roby2ndgrade.weebly.comroby2ndgrade.weebly.com/uploads/4/2/0/4/42042305/march_18th.docx · Web viewOpening - Application Problem - Students will draw a picture to solve a word problem

Day: Monday Week of: March 18thCritical

Vocabulary Learning Target/Standards Strategies/Activities

Writing

I can use collective nouns.L.2.1.AUse collective nouns (e.g., group)

Walk a thon 9:30-11:15

LanguageMake a Match: Students match the collective noun with their group

ReadingI can describe the overall structure of a story.RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the actionI can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.I can determine the meanings of unknown words..L.2.4Determine 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

Mini LessonToday we will focus on sequencing the events from the story. Students will take the events and put them in order from the beginning to the end of the story in their notebooks

VocabUse Marzano’s steps to introduce the word perplexed.

Whole Class Choral Reading

Science/Social Studies2nd GradeI can develop a model of the effects of erosion.

2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.2-ESS2-1 Use information from several sources to

2nd GradeWorks of Water - Mystery 3What’s strong enough to make a canyon?Students use a model of rain and land to explain what causes a canyon to form.

1st GradeMini-Lesson:Class will read the short nonfiction passage ''A Big Star'' Work Time:Answer questions about the reading passage. HOT Question:

provide evidence that Earth events can occur quickly orslowly.2-ESS2-2 Develop a model to represent the shapes and kinds of lands and bodies of water in an area.

1st GradeNGSS-1-ESS1-1-Use observations of the sun, moon, and stars to describe patterns that can be predicted.

I can use observations of the sun, moon, and stars to describe patterns that can be predicted.

What does the sun give the Earth?

Mathcone, cube, cylinder, rectangular prism, sphere, circle, square, rectangle, surface

2nd GradeMeasureToolsInchRuler

1st GradeI can sort shapes based on their characteristics.1.G.A.1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

2nd Grade- measure lengths using inch rulers.

2.MD.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

1st GradeGo Math Geometry Lesson 11.5Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Lesson 11.5 – manual pgs. 473A-476 Teacher will model Listen and Draw section (p.473) of lesson and show various ways to group shapes. As a whole group, work through student pages 474 #1-3Work Time – Students will complete the On Your Own section (p.475) independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief –What two dimensional shapes do you see on the flat surfaces of three-dimensional shapes?Assessment: GoMath Check p. 474, observation

2nd Grade - Eureka Module 7, Lesson 15Intro/Fluency: We will review basic subtraction facts. Students will also complete the application problem for this lesson and we will discuss strategies for solving the problem.Mini-Lesson: We will discuss how to use an inch ruler to measure given objects. Students will practice using their ruler to measure a variety of objects. Students will relate this skill to measuring the sides of geometric figures as well.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.

Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

Day: Tuesday Week of: March 18thCritical


WritingI can develop a personal narrative with supporting facts and details.W.2.3

WritingMini LessonExplain to students that it is so important to catch our readers attention from the start so they will want to continue

Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

reading our story. To do this, we want to really focus a lot of creativity on our “hook” the first sentence of two of our writing. Introduce the six different catchy hooks to your students. Model writing a quick version of each hook.The students will then complete the “Roll into a Catchy Hook” activity. They will roll the dice and will write a hook to correlate with that number. Once they have completed one type, they don’t write that type again. They must keep rolling the dice until they hit a number that they need.

Independent WritingThe students will conclude the lesson by writing a catchy hook for their personal narrative.

SharePartners can share and revise their catchy hook with their partner. Work on revising the hook to make it stronger.

Phonological AwarenessCircle PartnersLook at the wordless book So Many Circles, So Many Squares. Talk about the circle and square shapes they see in the room. Tell the students that they will play a game where they will use their bodies to form circles. Divide the class into two grups. One group forms a circle facing in and the other group forms a circle facing out. Each person will face a partner. Tell the class that you will say a word. The students must first repeat your word, and then work with their partner using “whispering voices” to figure out the last sound in the word. For example, if you say the word “hand” the whole class repeats “hand” in unison and then the partners quietly figure out the last sound, /d/. Tell the students that once they have figured out the last sound they should sit down in the circle. When all the pairs are seated, call on one pair to share the answer. If they are correct, all pairs stand up fro the next word. Continue this using the words on pg. 129 of the Phonological Awareness Book.

ReadingI can describe how words and phrases supply rhythm and meaning to a story.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.I can read poetry fluently.

Mini LessonDiscuss rhyming words. Discuss how rhyme adds rhythm to a book. Do you know any books that use rhythm and rhyme to tell the story? Allow students to give examples. Watch Shel Silverstein’s poem “Crocodile Tears” on Youtube and discuss rhyming parts. Discuss and define ending rhyme

VocabUse Marzano’s steps to introduce the word sputtered.


RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.I can determine the meanings of unknown words..L.2.4Determine 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

Literacy Stations and Guided Reading

Science/Social Studies2nd GradeI can develop a model of the effects of erosion.

2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.2-ESS2-1 Use information from several sources to provide evidence that Earth events can occur quickly orslowly.2-ESS2-2 Develop a model to represent the shapes and kinds of lands and bodies of water in an area.

1st GradeNGSS-1-ESS1-1-Use observations of the sun, moon, and stars to describe patterns that can be predicted.

I can use observations of the sun, moon, and stars to describe patterns that can be predicted.

2nd GradeWorks of Water - Mystery 3 (cont.)What’s strong enough to make a canyon?Students use a model of rain and land to explain what causes a canyon to form.

1st GradeMini-Lesson:Class will view slides 39-42 of Earth's Rotation and Revolution. The slides will introduce the Earth's revolution and the tilt on the axis that causes seasons. Class will view the simulator that shows Earth's revolution: http://astro.unl.edu/naap/motion1/animations/seasons_ecliptic.swf

Work Time: Students will label the seasons on the diagram of the Earth's revolution.

HOT Question: What causes the seasons?

Mathcone, cube, cylinder, rectangular prism,

1st GradeI can sort shapes based on their characteristics.1.G.A.1Distinguish between

1st GradeGo Math Geometry Lesson 12.1Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Lesson 12.1 –

sphere, circle, square, rectangle, surface

2nd GradeMeasureToolsInchRulerYardYardstickFootEstimate

defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes

2nd Grade- measure various objects using rulers and yardsticks.

2.MD.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit

manual pgs. 485-487 Teacher will model Listen and Draw section (p.485) of lesson and show various ways to group shapes. As a whole group, work through student pages 486 #1-3Work Time – Students will complete the On Your Own section (p.487) independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief: How can you use attributes to sort two-dimensional shapes?Assessment: GoMath Check p. 486, observation

2nd Grade - Eureka Module 7, Lesson 16Intro/Fluency: We will review basic subtraction facts. Students will also complete the application problem for this lesson and we will discuss strategies for solving the problem.Mini-Lesson: We will discuss how to use an inch ruler and yardstick to measure given objects. Students will practice using their ruler and yardstick to measure a variety of objects. We will also discuss choosing the appropriate tool for measuring depending on the size of an object.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

Day: Wednesday Week of: March 18Critical


WritingI can develop a personal narrative with supporting facts and details.W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

I can form and use irregular past tense verbs..L.2.1.D

WritingMini LessonExplain to students that today you will begin writing your story out in complete sentences. They will be taking all of their ideas that they organized into B, M, and E, along with their transitions, and catchy hook, and organizing them into a complete story. Use your chart to model turning your ideas (on your brainstorming map) into complete sentences. Introduce the structure of a strong personal narrative (catchy hook), middle (facts, explanations), end. The students will want to follow this structure when writing their personal narrative.

Independent WritingThe students will begin writing their personal narrative(using the correct structure) under the flaps.

Share

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)

Partners can meet to share their writing. They can give feedback to improve the organization or details

LanguageIntroduce irregular verb endings with the digital chartand through a class discussion. You can make aT-Chart on the board or on chart paper to chartcommonly used irregular verbs. Verb Flap-Ups: Use torecord present tense verbs and their irregular endings.

ReadingI can describe how words and phrases supply rhythm and meaning to a story.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.I can determine the meanings of unknown words..L.2.4Determine 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

Mini LessonRead Rosie Revere, Engineer with the class and point out the rhythm in the story. Look at the rhyming poster. Generate a list of ending rhyme that is used throughout the book. Students use the Rosie’s Rhymes paper to record rhymes from the book while you are making the chart

VocabUse Marzano’s steps to introduce the word thrill.


Guided Reading Groups and Literacy Stations

Science/Social Studies2nd GradeI can design and test ways to stop erosion.

2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.2-ESS2-1 Use information from several sources to provide evidence that Earth

2nd GradeWorks of Water - Mystery 4How can you stop a landslide?Students compare multiple solutions for preventing erosion. In the activity, they design and test ways to keep water from washing away a hill modeled out of cornmeal.

1st GradeGeography LessonMini-Lesson: Review Landforms. Watch Brainpopjr on Landforms.Work Time: Students will create a mini-book about the

events can occur quickly orslowly.2-ESS2-2 Develop a model to represent the shapes and kinds of lands and bodies of water in an area.

1st GradeSS-EP-4.1.2Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earths surface and use relative location.

I can use tools to identify major landforms.

landforms.Debrief: What are some of the new landforms you learned about?


2nd GradeMeasureToolsInchCentimeterRuler

1st GradeI can make 2D shapes into a larger, composite shape. I can also make new shapes from the composite shape.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

2nd Grade- Develop estimation strategies by applying prior knowledge oflength and using mental benchmarks.

2.MD.1

1st GradeMath Geometry Lesson 12.2Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Lesson 12.2 – manual pgs. 489-492 Teacher will model Listen and Draw section (p .489) of lesson and show various ways to group shapes. As a whole group, work through student pages 489 #1-5Work Time – Students will complete the On Your Own section (p.490) independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief – What attributes can you use to describe two-dimensional shapes? Assessment: GoMath Check p. 489, observation

2nd Grade - Eureka Module 7, Lesson 17Intro/Fluency: We will review basic subtraction facts. Students will also complete the application problem for this lesson and we will discuss strategies for solving the problem.Mini-Lesson: We will discuss mental benchmarks for one inch, one foot, and one yard. We will also discuss the relationship between these three units of measure (12

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.3Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit

inches = 1 foot; 36 inches = 1 yard; 3 feet = 1 yard). We will estimate the length of various objects and then compare our estimate to the actual length of those objects.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

Day: Thursday Week of: March 18Critical



WritingMini LessonExplain to students that today you will begin writing your story out in complete sentences. They will be taking all of their ideas that they organized into B, M, and E, along with their transitions, and catchy hook, and organizing them into a complete story. Use your chart to model turning your ideas (on your brainstorming map) into complete sentences. Introduce the structure of a strong personal narrative (catchy hook), middle (facts, explanations), end. The students will want to follow this structure when writing their personal narrative.

Independent WritingThe students will begin writing their personal narrative(using the correct structure) under the flaps.

SharePartners can meet to share their writing. They can give feedback to improve the organization or details.

Phonological AwarenessThe Hungry Sound SharkMake a shark puppet by gluing a picture of a shark to a craft stick. Read Sharks to the students. Review different kinds of sharks and tell the students that you have brought a shark with you - Sound Shark. Use the poem on pg.133 of the Phonological Awareness book to introduce the shark. Put out three counters to represent the sounds in the word “bone.” /b/ /o/ /n/. Have the shark recite the poem again, but this time make the shark “eat” the /n/ sound by sliding away the

last counter. Sweep your finger under the remaining sounds and have the shark say “bo.” Continue with the sample words on page 133. Remind the students that sometimes the words they make will be real and sometimes it will be a silly word.

ReadingI can describe how words and phrases supply rhythm and meaning to a story.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or songI can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.I can determine the meanings of unknown words..L.2.4Determine 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

Mini LessonRead “Crow Sings a Song” two times. First time read it to understand what the author says. The second time read to analyze the author’s way of using words and sounds. Have students circle the alliteration in paragraph 2 and underline the repeated words in paragraph 5. Fill out the Think chart with examples of repetition and alliteration.

VocabUse Marzano’s steps to introduce the word wheezed.Whole Class Choral Reading

Guided Reading Groups and Literacy Stations

Science/Social Studies2nd GradeI can design and test ways to stop erosion.

2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.2-ESS2-1 Use information from several sources to provide evidence that Earth events can occur quickly orslowly.2-ESS2-2 Develop a model to represent the shapes and kinds of lands and bodies of

2nd GradeWorks of Water - Mystery 4 (cont.)How can you stop a landslide?Students compare multiple solutions for preventing erosion. In the activity, they design and test ways to keep water from washing away a hill modeled out of cornmeal.*Do activity through step 8 and tell students what materials they will get and have them draw/write their way to stop erosion in their science notebooks.

1st GradeGeography Lesson Landform projectMini-Lesson: Teacher will explain that students will complete a landform project over the next few days. She will model how to complete one section of the project. Students will create a flipbook about 4 landforms. They will write a sentence about each landform then draw a picture of

water in an area.

1st GradeSS-EP-4.1.2Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earths surface and use relative location.

I can use tools to identify major landforms.

it.Work Time: Students will begin creating their project. They will write a sentence about 4 landforms and create an illustration.


2nd GradeMeasureToolsInchFootYardRulerCompare

I can make 2D shapes into a larger, composite shape. I can also make new shapes from the composite shape.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

2nd Grade- Measure an object twice using different length units andcompare; relate measurement to unit size.

2.MD.1

1st GradeGo Math Geometry Lesson 12.3Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Lesson 12.1 – manual pgs. 493-496 Teacher will model Listen and Draw section (p.493) of lesson and show various ways to group shapes. As a whole group, work through student pages 493 #1-3Work Time – Students will complete the On Your Own section (p.494) independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief – How can you put 2D shapes together to make new 2D shapes? Assessment: GoMath Check p. 494, observation

2nd Grade - Eureka Module 7, Lesson 18Intro/Fluency: We will review decomposing numbers. Students will also complete the application problem for this lesson and we will discuss strategies for solving the problem.Mini-Lesson: We will practice measuring objects in centimeters and inches and then comparing the lengths. We will discuss which measurement is longer and when each should be used to measure a given item.Partner Work: Students will work with a partner to complete the problem set for this


lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

Day: Friday Week of: March 18thCritical



I can form and use irregular past tense verbs..L.2.1.DForm and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)

WritingMini LessonUse your charts to introduce past, present, and future tense verbs. Explain that when writing personal narratives, our verbs should remain in past tense unless you are using dialogue. Use your chart to model writing the correct tense of the word. Also model using these words within the context of sentences so they can see that they may need to add words prior to the verb.Independent WritingThe students will play snatch. If time is stillavailable, students can continue writing their personalnarratives. They will be editing them tomorrow forcorrect verb usage.LanguageIrregular Verb Scoot-Students read the sentence and the list of three verbs. Students write the correct verb that would complete the sentence

ReadingI can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.I can determine the meanings of unknown words..L.2.4Determine 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

March Common Assessment

VocabUse Marzano’s steps to introduce the word engineer.


Science/Social Studies

2nd Grade

1st GradeI can use words to describe problems in scenarios.I can generate multiple solutions to problems presented in scenarios.

CCS: SL.1.1Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.Lesson 17

2nd GradeSecond Steps Character Development

1st GradeLesson Concepts:We need to calm down before trying to solve problems. The first step to solving a problem is describing the problem. The second step to solving a problem is thinking about solutions to the problem.Warm-Up:Students will play a game called Idea Machine. They will use their brains to come up with solutions to the problems.Story and Discussion:Look at the photo on the front and discuss what the two children are doing.Skill Practice:Invite Puppy and Snail to help us practice the two Problem Solving steps.Wrap-Up:Discuss what we learned today about using the two steps to solve problems.(Say the problem and think about some solutions.)


2nd GradeMeasureToolsInchFootYardRulerCompare

1st GradeI can make 2D shapes into a larger, composite shape. I can also make new shapes from the composite shape.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape

2nd grade- Measure to compare the differences in lengths using inches,feet, and yards.

2.MD.1

1st GradeGo Math Geometry Lesson 12.5Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Lesson 12.5 – manual pgs. 501-504 Teacher will model Unlock the Problem section (p.501) of lesson and show various ways to group shapes. As a whole group, work through student pages 502 &503Work Time – Students will complete the On Your Own section (p.504) independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief – How can you put 2D shapes together to make new 2D shapes?Assessment: Mid-Chapter Checkpoint, observation

2nd Grade - Eureka Module 7, Lesson 19Intro/Fluency: We will review subtracting from tens. Students will also complete the application problem for this lesson and we will discuss strategies for solving the problem.Mini-Lesson: We will discuss how to compare different length using inches, feet, and yards.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a


group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

Documents

roby2ndgrade.weebly.comroby2ndgrade.weebly.com/uploads/4/2/0/4/42042305/march_18th.docx · Web viewOpening - Application Problem - Students will draw a picture to solve a word problem