2nd Grade /Enzor
MATH (Woods)
Week of: March 9, 2015
Monday
Indicator:
2.MD.B.5 Use addition and subtraction within 100 to solve word problems involving lengths that are
given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the
unknown number to represent the problem. 2.G.A.3 Partition circles and rectangles into two, three, or four equal
shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two
halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Activity 8-5
Hook: Have students watch a Brain Pop Jr. video on fractions.
Essential Question: How can pictures help you understand fractions?
Journal Pages: 198-202
Differentiation: TE pg. 630
Mental Math/ Math Message: TE. Pg.627
Teaching the Lesson: TE pg. 627
DOK: Explain why fractional parts have to be equal.
CFU: Turn to your partner and discuss what fractions mean to you.
Homework: Home Links 8.5
Assessment: TO, MJ pages, game
Tuesday
Indicator: 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using
the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need not have the same shape.
Activity: 8-6
Hook: Have students watch a Flocabulary video on fractions.
https://www.flocabulary.com/fractions/
Essential Question: What is your strategy for sorting your fraction cards?
Journal Pages: 203-205
Mental Math/Math Message: TE pg. 611
Differentiation: TE pg. 614
Teaching the Lesson: TE pg. 611
DOK: How could you test your answer?
CFU: Use your whiteboard to draw a shape with fractional parts.
Homework: Home Links 8.6
Assessment: TO, MJ pages, game
Wednesday
Indicator : 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using
the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need not have the same shape.
Activity: 8-7
Hook: Use a candy bar to show fractional parts: ¼, ½, 1/3
Essential Question: Is ½ of a collection of objections always the same? Why or why not?
Journal Pages: 191-194
Mental Math/Math Message: TE p. 617
Differentiation: TE p. 620
Teaching the Lesson: TE pg. 617
DOK: What would happen if your fractional parts were not equal?
CFU: Using an exit ticket, draw the fraction 1/3
Homework: Home Links 8.7
Assessment: TO, MJ pgs., game
Thursday
Indicator:
2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using
the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
Recognize that equal shares of identical wholes need not have the same shape.
Activity: 8-8
Hook: Students will cut out a circle and fold to explore fractional parts.
Essential Question: do all numbers have many names? Give examples?
Journal Pages: 195-197
Mental Math/Math Message: TE pg. 622
Differentiation: TE pg. 624
Teaching the Lesson: TE pg.622
DOK: What would happen if the parts of the fraction were not equal?
CFU: Turn to your partner and explain the word fraction.
Homework: Home Links 8.8
Assessment: TO, MJ pages, game
Friday
Indicator: All indicators from the week
Activity: Stations-Friday Game Day
Stations: Assessment, small group, card games, computer math games, scrolls
Homework: None
Assessment: TO, MJ pages, Assessment sheet (for grade)
Second Grade
English/Language Arts/Writing (Enzor)
Week of: March 9, 2015
Monday
Indicator:
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RF.2.3d: Decode words with common prefixes and suffixes.
RF.2.3f: Recognize and read grade-appropriate irregularly spelled words.
RF 2.4b: Read grade-level text orally with accuracy, appropriate rate, and expression
RF 2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary
RL2.2: Recount stories, including fables and folktales from diverse cultures and determine their central message,
lesson, or moral.
RL.2.4: Describe how words or phrases supply rhythm and meaning in story, poem, or song.
RI. 2.4: Determine the meaning of words or phrases in a text relevant to 2 nd grade topic or subject area.
RI. 2.7: Explain how specific images contribute to and clarify a text.
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.
W.2.7: Participate in shared research and writing projects.
L.2.1e: Use adjectives and adverbs, and choose between them depending on what is to be modified
L.2.1f: Produce, expand and rearrange complete simple and compound sentences (e.g. The boy watched the movie; The
little boy watched the movie; The action movie was watched by the little boy)
L.2.4a: Use sentence-level context as a clue to the meaning of a word or phrase
L.2.4e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words
and phrases
L.2.5a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
including using adjectives and adverbs to describe
Activity:
Spelling Words: father, over, under, herd, water, verb, paper, cracker, offer, cover, germ, master, ever, remember, feather.
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Intro/Hook: Do you know what the “Bossy R sound is? (Words were the r bosses the vowel.
Can you sort the spelling words into groups?
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DOK: Explain why you put each word in the group or category. (Level 3)
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CFU: I will check each student’s paper to see that they have grouped the spelling words into groups using a pattern.
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Closure: Can anyone give me an example of a word with the “Bossy R” sound?
Vocabulary Words: webbed , waterproof , steer , whistle , otherwise , junior , slippery , finally
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Hook/Into: The students will use the Smart board to find out the definition of the vocabulary words.
Introduce students to vocabulary in text on student pages 186 and 187. (T pages T16 and T17.)
DOK: Why do you think the author choses the words trumpet and whistle? (Level 3)
CFU/ Closure: The teacher will give short definitions of the words. Students will be able to give the correct word for the
definition.
Finally – after a long time. Otherwise – if things were different. Junior – younger or having a lower rank. Waterproof – something that doesn’t allow
water through it. Slippery – difficult to hold on to. Webbed – having skin between the toes. Steer – to control the direction in which something is
going. Whistle – a high musical sound.
Reading Lesson:
Essential Question: How do you know which facts are important?
Hook/Intro: The students will watch the You Tube clip: Emperor Penguins in Antarctica 5:17
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https://www.youtube.com/watch?v=c7M686pXr6M. Students will be asked the question after the video, “What is a penguin?”
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We will talk about a purpose for reading the genre, Informational Text.
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DOK: Do you think there is a purpose for the father’s call? Why or why not? What detail in the text gives you information
to support you answer? (Level 4)
We will read it together and stop to ask questions at the stopping points. Student pages 190 - 206 and teacher pages T32 - 41
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will be used.
Closure/CFU: To close the lesson the teacher will have the students summarize the story in several sentences. This will also
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check for understanding to make sure that the students have understood the text for today. (T33)
Mini- Lesson:
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Hook/Into: Show the students a book. Ask what color is the book? Then write: This is a ______book.
Continue with examples of a clock, This is a round clock. Square: This is a red square.
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Explain that an adjective tells more about how an object looks. Use T22
Closure /CFU: To close the lesson and CFU use Projectable 21.2.
Writing Activity:
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Hook/Intro: What do you remember about the events in the story?
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DOK: What information do you want know about penguins from the story and how do they relate to the sequence of the
story? Level 3)
Students will be asked to write 5 complete sentences that tell facts from the story. Students will also use a question to start
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the short paragraph.
Closure/CFU: The teacher will walk around and read student questions to check for understanding. The close the lesson, the
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teacher will have several students read one of their facts they wrote.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read samples to the teacher.
Homework: Read story and choose one item from the spelling menu.
Assessment: Teacher observation
Tuesday
Indicator:
Same indicators all week.
Activity:
Spelling Words: father, over, under, herd, water, verb, paper, cracker, offer, cover, germ, master, ever, remember, feather
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Hook/Intro: The teacher will show two videos on the Smart board from the lesson about the “er” sound or Bossy R sound
from the Smartboard lesson.
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Use Spelling City to review spelling words today. Students will use hand motions to spell each word.
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DOK: Can you explain the different groups the spelling words can be placed in and why? (Level 3)
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CFU/Closure: The teacher ask the students to write some of their spelling words on the individual whiteboards to check
their spelling. This will also review the words for the end of the lesson.
Vocabulary Words: webbed, waterproof, steer, whistle, otherwise, junior, slippery, finally
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Hook/Intro: Have student groups cut out vocabulary cards and match the word to the definition.
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DOK: How are the words webbed and waterproof related to the topic of penguins? (Level 3)
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Students will also use the Power Point Lesson to review the vocabulary words as well.
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CFU/Closure: Student page 188 and T29 for the teacher’s guide will be used to review the vocabulary and check for
understanding. Students will pair and share this page. They will give each other the definitions of the words.
Reading Lesson:
Essential Question: How do you know which facts are important?
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Hook/Intro: Why do you think the author begins the story talking about Antarctica? Show short clip on Antarctica from
You Tube: https://www.youtube.com/watch?v=P6M5hw2eTWY.
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The teacher will read the story, Penguin Chick with the students.
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DOK: What can you infer from the information about the father on why he stays with the egg? What text can you use to
support this answer? Level 3.
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CFU/Closure: To check for understanding and to review the story, have the students sequence the events in the
informational text in the correct order.
Mini-Lesson: (Adjectives)
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Hook/Intro: Show Grammar Rock Video on Adjectives.
http://www.bing.com/videos/search?q=songs+about+adjectives+for+kids&FORM=VIRE1#view=detail&mid=FF8992C8BDBB23
D84518FF8992C8BDBB23D84518
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Remind students that some adjectives tell about how something smells or tastes.
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DOK: Can you make a T-Chart to compare and contrast adjective that describe how something tastes or smells? Level 3.
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CFU/Closure: Use Projectable 21.6 to review and close the lesson. Teacher may also use a short worksheet if needed.
Mini Lesson (Dictionary Entry)
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Hook/Intro: What do you do if the clues from a sentence don’t help you understand the meaning of an unfamiliar word?
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Explain what a dictionary entry is. Tell them that the dictionary entry gives them the part of speech, pronunciation, and
number of definitions. Use example on T62 to explain this to the students. Also use Projectable 21.20 for guided practice.
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DOK: Could you give an example of why an author would use definition 1 for swallow and could you give an example of why an
author would use definition 3 noun? Level 3
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CFU/Closure: Review one more time a dictionary entry and to check for understanding use T63 and Practice Book Vol. 2
page 87.
Writing Activity:
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Hook/Intro: Have students read pg 188 with their partner (T29). They will discuss Antarctica.
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DOK: Have students write a brief paragraph. They must use at least two vocabulary words and explain whether or not
they would like to visit Antarctica. ( Level 3)
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Closure/CFU: Students will share their brief paragraphs to review and close the lesson on Antarctica.
Handwriting Lesson:
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Hook/Intro: When I ask your parents’ to sign when they get a bill or pay for something, what do they do?
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Using the HWT model, the students will start writing the 3 new letters and reviewing the last three letters, upper and
lower case.
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Students will be given the letters on a piece of paper and teacher will demonstrate the formation of each letter. The paper
that the students use will also have the arrows and numbers showing the correct formation sequence.
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CFU/Closure: The teacher will remind the students how important it is to learn to sign your name for legal reasons and
observe the students formation of the letters on the sheet.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read samples to the teacher.
Homework: Read story and choose one item from spelling menu Assessment: Teacher observation
Wednesday
Indicator:
Same indicators all week.
Activity:
Spelling Words: father, over, under, herd, water, verb, paper, cracker, offer, cover, germ, master, ever, remember, feather
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Hook/Intro: The teacher will show two videos on the Smart board from the lesson about the “Bossy R” sound.
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When all words are written, the teacher will call the spelling words out. The student will put a chip on the word if it is spelled
correctly. The first student to get Bingo is the winner. Use Spelling Bingo to review the Spelling words today. Call out all
spelling words, but tell the students that they only have to spell any 9 words that they want to use by writing the word in one
of the boxes on the bingo card. When all words are written, the teacher will call the spelling words out. The student will put
a chip on the word if it is spelled correctly. The first student to get Bingo is the winner.
DOK: Can you explain the different groups the spelling words can be placed in and why? (Level 3)
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CFU/Closure: The teacher ask the students spelling to check their spelling of the words. This will also review the words for
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the end of the lesson.
Vocabulary Words: webbed, waterproof, steer, whistle, otherwise, junior, slippery, finally
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Hook/Intro: Have students use Smart board Vocabulary game to introduce words?
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DOK: How are the words steer and junior relate to the topic? (Level 3)
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Use T28 for guided practice with the students. They will write answers on their dry erase boards.
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CFU/Closure: Use Journeys vocabulary sheet to review and check for understanding.
Reading Lesson:
Essential Question: How do you know which facts are important?
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Hook/Intro: How do you know what facts are important in a story?
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DOK: What are graphic and text features? Look at the photo on page 206. Using what you have learned about penguins,
what does it tell you about penguin families? Why do you think it was put on the last page of the selection? (Level 3)
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Have students partner read the story. Students will work together to answer a few questions from the story together.
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CFU/Closure: To close and review the lesson, the student pairs will take turns sharing their answers with their classmates.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read samples to the teacher.
Homework: None
Assessment: Teacher observation
FOCUS GROUP: WRITING
Essential Question: Can you write a paragraph using a mentor text?
1. Hook/Into: Have you ever acted in a play or done something new?
2. Read the essay Acting in a Play.
3. Point out the following to the students:
Details in the essay, How the essay is organized, Transition words in the essay, and The indention of each paragraph
4.
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Review the writing prompt with the students.
DOK: Is it a good writing? Answer yes or no and give reasons for your answer. Level 3.
Remind the students for the past weeks they have written a topic sentence, and added details on the Planning My Story
Sheet.
This week they will add the closing sentence and go back and add more detail to the body of the paragraph or paper.
6.
CFU: Have the students answer the last question which will be their conclusion. Remind them that the conclusion is the topic
sentence rewritten in different word
Closure: What does a good paragraph have? Students should name the details, intro, middle,
closing, transition words, and the paragraph is indented.
*If this was completed last week, you will have your students start to edit their writing before they write their final copy.
Thursday
Indicator:
Same indicators all week.
Activity:
Spelling Words: father, over, under, herd, water, verb, paper, cracker, offer, cover, germ, master,
ever, remember, feather
Hook/Intro: What are the spelling patterns that our words have this week?
Students will play the game of basketball on the Smart board using the spelling words.
CFU/Closure: Teacher will observe students’ answers during the game. At the very end we will review the patterns one last
time.
Vocabulary Words: webbed, waterproof, steer, whistle, otherwise, junior, slippery, finally
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Hook/Intro/DOK: What story evidence can you find to let you know that the word trouble means problems (Level 3) p. 129
Then ask the students to find other examples with the words.
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Students will play the Vocabulary Game on the Smart board Lesson review the vocabulary words.
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CFU: The teacher will observe student responses during the game.
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Closure: Teacher will pull popsicle sticks and students will define each vocabulary word.
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Reading Lesson:
Essential Question: How do you know which facts are important?
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Hook/Intro: What is your favorite fact you have learned about a penguin this week?
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DOK: Why does an author use sensory words? (Author’s craft) Can you give me examples from our story this week? Level
3 (T 42).
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CFU/Closure: The teacher will use questioning to check for understanding and close the story.
Mini-Lesson: Adjectives/Dictionary Entries
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Hook/Intro: Use T 71 and student page 212 and teacher page Students will be able to identify the adjectives in sentences
and correct definition to be used in dictionary entries.
CFU/Closure: Students will be given sentences on the board and they will identify the adjectives by writing them on their dry
erase board and correct dictionary entries.
Writing Activity:
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Hook/Into: Read poems on T 60 and student 208 and 209.
Students will write a poem about an unusual animal characteristic or a poem about a penguin.
DOK: Students will create an original poem. Level 4
CFU/Closure: Students will share their creations for review and closure.
Handwriting Lesson:
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Hook/Intro: When I ask your parents’ to sign when they get a bill or pay for something, what do they do?
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Using the HWT model, the students will start writing letters together to write the words. Students will be given the letters
on a piece of paper and teacher will demonstrate the formation of each letter. The paper that the students use will also have
the arrows and numbers showing the correct formation sequence.
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CFU/Closure: The teacher will remind the students how important it is to learn to sign your name for legal reasons and
observe the students formation of the letters on the sheet.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read samples to the teacher .
Homework: Study for reading and spelling test
Assessment: Teacher observation
Friday
Indicator:
Same indicators all week.
Activity:
Spelling Words: (TEST) father, over, under, herd, water, verb, paper, cracker, offer, cove , germ, master , ever, remember, feather
Vocabulary Words: webbed, waterproof, steer, whistle, otherwise, junior, slippery, finally
(TEST)
Reading Lesson:
Essential Question: How do you know which facts are important?
(TEST)
Mini-Lesson: None
Writing Activity: Write about an animal that you like. Tell me what you know about the animal.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read samples to the teacher .
Homework: None
2nd Grade
Assessment: Spelling Test/Reading Test
Science (Branch)
Week of: March 9, 2015
Monday
2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the
special properties of magnets.
2.P.3B.3 Obtain and communicate information to exemplify the uses of magnets in everyday life.
Activity:
1. Hook: Students will watch the Bill Nye the Science Guy episode about Magnets. (YouTube)
2. Before the Lesson: Gather different objects for small groups such as three or four students. Place the
following objects in each bag: sponge, paper clip, screw, penny, yarn, rubber band, washer, aluminum foil,
and safety pin. Give each group one bag, 1 magnetic bar, and 1 record sheet.
3. Go through the SmartBoard activity with students about magnets. (attached) Review vocabulary from the
beginning of the week, and introduce the terms magnetic and nonmagnetic.
4. The teacher will introduce each bag to students, and show the different objects that are in the bag.
5. Students will spend about twenty minutes testing the objects to see if they are magnetic or nonmagnetic.
(Discuss these terms with students)
6. Allow students to complete a chart that requires students to record their prediction about each object, as
well as the outcome at the end of the experiment.
7. DOK:
 How are the things that the magnet stuck to alike? How are they different?
 How are the things that the magnet did not stick to alike? How are they different?
 Why did the magnet attract to a penny? (Remind students that it is made of metal)
8. Explain the terms copper, iron, and steel with students. Explain that magnets only attract objects containing
iron or steel. Steel is a metal that has iron in it. Inform students that a penny is made from copper, which is a
metal, but it is not iron.
9. CFU: Students will make a t-chart in their science journals of magnetic and nonmagnetic objects. They may
include materials that were used today in class, and also predict additional objects that will or will not attract
to magnets.
10. Closure: Students will complete Magnet or Nonmagnetic Quiz.
Essential Question: What will a magnet attract?
Homework: None
Assessment: Teacher Observation and Classroom Participation
Tuesday
2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the
special properties of magnets.
2.P.3B.3 Obtain and communicate information to exemplify the uses of magnets in everyday life.
Activity:
1. Hook: Show students magnets video on Brain Pop Jr.
2. The students will take the quiz after the video on paper, and the teacher will take this up for a quiz grade.
3. Allow students to work in small groups or partners to explore a pair of magnets. Students will explore for
about 5-10 minutes. As they do this, have them think about the following question(DOK):
 Explain what happens when two magnets are put together.
 What happens to the magnets when the opposite sides touch?
4. Review the word “attract” with students, and introduce the word “repel.” Have students infer why
sometimes the two magnets stuck together, and other times they pushed away from each other.
5. Explain to students that magnets have two different sides or ends. The terms north pole and south pole will
be introduced in tomorrow’s lesson. The students will write the following information in their science
journals:
 Magnets can attract or stick to each other.
 Magnets will repel or push away from each other.
6. Distribute magnets back to students. Allow them to experiment what happens again when the magnets
attract or repel.
7. The teacher will use the Smart Notebook document about magnets to review further information.
8. CFU: Students will complete BrainPop quiz on magnets.
9. Closure: Students will play popcorn game about what they have learned about magnets.
Essential Question: What happens when two magnets get close to each other?
Homework: None
Assessment: BrainPop Quiz
Wednesday
2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the
special properties of magnets.
2.P.3B.2 Analyze and interpret data from observations to compare the effects of magnets on various materials.
Activity:
1. Hook: The teacher will allow students time to take a magnet and find an object in the classroom that a
magnet will attract to.
2. The teacher will review the terms attract and repel. Have a brief discussion about yesterday’s lesson, and
how some objects attract or repel.
3. Read pages 242-243 with students in their science textbooks.
4. Be sure to allow students to demonstrate attraction and repulsion with the magnets. There are magnets in
the kits that red and blue. This would be a good magnet to use during this hands-on experiment.
5. Show students the magnets in the kit that are red and blue. Explain that a magnet has two side. One side is
called the North Pole and the other is called the South Pole. Opposite sides will attract and same sides will
repel.
6. The students will illustrate this explanation in their science journals. Make sure students color code the
magnets appropriately. (red and blue)
7. Show students the ring magnets found in the kit. As the teacher places each magnet on top of another,
have students tell whether or not the magnets are attracting or repelling.
8. DOK: What would happen if you put the north poles of two magnets together? Why do only opposite poles
attract on a magnet?
9. Allow students to experiment using two magnets. Due to materials, students will work with partners or in
small groups.
10. Students will draw magnets in their science journals. They will label the ends of the magnets. Allow students
to use red and blue crayons when labeling the two poles.
11. CFU: Students will complete north and south poles sheet. (Like or Unlike)
Essential Question: What are the poles of a magnet?
Homework: None
Assessment: Like or Unlike Quiz
Thursday
2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the
special properties of magnets.
2.P.3B.2 Analyze and interpret data from observations to compare the effects of magnets on various materials.
Activity:
1. Hook: Compass Video (https://www.youtube.com/watch?v=MqCiY7MAT2U)
2. The teacher will show students a compass, and review with them what compasses are used for.
3. The teacher will relate the prior knowledge of a compass to science.
4. Using the following website, the teacher will make a compass using a needle, magnetic,
5. DOK: Why is it important to depend on a compass when traveling? How does a magnet relate to a compass?
6. Students will write the following information in their science journals:
Content Chart Entry:
 A compass points out the direction we are traveling and the compass needle is magnetic.
7. CFU: Students will complete worksheet about magnets as a review for the week. This will include
information on magnetic poles, the compass, and general information about magnets.
8. Closure: Students will draw a compass in their science journals and write different reasons compasses are
used.
Essential Question: What is a compass and how does it work?
Homework: None
Assessment: Magnets Quiz
Friday
2.P.3: The student will demonstrate an understanding of the observable properties of solids and liquids and the
special properties of magnets.
2.P.3B.2 Analyze and interpret data from observations to compare the effects of magnets on various materials.
Activity:
1. Hook: Magnet Song (https://www.youtube.com/watch?v=jvhuPyiZ138)
2. Review yesterday’s lesson with students.
3. DOK: Explain why it would or would not be possible to make objects move without touch the object with
magnets. What are some reasons why people depend on magnets in their everyday lives?
4. The teacher will allow students to work in small groups to conduct the experiment for today’s lesson. They
will be given several types of magnets and 10 paperclips.
5. Students will spend a few minutes exploring the materials, and seeing if they can push or pull the paperclips
without letting the magnets touch the paperclips.
6. The teacher will discuss observations with students. Haves students test to see what happens when they use
magnets to push or pull each other.
7. The students will define the following terms in their science journals: force, magnetism, push, and pull.
Students will also write the following information in their journals:
Content Chart Entry:
 Magnetic force cannot be seen but it can be observed with the magnet moves the object without
touching it.
8. CFU: Students will answer the essential question by completing the line of learning (LOL) in their science
journals. Students will use this time to summarize if it is possible to move a paperclip without touching it.
9. Closure: The teacher will allow students to use other items found in the classroom to see if they can be
moved with a magnet.
Essential Question: How can you make a paperclip move without touching it?
Homework: None
Assessment: Teacher Observation and
Student Participation
2nd Grade
Social Studies (Seear)
Week of: March 9, 2015
Monday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.3: Recall stories and songs that reflect the cultural history of various regions in the United
States, including stories of regional folk figures, Native American legends, and African American folktales.
Activity:
1. Hook: The teacher will give each student a sticky note and have them write a definition of what a folktale is.
Discuss with students what a folktale it and why it is important for us to learn about folktales.
2. Watch John Henry on You Tube.
https://www.youtube.com/watch?v=B6MrrLKxvVc3
Teacher will read students a book on John Henry.
4. Students will create a bubble map describing him in their SS notebooks.
5. CFU: Students will also write at least 3 WOW facts about John Henry in their SS notebooks and why he is a
famous folk figure.
DOK: Explain how John Henry is a folktale character and prove your answer with examples from the story.
How is John Henry alike and different from Paul Bunyan?
Closure: The teacher will re-state the essential question and have students answer it and also have them share
some of the WOW facts they wrote down about John Henry.
**The teacher many finish any other material not covered on American folk tale characters.
Essential Question: How do folktales affect our culture?
Homework: None
Assessment: teacher observation and student participation
Tuesday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.3: Recall stories and songs that reflect the cultural history of various regions in the United
States, including stories of regional folk figures, Native American legends, and African American folktales.
Activity:
1.Hook: Watch African American Folktales on You Tube: Anansi-An African/Jamaican Tale:
https://www.youtube.com/watch?v=dvsoKem53Ko
2. Discuss with students what they learned from this video about African American folk tales.
3. Students may copy these characteristics into their SS notebooks.
4. CFU: Have students complete an exit slip writing down 2-3 characteristics of African American folk tales.
5. Closure: Have students answer the essential question and share some of their responses from their exit
slips.
DOK: How do you know what are the characteristics of African American folktales? How are the
characteristics of African American folktales similar and different from the famous American ones we
learned about last week?
Essential Question: How do folktales affect our culture?
Homework: None
Assessment: teacher observation and student participation
Wednesday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.3: Recall stories and songs that reflect the cultural history of various regions in the United
States, including stories of regional folk figures, Native American legends, and African American folktales.
Activity:
1. Hook: The teacher will introduce a new African American folktale to students today by showing students
“Anansi and the Pot of Wisdom”
https://www.youtube.com/watch?v=YwJmVBCLh90
2. Then have students do the Reader’s Theater for Anansi. The teacher will divide students into groups and
will give them time to work on practicing their parts and will then have them perform it in front of the class.
3. CFU: Students will then pick their favorite African American Folktale they have learned about and will write
a paragraph explaining the message, lesson, or moral.
4. Closure: The teacher will have students answer the essential question and will have them describe how
Anansi was a famous African American folktale character.
DOK: Summarize the story of Anansi. How do you know Anansi is a folktale character?
Essential Question: How do folktales affect our culture?
Homework: None
Assessment: teacher observation and students participation
Thursday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.3: Recall stories and songs that reflect the cultural history of various regions in the United
States, including stories of regional folk figures, Native American legends, and African American folktales.
Activity:
1. Hook: The teacher will tell students a legend and then the teacher will talk to students about what a legend
is and why we learn about them. The teacher will then also explain that Native Americans told legends.
2. The teacher will then share information from the following website with the students.
http://www.ducksters.com/history/native_americans/mythology_legends.php.
3. The teacher will use this website to talk to students about how Native Americans were divided into
different tribes and that their legends were different as well based on the tribe that they came from.
4. The teacher may also choose to share legends from different tribes from the following website with
students. http://www.native-languages.org/legends.htm
5. Students will write down some notes about the legends of Native Americans they have learned about in class
today.
6. CFU: The students will complete an exit slip by writing down what is a legend?
7. Closure: The teacher will have students answer the essential question and share what information they
found most interested that they learned about in class today.
DOK: How can you determine if a story is a legend? Summarize the information and characteristics that you
learned about legends today.
Essential Question: What is a legend?
Homework: None
Assessment: teacher observation and student participation
Friday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.3: Recall stories and songs that reflect the cultural history of various regions in the United
States, including stories of regional folk figures, Native American legends, and African American folktales.
Activity:
1. Hook: The teacher will give students a piece of paper and will give them 2 minutes to draw a picture of a
Native American. The teacher will introduce two Native American tribal groups to students today.
2. Show students the Brain Pop Jr. video under Native Americans: Cherokee
http://www.brainpopjr.com/socialstudies/nativeamericans/cherokee/preview.weml
3. Have students take either the paper or online quiz. Discuss with students what they have learned about this
group of Native Americans.
4. Have students make a circle map with information about the Cherokee Indians in their SS notebooks.
5. Introduce students to the Iroquois Indians by showing the Brain Pop Jr. video under Native Americans:
Iroquois http://www.brainpopjr.com/socialstudies/nativeamericans/iroquois/preview.weml
6. Have students take either the online or paper quiz. Discuss with students what they have learned about the
Iroquois and how they are alike and different from the Cherokee Indians.
7. Have students either do a Venn diagram on the two groups or make a circle map on the Iroquois as well with
information about them in their SS notebooks.
CFU: The brainpop quizzes, circle maps, and Venn diagram are all methods that the teacher will check for
understanding.
Closure: The teacher will have students respond to the essential question and share the key characteristics of
each of the 2 Native American tribes they have learned about in class today.
DOK: Describe the lifestyle of Native Americans. Explain how the Cherokee and Iroquois Indians are alike and
different.
Essential Question: What is a legend?
Homework: None
Assessment: teacher observation and quiz