Joe Harrison Carter Elementary School Lesson Plan
Unit Title:
Subject:
Dates:
Grade:
Teacher:
Unit 2
ELA
Sept. 17-21
2
Cheryl
Week 1 ”Animal
Thompson &
Classification”
Kela Wright
Day One Learning Targets:
 RFS2.3b I can find some spelling sound correspondences for additional common vowel
teams.
 RW 2.2 I can recognize an informative text that introduces the topic, uses facts, definitions,
and has a conclusion.
 RW2.7 I can use sources and tools to research a topic.
 RW2.7 I can organize important information about a topic.
Day One Activities:
Spelling:
Day One Formative Assessments:
* Animals of the world Promethean
* “Animals of the World”
 Sing, Spell, Read, and Flipchart
Promethean Flipchart on R://
*Research graphic organizer
Write Phonics Packet
drive
* Sing, Spell, Read and Write
 Introduce & Chant
* Read, “Reptiles” by: Melvin
Phonics Packet
Spelling and Words of
and Gilda Berger
Day One Summative Assessments:
the week
*Discuss informative
 ABC order
text/passage features
Day One HOT Questions:
* Assign student to a specific
Q: How are reptiles and amphibians
animal for researching
different?
* Discuss and model
strategies and how to use
sources (internet, books) to
research using graphic
organizer about “reptiles”
* Provide graphic organizer,
for children to research their
animal class
2012-2013
Page 1 of 4
Joe Harrison Carter Elementary School Lesson Plan
Day Two Learning Targets:





RFS2.3b I can find some spelling sound correspondences for additional common vowel
teams.
RW 2.2 I can recognize an informative text that introduces the topic, uses facts, definitions,
and has a conclusion.
RW2.7 I can organize important information about a topic.
RW2.2 I can write an informative text that introduces the topic, uses definitions, and has a
conclusion.
RIF2.5 I can use a variety of text features to locate key facts or important information quickly.
Day Two Activities:
*Guess the Covered Word
* Read, “What’s it Like to Be a
Fish?”
* Model (using the graphic
organizer from yesterday)
how to use information
gathered to write about
animal class
*Model how to use text
features to find important info
*Students will write about
their animal class using the
info they gathered from
graphic organizer
Spelling:


Sing, Spell, Read, and
Write Phonics Packet
Write each spelling
word horizontally and
vertically, sharing the
same beginning letter.
Circle that beginning
letter.
Day Two Formative Assessments:
*Guess the covered Word
*Writing Piece
* Sing, Spell, Read, and Write
Phonics Packet
*Spelling words
Day Two Summative Assessments:
Day Two HOT Questions:
Q: Why do you think the author
chose to write this story?
Day Three Learning Targets:
 RFS2.3b I can find some spelling sound correspondences for additional common vowel teams.
 RW2.2 I can write an informative text that introduces the topic, uses definitions, and has a
conclusion.
 RW 2.2 I can recognize an informative text that introduces the topic, uses facts, definitions, and
has a conclusion.
 RW2.7 I can organize important information about a topic.
 RLA2.2e I can use materials such as dictionaries to check correct spelling.
 RLA2.4e I can determine the meaning of an unknown word by using glossaries and beginning
dictionaries.
Day Three Activities:
Spelling:
Day Three Formative Assessments:
* Building Words
*Making words w/ short vowel
* Research Papers
 Sing, Spell, Read and
and long vowel words
*Observation of editing, revising, and
Write Phonics Packet
* Read, “Mammals” by:
dictionary use
 Write each spelling
Melvin and Gilda Berger
*Rainbow spelling
2012-2013
Page 2 of 4
Joe Harrison Carter Elementary School Lesson Plan
aloud
word. Write it again
Day Three Summative Assessments:
*Model how to use a
using one color for all
dictionary to check spelling
of the consonants and Day Three HOT Questions:
and finding the meaning of
one color for all of the
Q: What is your favorite mammal?
words
vowels.
Why?
*Allow time to finish and edit
research papers about animal
group
* Provide dictionaries to
correct spelling
Day Four Learning Targets:
 RFS2.3b I can find some spelling sound correspondences for additional common vowel teams.
 RLA 2.2a I can identify collective nouns.
 RLA2.4e I can determine the meaning of an unknown word by using glossaries and beginning
dictionaries.
Day Four Activities:
*Introduce Dictionary Center
*Review collective nouns
using collective Noun
Worksheet
*Collective Noun Class Book
*Collective Nouns Match up
whole Group-if the noun
students walk around to find
their partner that matches
their card.
2012-2013
Spelling:


Sing, Spell, Read and
Write Phonics Packet
Write each spelling
word in a “beginning
letter blitz.” Write each
word over and over to
form the shape of its
beginning letter.
Day Four Formative Assessments:
* Collective Noun Worksheet
* Collective Nouns Match up
* Collective Noun Class Book
*Beginning letter blitz spelling words
Day Four Summative Assessments:
Day Four HOT Questions:
Q: Create a sentence using a
collective noun.
Page 3 of 4
Joe Harrison Carter Elementary School Lesson Plan
Day Five Learning Targets:



RFS2.3b I can find some spelling sound correspondences for additional common vowel teams.
RLA 2.2a I can identify collective nouns.
RW 2.2 I can recognize an informative text that introduces the topic, uses facts, definitions, and
has a conclusion.
 RLA2.4d I can use knowledge of the meaning of individual words to predict the meaning of
compound words.
Day Five Activities:
Spelling:
Day Five Formative Assessments:
* Observation of Cherry Pie
* Compound Words Lesson Packet
 Sing, “Compound
 Cherry Pie
Day Five Summative Assessments:
Word Boogie”
 Spelling Test
 ELA Spiral
 Lesson 5 (pg.28-31)
Compound words
 Spelling Test
 ELA Spiral (passage
 Vocabulary Test
features, compound
words, collective
Day Five HOT Questions:
nouns, vowel teams)
 How are collective nouns and
 Vocabulary Test
irregular plural nouns the
same? (person,place, thing,
animal=noun)
2012-2013
Page 4 of 4