| Title : Week of November 9-13 | | Teacher : David, Bridgette | Begin Date : 11/07/2009 | End Date : 11/14/2009 | Subject : Lesson Plans | Objectives/Standards :
| • | 2LA.1 - The student will use word recognition and vocabulary (word meaning) skills to communicate. | | • | 2LA.1a - The student will apply knowledge of phonological and phonemic awareness. (DOK 2) (Phonological and phonemic awareness skills are oral skills. Once the skills are paired with print, they become phonics activities.) | | • | 2LA.1b.6 - Identify and create contractions (e.g., can + not = can’t) correctly. | | • | 2LA.1c - The student will use syllabication types (e.g., open, closed, r-controlled, vowel team, vowel-consonant + e, consonant + le) to decode words. (DOK 1) | | • | 2LA.1e.1 - Identify and begin to generate words into categories. | | • | 2LA.2a - The student will use text features, parts of a book, text structures, and genres to analyze text. (DOK 2) | | • | 2LA.2a.3 - Text structures – sequential order, description, simple cause and effect, etc. | | • | 2LA.2b - The student will analyze texts in order to identify, understand, infer, or synthesize information. (DOK 2) | | • | 2LA.2b.3 - Answer literal and simple inferential questions about characters' actions, motives, traits, and emotions. | | • | 2LA.2b.6 - Identify simple fact and opinion. | | • | 2LA.2c - The student will recognize or generate an appropriate summary or paraphrase of the events or ideas in text, citing text-based evidence. (DOK 2) | | • | 2LA.2c.1 - Retell a story orally and in writing including characters, setting, problem, important events, and resolution. | | • | 2LA.2c.2 - Arrange in sequential order a listing of events found in narrative and/or informational text. | | • | 2LA.2d - The student will analyze, interpret, compare, or respond to increasingly complex literary text, literary nonfiction, and informational text, citing text-based evidence. (DOK 3) | | • | 2LA.2d.2 - Make connections between self and characters and events in text. | | • | 2LA.3a - The student will use an appropriate composing process (e.g., planning, drafting, revising, editing, publishing/sharing) to compose or edit. (DOK 3) | | • | 2LA.3a.1 - Planning- Use a variety of graphic organizers (e.g., Venn diagram, bubble maps, story maps, etc.) to generate and organize ideas. | | • | 2LA.3c - The student will compose narrative text with a beginning, middle, and end. (DOK 3) | | • | 2LA.4a.1 - Nouns (e.g., singular, plural, common, proper, possessive) | | • | 2LA.4b.1 - End punctuation (e.g., period, question mark, exclamation mark) | | • | 2LA.4b.6 - Apostrophes (e.g., contractions, possessives) | | • | 2LA.4b.8 - Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of the year, the pronoun “I”, holidays, titles, initials) | | • | 2LA.4b.10 - Write words and sentences legibly. | | • | 2M.1a. - Recall addition and subtraction facts. (DOK 1) |
| Additional Objectives/Standards :
GSD BM-identify place value of a given digit | | Plan : |
Ms. David’s Lesson Plans
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Week of
November 9 |
Bell Work |
Math Block
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Language Arts
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Literacy Block |
Writer’s Workshop
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Weekly Homework |
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Monday
11/9
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Daily Language/Math Review
TSW complete bell work in reading, language, and math.
(Small groups/D.I) TTW work with small groups, according to individual needs.
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TSW identify place value of a given digit. GSD BM
Throughout the week, TSW alternate between math centers to reinforce place value. GSD BM
Center 1- tree map 10 numbers and give each digit’s place value
TSW alternate between three centers: Odyssey, Accelerated Math (small group with Ms. David), and fact practice.
Accelerated Math, Differentiated Instruction, Technology component, small groups
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TSW view a Promethean Planet flipchart on contractions. Then, TSW create a flipbook on contractions. Technology Component |
BGL- Morning group on Odyssey works with Ms. David at table. Group that worked at table in the morning works with Ms. David now.
TSW AR read on books on his or her level. Differentiated Instruction Rdg./Lang. 1, 2
TTW introduce this week’s spelling words (o vowel teams). Rdg./Lang. BM 1a, 1b, 1c, 1e
TSW will given a vocabulary word. TSW guess what that word means in one column. In the second column, TSW write the correct vocabulary word. If TSW was correct, he or she will place a check in the 3rd column. If wrong, TSW place an X in the 3rd column. Rdg./Lang. 1e
TSW complete four activities of the Daily 5 (read to self, read to someone, work on writing, and word work). Students may choose which books they would like to read for read to self and read to someone. During work on writing, students may choose journal topic. Working on words choices: yarn, tiles, Boggle, or magnets. Choice/Small groupsRdg./Lang. 1a, 1b
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Students will use “Cartoon Story Starters” this week to improve writing. Students’ writing should include: a beginning, middle, and end, details, capital letters, correct punctuation, neat sentences, and space between words. |
Language Arts: Study vocabulary words and complete practice sheet.
Reading: Readan AR book.
Spelling: Study spelling words.
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Tuesday
11/10
**GSD Math Test** |
Daily Language/Math Review
TSW complete bell work in reading, language, and math.
(Small groups/D.I) TTW work with small groups, according to individual needs.
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TSW identify place value of a given digit. GSD BM
Throughout the week, TSW alternate between math centers to reinforce place value. GSD BM
Center 2- play roll the highest number with a partner
TSW alternate between three centers: Odyssey, Accelerated Math (small group with Ms. David), and fact practice.
Accelerated Math, Differentiated Instruction, Technology component, small groups |
TSW view a Promethean Planet flipchart on contractions, containing snow graphics. Then, TSW each take a sheet of paper and write the contraction. That students’ partner will write what the contraction stands for on another sheet of paper. The class will continue until everyone has a piece of paper. TSW ball their paper up into a ball, and throw their snowball towards the wall. TSW find a “snowball” and its match. Technology Component |
Continue launching The Daily 5. Reading/ Language Arts 1, 2
BGL- Morning group on Odyssey works with Ms. David at table. Group that worked at table in the morning works with Ms. David now.
AR:TSW AR read on books on his or her level. Differentiated Instruction Rdg./Lang. 1, 2
.Centers: Small groups
Comprehension: TSW complete Read, Relate, and Respond sheet to make self-to-text connections on current AR book they are reading.
Spelling-rainbow write words 3 times each, red words 5 times each OR pyramid words Choice
Fluency-TSW race with their partner to increase words per minute.
Working on Words-choice: yarn, tiles, or magnets to make words
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Students will use “Cartoon Story Starters” this week to improve writing. Students’ writing should include: a beginning, middle, and end, details, capital letters, correct punctuation, neat sentences, and space between words. |
Language Arts: Study vocabulary words and complete practice book sheet.
Reading: Readan AR book.
Spelling: Study spelling words.
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Wednesday
11/11
**GSD MPT Reading/Language Test***
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Daily Language/Math Review
TSW complete bell work in reading, language, and math.
(Small groups/D.I) TTW work with small groups, according to individual needs.
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TSW identify place value of a given digit. GSD BM
Throughout the week, TSW alternate between math centers to reinforce place value. GSD BM
Center 3- play high card with a partner
TSW alternate between three centers: Odyssey, Accelerated Math (small group with Ms. David), and fact practice.
Accelerated Math, Differentiated Instruction, Technology component, small groups
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TSW view a Promethean Planet flipchart on apostrophes and possessive nouns. TSW then create a flipbook using apostrophes with possessive nouns. Technology Component |
Continue launching The Daily 5. Reading/ Language Arts 1, 2
BGL- Morning group on Odyssey works with Ms. David at table. Group that worked at table in the morning works with Ms. David now.
Centers: Small groups
Comprehension: TSW pick connection stems out of the paper and write the connection they made self-to-text or self-to-character in their journals.
Vocabulary-TSW trace the shape of each vocabulary word and write the definition below it.
Working on Words-choices to make words: Boggle, magnets, tiles Choice
Language/Thanksgiving- TSW complete a turkey subject and predicate flipbook. Then, students will create “corny” adjectives. |
Students will use “Cartoon Story Starters” this week to improve writing. Students’ writing should include: a beginning, middle, and end, details, capital letters, correct punctuation, neat sentences, and space between words. |
Language Arts: Study vocabulary words and complete practice sheet.
Reading: Readan AR book.
Spelling: Study spelling words.
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Thursday
11/12
**GSD MPT Writing***
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Daily Language/Math Review
TSW complete bell work in reading, language, and math.
(Small groups/D.I) TTW work with small groups, according to individual needs.
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TSW identify place value of a given digit. GSD BM
Throughout the week, TSW alternate between math centers to reinforce place value. GSD BM
Center 4- TSW draw flats, base ten blocks, and units to illustrate place value of a given number.
TSW alternate between three centers: Odyssey, Accelerated Math (small group with Ms. David), and fact practice.
Accelerated Math, Differentiated Instruction, Technology component, small groups |
TSW review apostrophes, contractions, and possessive nouns. Then, TSW complete a practice worksheet on the skill. |
Continue launching The Daily 5. Reading/ Language Arts 1, 2
BGL- Morning group on Odyssey works with Ms. David at table. Group that worked at table in the morning works with Ms. David now.
Centers: Small groups
Comprehension: TSW use retelling cubes to retell a chosen AR book on the prompt he or she draws from the bag.
Spelling-TSW cut apart this week’s words and place them on a cut and sort category map. Then, TSW transfer their work to tree map this week’s spelling words.
Working on Words-TSW will choose what activities to do with words by using the Tic-Tac-Rime #1 graphic organizer. choice
Writing-TSW complete a graphic organizer comparing and contrasting the first Thanksgiving to their own. Then, TSW transfer the information into a paragraph. Early finisher may illustrate their paragraph. |
Students will use “Cartoon Story Starters” this week to improve writing. Students’ writing should include: a beginning, middle, and end, details, capital letters, correct punctuation, neat sentences, and space between words. |
Language Arts: Study vocabulary words and complete practice sheet.
Reading: Readan AR book.
Spelling: Study spelling words.
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Friday
11/13
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Daily Language/Math Review
TSW complete bell work in reading, language, and math.
(Small groups/D.I) TTW work with small groups, according to individual needs.
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Review from last week:
TSW read and write time to the quarter hour, using digital and analog clocks.
TSW tally, record, and predict outcomes based on given information.
TSW alternate between three centers: Odyssey, Accelerated Math (small group with Ms. David), and fact practice.
Accelerated Math, Differentiated Instruction, Technology component, small groups |
Spelling, Reading, and Vocabulary Tests
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Centers: small groups
Comprehension: TSW complete a “Who or What am I” flipbook on a character from his or her AR book.
Art/Reading-TSW complete an Owl Glyph that serves as a reader’s interest inventory. |
Centers:
Reading-facts and opinions sort on turkeys
Working on Words-free choice
Time permitting: sight word or time BINGO games |
No Homework |
W.O.W 1. Content/Substance 2. Organization of Knowledge 3. Product Focus 4. Clear & Compelling Standards
5. Novelty/Variety 6. Choice 7. Authenticity 8. Protection from Adverse Consequences 9. Affiliation
10. Affirmation of Performance
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| | Homework : | | Resources :
Not Defined | Assessments :
Teacher observation
Proper completion of centers
District mixed practice tests
Journal Writing checklist |
| | | Administrator Comments :
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