MARIE GATTON-PHILLIPS SACRAMENTO Common Lesson Plan
Teacher: Anderson
Date(s): Sept 6-9
Grade: 2nd
Subject: Language Arts
Topic- Sequencing
Scope and Sequence – Sequence of Events --- comprehending material read
Standards:
RL 2.1 Ask and answer such questions as who, what, where, when, why and how to demonstrate
understanding of key details in a text.
RL 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story
and the ending concludes the action.
RL 2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades
2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI 2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Distinguish long and short vowels when reading regularly spelled one-syllable words.
b. Know spelling-sound correspondences for additional common vowel teams.
SL 2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
L 2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
a. Capitalize holidays, product names, and geographic names.
L 2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
2 reading and content, choosing flexibly from an array of strategies.
e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of
words and phrases.
Monday:
NO SCHOOL – LABOR DAY
Tuesday:
I Can…
 Define vocabulary words
 Sequence events
1. Spelling: Pretest (if, is, his, did, digs, kick, flip, sip, trip, this, trick * sister, * said)
2. Phonics: Long Vowels—CVCe: a, I; take off the –e and add –ing P. 60
3. Whole Group: Write vocabulary words (commotion, delivered, feathers, released, tired, wearing)
using the Frayer Model (attached); read the story “Mrs. Brown Went to Town” on pages 71-89 in
book; discuss for sequencing
4. Literacy Centers:
a. Teacher: Sequence Sandwich game
b. Reading: Hot Dots Sequencing cards
c. Writing: Sequence scene game; put scene in order and then write about scene in journal
Wednesday:
I Can…
 Put words into ABC order
 Sequence events
1. Spelling: Sparkle; sentences; ABC order
2. Whole Group: Review vocabulary with e word game; read “All About Chocolate”
http://www.readinga-z.com/book.php?id=1255 on SMART Board and complete sequencing activities
that follow; sequence cut and paste worksheet (formative assessment); play sequencing activities
from Quia.com (http://www.quia.com/pages/sequencingfun.html)
3. Literacy Centers:
a. Teacher: Sequence Sandwich game
b. Reading: Hot Dots Sequencing cards
c. Writing: Sequence scene game; put scene in order and then write about scene in journal
Thursday:
I Can…
 Sequence events
1. Spelling: Beach Ball game; Word scramble
2. Whole Group: Sequencing activities on SMART Board on Arthur’s Website
(http://pbskids.org/arthur/games/storyscramble/scramble.html) and from Quia.com
(http://www.quia.com/pages/sequencingfun.html)
3. Literacy Centers:
a. Teacher: Sequence Sandwich game
b. Reading: Hot Dots Sequencing cards
c. Writing: Sequence scene game; put scene in order and then write about scene in journal
Friday:
I Can…
 Spell
 Capitalize words correctly
 Sequence Events
1.
2.
3.
4.
Spelling: Test
Reading: Summative Assessment (put three different scenarios into order with numbers)
Grammar: Summative Assessment on capitalization
Free Day Friday
Accommodations /Differentiated Instruction- (what modifications are being made for sp. Ed and gifted)
Special Ed: extended time on class activities, one-on-one assistance with Ms. Chasity during classroom
instruction; closely monitored during small group activities; small reading groups during literacy centers
Gifted: higher level chapter books are available for the gifted students to choose from when other work is
completed; small groups with higher level and individual activities
Internet resources:
Frayer Model
Definition in your own words
Definition from glossary
Draw a picture of the word
_______________
Examples