Dates: 4/8-12

Subject:Math Minutes Per Week: Weekly Lesson PlanTeacher:

SIOP Format / M / T / W / TH / F
Content Objective: / TSWDraw a picture graph and bar graph to represent a data set with up to 4 categories. S 22106 / TSW Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns.
(2.OA.4) / TSW Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. (2.MD.8) / TSW Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. (2.MD.8) / Field Trip
Language Objective: / Student will orally discuss options for data set by completing the sentence stem… “ four things I did over the break were ….” / Student will orally explain multiplication to a buddy. / Student will listen to and solve word problems using UPSC. / Student will develop word problems and then share with a buddy.
Vocabulary: / Pictograph, graph, data, / Multiplication, arrays, repeated addition / Multiplication, addition, subtraction, word/story problem, key words / Multiplication, addition, subtraction, word/story problem, key words
Supplementary Materials: / Graph paper, / White boards, markers / White boards, markers, UPSC video for review / White boards, markers, UPSC video for review
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback) / TTW model making a pictograph of 4 activities you did over the break. / TTW Review arrays/multiplication. Practice a timed test. / TTW present story problems to students, for example: A pack of gum has 5 sticks. How many sticks are in 3 packs? / TTW present story problems to students, for example: There are 4 muffins in a package. How many would be needed for a class of 24 students?
Practice and application:
(Meaningful activities, interaction, strategies, feedback) / TSW model making a pictograph of 4 activities you did over the break. / TSW practice arrays/multiplication and participate in a timed test. / TSW answer problems like….A pack of gum has 5 sticks. How many sticks are in 3 packs? Presented by the teacher / TSW answer problems like …There are 4 muffins in a package. How many would be needed for a class of 24 students? Presented by the teacher.
Assessment: / pictograph / Timed test / Story problem observations / Story problem observations
Notes:

Dates: 4 8-12

Subject:Science Minutes Per Week: Weekly Lesson PlanTeacher: Rydlicki/Earle

SIOP Format / M / T / W / TH / F
Content Objective: / Identify the needs of plants.
(LOL.02.14) / Identify the needs of plants.
(LOL.02.14) / Identify the needs of plants.
(LOL.02.14) / Field trip
Language Objective: / Student will record observations of flower by completing the scientific observation form. / Student will record observations of flower by completing the scientific observation form. / Student will write a paragraph describing how to plant a seed.
Vocabulary: / Draw (as in the stem will draw water), straw, / Draw (as in the stem will draw water), straw, / Seed, submerge, cover, soil, moisture
Supplementary Materials: / Food dye, carnations, cups, water, scientific observation forms / Scientific observation form / Cups, seeds, dirt, seed/plant scientific observation form.
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback) / TTW will demonstrate the Whitecarnation experiment. MC3 lesson 6 / TTW model drawing in the third rectangle of the scientific observation form. / TTW review and ask the children to name the different parts of a plant. Write their suggestions on the board. Prompt them with questions like, “How do plants get water?” “What holds a plant in place?” “What part of the plant catches the sunlight?” “What part of the plant holds the leaves and flowers up?” The list should include root, stem, and leaf. Students will plant seeds. / .
Practice and application:
(Meaningful activities, interaction, strategies, feedback) / TSW observe flower and then cut stem and put in colored water. And then complete the scientific observation form 1) carnation now 2) what I think the carnation will look like 3) what it looks like in two days. / TSW Observe carnation and draw changes in third rectangle on scientific observation form. / TSW plant a seed and make observations.
Assessment: / Scientific observation form / Scientific observation form / Scientific observation form
Notes:

Dates: 4 8-12

Subject:Social Studies Minutes Per Week: Weekly Lesson PlanTeacher: Rydlicki/Earle

SIOP Format / M / T / W / TH / F
Content Objective: / TLW Identify how businesses in the community meet the needs of the community by means of economic wants of consumers. S-2230-4 / TLW Identify how businesses in the community meet the needs of the community by means of economic wants of consumers. S-2230-4 / TLW Identify how businesses in the community meet the needs of the community by means of economic wants of consumers. S-2230-4 / Field trip
Language Objective: / TSW orally explain the importance of local businesses in our community. / TSW share with a buddy businesses that they have shopped at in the last two days / TSW write about why a particular local business is important to our community. (including wants or needs met when shopping there)
Vocabulary: / Wants, needs, local stores, chain stores, business, community / directory
Supplementary Materials: / Student social studies data collector document / Chart paper / Yellow pages, online services such as YELP, review form
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback) / TTW review economic wants and needs and lead the discussion to where these wants and needs are purchased / TTW start a list of stores students have been into in the last few days. / TTW present different “review” or information of local businesses.
Practice and application:
(Meaningful activities, interaction, strategies, feedback) / TSW take home a social studies data collector document and start to document businesses they go to in the next four days. / Students will start to categorize stores into groupings. / TSW review one of the businesses that they have gone to and write about it.
Assessment: / Lesson 5 unit 4 MC3
2nd Grade Local CommunitiesSS020405
Unit 4: How Do People Work
Together in a Community / This will cumulate into a 2nd grade local business directory.
Notes:

Dates: 4 8-12

Subject:Writing Minutes Per Week: Weekly Lesson PlanTeacher:

SIOP Format / M / T / W / TH / F
Content Objective: / W.2.3.TLW Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. / W.2.3. TLW Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. / W.2.5. TLW With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / W.2.5. TLW With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / W.2.5. TLW With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Language Objective: / TLW begin to plan and write a personal narrative, focusing on a good beginning to their story. / TLW continue to write thier narrative and focus on a good middle to thier story. / TLW continue to write their narrative, focusing on voice, and beginning to create a good ending. / TLW edit, revise and publish thier narrative / .TLW continue to edit, revise and publish thier narrative.
Vocabulary:
Supplementary Materials: / Writing binders / Writing binders / Writing binders / Writing binders / Writing binders
Presentation:
(Objectives, Comprehensible input, modeling, strategies,
scaffolding and sequence, interaction, feedback) / Review with students the importance of having a good beginning to their story. Review the grabber sentence and go over the different organizers to brainstorm ideas for their piece. / Tell students that good writers have a well developed middle as well as beginning and end. Tell them that before you end your story with the solution, you want to add a good middle to develop the story.
Model how to write a good middle section. / .
• Model writing a good ending to your fantasy story, using fantasy builder organizer. / • • “Today we are making sure that everything in our story says everything we want it to say. We are checking to make sure all of the words make sense.”
• “Today you will focus on how to use Voice to make your piece more entertaining.”
• Have students give ideas for revision on the teacher piece. Add and delete as students suggest. / Teacher: “Now that we are done revising, we are going to edit. Make sure to check your capitalization, punctuation and spelling.”
• “Also do one last check to make sure everything else makes sense.”
• Look over the teacher piece as a group, one more time and model editing.
Practice and application:
(Meaningful activities, interaction, strategies, feedback) / Have students pair-share their ideas, before working on thier story in the binders. / students practice writing a good middle to their story on their white boards before moving to their story. / .• Have students pair up and give suggestions on how to revise their own pieces.
• Have them also think about word choice and how they could show Voice. / students edit their pieces and rewrite a final copy. / Continued from yesterday.
Assessment: / Writing binders / Writing binders / Writing binders / Writing binders / Writing binders
Notes:
W.2.3.TLW Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. / W.2.3. TLW Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. / W.2.5. TLW With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / W.2.5. TLW With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. / W.2.5. TLW With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
TLW continue to work on the narrative and create a good middle of the story. / TLW continue to work on the narrative and create a good ending to thier story. / TLW focus on adding voice tho this narrative / TLW edit, revise and publish thier narrative / .TLW continue to edit, revise and publish thier narrative.

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