Grade: 2 Date: December 2-5
Houghton Mifflin
Title: Big Bushy Mustache
Author: Gary Soto
Genre: Fiction
COMPREHENSION STRATEGY: Asking Questions SKILL: Cause and Effect & Setting
Comprehension Skill & Strategy RL 2.10- TLW read and comprehend literature at a 2-3 text complexity band.
RL 2.3- TLW describe how characters respond to events/ RL 2.1- TLW identify the setting of a story
Skill:
RL 2.1- TLW ask and answer who, what, where, when, why, and how questions about a text
Strategy:
L 2.6 TLW use new words efficiently and effectively
Vocabulary
L 2.4a TLW use context clues at the sentence level.
Story Vocabulary:
Word Work:
Fluency:
Word Work
Day 1- Lesson 32: matches
Day 2- Lesson 33: spinach
Day 3- Suffix -ed
Day 4- Suffix -ed
Lesson : Lesson 32- matches
Letters
aechmst
RF. 2.3- TLW know and apply phonics and word analysis when decoding
RF 2.4 TLW read with accuracy and fluency to comprehend text.
RL 2.10 TLW use a variety of strategies & skills to read self-selected texts independently for 20 minutes daily.
Vocabulary Words
-costume: a set of special clothes
-handsome: someone who is good looking
-bushy: something that is fluffy or thick like a bush
-disguise: a costume or makeup someone wears so no one will know who it really is
-mustache: thick hair that grows above a man’s lip
Day 1: Vocabulary foldable
Day 2: Frayer Model: disguise
Day 3: Frayer Model: handsome
Day 4: Frayer Model: bushy & Cloze assessment
Lesson : Lesson 33- spinach
Letters: a i c h n p s
Resources:
-SmartBoard Slides
-Working with Words book
-Suffix worksheets
-Houghton Mifflin textbook
-Frayer models
-Vocab foldable
-Exit slips & Graphic organizers
-Cause/Effect read alouds
NOTES:
The direct instruction read-alouds are provided
this week. If T does not have the book, links to a
video read-aloud are on the slides. S will be
answering questions each day on exit slips that
align with standards and Q2 district assessment.
The skill test for Thursday can be taken during
WIN time if there is not enough time during
reading block 1.
Other cause/effect read-aloud options:
-If you give a… books
-Alexander and the terrible, horrible, no
good very bad day
-Don’t let the pigeon drive the bus
-The napping house
-When the leaf blew in
Date:
December 2nd
Monday
December 3rd
Tuesday
December 4th
Wednesday
December 5th
Thursday
TLW define new
vocabulary words and use
the words in a meaningful
sentence.
TLW ask and answer
questions about a text.
TLW identify the cause and
effect of parts of a story.
TLW ask and answer
questions about a text.
TLW identify the cause
and effect of parts of a
story.
TLW name the setting of
a story.
TLW ask and answer questions
about a text.
TLW identify the cause and
effect of parts of a story.
TLW name the setting of a
story.
8:45-9:00
Lesson 32
Lesson 33
Working with
Words
Suffix –ed
Review worksheet
aechmst
aichnps
Suffix –ed
Smartboard
introduction/activity
and suffix –ed
worksheet.
Vocabulary foldable
Frayer model: disguise
Frayer model:
handsome
Frayer model: bushy
Cloze assessment
T will read short story. S
will predict the meaning
of vocabulary words. T
does not confirm or deny
predictions.
T will introduce cause and
effect by creating an
anchor chart.
T will model finding
cause/effect with a readaloud: If You Give a
Mouse a Cookie. Model
how to use graphic
organizer. T should also
model asking questions
while reading.
T will review cause and
effect anchor chart and
introduce setting. T
will model finding
cause/effect and setting
with a read aloud:
Don’t Let the Pigeon
Drive the Bus. Model
using the graphic
organizer again. T will
also ask and answer
questions about the
setting.
T will model finding
cause/effect and setting with
a Pixar Short Film: For the
Birds. Model using the new
cause/effect graphic
organizer. T will also ask
and answer questions about
the video.
V: TLW comprehend
new words in a text
T: Model with vocab
words
S: Make foldable
TLW partner read Hamster
and fill out cause/effect
graphic organizer. Partners
will create a list of
questions as they read as
well.
TLW partner read
pages 326-333 in Big
Bushy Mustache.
Partners will fill out
one side of the
cause/effect graphic
organizer and discuss
the setting.
TLW partner read pages
342-349 in Big Bushy
Mustache. Partners will fill
out one side of the
cause/effect graphic
organizer and discuss the
setting.
FOCUS
Monitor
Comprehension
9:00-9:15
Vocabulary
9:15-9:30
Direct Instruction
9:30-9:45
Guided Practice
December 6th
Friday
NO SCHOOL- Professional
Development Day
9:45-10:10
Independent
Application
1- TLW complete
vocabulary
foldable
2- Read to self
T meets with guided
reading group
TLW read Flashlight and
fill out cause/effect
graphic organizer. TLW
ask questions about the
story as they read.
Exit Slip (based on
assessment question):
Predict what would happen
next if the flashlight story
continued.
TLW read pages 334341 and fill out
cause/effect graphic
organizer. TLW ask
questions about the
story as they read.
Exit Slip (based on
assessment question):
What is the setting of
the story? How do you
know this is the
setting?
TLW read pages 350-356
and fill out cause/effect
graphic organizer. TLW ask
questions about the story as
they read.
Exit Slip (based on
assessment question): How
did Ricky respond to ___
event? What did Ricky’s
mother do after he told her
about the lost mustache?
*Skill assessment (can be
completed during WIN
time)
10:10-10:15
Closing

Reflection/Share:
Use vocab word in a
meaningful sentence.
Times are approximate.
Reflection/Share:
Share one cause/effect you
found in the flashlight
story, and your prediction
for what will happen next.
Reflection/Share:
Share one cause/effect
you found in Big
Bushy Mustache and
the setting of the story.
Reflection/Share:
Share one cause/effect you
found in Big Bushy
Mustache.
TLW: The learner will..
S: student V: vocabulary