Reading, Math, 4Th Writing, 5Th Science s1
Subject: Reading/LA Grade: 2 Time: 8:00 to 9:30 Length: 90 min Date: February 27 – March 3rd
Standard(s)/Benchmark(s) Addressed:
LAFS.2.L.1.1d
LAFS.2.RI.3.8
LAFS.2.RI.2.6
LAFS.2.RI.1.1
LAFS.2.RI.3.9
LAFS.2.RL.1.1 / Learning Goal(s):
Use reflexive pronouns (e.g., myself, ourselves).
Describe how an author uses reasons to support specific points in a text.
Identify the main purpose of a text, including what the author want or answer, explain, or describe.
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 presentence by two texts on the same topic.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
ESE/ESOL Accommodations: teacher and peer assistance, repetition, visuals / Differentiated Instructional Strategies:
Students will go to RTI groups based on classroom needs / Engaging Student Activity:
Alvin Ailey biography http://www.famoustexans.com/alvinailey.htm
Alvin Ailey’s The River performance clips https://safeshare.tv/x/iDyfWg4PRFY
Link to Ricardo’s Dilemma on RAZ https://www.raz-plus.com/book.php?id=136&lang=1&type=book
Materials: included in lesson below
Higher Order Level Question(s): see below
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 62
Reading: Using the links in the “Engaging Student Activity” section, first read the biography about Alvin Ailey to the students, and then display the video of the performance clips. Then read The Alvin Ailey Kids: Dancing as a Team with students. Review question words and select students to ask their neighbors questions about the story and then answer them. Using the questions below, guide students in providing answers regarding why the author wrote certain points.
Make a bubble map for question words: write the title inside the inner bubble and one question word NEXT TO each outer bubble (who, what, when, where, why, how). Inside each outer bubble, write a sentence that “answers” each question word: for the bubble with “who” next to it, the students could write “Alvin Ailey school dancers.”
Higher-order questions (ask today or at various points through the week):
· How are the Alvin Ailey student dancers like the Ivy hawn student dancers? How are they different?
· Page 387: How does the author support his opinion that dancing is hard work?
· Page 388: Find the word “express” in a dictionary [allow one student to find for the class or let all students find – teacher discretion]. Now that we know what “express” means, look at Whitney dancing. How does dancing help her express her emotions?
· Page 391: How do jazzy music and noisy shoes help support what the author says about the mood being different in tap?
· Page 392-393: Jasper says he likes the beat when he dances. How does he show this? [kicks and jumps, singing and clapping, talking excitedly about his class]
· Page 396: How are the parents helping by coming to watch?
· Page 398: The author said the dancers’ feet are flying, but we know people can’t fly by themselves. What does he mean by saying that they’re flying?
· Page 399: How does the author support the statement that all the dancer’s hard work had paid off? Look at the other sentences in that paragraph.
· [after reading Ricardo’s Dilemma] How are Ricardo and the Alvin Ailey kids the same? How are they different?
Grammar: Review reflexive pronouns and type sentences on the board (using Mimio) with a space where a reflexive pronoun should be (you can use student names to make it more interesting). Invite students to come up and write the missing word. For example, you might write, “Jacob learned to tie his shoes by ______when he was 6.” [himself]
Tuesday
Reading: Reread the Alvin Ailey story again with students, reviewing points from yesterday that the author made in the text (or quotes from students that he used) and how he proved his point. Provide time for students to utilize question words to ask each other about the story. Afterwards, remind students that the main topic is what the story is mostly about. Have students complete the main topic worksheet; they need to find facts about the story and generate one sentence on their own about what the main topic is. Review sentences as a class afterward; provide the main topic and give students a chance to correct their papers if need be.
Distribute the RAZ story Ricardo’s Dilemma and read through with students for comprehension. Orally compare and contrast the stories.
Grammar: None today due to time needed to work on stories
Wednesday:
SIPPS: Challenge Level Lesson 63
Reading: Reread Ricardo’s Dilemma with students and give them time to ask/answer questions with their peers using question words. Remind students that the main topic is what the story is mostly about and guide them in identifying the main topic of Ricardo’s Dilemma orally. Next, skim through the Alvin Ailey story, stopping on each page to discuss what the page was about. Orally compare and contrast the two stories, focusing on what important points are in the stories vs. nonessential details; have students work in pairs to make a double-bubble map comparing/contrasting the two stories.
Grammar: Reflexive Pronoun Sentence Race: brainstorm the list of reflexive pronouns; have each student who can list one pronoun come write it on the board. Then model how to make sentences out of the words. Next, project a countdown timer (if you do not have one, use this link http://www.online-stopwatch.com/ ) and set it for 5 minutes (you do not need to erase the pronouns). Tell students they need to use their writing journals and make up as many sentences using reflexive pronouns as they can before time is up. Whoever makes the most can get a treat; you may choose to do 1st/2nd/3rd place for treats if desired. Make sure to check student sentences for accuracy; you can have students raise their hands to say how many sentences they wrote, then walk to their desks to read them aloud for the class and see if they counted correctly.
Thursday:
Reading: Jeopardy PowerPoint game to review for test: split class into two teams, number students 1-9 on each team, call students up to compete two at a time (mix up order after everyone has a first turn), pick which slide to start from and let winning team pick slides after that, place desk with two fake “buzzers” on it in between students so they can slap the buzzer to answer
Grammar: Reflexive pronouns worksheet to review for summative
Friday:
SIPPS: Challenge Level Lesson 64
Grammar quiz (summative); reading story skills quiz (formative); spelling test