Reading, Math, 4th Writing, 5th Science



|Ivy Hawn Lesson Plans –N. Renzoni |

|Subject: Reading/LA Grade: 2 Time: 8:00 to 9:30 Length: 90 min Date: April 17 - 21 |

|Standard(s)/Benchmark(s) Addressed: |Learning Goal(s): |

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|LAFS.2.RI.3.8 |Describe how an author uses reasons to support specific points in a text. |

|LAFS.2.SL.1.2 |Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |

|LAFS.2.RI.2.6 |Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |

|LAFS.2.RI.1.2 |Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. |

|LAFS.2.L.3.4b |Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell) |

|LAFS.2.L.3.4d |Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark) |

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|ESE/ESOL Accommodations: teacher and |Differentiated Instructional Strategies: |Engaging Student Activity: |

|peer assistance, repetition, visuals | | |

| |Students will go to RTI groups based on classroom needs |Have students brainstorm any animals they have seen taking a bath (their own pets, zoo animals, animals in |

| | |internet videos, etc). Have students draw a picture of the animal bathing, walk around the room and describe |

| | |their picture to three neighbors, and then sit down. Ask how the animals felt about having a bath or how the |

| | |animals bathe differently than us (some animals take mud baths or lick themselves clean, etc). |

|Materials: included in lesson below | | |

|Higher Order Level Question(s): ask | | |

|varying analysis and evaluation level | | |

|questions while identifying and | | |

|differentiating between main topic and | | |

|main purpose | | |

|21st Century Skills to Increase Rigor: |Webb’s Depth of Knowledge Levels: |

| |Level 1 Level 2 Level 3 Level 4 |

|Critical Thinking and Problem Solving |-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. |

|Collaboration and Leadership |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. |

|Agility, Flexibility, and Adaptability |reporting results/solutions. |

| |-Represent in words or diagrams -Solve routine multiple-step problems. -Identify research questions and -Apply math model to illuminate a |

| |problem. |

|Initiative and Entrepreneurialism |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 |

|Effective Oral and Written |sources. |

|communication |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. |

|Accessing and Analyzing Information |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. |

|Curiosity and Imagination |-Design a math model to inform and solve |

| |-Apply a concept in other contexts. a practical or abstract situation. |

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|Teamwork | |

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|Lesson Activity/Experiences: |

|Monday |

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|Reading: Read through story of the week, Splish! Splash! Animal Baths (Treasures Series); discuss unknown vocabulary; discuss what the topics of each paragraph are and what the main topic of the story is; examine |

|how the author proves her points by stating certain facts (for example, the author proves that birds preen by saying they are smoothing and straightening their feathers; the author proves that lions do what |

|housecats do by saying they lick themselves); have students make bubble map, writing the main topic in the middle bubble and one fact (with a page number) from 6 different pages in the outer circles that proves the|

|main topic. |

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|Grammar: |

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|Discuss the definition of opposites; discuss the definition of prefixes; discuss known prefixes and how they change root words. Using whiteboards, practice calling out root words (happy, imaginative, open, |

|consider) and then adding prefixes (unhappy, unimaginative, reopen, reconsider). Discuss how words’ meanings changed. |

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|Discuss the definition of compound words. Using the words book and house, add new parts to the words to create the following lists: birdhouse, lighthouse, housefly, longhouse and bookshelf, notebook, bookmark, |

|bookworm. Compare and contrast new and old words’ meanings. |

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|Tuesday |

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|Reading: Reread through the story of the week again, reviewing what the focus of each paragraph is and how the paragraphs work together to show us the main topic of the story; discuss how main topic differs from |

|main purpose; while examining key ideas and details from the story, brainstorm together what the main purpose of the story is and invite students to identify the main purpose and prove it orally by sharing facts |

|from the story. Discuss how this is what an author must do (prove his/her point when stating information) and have students complete the supporting points worksheet. |

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|Grammar: |

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|Using whiteboards, write sentences using words that can be altered by adding a prefix, eg, I was telling the story to my mom. Have students add the prefix you give them and discuss together how the meaning of the |

|sentence changes (eg, I was retelling the story to my mom means you told her the story a second time). |

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|Turn the following simple words into compound words and discuss how the words’ meanings change (orally or on whiteboards); have students predict the meaning of any unknown compound words using the first word as a |

|guide: |

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|Rain ( rainbow, raincoat |

|Grand ( grandmother, grandstand |

|Pass ( bypass, passport |

|Cross ( crosswalk, crossfit, cross |

|Back ( backwards, background, backstab, backbone, backtrack, backlog |

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|Wednesday |

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|Reading: Reread story with students; discuss all important skills learned this week (main topic, main purpose, how an author supports his/her point with facts) and have students work in teams of 3 to make posters |

|of the story. Pick a couple groups to do main topic, a couple groups to do main purpose, and a couple groups to do author-supported details. Posters should be centered around either the main topic, main purpose, or|

|author-supported details; posters should have written information, illustrations that match, titles, decorative items such as borders, and the contributing students’ names. Give students time to present posters to |

|the class. |

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|Grammar: |

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|Practice adding the prefixes re-, non-, un-, and dis- to a variety of words, orally or on whiteboards. |

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|Turn the following simple words into compound words and discuss how the words’ meanings change (orally or on whiteboards); have students predict the meaning of any unknown compound words using the first word as a |

|guide: |

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|Home ( homework, homemade, homebound, homeless, homestead, hometown |

|Super ( superman, supernatural, supersensitive, superpower, supercharge, supercargo, supermarket |

|Heart ( heartfelt, heartbreak, heartrending, heartless, wholehearted, heartthrob |

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|Thursday |

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|Reading/grammar: Jeopardy game review to prepare for tomorrow’s test |

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|Friday |

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|Reading story skills quiz (formative); grammar quiz (formative); spelling test |

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