Dates:

Subject: Math Minutes Per Week: Weekly Lesson Plan Teacher:

SIOP Format / M / T / W / TH / F
Content Objective: / I can demonstrate knowledge of the value of coins and dollar bills by matching the coin or bill to the correct value. / I can demonstrate comprehension of the value of coins and dollar bills by relating the value of a coin to purchasing items. / I can demonstrate analysis of of the value of coins and dollar bills by estimating how much of an item I can purchase with the amount of money I have / I can demonstrate application of the value of coins and dollar bills by solving word problems involving coins and dollar bills. / I can demonstrate syntheses of money value by creating my own word problems and modeling them by creating a store and selling items to customers.
Language Objective: / I can orally share the value of a coin or dollar by completing the sentence frame “that is a _____ and it is worth ______. / I can read the cost of an item and orally share which items i can purchase based on how much money I have. / I can orally explain my estimation of how much I can buy. / I can orally explain my answer by completing the sentence stem “ my answer is___, I used ______strategy to find the correct answer. / I can write a word problem based upon a scenario I create in my store.
Vocabulary: / Dollar bill, coin, penny, nickel, dime, quarter. / Purchase, value / Purchase, value, buy strategy estimate. / Strategy UPSC / Strategy UPSC
Supplementary Materials: / Money for the math kit / Money, pictures of items to buy. / UPSC video
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback)
/ TTW present a money flipchart to the class, upon its completion, she will then explain how to use the sentence frame with a partner and identify the money and value. / TTW present students with items that are labeled with prices, students will each have the same amount of money to spend. / TTW present students with items to purchase and students will estimate how much they can buy. / TTW present money story problems to the students and model a few to begin, focusing on the UPSC strategy / TTW model how to be a store owner(producer) or a consumer(customer) and reenact their word problems based upon money.
Practice and application:
(Meaningful activities, interaction, strategies, feedback)
/ TLW use the Flipchart to match money value. Then work with a partner to identify money and its value. / TLW decide if they can purchase items based on how much money they have and the cost of the items. / TLW estimate how much they can buy based on price and how much they can afford. / TLW solve story problems using the UPSC method and explain thier answer using the sentence stem provided. / TLW create a word problem and then act it out in their “store”.
Assessment: / observation / observation / observation / observation / Observation, written response
Notes: / Money/ consumers and producers (store)

Dates:

Subject: Reading Minutes Per Week: Weekly Lesson Plan Teacher: Rydlicki

SIOP Format / M / T / W / TH / F
Content Objective: / I can identify parts of an informational book. / I can identify details and facts in a text. / I can identify main ideas and supporting details in a text. / I can identify main ideas and supporting details in a text. / I can identify main ideas and supporting details in a text.
Language Objective: / I can identify parts of an informational book and write down the parts using a graphic organizer. / I can list details and facts in a text by using a graphic organizer. / I can list the main idea and supporting details in a text. / I can list the main idea and supporting details in a text. / I can highlight the main idea and supporting details in a text.
Vocabulary: / Index, captions, glossary, headings, title / Details, facts, opinon / Main idea, supporting details, text / Main idea, supporting details, text / Main idea, supporting details, text, highlight
Supplementary Materials: / http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf
attached pdf graphic organizers / http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf / http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf / http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf / http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback)
/ TTW provide the students with the student sheet and model for them. / TTW provide the students with the student sheet and model for them. / TTW provide the students with the student sheet and model for them. / TTW provide the students with the student sheet and model for them. / TTw provide the students with the passage and model the correct way to highlight main ideas and supporting details.
Practice and application:
(Meaningful activities, interaction, strategies, feedback)
/ Students will use the student sheet during daily 5 to locate and write about the parts of the b ook that they find. / TLW use the student sheet during Daily 5 with an informational book of their choice and identify facts and details in a text using the graphic organizer as a guide. / TLW use the student sheet during Daily 5 with the informational book og their choice and identify main ideas and supporting details using the graphic organizer as a guide. / TLW use the student sheet during Daily 5 with the informational book og their choice and identify main ideas and supporting details using the graphic organizer as a guide. / TLW use a highlighter to highlight important details in a passage.
Assessment: / Student sheet / Student sheet / Student sheet / Student sheet / Student sheet
Notes:

Dates:

Subject: Science Minutes Per Week: Weekly Lesson Plan Teacher: Rydlicki

SIOP Format / M / T / W / TH / F
Content Objective: / TLW Generate questions, conduct investigations, and develop solutions to problems through reasoning and observations / TLW Generate questions, conduct investigations, and develop solutions to problems through reasoning and observations / TLW Generate questions, conduct investigations, and develop solutions to problems through reasoning and observations / TLW Generate questions, conduct investigations, and develop solutions to problems through reasoning and observations / TLW Generate questions, conduct investigations, and develop solutions to problems through reasoning and observations
Language Objective: / TLW follow directions and collect data to determine best method for cleaning a penny. / TLW converse and make predictions about the floatability of an orange. / TLW predict and explain why more sugar dissolves in hot water. / TLW show and distinguish why an egg floats on salt water. / TLW describe and explain how mixture can be separated and solutions cannot.
Vocabulary: / Clean, chemical reaction / Float, sink / Dissolve, temperature, / Dissolve, pour, bouncy, float / Mixture, solution
Supplementary Materials: / Penny, vinegar, soap and water, lemon juice, salsa / oranges, water, container / Hot water in a cup, cold water in a cup, sugar cubes / An egg, salt, water, tall glass or container, / Beans, salt, water, Dixie cups,
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback)
/ TTW model various ways that a Penny may be cleaned / TTW seeing if different items sink or float in water / TTW model dissolving sugar cubes in cold and hot water / TTW model mixing a solution of salt water and then adding plain water and carefully placing an egg in the water / TTW model making a a mixture and a solution
Practice and application:
(Meaningful activities, interaction, strategies, feedback)
/ TLW try various methods to clean a penny. / TLW float oranges with skin and then peeled oranges in water. / TLW count sugar cubes in cold and hot water. / TLW make a solution and carefully pour in water and then placing the egg in the water. / TLW make a mixture and a solution
Assessment: / Scientific Method
(Share with KDG.)
Notes: / What will clean a penny? / What object will float and or sink / How many sugar cubes can be dissolved in hot water/cold water / Why does an egg float on top of salt water? / Make a mixture with beans and a solution with salt and water.

Dates:

Subject: Social Studies Minutes Per Week: Weekly Lesson Plan Teacher: Rydlicki

SIOP Format / M / T / W / TH / F
Content Objective: / TLW explain why people form governments and distinguish between government action and private actions. / TLW explain why people form governments and distinguish between government action and private actions. / TLW explain why people form governments and distinguish between government action and private actions.
Language Objective: / TLW listen and discuss how the postal system works / TLW complete with following sentence stem with a buddy. A long time ago mail was carried by _____, now it is carried by ______and ______. / TLW identify and give examples of public and private delivery systems.
Vocabulary: / Post office, fed ex, ups, public private, thinking map / Post office, fed ex, ups, public private, thinking map / Post office, fed ex, ups, public private, thinking map
Supplementary Materials: / www.Howstuffworks.com/usps.htm
flow map / About.Upsp.com / thinking map
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback) / TTW show the students the video on how stuff works of the united states post office / TTW explore the USPS.com website with the children. Different ways mail has been carried throughout the years. / TTW lead discussion on different ways we can get deliveries of mail or packages (fed ex, ups, etc.) Public vs. private. Nonprofit vs. for profit
Practice and application:
(Meaningful activities, interaction, strategies, feedback)
/ TLW complete a thinking map (flow map) on how the post office works. / TLW complete with following sentence stem with a buddy. A long time ago mail was carried by _____, now it is carried by ______and ______. / TLW complete a thinking map on different ways to send items to other people
Assessment: / Post office, mail, community
Notes:

Dates:

Subject: Writing Minutes Per Week: Weekly Lesson Plan Teacher: Rydlicki

SIOP Format / M / T / W / TH / F
Content Objective: / TLW write explanatory text in which they introduce a topic, use facts and definitions to develop points (W2.2) / TLW write explanatory text in which they introduce a topic, use facts and definitions to develop points (W2.2) / TLW write explanatory text in which they introduce a topic, use facts and definitions to develop points (W2.2) / TLW write explanatory text in which they introduce a topic, use facts and definitions to develop points (W2.2) / TLW write explanatory text in which they introduce a topic, use facts and definitions to develop points (W2.2)
Language Objective: / TLW identify the parts of a letter and share with a buddy. / TLW listen and find specific (capital letters, commas) items in a letter. / TLW share and label their letters they have written. / TLW tell and about and find specific information to be changed in their letters. / TLW listen to and share their letters with a buddy.
Vocabulary: / Salutation, body, date, closing, signature, letter / Salutation, body, date, closing, signature, letter / Salutation, body, date, closing, signature, letter / Salutation, body, date, closing, signature, letter / Salutation, body, date, closing, signature, letter, address, envelope
Supplementary Materials: / Example of letter on a flipchart / Flipchart and handouts (1 per every 2 students) / Books with letters as part of the text / Green pens, / Red pens, envelopes, stamps,
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback)
/ TTW explain parts of a letter (salutation, closing, signature, body of letter, neatness, basic writing conventions) / TTW Focus on capital letters and commas within the letter. / TTW read aloud the book ____ and ask the students if they are seeing the parts of a letter we have discussed. / TTW model revising a letter (previously written) / TTW model editing and publishing a letter and addressing an envelope.
Practice and application:
(Meaningful activities, interaction, strategies, feedback)
/ TLW explain parts of a letter to their pair share buddy. / TLW share a letter with their buddy and highlight capitals, commas, and indented areas and then start to write a friendly letter for Mother’s day. / TLW share with a pair share buddy parts of a letter and continue to write their letters. / TLW revise their letter / TTW edit and publish letter. And address an envelope.
Assessment: / letter
Notes: / Writing a letter
Friday mail a letter to mom