Ms. Salisbury’s Lesson Plans November 11-15, 2013
Monday / Tuesday / Wednesday / Thursday / FridayUnpack / TSW unpack / TSW unpack / TSW unpack / TSW unpack / TSW)
Morning Work / TSW Complete morning journal / TSW Complete morning journal / TSW Complete morning journal / TSW Complete morning journal / TSW Complete morning journal
Teacher Directed Math / Objective: Counting Money
TCW learn the value of each coin by cooperating in a smart lesson and watching a brain pop jr. video about money.
TCW go to to play a counting money game.
TTW give each student a counting money worksheet to practice counting coins. (guided/independent)
HW – Counting money worksheet
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. / Objective: Counting Money
TCW review the values of each coin and a smart lesson will be used to review how to count money.
TTW give each student a counting money worksheet to practice counting coins. (guided/independent)
HW – Counting money worksheet
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. / Objective: Counting Money
TCW watch the Rock to Learn money video.
TTW give each student a counting money worksheet to practice counting coins. (guided/independent)
HW – Counting money worksheet
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. / Objective: Counting Money
TTW give each student a counting money worksheet to practice counting coins. (guided/independent
After the worksheet the students will play a money counting game.
HW – Counting money worksheet
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. / Objective: Counting Money
TCW play Money BINGO to review.
TSW take a money quiz
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
Word / TTW review this week’s spelling words, examining phonetic components with each word. TCW complete the rainbow words spelling page together.
Spelling Words:
Kite, bike,hope,cute, bake, gray, stay, main, train, brain
Enrichment: native, tribe, settler, crop, harvest, trade
Bonus:Thankful
HW: Spelling Packet Monday Activity
Words come from the Phonic Handbook and frequently misspelled words by the students.
2-3.12 Spell high-frequency words. (See Instructional Appendix: High-Frequency Words.) / Objective: Long A
TSW watch a video about long a from brainpopjr.com
After watching the video, the students will complete a practice page to gain a better understanding for the long a sound.
HW: Spelling Packet Tuesday
Activity
2-3.12 Spell high-frequency words. (See Instructional Appendix: High-Frequency Words.) / Objective: Long A
TCW watch a short video about long a.
After watching the video, the students will complete a practice page to gain a better understanding for the long a sound.
HW: Spelling Packet Wednesday Activity
2-3.12 Spell high-frequency words. (See Instructional Appendix: High-Frequency Words.) / Objective: Long A
TSW watch a video about long .
After watching the video, the students will complete a practice page to gain a better understanding for the long a sound.
HW: Spelling Packet Thursday Activity
2-3.12 Spell high-frequency words. (See Instructional Appendix: High-Frequency Words.) / TSW complete the weekly spelling test.
2-3.12 Spell high-frequency words. (See Instructional Appendix: High-Frequency Words.)
.
RECESS
Teacher Directed Reading/ Small Groups / Literature: Legend of the Blue Bonnet
Skills:
Story Elements (plot, characters, setting and comprehending).
Activity: TSW be Given back ground info on Native Americans, and background info on folktales. Read for meaning. Fill out a characters, setting, and plot graphic organizer.
- Standard: CCSS.ELA-Literacy.RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Blue Bonnet
Skill:Who, What, When, Where and Why
Activity: TSW Develop and answer who, what, when, where, why and how questions from the story.
- Standard: CCSS.ELA-Literacy.RL.2.1Ask and answer such questions aswho, what, where, when, why, andhowto demonstrate understanding of key details in a text.
Skill: Analyzing details and understanding the events in the story.
Activity: TSW understand and question how do characters change? Analyze how One-Who-Is- Alone changed throughout the story. Talk about the events that helped her to change
Standard: CCSS.ELA-Literacy.RL.2.3Describe how characters in a story respond to major events and challenges / Literature: Why Rabbits Have Short Tales
Skill: Compare and Contrast.
Activity: TCW read Why Rabbits Have Short Tales and have students compare and contrast the difference between legends and folktales.
- Standard: CCSS.ELA-Literacy.RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
ELA Small Group / Students will be learning the tasks that are expected at each learning center this week. TTW model what they should do every day during this small group time. / Students will be learning the tasks that are expected at each learning center this week. TTW model what they should do every day during this small group time. / Students will be learning the tasks that are expected at each learning center this week. TTW model what they should do every day during this small group time. / Students will be learning the tasks that are expected at each learning center this week. TTW model what they should do every day during this small group time. / Students will be learning the tasks that are expected at each learning center this week. TTW model what they should do every day during this small group time.
LUNCH
Writing / TSW watch a short video about Native American Life.
After the video, the students will help fill out a brainstorm chart. Also, the students will write down the brainstorming ideas on their own.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. / TSW complete their sloppy copy of their Native American Writing.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. / TSW revise and edit their sloppy copy with a partner.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. / TSW complete their final copy of their Native American Writing.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. / TSW share their writing with the class.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Science /S.S. / Objective: Native Americans
TSW begin learning about Native Americans by watching a brainpopjr. video about the Iroquois Indians.
After the video, TSW fill out a work page about Native Americans that reflects what they had just learned.
HW: Native American Reading Passage
2-4.1 Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature. / Objective: Native Americans
TSW watch a short brainpop video about another Native American Tribe (Cherokee Indians).
Afterwards, the students will complete a graphic organizer about the tribe and then compare it with the Iroquois Tribe.
HW: Native American Reading Passage
2-4.1 Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature. / Objective: Native Americans
TSW watch a short video about another Native American Tribe( Pueblo Native). Afterwards TSW will fill out a tribal graphic organizer and complete a tribal drawing.
HW: Native American Reading Passage
2-4.1 Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature. / Objective: Native Americans
TCW review the tribes that were learned about throughout the week. TSW then pick their favorite tribe and write about why they would want to be a part of that tribe.
HW: Native American Reading Passage
2-4.1 Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature. / Objective: Native Americans
P/A: TSW take a Quiz on Native Americans. TSW color a Native American boy or girl.
TSW will watch Maya and Miguel Thanksgiving video from unitedstreaming.
2-4.1 Recognize the basic elements that make up a cultural region in the United States, including language, beliefs, customs, art, and literature. / TCW watch So You Think you want to be President” from united streaming.
TCW watch “The Story of BarackObama”
Complete the BarackObama Comprehension worksheet (use as a classwork grade)
HW-Study the Government Study Guide
2-2.4Explain the role of elected leaders, including mayor, governor, and president.
2-2.3Identify the roles of leaders and officials in government, including law enforcement and public safety officials. / TCW go back through the Government PPT to review local, state, and federal government.
TCW watch “This is Our Government” video from united streaming.
HW-Study the Government Study Guide
2-2.4Explain the role of elected leaders, including mayor, governor, and president.
2-2.3Identify the roles of leaders and officials in government, including law enforcement and public safety officials. / TSW complete the Government Unit test
TCW watch “Maya and Miguel: Politics Unusual” from united streaming
2-2.4Explain the role of elected leaders, including mayor, governor, and president.
2-2.3Identify the roles of leaders and officials in government, including law enforcement and public safety officials.
Read Aloud / Junie B. Jones / Junie B Jones / Junie B Jones / Junie B Jones / Junie B. Jones