

R

I

D

A

Y

Specific Objective(s): The student will be able to complete the skill test for the week .

Procedures/Strategies:

Engage: The teacher will review the comprehension strategy.

Explain: Teacher will explain procedures for taking the test.

Elaboration: The students will be expected to test on questioning and context clues.

Evaluate: The student’s ability to complete the test on answering questions and context clues.

Name: Second Grade


Subject: Writing and Grammar

2015


Spelling

Spelling Test

Week of: Nov. 30-Dec.4,

W 5.1 Capitalize greetings, months, days of the week, holidays, geographic names, and titles; Friendly Letters.

L 4.4 Irregular Verbs

The students will write a Friendly Letter to the teacher about their family.

D

A

Y

T

U

E

S


Engage: Sing the Friendly Letter Song:

Grammar :

View the Irregular

Verb Video: https://www.pinter

est.com/pin/484488

872393420506/

M

O

N

D

A

Y View the Irregular

Verb Notebook:

Explore : TTW go over the parts of the letter. TTW model how to brainstorm her ideas into a circle map.

( Irregular Verb 2)

Explain: TSW tell students their circle map should contain information about their family.

Elaboration: TSW complete a circle map.

Evaluate: Students’ Writing

Technology/Resource: Smart Board, Smart Document Camera, Writing folders

Homework: Practice sheet on Irregular Verbs; Quiz on Thursday.


Engage: TTW review parts of a letter. :

Grammar :

Review Irregular

Verbs using the

Irregular Verbs

Notebook:

Verb ( Irregular

Notebook)

Create an anchor chart: ( look to the left) 

Explore : TTW model how to write a friendly letter.

Explain: TTW remind students that a sentence contains a subject and a predicate.

Elaboration: TSW write a letter to their teacher about their family. ( rough draft)

Evaluate: Student’s Writing


Homework: Practice sheet on Irregular Verbs; Quiz on Thursday.


Engage: TTW review parts of a letter. :

Grammar :

Review the notebook files.

E

S

D

A

Y

W

E

D

N

Explore : TTW review parts of the friendly letter.

Explain: TTW remind students that a sentence contains a subject and a predicate.

Elaboration: TSW complete their letter and will begin to edit the letter.

Complete the

Irregular Verb Sheet.



Homework: Practice sheet on Irregular Verbs; Quiz tomorrow.

Grammar :


Engage: TTW review the editing chart.

Explore : TTW model how to edit her letter.

T

H

U

R

S

D

A

Y

Explain: TTW remind students that their letters should have capital letters, punctuation, and their sentences should make sense.

Elaboration: TSW finish writing their rough drafts, and will begin editing their letters.

Once the letters have been edited, the student may begin their final copy.

Evaluate: Student’s Writing and a Verb Quiz

Technology/Resource: Smart Board, Smart Document Camera

Complete the

Irregular Verb Quiz

Homework: No Homework.

Procedures/Strategies: Grammar :

Engage: TTW review the editing chart.

Explore : TTW model how to edit.

F

R

I

D

A

Y

Explain: TTW remind students that their writing should have capital letters, punctuation, and their sentences should make sense.

Elaboration: TSW finish editing and writing the final copy. TSW read their letters to the class.


Technology/Resource: Smart Board, Smart Document Camera

Homework: No Homework

Review Irregular

Verbs – use the notebook files.


Name: Second Grade Subject: Math Week of: Nov. 30 th – Dec. 4 th

Grade : 2


2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.

Specific Objective(s): TSW define, name, and draw line segments.

M

O

N

D

A

Y


Engage:

Lesson 5.2 – Points and Line Segments https://jr.brainpop.com/math/geometry/pointslinessegmentsrays/

Explore:

Extend :

The teacher will play a BrainPopJr video on Line Segments and Points.

Mental Math and Math Message

Students will rotate into three groups. Teacher will use a Smartboard lesson to go along with lesson 5.2. She will have students interact with the lesson by using slates and the

Smartboard. After completing the mental math and the math message, we will complete the lesson on Points and Line Segments.

. She will have students interact with the lesson by using slates and the Smartboard.

 Flash Masters or Math Fact Practice

 Independent Practice page 5.2 page 113

 Work with the teacher

Afterwards, TTW also review ways to name a number. If time permits, students will complete

Math Boxes on page 114

Evaluate : Students ability to complete pages 113 in their math journal.

Homework: Skill Links page and Study Guide

Specific Objective(s):

TSW use a straightedge to draw line segment; identify parallel line segments; draw a quadrangle.

Y

T

U

E

S

D

A

Vocabulary: point parallel quadrangles straightedge

Lesson 5.3 Parallel Line Segments


Engage: The teacher will.

Explore: Mental Math and Math Message

Extend : TTW introduce students to the meaning of the word parallel . TTW discuss the meaning of parallel line segments (in the real world and give examples ). Ask students to suggest other examples of parallel line segments in the classroom or hallway. With student examine the parallel line segments at the top of the journal page and the quadrangles at the bottom of the page. Have students point parallel lines. Students will rotate into three groups. Teacher will use

a Smartboard lesson to go along with lesson 5.3. She will have students interact with the lesson by using slates and the Smartboard.

E

S

D

A

Y

W

E

D

N



 Independent Practice page 5.3 pp. 115-118





Homework: Skills Link p. 46

Specific Objective(s): Students will explore polygons, arrays, and attributes EXPLORATION

DAY

Lesson: 5.4 (Exploring Polygons, Arrays, and Attributes)


Engage: Math Message Activity (Identify Pattern Block Shapes)

Explore: Mental Math and Math Message

Extend : TW review characteristics of polygons (draw a polygon on the board. Identify and discuss its parts); With students, examine shapes on journal p. 120 and identify which ones are polygons and which ones are not and why. Go over rules and procedures for completing exploration activities. Group students and provide them with copies of the Math Masters.

Students will rotate into three different groups.

Group One

:

IPADS

- students will create identified shapes in their Journal using the Geoboard app

Group Two: Attribute blocks - Students will create a tree map to characterize the blocks.

Attributes will be size, shape, and color. Or 3, 4, or 5 sides.

Group Three: Teacher station - work on line, line segments, points, etc. Homelinks sheet

T

H

U

R

S

D

A

Evaluate : Students ability to complete pages Study Guide for Unit 4.

Homework: Review for test Study Guide

Specific Objective(s):

TSW identify the names and characteristics of various quadrangles

Lesson 5.5 – Quadrangles


Engage: The teacher will review Math Message.

Explore: Mental Math

Extend : Students will rotate into three groups. Teacher will use a Smartboard lesson to go along with lesson 5.5. She will have students interact with the lesson by using slates and the

Y

Smartboard. After completing the mental math and the math message, we will complete the lesson on Points and Line Segments.

F

R

I

D

A

Y



 Independent Practice –Math Masters pg. 139 Students will cut shapes and glue them on paper to create a square, rectangle, triangle, parallelogram, and trapezoid.





Homework: Skill Links page and Study Guide

Review/ Game Day


Engage: Teacher will review what Game Day looks like and sound like.

Explore: Calendar Board Activity, Math Games (Domino Top-It, Addition Top-It on the iPad,

Addition BOOM, Flashmasters, Teacher Group, abcya, or Compass

Explain: The teacher will explain how to complete games in each station.

Elaboration: Students will complete quiz on lessons 5.2-5.5

Evaluate: Students ability to play math games and complete the addition timed test.

Technology/Resource: calculators, Smartboard, computers, timed test

Homework: none


Name: Second Subject: Science Week of: Nov. 30, 2015 Grade : 2nd

Standards Addressed This Week: Science/ SS

S

D

A

Y

T

U

E

D

A

Y

M

O

N

Science Standards : 2.E.2—The students will demonstrate an understanding of the daily and seasonal weather patterns.

2.E.2A.1—Analyze and interpret data from observations and measurements to describe local weather conditions (including temperature, wind, and forms precipitation).

Social Studies:

Objective(s): SW create a rain gauge; SW describe precipitation.

Procedures/Strategies : Investigation 2, Part 4: Measuring Rain

*Note: This lesson will take 2 sessions. The 2 nd session will be scheduled after the first rain

(Steps 5-10, p. 26-27).

Engage: TW read the FOSS Science Story: What’s the Weather Today; TW call students to the rug. Review the three types of clouds. Ask questions (Step 1, p. 26).

Explore : TW introduce the FQ: How can we measure the amount of rain that falls? TW Introduce the Rain Gauge (step 2, p. 26).

Explain: TTW discuss the rain gauge with location (step 3, p. 25); TTW take the students outside to setup the rain gauge (step 4, p. 25). TW model recording content knowledge in journal or Science notebook. TT make elect to prepare a class content chart also.

Elaboration: Content entry in Science notebook. ( Content Entry: 1) You can tell it is going to rain when clouds are dark and thick. 2) A rain gauge is used to measure how much rain has fallen.)

Vocabulary Entry: 1). Precipitation- the type of water falling from the clouds -- rain, snow, sleet or hail. 2). Rain Gauge—a tool scientist use to measure rainfall in centimeters/inches.

Evaluate: LOL- Students record what they learned.

Technology/Resource: Rain Gauge; Poster: A Guide to the Sky; Poster: Natural Sources of Water;

Teacher sheet no. 13 (

Homework:

Make a Rain Gauge) ; Air and Weather Journal; Science Notebook

Objective(s): SW investigate wind speed.

Procedures/Strategies : Investigation 3, Part 1: Wind Speed

Engage: You tube video clip (bubbles)

Explore : pages 126-127 (Student Science textbook).

Explain: For this lesson TTW follow instructions in the Foss Weather and Air Investigation booklet ( Getting Ready page 9 and Guiding the Investigation pages 10-11). TW model recording entries on a content chart.

Content Chart Entry:

 Bubbles are filled with air.

 Bubbles move with air.

 Bubbles can show how fast or slow air is moving.

 Bubbles can show the direction air is moving.

Elaboration: SW observe wind speed; SW record observations in their notebooks.

Evaluate: LOL

Technology/Resource: Student Science Book p. 126-127.

Homework:

N

E

S

D

W

E

D

A

Y

F

R

I

D

A

Y

R

S

D

A

Y

T

H

U

Objective(s): SW take a quiz.

Procedures/Strategies .

Engage: Students “turn and talk” previous lessons/activities this week.

Explore : Content/Vocabulary Charts with class.

Explain: TTW tell students they will take a quiz; Teacher go over expectations/ provide words of encouragement; TT pass out testing shields and quiz sheets;

Elaboration: Student take quiz

Evaluate: Quiz

Technology/Resource: Content Charts; Quiz

Homework:

Specific Objective(s): Students will review continents and oceans.


Engage: The teacher will review each continent by looking at students’ posters from last week or you can use notes from sheets

Explore: The teacher will use world map (use class map, students’ maps in textbook, or students’ atlas)

Explain: The students will work in groups to come up with a sentence, or chant to help them remember the 7 continents and the four oceans

Elaboration: Students will perform their Continent performance

Evaluate: Students will fill out Continents and Oceans label sheet

Technology/Resource: Brain Pop Jr., Smartboard lesson, chart paper, post-it notes

Homework: none

Specific Objective(s): Students will learn about rural, urban, and suburban communities.


Engage: The teacher will introduce students to rural, urban, and suburban communities by watching a Brain Pop Jr. video (Rural, Urban, and Suburban).

Explore: The teacher will use a Smartboard lesson to broaden students’ knowledge about different types of communities.

Explain: The teacher will create and explain the anchor chart below.

Elaboration: Students will discuss which type of community they live in.

Evaluate: Students will complete a Ticket Out the Door of what they learned about different communities.

Technology/Resource: Brain Pop Jr., Smartboard lesson, chart paper, post-it notes

Homework: none

Lucy T. Davis Lesson Plan Name: Second Subject: ELA – Reading

Related documents

Products

Support

Lucy T. Davis Lesson Plan Name: Second Subject: ELA – Reading

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib