Mrs. Jennifer Burns' 2nd Grade Lesson Plans
Week of February 6, 2012
Monday
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Reading
Language Arts
Spelling
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ReadingVocabulary-how to use a concept map
MathMath facts
Reading
Literature Circles
Group 1 - "Warm and Fuzzy"
Group 2-"Let's Play Baseball"
Group 3- "The Play"
Literature circle task- find words you don't know
Skill-Character and Setting
• As a whole have students write words they don't know in their journals.
• Split into centers. 2 reading and 1 on spellingcity.com
• In reading center go over unknown words with students.
• Read and discuss story.
• Talk about character and setting
Language Arts
• Introduce adverbs for when and where
Spelling
• Introduce words with oi and oy
• Practice page for homework
I Can identify and write unfamiliar words.
I Can Identify adverbs for when and where.
I Can read, write, and spell words with the vowel sound oi and oy.
I Can write a journal entry.
Time
• Introduce time
• Review time to the hour and half hour
I Can read and write time to the hour and half hour.
I Can use a clock to show time.
I Can tell time on an analog and digital clock.
KET
• Watch Ket video on writing cursive e, 1, f
• Practice letters and writing words
I Can write letters and words in cursive.
Tuesday
Reading
Vocabulary- concept map
Math
Math facts
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Reading
Literature Circles
Group 1- "Warm and Fuzzy"
Group 2-"Let's Play Baseball"
Group 3- "The Play"
Literature circle task- illustrator students draw a picture from an event in their story
Skill-Character and Setting
• As a whole have students draw a picture in their journals.(be the illustrator)
• Split into centers. 2 reading and 1 on spellingcity.com (30 minutes each group)
• In reading center go over pictures and why they drew them. Review unknown
words.
• Read and discuss story.
• Talk about character and setting
Language Arts
• Review adverbs for when and where
• Do a practice page
Spelling
• Review words with oi and oy
• Practice page for homework
I Can identify and write unfamiliar words.
I Can draw a picture from an event in the story.
I Can Identify adverbs for when and where.
I Can read, write, and spell words with the vowel sound oi and oy.
I Can write a journal entry.
Time
Review time to the hour and half hour
Make a clock using a paper plate and a clock template
Using your clock teach how to tell time to the five minutes.
I Can read and write time to the hour and half hour.
I Can write and read time to five minutes.
I Can use a clock to show time.
I Can tell time on an analog and digital clock.
KET
• Watch Ket video on writing cursive h, k, b
• Practice letters and writing words
I Can write letters and words in cursive.
Intermediate (K-5) Planning PL/VS
Teacher: Shane Stafford
| Date:3/1 9/2012
|| Content Area: Physical/Health Education
, OS - Enduring Knowledge & Understandings:
|| 1 || 2 1| 3 4
I o'rade:k-5
Students will understand that
• spatial awareness, motor skills and movement patterns are needed to perform a variety of physical activities.
• movement concepts, principles and strategies apply to the learning and performance of physical activities.
POS - Skills and Concepts:
Students will
• demonstrate a variety of locomotor and combination skills in a movement pattern
• use non-locomotor, locomotor and combination skills to demonstrate movements in creative sequences and in simple
patterned dances, games and other activities
• demonstrate and explain how movement patterns are influenced by space, force and time
• willingly try new movement and skills
Practical Living/Vocational Studies: Health Physical Education
Core Content:
Consumerism
Vocationai Studies
AH-EP-4.2.1
With a partner or in a small group, students will perform dances using the elements of dance and various movements.
Vocabulary:
Movement
Direction
^quare Dance
Space
Activities
Monday-Friday: Students will perform various dances and patterned movements to music.
With each class, students will demonstrate dances as whole group, small group, and
individuals. Examples of the dances to be learned/performed by the students will be the
Virginia Reel, square dancing, and the Cha Cha Slide (used as a warm-up). As a result, the
students will better understand that dances were created for different purposes and familiarize
themselves with the terminology of dance.
Assessments:
Multiple Choice
Open Response
On Demand
Other
Extensions:
|[X||
Assessment Description or Commentary
|[_
|[
Interventions:
Students with IEP/504 modifications will receive
adaptations and/or modifications to participate
with their peers.
(I.E; One on one explanations/attention,
slowing the activity down, using a larger/softer
ball, close proximity, walking as exercise
instead of high impact activities)
Lesson Plans
October 3-6
Trista
Tnsta Stafford
Staf
-
Common Core Standards:
RL4.7
R.I 4.7
Reading Group 1 & 2
*Review UNRAVVEL Method
•
Daily Reading Comprehension Check Week 5 Day 5
•
Read Aloud Winn-Dixie
•
Story Works Magazine- World's Deadliest Creatures
Homework: Raising Your Reading Test Scores & Find an example of a text feature
Tuesday:
•
Fact & Opinion Relay Run-Quia Game
•
Read Chapters Aloud Winn-Dixie
•
Fact & Opinion Ed-Helper Smart-Board Practice
•
KCCT Coach Lesson-Text Features
Wednesday:
•
Read Aloud Winn-Dixie
•
Fact & Opinion & Text Features Test
•
Because of Winn-Dixie Study Guide
•
Short Answer- Earth Quakes
Thursday:
Week 6 Laurel County Assessment
Model OR on Document Camera
Reading Group 3:
Monday:
Daily Reading Comprehension Check Week 5 Day 5
Winn-Dixie Movie(Compare & Contrast)
Tuesday:
Fact & Opinion Ed-Helper Smart-Board Practice
KCCT Coach Lesson-Text Features
Short Answer Questions-EarthQuakes
Wednesday:
Fact & Opinion & Text Features Test
Because of Winn-Dixie Summary
World's Deadliest Creatures- Story Works Magazine
Thursday:
Week 6 Laurel County Assessment
Model OR on Document Camera
Grammar
Monday:
Helping Verbs Song
Helping Verbs PPT
Helping Verbs Lesson 1 & 2
Tuesday:
Helping Verb Interactive Game
Grammar Rocks Verb Game
Helping Verbs Pg. 66
Wednesday:
Subject/Verb Agreement PPT
Verb Contractions & Subject-Verb Agreement pg. 67 & 68
Friday:
Intermediate Language Arts Planning
1
Teacher: Trista Stafford
^rade: 4 (Reading) Group 3
_anguage Standard(s):
| Date: 10/17-10/21
| Standard #: R.I 4.5
Rl 4.5; Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text. 01
Vocabulary: Cause, Effect,
Foundational Skills
Speaking and Listening
Informational Texts
Literature Texts
Activities
Language
Writing
Monday:
Independent Practice:
1. Daily Reading Comprehension Werek 6 Day 1
2. Present Winn-Dixie Projects v
3. Review Week 5 Test (Fact & Opinjem, Text Features
4. Re-Write Open Responses
5.
Homework: Edhelper Cause and Effect Activity Sheet
Tuesday:
dependent Practice:
1. Daily Reading Comprehension: Week 6 Day 2
2. Cause and Effect Smart Board Practice ^^
3. Read Aloud: If you Give a Mouse a Cookie- Complete Cause and Effect Graphic
Organizer- Whole Group
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4. Vocabulary- Power Teaching^ \s
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5. Story
Magazine: II SurvivpH
Survived
Hurricane Katrina
Katrina Plav/
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Homework: Cause and Effect Super Teacher Worksheets
ii
Wednesday:
Independent Practice:
1. Daily Reading Comprehension Week 6 Day 3
2. Cause and Effect Interactive Power Point
3. Cause and Effect Chain Activity
4. Story Works Magazine -Finish Reading Play ^
5. Cause and Effect Whole Group Practice: KCCT Coach Lesson: Cause and
6.
Homework: 3 Cause and Effect Sentences - Underline Cause, Circle Effect
Thursday:
Independent Practice:
1. Daily Reading Comprehension Week 6 Day 4
2. Turning Points Quiz- Cause and Effect from Study Island Printable (
3. Short Answer Questions for Reading Comprehension Success: The Newberry Model(Just 1
Page)
4. Quia Smart Board- Cause and Effect Concentration and Memory Game
Intermediate Language Arts Planning
Teacher: Mrs. Kirk
Grade: 3 -Reading
_anguage Standard(s):
Date: 11-21-11
Standard #: RL3.2 RL3.5 L3.4d
1 2 3 4
RL3. 2. Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text. IS
RL.3.5. Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and
stanza; describe how each successive part builds on earlier
sections. (S3
L3.4d Determine or clarify the meaning of unknown and
multiple-meaning word and phrases based on grade 3 reading
and content, choosing flexibly from a range of strategies,
d. Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and
phrases. f]fp
Vocabulary: questions, demonstrate, describe, character, traits, motivations, feelings, explain,
sequence, elaboration, detail, determine, clarify, context clues, draw conclusions
Foundations! Skills
Speaking and Listening
Informational Texts
Literature Texts
Language
Writing
Activities
Monday: Students work cooperatively to practice play in parts and then act out play.
Independent Practice/Homework: Scavenger Hunt/Reread story and study for test.
"""uesday: Selection/story test, AR quiz for story, Study Island.
.•dependent Practice/Homework:
Wednesday: No School
Independent Practice/Homework:
Thursday: No School
Independent Practice/Homework:
Friday: Noschool
Independent Practice/Homework:.
Assessments:
Multiple Choice
'Response
©n Demand
Other
Extensions:
Assessment Description or Commentafy
X
X Story vocabulary and comprehension
X Short answer story comprehension
Interventions:
Comments: (Documents, posters, etc.)
PowerPoint from www.classroom.ic-schools.net-waltkek-Third%20Grade.html
Power Teaching from http://wholebrainteaching.com/
Trjfold from http://www.ncsd.k12.mo.us/classwebsite/cgreen-hulsev/Doc2.htm
Intermediate Language Arts Planning
Teacher: Mrs. Kirk
Date: 11-21-11
HOI
Intermediate (EOP-5) Planning Social Studies
Teacher: Caldwell
Grade: 5th
Date: 10-24 to 10-28
Content Area: Social Studies
1 2 3 4
POS - Enduring Knowledge & Understandings: Grade 5 Enduring Knowledge - Understandings
Students will understand that
culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of
people. Through a society's culture,
individuals learn the relationships, structures, patterns and processes to be members of the society.
• cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence
behavior and respond to human needs.
• interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition)
and are influenced by culture.
• a variety of factors promote cultural diversity in a society, nation and world.
• an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work
cooperatively with the many diverse ethnic
and cultural groups of today.
POS - Skills and Concepts:
Students will
• demonstrate an understanding of culture and cultural elements (e.g., beljefs, traditions, languages, skills, literature, the
arts) of diverse groups:
o investigate cultural similarities and differences of diverse groups (e.g., English, French, Spanish and Dutch
Colonists, West Africans, Immigrants of the
1800's) during the early development of the United States
o research the contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United
States today
o investigate factors that promoted cultural diversity in the history of the United States
• examine social institutions (e.g., family, religion, education, government, economy) in the United States and explain their
functions
describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers,
,\lative Americans and the Colonists, the
British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the
United States; explain the causes of
these conflicts and the outcomes
• describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them
peacefully
Social Studies: Government & Civics
Core Content: ss-os-2.1.1 DDK 2
Culture. & Society
Economics
Geography
History
Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and
analyze their similarities and differences. Students will describe social institutions (government, economy, education,
religion, family) in the United States and explain their role in the growth and development of the nation.. SS-05-2.3.1
DOK2
Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between
diverse groups (e.g., Native Americans, European explorers, English colonists, British Parliament) in the history
of the United States
SS-05-2.3.2 DOK 2
Students will give examples of conflicts between individuals or groups and describe appropriate conflict
resolution strategies (e.g., compromise, cooperation, communication).
Vocabulary: colony, plantation, slavery, borderlands, presidio, mission, hacienda, raw material, stock,
cash crop, profit
Activities
Monday: Introduce this week's vocabulary. Review Lesson 2 (The English Settlements) in the
textbook. Complete Map activity on settlements in the new world (New Spain) True and False
formative assessment.
Independent Practice/Homework:
Tuesday: Continue map activities (New France, New Netherlands, New England) / o f<-id^(
Independent Practice/Homework:
-iS/oW
Wednesday: Field Trip to the Mountain Homeplace
Independent Practice/Homework:
Thursday: Lesson 3 in the textbook (New France) read, discuss, and complete organizer.
Independent Practice/Homework:
Friday: Vocabulary Quiz, Review lesson 3, Read and discuss lesson 4 in the textbook (New
England colonies) Map activity about the New England colonies.
Independent Practice/Homework:
Assessments:
XL
Assessment Description or Commentary
Multiple Choice
x ([Vocabulary Quiz
||
Open Response
On Demand
Other
Extensions:
||
I | x || True and False, Map recognition
Interventions: Group 3 receives extra support,
students with readers and scribes receive
accommodations from Ms. Debbie and myself.
/omments: (Documents, posters, etc.)
Intermediate (EOP-5) Planning Social Studies
Teacher: Caldwell
Grade: 5th
11-21 to 11-25
I
Date: 11-21
11-25
[Date:
|| Content Area: Social Studies
IMI 2
3 I4
Students will understand that
• history is an account of human activities that is interpretive in nature. A variety of tools (e.g., primary and secondary
sources) are needed to understand and
analyze historical events.
• the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution
and a New Nation, Expansion and
Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and
recognize cause and effect relationships and
multiple causation, tying past to present.
• The history of the United States has been impacted by significant individuals, groups and advances in technology.
• geography, culture, and economics have a significant impact on historical perspectives and events.
KilitZll'ZliK^^
POS - Skills and Concepts:
Students will
• demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary
sources):
o investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional
and report writing, role playing)
o explain and draw inferences about the importance of major events in United States history
o examine cause and effect relationships in the history of the United States; identify examples of multiple causes of
major historical events
o explain reasons that individuals and groups explored and settled in the United States
o research influences/contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the
United States today
• use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and
environmental):
o examine factual and fictional accounts of significant historical events and people in United States history
o explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in
the United States
o compare reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came/come to America
o investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the
Star-Spangled Banner), and selected
readings (e.g., Dr. Martin Luther King's speech: I Have a Dream), and explain their historical significance
• investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with
Social Studies: Government & Civics
Core Content: SS-05-2.1.1 DOK 2
Culture & Society
Economics
Geography
History
Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and
analyze their similarities and differences. Students will describe social institutions (government, economy, education,
religion, family) in the United States and explain their role in the growth and development of the nation.. SS-05-2.3.1
DOK 2
Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between
diverse groups (e.g., Native Americans, European explorers, English colonists, British Parliament) in the history
of the United States
SS-05-2.3.2 DOK 2
Students will give examples of conflicts between individuals or groups and describe appropriate conflict
resolution strategies (e.g., compromise, cooperation, communication).
SS-05-5.1.1 DOK 3
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe
significant events in the history of the U.S. and interpret different perspectives.
SS-05-5.2.1 DOK 3
"Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact,
Emancipation Proclamation, Dr. Martin Luther king's speech: / Have A Dream) and explain their historical
siqnificance.
___
Vocabulary: dissent, expel, industry, imports, exports, triangular trade route, refuge, proprietor
Immigrant, diversity, primary source, secondary source
Activities
Monday: Practice Thanksgiving play.
Independent Practice/Homework:
Tuesday: Thanksgiving Play
Independent Practice/Homework:
Wednesday: NO SCHOOL
Thursday: NO SCHOOL
Independent Practice/Homework:
Friday: NO SCHOOL
Assessments:
Multiple Choice
Open Response
On Demand
Other
Extensions:
xJL
Comments: (Documents, posters, etc.)
Assessment Description or Commentary
Interventions: Group 3 receives extra support,
students with readers and scribes receive
accommodations from Ms. Debbie and myself.
Intermediate (EOP-5) Planning Social Studies
Teacher: Caldwell
Grade: 5th
|| Date: 11 -28 to 12-2
| Content Area: Social Studies
|| 1 ]|T|[3][4_
Students will understand that
history is an account of human activities that is interpretive in nature. A variety of tools (e.g., primary and secondary
sources) are needed to understand and
analyze historical events.
• the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution
and a New Nation, Expansion and
Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and
recognize cause and effect relationships and
multiple causation, tying past to present.
• The history of the United States has been impacted by significant individuals, groups and advances in technology.
• geography, culture, and economics have a significant impact on historical perspectives and events.
POS - Skills and Concepts:
Students will
• demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary
sources):
o investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional
and report writing, role playing)
o explain and draw inferences about the importance of major events in United States history
o examine cause and effect relationships in the history of the United States; identify examples of multiple causes of
major historical events
o explain reasons that individuals and groups explored and settled in the United States
o research influences/contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the
United States today
• use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and
environmental):
o examine factual and fictional accounts of significant historical events and people in United States history
o explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in
the United States
o compare reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came/come to America
o investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the
Star-Spangled Banner), and selected
readings (e.g., Dr. Martin Luther King's speech: I Have a Dream), and explain their historical significance
• investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with
Social Studies: Government & Civics
Core Content: SS-05-2.1.1
Culture & Society
Economics
Geography
History
DOK 2
Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and
analyze their similarities and differences. Students will describe social institutions (government, economy, education,
religion, family) in the United States and explain their role in the growth and development of the nation.. SS-05-2.3.1
DOK 2
Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between
diverse groups (e.g., Native Americans, European explorers, English colonists, British Parliament) in the history
of the United States
SS-05-2.3.2
DOK 2
Students will give examples of conflicts between individuals or groups and describe appropriate conflict
resolution strategies (e.g., compromise, cooperation, communication).
SS-05-5.1.1 DOK 3
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe
significant events in the history of the U.S. and interpret different perspectives.
SS-05-5.2.1 DOK 3
udents will identify historical documents, selected readings and speeches (e.g., Mayflower Compact,
^mancipation Proclamation, Dr. Martin Luther king's speech: / Have A Dream) and explain their historical
significance.
.^^^—^==.==.=
Vocabulary: dissent, expel, industry, imports, exports, triangular trade route, refuge, proprietor
imigrant, diversity, primary source, secondary source
Activities
Monday: Lesson 2 in Chapter 5. Read and discuss, review notes for lesson.
Independent Practice/Homework: Reading support and intervention page 81. Students will
complete a posterboard about one of the 13 colonies. Due on Friday, part of the chapter
assessment.
Tuesday: Lesson 3 in Chapter 5. Read and discuss, review notes for lesson. Discuss the
colonists first homes.
Independent Practice/Homework: Reading support and intervention page 85.
Wednesday: Complete Chapter 5 study guide and discuss. Whiteboard splash-students write
one thing they have learned in this chapter.
Thursday: Field trip, MAC to watch The Nutcracker.
Independent Practice/Homework:
Friday: Poster boards are due. Chapter 5 test.
Assessments:
Multiple Choice
Open Response
On Demand
Other
Extensions:
X
Assessment Description or Commentary
Formative Assessments-Whiteboard splash, Chapter assessment-Poster
board.
Interventions: Group 3 receives extra support,
students with readers and scribes receive
accommodations from Ms. Debbie and myself.
Comments: (Documents, posters, etc.)