4 Hour ELD Weekly Lesson Plan-READING ANA RAMIREZ 2ND GRADE Reading
Time of Daily Lesson:
Week of
Lesson:
Foundations
8:50-10:05 a.m.
December 15-19, 2014
Level: Roots Level 4
ELPS (English Language Proficiency Standard):
I
II
III
IV
V
PE
E
B
I
HI
Proficiency Level:
Time Allocation: 75 Minutes
ELP Standard(s)/Performance Indicator(s):
2.LP.2: The student will express orally his or her own thinking and ideas
HI-5: asking and responding to academic questions using complete sentences
2.R.2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of
phonics, syllabication, and word parts.
II-R-2: HI-1: distinguishing between initial, medial, and final spoken sounds to produce words.
HI-5: blending syllables to form multi-syllable words, using r-controlled vowel sounds, digraphs, and diphthongs.
LI-8: naming all upper and lower case letters of the alphabet with different fonts out of sequence.
HI-9: reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the
sounds
represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and rcontrolled vowels.
HI-10: producing a new word when a specific grapheme is changed, added, or removed. (Quick Erase-SFA)
HI-13: reading high frequency words and irregular sight words fluently.
Standard 3: The student will read with fluency and accuracy.
II-R-3: HI-1: reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.
HI-2: using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency.
2-W-1: The student ill express his or her thinking and ideas in a variety of writing genres.
HI-8: writing a short response to a literary selection that connect text to self, text to world, or text to other
text.
2-W-2: The student will identify and apply conventions of standard English in his or her communications
HI-4: using resources to spell words.
Monday 12/15
Lesson 41 Day 2
Tuesday 12/16
Lesson 41 Day 3
Wednesday 12/17
Lesson 41 Day 4
Thursday 12/18
Lesson 41 Day 4
Friday 12/19
Lesson
ELP Standard
II-R-2: HI-09
II-R-2: HI-09
II-R-2: HI-09
II-R-2: HI-09
II-R-2: HI-09
Anticipatory Set
review sounds for
letter combinations.
review sounds
for letter
combinations.
review sounds for letter
combinations.
review sounds for
letter combinations.
GRADING
DAY
Student Friendly:
Reading Objectives:
Student Engagement
Strategies:
Use a finger for each
word-segmenting,
point to words as you
read, choral response,
partner talk, sticks for
names, videos, think
in head-say it fast for
blending,
TPR for letter chant,
students move for
sequencing/retell,
write letter on partners
back for
formation/sounds.
(Guided Practice):
Partner read/choral
reading Shared story
and Sound booklets
(Independent
Practice) fluency,
read on their own.
*I can ask and answer
questions about a story
that is read aloud.
*I can use phonics to
read words.
*I can identify the
problem and solution in
a story.
Students will:
Blend and segment
phonemes, Write
sounds, words and
sentences, decode
(green) and sight (red)
words, Preview story,
Use targeted skill
(predicting) to make
predictions, Guided
Partner Reading to
read and retell,
Fluency Practice for
rate, accuracy and
prosody.
*I can ask and
answer questions
about a story that is
read aloud.
*I can use phonics
to read words.
*I can identify the
problem and
solution in a story.
Students will:
Blend and segment
phonemes, Write
sounds, words and
sentences, decode
(green) and sight
(red) words,
Preview story, Use
targeted skill
(predicting) to
make predictions,
Guided Partner
Reading to read
and retell, Fluency
Practice for rate,
accuracy and
prosody.
*I can ask and answer
questions about a story
that is read aloud.
*I can use phonics to read
words.
*I can identify the
problem and solution in a
story.
Students will use:
Rhyming, blending
consonant blends,
producing a new word
when a specific
grapheme is changed,
added, or removed,
reading high frequency
words and irregular
sight words fluently.
Reading aloud (including
high frequency/sight
words) with fluency
demonstrating
automaticity, asking
questions to clarify text,
describing characters
from a literary selection.
*I can ask and answer
questions about a story
that is read aloud.
*I can use phonics to
read words.
*I can identify the
problem and solution in a
story.
Students will:
Blend and segment
phonemes, Write
sounds, words and
sentences, decode
(green) and sight (red)
words, Preview story,
Use targeted skill
(predicting) to make
predictions, Guided
Partner Reading to
read and retell, Fluency
Practice for rate,
accuracy and prosody.
*I can ask and answer
questions about a story
that is read aloud.
*I can use phonics to
read words.
*I can identify the
problem and solution in a
story.
Students will use:
Rhyming, blending
consonant blends,
producing a new word
when a specific
grapheme is changed,
added, or removed,
reading high frequency
words and irregular
sight words fluently.
Reading aloud
(including high
frequency/sight words)
with fluency
demonstrating
automaticity, asking
questions to clarify text,
describing characters
from a literary
selection.
Fast Track
Phonics:
Compare long e letter
groups
Compare long e
letter groups
Compare long e letter
groups
Compare long e letter
groups
Student Friendly:
Language Objective:
*I can read multisyllable words using
common letter sounds
and consonant blends.
*I can read multisyllable words using
common letter
sounds and
consonant blends.
*I can read multi-syllable
words using common
letter sounds and
consonant blends.
*I can read multi-syllable
words using common
letter sounds and
consonant blends.
*I can read multi-syllable
words using common
letter sounds and
consonant blends.
I will say a word from
the sounds that I hear.
I will read words that I
know.
I will say a word from
the sounds that I
hear. I will read
words that I know.
I will say a word from
the sounds that I
hear. I will read
words that I know.
Academic Vocabulary:
Describe, Predict,
Character, Setting,
Events, Retell, rhyme,
segment, blend, HFW,
Narrative(fiction),
Expository
(informational)
I will say a word
from the sounds that
I hear. I will read
words that I know.
(Independent Practice)
I will say a word
from the sounds
that I hear. I will
read words that I
know.
Shared Reading
Story
(GUIDED
PRACTICE)
STaR Story
41: Anansi, the Spider
41: Anansi, the
Spider
41: Anansi, the Spider
41: Anansi, the Spider
Rehema’s Journey
VOC: journey, market, tribe,
crater
Rehema’s Journey
VOC: journey, market,
tribe, crater
Rehema’s Journey
VOC: journey, market, tribe,
crater
Rehema’s Journey
VOC: journey, market, tribe,
crater
STaR Writing:
(Independent
Practice)
Closure: read what
you wrote.
Students will use a sentence
starter to make connection
with the text using “Writing
Strategies Bank” “This story
reminds me of…
Students will use the
“Writing Strategies
Bank” to write sentence
using the vocabulary
words.
Students will use a sentence
starter to make connection with
the text using “Favorite part”
Students will use a sentence
starter to make connection
with the text using “Favorite
part”
Students will use a sentence
starter to make connection
with the text using “Writing
Strategies Bank” “This story
reminds me of…
Materials:
*Fast Track Phonics: Key
cards, phonics picture cards,
Letter-blending cards,
Partner Practice Booklet
Reading Reels for Roots
DVD, green paper
*STaR: Story, Writing
Strategies Bank, Partner
Writing Books
Assessment:
Students will be assessed by
observation and participation
of identifying, segmenting
and blending sounds.
FTP 10
Students will be assessed by
observation and participation
of identifying, segmenting and
blending sounds.
FTP 10
Students will be assessed by
observation and participation
of identifying, segmenting
and blending sounds.
FTP 10
Students will be assessed by
observation and participation
of identifying, segmenting
and blending sounds.
FTP 10
Closure:
Using complete sentences, I
can share about the story to a
partner.
I can review the letter
sounds I learned today.
*Fast Track Phonics:
Key cards, phonics
picture cards, Letterblending cards, Partner
Practice Booklet
Reading Reels for Roots
DVD, green paper
*STaR: Story, Writing
Strategies Bank, Partner
Writing Books
Students will be
assessed by observation
and participation of
identifying, segmenting
and blending sounds.
FTP 10
Using complete
sentences, I can share
about the story to a
partner.
I can review the letter
sounds I learned today.
Using complete sentences, I
can share about the story to a
partner.
I can review the letter sounds I
learned today.
Using complete sentences, I
can share about the story to a
partner.
I can review the letter sounds
I learned today.
Using complete sentences, I
can share about the story to a
partner.
I can review the letter sounds
I learned today.
4 Hour ELD Weekly Lesson Plan
Time of Daily
Lesson:
11:30 -12 :00
10:05-10:30
M-T-TH-F
W
Vocabulary
Grade Level:
2nd grade
Week of Lesson:
December 15-19, 2014
English Language
Proficiency Standard
Proficiency Level:
I
II
PE
E
Time Allocation: 30 minutes
ELP Standards:
II-L2-HI-3 Identifying the meaning of and using
high frequency words.
II-L2-HI-4 Using grade specific academic
vocabulary and symbols within contexts.
High Frequency Words
Vocabulary words
Materials:
IV
III
V
Teachers: Lugo, Madril, Peralta,
Ramirez
I
HI
B
Technology: document camera, projector
Student engagement: choral response, think pair share, name
sticks, peer review.
ELA Standards:
L.2.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing
NEW: show, small, something, any, still
REVIEW: both, saw, school, set, even
life cycle, living, stage(s), born, hatch, embryo, mammal, grow,
develop, nursing, hatchlings
Students’ journal, sentence strips with HFW. Text features
anchor chart.
LESSON DELIVERY
Monday:
Tuesday:
Wednesday:
Thursday:
Friday:
ASSESSMENT:
Anticipatory Set: Introduce new HFW. Students will
write them on the journal.
Guided Practice: Teacher will
review spelling patterns and meaning of HFW.
Independent Practice: Students will practice HFW using any
activity from HFW menu
Closure: Students will write a sentence with new HFW
Anticipatory Set: Review HFW.
Guided Practice: Teacher will
review spelling patterns and meaning of HFW.
Independent Practice: Students will practice HFW
using any activity from HFW menu.
Closure: Students will write a sentence with new HFW
Anticipatory Set: Review vocabulary words.
Guided Practice: Teacher will explain rules for puzzle
vocabulary game.
Independent Practice: Students will review vocabulary word
using puzzle vocabulary game.
Closure: Students will write a sentence with one vocabulary word.
Students will peer review each sentence.
Anticipatory Set: Review vocabulary words.
Guided Practice: Teacher will explain rules for puzzle
vocabulary game.
Independent Practice: Students will review vocabulary word
using puzzle vocabulary game.
Closure: Students will write a sentence with one vocabulary word.
Students will peer review each sentence.
Anticipatory Set: Introduce new HFW. Students will
write them on the journal.
Guided Practice: Teacher will
review spelling patterns and meaning of HFW.
Independent Practice: Students will practice HFW
using any activity from HFW menu.
Closure: Students will write a sentence with new HFW
review spelling patterns and meaning of HFW.
Independent Practice: Students will practice HFW using any
activity from HFW menu
Closure: Students will write a sentence with new HFW
Teacher observations / HFW test
Ana Ramirez
Time of Daily Lesson:
Interventions
1:00-2:00
ELPS (English Language
Proficiency Standard):
Proficiency Level:
Time Allocation 1:00-2:00
December 15-19, 2014
Grade Level: 2
I
II
III
IV
PE
E
B
I
V
standards
Math
2.OA.1. Use addition and subtraction within 100 to solve one- and two-step
word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g.,
by using drawings and equations with a symbol for the unknown number to
represent the problem. (See Table 1.)
I can addition and subtraction strategies to solve story problems.
Reading/Writing
2.W.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.
Academic Vocabulary:
2.W.5: With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
Addition, subtraction, informational, explanatory, topic, Cornell notes,
facts, main idea
Materials:
LESSON DELIVERY
Monday: reading/writing comprehension
Focus: i-Ready reading
The teacher will be working in small groups:
A Group: using strategies to increase fact fluency
B Group: Students will work on 2 step story problems.
C Group: students will work i-Ready reading lessons.
Tuesday: reading/writing comprehension
Focus: i-Ready reading
The teacher will be working in small groups:
A Group: using strategies to increase fact fluency.
B Group: Students will work on 2 step story problems.
C Group: students will work i-Ready reading lessons.
Wednesday: RAPS 360 practice
Wednesday RAPS 360 Practice
Thursday: math/story problem
Focus: i-Ready math
The teacher will be working in small groups:
A Group: using strategies to increase fact fluency.
B Group: Students will work on 2 step story problems.
C Group: students will work i-Ready math lessons.
The teacher will be working in small groups:
A Group: using strategies to increase fact fluency.
B Group: Students will work on 2 step story problems.
C Group: students will work i-Ready math lessons.
Friday: math/story problems
Focus: i-Ready math
ASSESSMENT: Teacher observation
i-Ready lesson and diagnostics test
RAPS 360
Weekly Lesson Plan
Math
Unit 7
Week 1/2
Week of
Lesson:
Reasoning with Shapes and their Attributes and Fractions
Time of Daily Lesson:
M T TH F 8:10-8:50 & 10:0510:55
W 11:30-12:40
ELPS (English Language
Proficiency Standard):
Proficiency Level:
M T TH F 8:10-8:50 & 10:05-10:55
W 11:30-12:40
Duration: 2 weeks
Grade Level:
2nd grade
I
II
III
PE
E
B
ESSENTAIL QUESTIONS
● How can we compare shapes?
● How do describe geometric figures?
● How are plane geometric figures alike/unlike solid
geometric figures?
● How can we categorize shapes?
● How could we partition this shape into halves?
Thirds? Fourths?
● How do we know we have partitioned the shape
equally?
● How do you know which is larger one third or one
fourth?
How do we know how many fractional parts make a whole?
ELP Standards
2: The student will express orally his or her own thinking
and ideas.
HI-5: asking and responding to academic questions using
complete sentences.
I can use academic language when I talk about math.
II.W.1: The student will express his or her own thinking and
ideas in a variety of writing genres
HI-4 creating expository text (e.g., labels, lists, observations,
and journals) using simple sentences based on research,
observation, and/or experience.
I can write about math using simple sentence.
MATHEMATICAL PRACTICES
1.
2.
3.
4.
5.
6.
Make sense of problems and preserve in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reason of
others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
IV
I
December 15-19, 2014
Teachers: Lugo, Peralta, Madril, Ramirez
V
HI
Big Idea:
Shapes have attributes.
Shapes can be identified or created by the defining attributes.
Shapes can be regular and irregular and still have the same name.
Fractional parts are equal shares of a whole number, whole object,
or a whole set.
The more equal sized pieces that form a whole, the smaller the
pieces (fraction) will be.
Equal shares of identical wholes may not have the same shape.
Common Core Standards:
2.G.1: Recognize and draw shapes having specified
attributes, such as a given number of angles or a given
number of equal faces. Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes. (Sizes are compared
directly or visually, not compared by measuring.)
I can name and draw shapes.
2.G.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.
I can divide shapes into equal parts.
I can use fractions to describe the equal parts of a
shape.
7.
8.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
CONTENT:
● Defining attributes
● Non-defining attributes
● 2-D & 3-D shapes
● Equal Shares
● Fractional Parts
Content Vocabulary:
●
●
●
●
●
●
●
●
●
●
●
●
●
Shapes
Angles/corner
Attributes
Faces
Triangles
Total number
Cubes
Hexagons
Pentagons
Quadrilaterals
Rectangle
Squares
Edge
Vertex/Vertices
Technology:
Even better than The Shapes Song! (4 Sided Shapes Quadrilaterals) Fun Learning Math!
https://www.youtube.com/watch?v=k7oLm94kQEE
Materials:
-Math Journals
-Anchor Chart
-DMS
-geo-boards
- Practice Study sheets
2-D Shapes Songs
3-D Shapes Songs
RESOURCES:
Children’s Related Literature Sampling:
The Greedy Triangle by Marilyn Burns (Lesson Plan
Linked)
Hexagon (First Step Nonfiction Shapes) by Ann-Marie Kishel
Sea Shapes by Suse MacDonald
Grandfather Tang's Story (Dragonfly Books) by Ann Tompert
If You Were a Polygon (Math Fun) by Marcie Aboff
Shape Up! by David A. Adler
Icky Bug Shapes by Jerry Pallotta
Cubes, Cones, Cylinders, & Spheres by Tana Hoban
If You Were a Quadrilateral (Math Fun) by Molly Blaisdell
If You Were a Polygon (Math Fun) by Marcie Aboff
The Shape of Things by Dayle Ann Dodds
When a Line Bends, a Shape Begins by Rhonda G. Greene
Pigs on the Ball: Fun with Math and Sports by Amy Axelrod
Flat Stanley by Jeff Brown
TEACHER BACKGROUND:
Students identify, describe, and draw regular (equal sides and equal angles) and irregular triangles, quadrilaterals, pentagons, and
hexagons, regardless of orientation or configuration. Students recognize all four sided shapes as quadrilaterals. Students use the
vocabulary word “angle” in place of “corner” but they do not need to name angle types.
Students will identify the attributes of a cube.
This unit introduces fractions as partitioning of shapes. Students need experiences with different sizes of circles and rectangles. For
example, students should recognize that when they cut a circle into three equal pieces, each piece will equal one third of its original
whole. In this case, students should describe the whole as three thirds. If a circle is cut into four equal pieces, each piece will equal
one fourth of its original whole and the whole is described as four fourths. Connections can be made to equal shares in time (half
after, quarter till) as well as numerically representing equal shares in even numbers.
MISCONCEPTIONS:
Vocabulary and exploration are vital to a firm understanding of 2-D and 3-D shapes. Students need to have many experiences
exploring, comparing, and moving shapes around rather than merely memorizing the properties of shapes. Students need to see
shapes in many different sizes, colors, regular and irregular forms so they don’t think a hexagon always looks like a yellow pattern
block.
The use of graph paper should make the task of partitioning a rectangle easier and allow for students to see the idea without getting
bogged down in detailed measurement.
Students may have difficulty distinguishing between rows and columns. To assist students in this understanding have students find
columns in their environment to create a mental image that columns go up and down. This can be an opportunity to reinforce the
natural vocabulary use of columns and rows as you work with partitioning of rectangles up to fourths.
Students do not make equivalent fractions equal. Have students lay the pieces together and compare sizes.
Students may have difficulty-dividing circles into thirds. Have students make thirds on the geo-board. Have them look at the geoboard to help them determine how to cut the paper circle.
Students need to have experiences with many different wholes. The need to be able to see that ½ an apple is different than ½ a
watermelon.
Monday
Hess’ Cognitive Rigor Matrix:
Summarize= Level 3 Strategic Thinking and Reasoning
Multiple Intelligences by Howard Gardner:
Verbal-linguistic Intelligence
Logical-Mathematical intelligence
Visual-Spatial Intelligence
Musical-Rhythmic Intelligence
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Verbal-Linguistic Intelligence
LESSON DELIVERY
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number
of the day starting at different points, identify the parts of speech of
each vocabulary work, addition/subtraction math drills, Daily
Number Talks, review/add to the anchor chart, mental math games
Guided practice: (Focus: Students identify, describe, and draw
regular (equal sides and equal angles) and irregular triangles,
quadrilaterals, pentagons, and hexagons, regardless of
orientation or configuration.)
TW show 2-D and 3-D shapes (square, rectangle, triangle, hexagon,
cubes) and will identify the number of faces and vertices. Students
will use complete sentences to describe the attributes.
TW guide students to partition shapes in equal fractional parts.
Independent Practice: Students will identify 2-D and 3-D shapes
and will write attributes about them and will complete study sheet
2.G1
Closing: Students will use one of the prompts to reflect on their
learning.
Prompts for Problem Solving:
● “If a shape has 3 sides and one more side is added what
will happen to the shape? What will the shape be called?”
● “How many ways can I cut a rectangle into 4 equal parts?”
● “How many ways can you divide a circle into 4 equal
parts? Show your work.”
Prompts for Reflection of Learning:
● “Invent a new shape-name it, draw it and tell how it is
used”
● “Make a list of shapes in the room.”
● “Label the vertices, angles, and sides of a _________.”
● “Write about this shape using math vocabulary.”
“What is the difference of a 2D shape and a 3-D shape?”
Tuesday
Hess’ Cognitive Rigor Matrix:
Summarize= Level 3 Strategic Thinking and Reasoning
Multiple Intelligences by Howard Gardner:
Verbal-linguistic Intelligence
Logical-Mathematical intelligence
Visual-Spatial Intelligence
Musical-Rhythmic Intelligence
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Verbal-Linguistic Intelligence
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number
of the day starting at different points, identify the parts of speech of
each vocabulary work, addition/subtraction math drills, Daily
Number Talks, review/add to the anchor chart, mental math games
Guided practice: (Focus: Students identify, describe, and draw
regular (equal sides and equal angles) and irregular triangles,
quadrilaterals, pentagons, and hexagons, regardless of
orientation or configuration.)
TW show 2-D and 3-D shapes (square, rectangle, triangle, hexagon,
cubes) and will identify the number of faces and vertices. Students
will use complete sentences to describe the attributes.
TW guide students to partition shapes in equal fractional parts.
Independent Practice: Students will identify 2-D and 3-D shapes
and will write attributes about them and will complete study sheet
2.G1
Closing: Students will use one of the prompts to reflect on their
learning.
Prompts for Problem Solving:
● “If a shape has 3 sides and one more side is added what
will happen to the shape? What will the shape be called?”
● “How many ways can I cut a rectangle into 4 equal parts?”
● “How many ways can you divide a circle into 4 equal
parts? Show your work.”
Wednesday
Hess’ Cognitive Rigor Matrix:
Summarize= Level 3 Strategic Thinking and Reasoning
Multiple Intelligences by Howard Gardner:
Verbal-linguistic Intelligence
Logical-Mathematical intelligence
Visual-Spatial Intelligence
Musical-Rhythmic Intelligence
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Verbal-Linguistic Intelligence
Prompts for Reflection of Learning:
● “Invent a new shape-name it, draw it and tell how it is
used”
● “Make a list of shapes in the room.”
● “Label the vertices, angles, and sides of a _________.”
● “Write about this shape using math vocabulary.”
“What is the difference of a 2D shape and a 3-D shape?”
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number
of the day starting at different points, identify the parts of speech of
each vocabulary work, addition/subtraction math drills, Daily
Number Talks, review/add to the anchor chart, mental math games
Guided practice: (Focus: Students identify, describe, and draw
regular (equal sides and equal angles) and irregular triangles,
quadrilaterals, pentagons, and hexagons, regardless of
orientation or configuration.)
TW guide students to identify quadrilaterals. Identify what makes a
quadrilaterals and draw quadrilaterals in their journals
TW guide students to partition shapes in equal fractional parts.
Independent Practice: Students will identify 2-D and 3-D shapes
and will write attributes about them and will complete study sheet
2.G1
Closing: Students will use one of the prompts to reflect on their
learning.
Prompts for Problem Solving:
● “If a shape has 3 sides and one more side is added what
●
●
Thursday:
Hess’ Cognitive Rigor Matrix:
Summarize= Level 3 Strategic Thinking and Reasoning
Multiple Intelligences by Howard Gardner:
Verbal-linguistic Intelligence
Logical-Mathematical intelligence
Visual-Spatial Intelligence
Musical-Rhythmic Intelligence
Bodily-Kinesthetic Intelligence
Naturalist Intelligence
Interpersonal Intelligence
Intrapersonal Intelligence
Verbal-Linguistic Intelligence
will happen to the shape? What will the shape be called?”
“How many ways can I cut a rectangle into 4 equal parts?”
“How many ways can you divide a circle into 4 equal
parts? Show your work.”
Prompts for Reflection of Learning:
● “Invent a new shape-name it, draw it and tell how it is
used”
● “Make a list of shapes in the room.”
● “Label the vertices, angles, and sides of a _________.”
● “Write about this shape using math vocabulary.”
“What is the difference of a 2D shape and a 3-D shape?”
Anticipatory set: calendar, counting by 2’s, 5’s, 10’s, 100’s, number
of the day starting at different points, identify the parts of speech of
each vocabulary work, addition/subtraction math drills, Daily
Number Talks, review/add to the anchor chart, mental math games
Guided practice: (Focus: Students identify, describe, and draw
regular (equal sides and equal angles) and irregular triangles,
quadrilaterals, pentagons, and hexagons, regardless of
orientation or configuration.)
TW show 2-D and 3-D shapes (square, rectangle, triangle, hexagon,
cubes) and will identify the number of faces and vertices. Students
will use complete sentences to describe the attributes.
TW guide students to partition shapes in equal fractional parts.
Independent Practice: Students will identify 2-D and 3-D shapes
and will write attributes about them and will complete study sheet
2.G1
Closing: Students will use one of the prompts to reflect on their
learning.
Prompts for Problem Solving:
● “If a shape has 3 sides and one more side is added what
will happen to the shape? What will the shape be called?”
● “How many ways can I cut a rectangle into 4 equal parts?”
● “How many ways can you divide a circle into 4 equal
parts? Show your work.”
Prompts for Reflection of Learning:
● “Invent a new shape-name it, draw it and tell how it is
used”
● “Make a list of shapes in the room.”
● “Label the vertices, angles, and sides of a _________.”
● “Write about this shape using math vocabulary.”
● “What is the difference of a 2D shape and a 3-D shape?”
GRADING DAY
Friday:
ASSESSMENT:
Daily Informal Assessment: Teacher will note which students are
using academic vocabulary throughout the discussions and
independent work.
Rubric
Level 5: Distinguished Command
Level 4: Strong Command
Level 3 : Moderate Command
Level 2: Partial Command
Students correctly partition a
variety of wholes into the correct
number of equal parts in a variety
of ways.
Students correctly partition a
whole into the correct number of
equal parts.
Students partition a given whole
into equal parts.
Students partition a given whole
into parts.
Students correctly shade any
number of the equal parts.
Students correctly shade a given
number of their equal parts.
Students shade a given number of
their equal parts.
Students shade parts.
Students can explain what part of
the whole is shaded. (This does
not need to be communicated in
fraction form. ie. “I colored 2 of 4
equal parts green.”)
Students can identify the number
of equal parts a whole is
partitioned into and can identify
the number of those parts that
are shaded.
ELD Weekly Lesson Plan
Time of Daily Lesson:
ELPS (English Language
Proficiency Standard):
Proficiency Level:
PE
Week of
Lesson:
Writing
Grade Level:
2nd grade
Drexel Elementary
I
Students can identify the
number of equal parts a whole is
partitioned into.
X
II
E
III
X
B
Students have difficulty
identifying fractional parts.
December 15-19
Teacher:
Lugo, Peralta, Madril, Ramirez
IV
V
I
HI
Time Allocation: 10:55-11:25/12:00-1:00
Unit: 1.2
1st Task: Understanding Text Features in a Text
2nd Task: Identifying Key Ideas and Details in a
Text
3rd Task: Comparing and Contrasting Information
in Two Texts
Duration: 90 minutes (4.5 weeks)
Task 2: Story structure/Sequencing
Essential Questions/Big Idea:
Big Idea
 How does an author words and phrases in a poem to
provide rhythm and meaning?
 How does asking and answering questions help a student
understand the key ideas and details?
 How do the events of a story develop over time? How is the
story structure developed throughout a story?
 What is the purpose of the (beginning) (middle) (end) of a
story?
 How do characters and events develop over time within a
story?
 How do readers gain an understanding of characters’
actions and feelings?
 How are the characters’ roles, actions, and responsibilities in
a text related? How do the characters depend on each
other throughout the text?
 How does an author express the characters’ different points
of view?
 What information can you learn from two similar texts by
different authors?
ELP Standards
ELA Standards:
2.W.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.
2.W.5: With guidance and support from adults and peers, focus on
a topic and strengthen writing as needed by revising and editing.
2.W.7: With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
Vocabulary/Language Standard:
2.L.4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or
phrase.
II-Writing: Standard 1: The student will express
his or her thinking and ideas in a variety of
writing genres as demonstrated by::
 HI-3: completing a written summary of the
key events or ideas of informational text
using simple sentences
 HI-4: creating expository text (e.g., labels,
lists, observations, and journals) using
simple sentences based on research,
observation, and/or experience
II-Writing: Standard 3: Students use the steps
of the writing process as a writing piece
moves toward completion.
 HI-3: writing a student generated draft
with a main idea and supporting details in
a logical sequence.
 HI-4: re-reading a student generated draft
orally for clarity and changing or adding
relevant details as needed.
 HI-5: evaluating a student generated draft
for the use of word choice and
organization with the assistance of
teacher, peer, a checklist, or a rubric.
 HI-6: using simple resources (e.g. word
walls, primary dictionaries, conventions,
checklists, etc.) for reviewing and
correcting conventions in a student
generated draft.
II-Writing: Standard 4: The student will
integrate elements of effective writing to
develop engaging and focused text.
 HI-1: writing student generated text that
expresses a main idea
 HI-2: writing relevant details that support
the main idea in a student generated text
academic Vocabulary: actions ~ feelings ~ point
of view ~ plot ~
character development ~ events ~
challenges ~ story structure
Phrases used in book:
*curl into a ball ~ noticed ~ youngest ~ run like the
devil ~voice like an angel
Materials:
Velma Gratch and the Way Cool Butterfly~
by Alan Madison and Kevin Hawkes (750L)
http://www.schooltube.com/video/bbc443f3e39f40
62bebb/Link%20School,%20Velma%20Gratch%2
0and%20the%20Way%20Cool%20Butterfly%20%
28Rm%20201%29
content vocabulary:
 Metamorphosis- Focus on the word and what it means in
this poem.
 Conservatory
 Migration

Book: Velma Gratch and the Way Cool Butterfly~
by Alan Madison and Kevin Hawkes (750L)
http://www.schooltube.com/video/bbc443f3e39f4062bebb/Link%20S
chool,%20Velma%20Gratch%20and%20the%20Way%20Cool%20B
utterfly%20%28Rm%20201%29
LESSON DELIVERY
Monday
End of the unit assessment
Catch up testing
Tuesday
End of the unit assessment
Catch up testing
Wednesday
End of the unit assessment
Catch up testing
Thursday
End of the unit assessment
Catch up testing
Friday

Records day no school for students