Subject: Reading/LA Grade: 2 Time: 8:00 to 9:30 Length: 90 min Date: November 28 – December 2
Learning Goal(s):
Students will:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Compare and contrast the most important points presented by two texts on the same topic.
Recall information from experiences or gather information from provided sources to answer a question.
Capitalize holidays, product names, and geographic names. / Standard(s)/Benchmark(s) Addressed:
Reading focus standards:
LAFS.2.RL.1.1, LAFS.2.RI.1.1
LAFS.2.RI.3.9
LAFS.2.W.3.8
LAFS.2.L.1.2a
ESE/ESOL Accommodations: teacher and peer assistance, repetition, visuals / Differentiated Instructional Strategies:Students will go to RTI groups based on beginning-of-year levels. / Engaging Student Activity:
Materials: included in lesson below
Higher Order Level Question(s): use questioning techniques while exploring main purpose
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 Level Lesson 32
Reading: Brainstorm known facts about Native Americans from recent Social Studies curriculum and read through Native American History with students; model using question words to gain understanding of text and call on students to use a question word to ask their neighbor a question about the story; discuss how European settlers’ arrival impacted the lives of Native Americans
Grammar: remind students that names must always be capitalized; introduce holidays/product names/geographic names as fitting this definition. Write sentences on the board incorrectly, such as, “I enjoy having thanksgiving with my family,” or “I live in florida,” and have students use individual whiteboards to rewrite the word that needs to be capitalized, holding their boards up in the air to self-check with neighbors
Tuesday
Reading: Reread Native American History with students; practice asking and answering questions about the story together; let students work with a neighbor to complete question words worksheet
Grammar: Mimio stand up/sit down grammar game: Students will crouch down by the edge of their chairs. Teacher will review rules about capitalization and flip through Mimio slides one at a time, reading slides allowed and then calling out “GO!” Students will stand up if the sentence on the slide is written using correct capitalization and sit down in their chairs if the slide is written incorrectly. Whoever does not stand up/sit down correctly will be out; everyone still in the game by the end of the Mimio slide list is the “winner.” Have students crouch down by their chairs again after they stand/sit for each individual slide to “reset.”
Wednesday:
SIPPS: Challenge Level Lesson 33
Reading: Read The Buffalo Hunt with students; use question words to guide a discussion about the key points of the story and let students practice asking neighbors questions using question words about the story; review the most important points in this story are the same/different as Native American History, including implied points (such as how Native Americans have a rich culture, etc); complete a double-bubble map comparing/contrasting points
Grammar: capitalization quiz: find any words written incorrectly in each sentence (formative)
Thursday:
Reading: Read both stories again; practice using question words together; orally compare/contrast key points; have students complete question words/key points quiz (formative)
Grammar: Have students use classroom books to go on a “book hunt” for types of capitalization learned this week, writing down each sentence with a correctly capitalized word on their whiteboards. Give students 10 minutes, tell them they can switch books as many times as needed, and see who can find the most sentences.
Friday:
SIPPS: Challenge Level Lesson 34
Grammar quiz (summative); reading story skills test (summative); spelling test