Ivy Hawn Lesson Plans –H. Bundick
Subject: Reading/LA Grade: 2 Time: 8:00 to 9:30 Length: 90 min Date: October 3 - 7
Learning Goal(s):
Students will:
·  Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
·  Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
·  Recall information from experiences or gather information from provided sources to answer a question / Standard(s)/Benchmark(s) Addressed:
Reading focus standards:
LAFS.2.RI.3.7
LAFS.2.RI.2.6
LAFS.2.W.2.8
Imbedded Social Studies standards: SS.2.C.3.2, SS.2.C.3.1
ESE/ESOL Accommodations: teacher and peer assistance, repetition, visuals / Differentiated Instructional Strategies:
Center 1 – fluency practice
Center 2 – writing: if I were the president
Center 3 - spelling flashcards
Center 4 - MobyMax Informational Skills
Students will go to RTI groups based on beginning-of-year levels. / Engaging Student Activity:
Monday: circle map
Tuesday: Constitution-based video discussion
Wednesday: bubble map
Thursday: tree map
Friday: test
Materials: Spelling City week 8 list, SIPPS materials for lessons 6 -10, all materials listed throughout daily work below,
Higher Order Level Question(s): see questioning imbedded in lesson
21st Century Skills to Increase Rigor:
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility, Flexibility, and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written communication
Accessing and Analyzing Information
Curiosity and Imagination
Teamwork
/ Webb’s Depth of Knowledge Levels:
Level 1 Level 2 Level 3 Level 4
-Recall elements and details -Identify and summarize the major events -Support ideas with details and -Conduct a project that requires specifying
of story structure. of a narrative examples. a problem, designing, and conducting an
-Conduct basic math calculations. -Use context clues to identify the meaning -Use an appropriate voice to the experiment, analyzing its data, and
-Label locations on a map. of unfamiliar words. purpose and audience. reporting results/solutions.
-Represent in words or diagrams -Solve routine multiple-step problems. -Identify research questions and -Apply math model to illuminate a problem.
a scientific concept/relationship. -Describe the cause/effect of an event. design investigations for a scientific -Analyze and synthesize information from
-Perform routine procedures -Identify patterns in events or behaviors. problem. multiple sources.
like measuring length or -Formulate a routine problem given data -Develop a scientific model for a -Describe and illustrate how common
punctuation marks. and conditions. complex situation. themes are found across texts from
-Describe the features -Organize, represent, and interpret data. -Determine the author’s purpose and different cultures.
of a place or people. describe how it affects the story. -Design a math model to inform and solve
-Apply a concept in other contexts. a practical or abstract situation.
Lesson Activity/Experiences:
Monday: SIPPS Challenge Lesson 6
Pass out copies of the preamble to the Constitution. Read the text together with students, stopping after every phrase to discuss the meaning and the relevance to students’ lives. Discuss why the Framers (the men who made the Constitution) might have wanted to include those phrases in the Constitution (for example, “provide for the common defense” means make sure we are safe from enemies; the Framers wanted to keep America safe).
Play the video at https://safeshare.tv/x/ss57ec5069b7a51 making sure to start at 8 minutes and 16 seconds into the video. After watching the video, discuss how the kids in the images in the story contribute to the meaning behind the words.
Pass out circle maps. Using their copies of The Constitution for Kids and their copy of the preamble, students should work in teams to fill in the circle map with 5 facts about the Constitution, writing “What do I know about the Constitution?” in the middle and 5 facts about it in the outer circle.
Tuesday: SIPPS Challenge Level Lesson 7
Show the picture of the original Constitution. Ask students to share their observations about how the 200-plus-year-old document is organized. Discuss how it looks like it was divided up into parts or articles with text that follows and signatures at the bottom of the text.
Explain that when we find a word we don’t know, we can use context clues (words/images around the text) to determine the meaning of the unknown word. Other words may need to be looked up online. Have students follow along in their individual copies of the text, “The Preamble to the Constitution of the United States,” as you read. This time, students should underline or circle some of the words that are unfamiliar to them.
Play the video at https://safeshare.tv/x/ss57ec5069b7a51 again, making sure to start at 8 minutes and 16 seconds into the video. While watching, did anyone notice anything in the pictures that helped them understand the words of the preamble better?
Project a copy of the preamble onto the whiteboard. Discuss the phrase “we the people” and brainstorm its meaning (the people living in the United States). Model how to paraphrase the text above the actual phrase “we the people” on the board, writing our interpretation of the phrase above the actual text. Guide students in paraphrasing the phrase in their own texts.
Next, look at the phrase “in order to form a more perfect union.” Brainstorm together and guide students to the realization that this means to come together and make things better for everyone in the community. Model how to paraphrase again on the whiteboard and guide students to do so above the phrase on their student copies.
Continue in this manner: keep discussing phrases and paraphrasing them, guiding students through brainstorming, context clues in the video we watched, prior knowledge from our experiences with The Creature Constitution, The Constitution for Kids, and even the video we watched of the ladies singing the Constitution last week (http://safeshare.tv/x/ss57d07d248c308) to help us understand the meaning of each phrase.
Wednesday: SIPPS Challenge Level Lesson 8
Have students reread the text along with you and turn and discuss with partners as you pose questions about the Preamble:
We the people of the United States: what words are important? Why?
In order to form a more perfect union, establish justice…: why do students think the authors wanted things to be fair and honest for everyone?
Ensure domestic tranquility: discuss that we know that this means they wanted things at home to be calm. Why is this important?
Provide for the Common Defense: do any students play defense on a sports team? What do they do? What do we have to defend our nation?
Promote the General Welfare: What are some things citizens need to have a good life or welfare?
And Secure the Blessings of Liberty; To Ourselves and our Posterity: What are the blessings of liberty?
Do Ordain and Establish this Consitution: Why would it be important to write down the Constitution?
For the United States of America.
What is the main purpose of the Constitution, based on what we just discussed? What did the authors of the Constitution want to answer, explain, or describe to us? Guide students to realizing that they were answering the need for a set of rules to guide the people, explaining why we needed the rules in the preamble, and describing how America would work by writing the Constitution.
Have students make a bubble map of how the Constitution helps us, writing “The Constitution helps us by…” in the middle circle, and one fact they learned about how the Constitution helps us in the outer circles.
Thursday: SIPPS Challenge Level Lesson 9
Reread The Constitution for Kids section, “How It All Works,” again, paying special attention to the 3 branches of government diagram in this section. Discuss how the branches of government like the branches of a tree (they are smaller parts of a whole; the core, like the trunk, is that they belong to the government, but each part – legislative, executive, judicial – is a separate unit within the whole, just like the branch of a tree).
Remind students that the Constitution dictates how the government is formed. Explain that the government is formed again and again in a way, with new people as the years go by, but the roles remain the same because we are still governed by the same document, the Constitution, that was written over 200 years ago.
Discuss how we can use a diagram like this to help us understand the text better when we read. The text we have been looking at lately are about the Constitution, and this diagram explains more about what the Constitution requires in our government. We’ve also been using tree maps to help organize our thinking, and a tree map has branches, too, so it is perfect to use when describing the government.
Read through each branch of government, stopping to brainstorm key facts based on the diagram. Then have students complete a tree map, writing “The United States Government” at the top, the names of each branch of government on the branches of the tree map, and one fact about that branch of government under the branch’s name (formative).
Friday: SIPPS Challenge Level Lesson 10
Comprehension test for week’s story; spelling test; SIPPS mastery test