Weekly Lesson Plan - March 8 - 12

What: Weekly Lesson Plan - March 8 - 12
When: 3/11/2021

8:15 - 9:00 2^nd EDGE-Level G/Kinstle

	Monday		Tuesday		Wednesday		Thursday		Friday
	EDGE J Pedro’s Big Goal		EDGE J Pedro’s Big Goal		EDGE J Pedro’s Big Goal		EDGE J Pedro’s Big Goal		EDGE J Pedro’s Big Goal
Learning Target/ Success Criteria	Learning Target:		Learning Target:		Learning Target:		Learning Target:		Learning Target:
	I can read with fluency.		I can use what I know about a text to make inferences.		I can use what I know about a text to make inferences.		I can read with fluency and expression.		I can ask and answer questions regarding key details in a text.
	Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
	I’ll know I have it when I can read a text with expression in my voice.		I’ll know I have it when I can combine what I read in the text with what I already know from my own experiences.		I’ll know I have it when I can combine what I read in the text with what I already know from my own experiences.		I’ll know I have it when I can remember the key details of a text and explain how characters are feeling.		I’ll know I have it when I can remember and answer who, what, where, when, why, and how to questions about a text.
Standards	ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.		ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.		ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.		ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.		ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
Instruction	Read Chapter 1. Focus on reading with good expression.		Book Talk/Browse the Book/Explore What details in the text made you stop and think about what the characters do and what they think?		Book Talk/Browse the Book/Explore How can I connect details and other things about the story to what I already know?		Read Chapter. Focus on reading with good expression.		Reread selected portions Sum it up Ask questions in TE Write a New Chapter: How the team is preparing for the game and working together. Pick a title for it.
Strategy / Small Group Work	x x x x x	Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading	x x x x x	Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading	x x x x x	Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading	x x x	Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Compound Words Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading	x x	Book Talk Browse the Book Explore the Text Together Sum it Up Focus on Strategies and Skills Comprehension Phonics Word Study Extend Literacy Discussion Fluency Children’s Book Chat Write in Response to Reading
Check for Understanding	Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief
	Discuss and revisit the Chapter. Read a portion of the book with fluency.		Discuss and revisit the text. What does this chapter remind you about in your own life?		Discuss and revisit the text. What does this chapter remind you about in your own life?		Discuss and revisit the Chapter. Read a portion of the book with fluency.		Read your new chapter to a friend.

9:00-9:45 Planning

9:45 – 10:30 LLI - 2^nd Grade (Kinstle, Cox, Johns)

	Monday		Tuesday		Wednesday		Thursday		Friday
	LLI G- Baby Bird (L. 75, P 457)		LLI G- Lizzy (L. 76, P 463)		LLI G- The Goat in the Garden (L. 77, P 469)		LLI G- The Storm (L. 78, P 475)		LLI G- (L. , P )
Learning Target/ Success Criteria	Learning Target:		Learning Target:		Learning Target:		Learning Target:		Learning Target:
	I can use my letter sounds to help me read tricky words.		I can use my letter sounds to help me read tricky words.		I can use my letter sounds to help me read tricky word (compound words).		I can use my letter sounds to help me read tricky words using consonant clusters and word patterns.		I can use my letter sounds to help me read tricky words using consonant clusters and word patterns.
	Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
	I’ll know I have it when I can hear each sound in a consonant cluster, use meaning, language structure to self-monitor and correct my reading.		I’ll know I have it when I can hear each sound in a consonant cluster, use meaning, language structure to self-monitor and correct my reading.		I’ll know I have it when I can see words put together to make one word. I can self-monitor to check for meaning.		I’ll know I have it when I can hear each sound in a consonant cluster and find patterns in words. I can self-monitor to check for meaning.		I’ll know I have it when I can hear each sound in a consonant cluster and find patterns in words. I can self-monitor to check for meaning.
Standards	ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.		ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.		ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.		ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELAGSE2L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELAGSE2L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.		ELAGSE2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELAGSE2RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
Instruction	Introducing the Text/Book Talk		Review/reread The Three Bears (WG - Fold Sheet) Introducing the new Text/Book Talk		Introducing the Text/Book Talk Letter/word work		Review/reread The Surprise Introducing the new Text/Book Talk		Introducing the Text/Book Talk Letter/word work
Strategy / Small Group Work	X X X x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: Consonant Clusters New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows)	x x x x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: Consonant Clusters New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows)	x x x x x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: Compound Words New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows)	x x x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: Consonant Clusters with word patterns New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows)	x x x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: New Book (Instructional Level) OR Write about Reading Letter/Word Work OR New Book (Independent Level) Optional Letter Word Work (Only on even numbered lesson days, if time allows)
Check for Understanding	Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief
	Discuss and revisit the text. “This story reminds` me of ______.”		Discuss new text. Share writing. Running Record		Read/write words as presented.		Discuss new text. Share writing. Running Record		Running Record(s)

10:30-11:15 - Math - 2^nd Grade (Cox)

Eureka Math

Module _6_Lesson 10

Foundations of Multiplication and Division

Concept(s): Use square tiles to compose a rectangle, and relate to the array model.

Eureka Math

Module _6_Lesson 11

Foundations of Multiplication and Division

Concept(s): Use square tiles to compose a rectangle, and relate to the array model.

Eureka Math

Module _6_Lesson 12

Foundations of Multiplication and Division

Concept(s): Use math drawings to compose a rectangle with square tiles.

Eureka Math

Module _6_Lesson 13

Foundations of Multiplication and Division

Concept(s): Use square tiles to decompose a rectangle.

Eureka Math

Module _6_Lesson 14

Foundations of Multiplication and Division

Concept(s): Use scissors to partition a rectangle into same-size squares, and

compose arrays with the squares.

Standard/s:

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,e.g., by pairing objects or counting them by 2s; write an equation to express an even number

as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Standard/s:

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,e.g., by pairing objects or counting them by 2s; write an equation to express an even number

as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Standard/s:

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,e.g., by pairing objects or counting them by 2s; write an equation to express an even number

as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Standard/s:

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2.G2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Standard/s:

2.G2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,e.g., by pairing objects or counting them by 2s; write an equation to express an even number

as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Learning Target/Teaching Point:

We are learning to use square tiles to compose a rectangle.

Success Criteria:

I know I will be successful when:

-I know what an array is.

- I know what a row and a column is.

-I can create an array out of square tiles.

Learning Target/Teaching Point:

We are learning to use square tiles to compose rectangles.

Success Criteria:

I know I will be successful when:

-I know what an array is.

- I know what a row and a column is.

-I can create an array out of square tiles.

Learning Target/Teaching Point:

We are learning to use math drawings to compose an array using one square tile.

Success Criteria:

I know I will be successful when:

-I know what an array is.

- I know what a row and a column is.

-I can create an array out of square tiles.

-I can create an array out of one square tile.

- I can create an array without one square tile.

Learning Target/Teaching Point:

We are learning to partition a rectangle into rows and columns and count to find the total number of them.

Success Criteria:

I know I will be successful when:

- I can decompose a rectangle.

-I can partition an array into rows and columns.

-I can use number bonds to show the parts of an array.

- I can write a repeated addition sentence to show the different parts of a number bond.

Learning Target/Teaching Point:

We are learning to partition rectangles into arrays.

Success Criteria:

I know I will be successful when:

- I can decompose a rectangle into same size squares.

- Use those squares to compose arrays.

Introduction/Connection

Structure of the Lesson:

Fluency - 12 minutes

Application Problem - 6 minutes

Concept Development -32 minutes

Student Debrief - 10 minutes

Fluency Practice

● Happy Counting by Tens: Crossing 100

● Sprint: Sums to Teens

Introduction/Connection

Structure of the Lesson:

Fluency - 12 minutes

Application Problem - 6 minutes

Concept Development -32 minutes

Student Debrief - 10 minutes

Fluency Practice

● Happy Counting by Tens: Crossing 100

● Sprint: Subtraction Crossing Ten

Introduction/ Connection

Structure of the Lesson:

Fluency - 10 minutes

Application Problem - 16 minutes

Concept Development -24 minutes

Student Debrief - 10 minutes

Fluency Practice

● Compensation 2.NBT.5 (5 minutes)

● Grade 2 Core Fluency Practice Sets 2.OA.2 (5 minutes)

Introduction/ Connection

Structure of the Lesson:

Fluency - 10 minutes

Application Problem - 17 minutes

Concept Development -23 minutes

Student Debrief - 10 minutes

Fluency Practice

● Making the Next Ten to Add 2.OA.2, 2.NBT.5 (5 minutes)

● Grade 2 Core Fluency Practice Sets 2.OA.2 (5 minutes)

Introduction/ Connection

Structure of the Lesson:

Fluency - 12 minutes

Application Problem - N/A

Concept Development -38 minutes

Student Debrief - 10 minutes

Fluency

● Sprint: Subtraction from Teens 2.OA.2 (8 minutes)

● Coin Drop 2.OA.2 (2 minutes)

● More and Less 2.NBT.5 (2 minutes)

Direct Instruction: Teach

Application Problem

Sandy’s toy telephone has buttons arranged in 3 columns and 4 rows.

a. Draw a picture of Sandy’s telephone.

Write a repeated addition equation to show the total number of buttons on Sandy’s telephone.

Concept Development (We Do)

The teacher will guide the students in using square tiles to create a rectangle.

Part 1: Compose a rectangle with square tiles that has no gaps or overlaps.

Teacher and students will model composing a rectangle by placing 10 tiles into 2 equal groups. The teacher will have students demonstrate organizing tiles into 2 equal rows like they did in a previous lesson, but

this time, leaving no spaces between the rows.

Next, using the same tiles, make 2 columns of 5, and again, leave no

spaces between the columns to make a rectangle.

Turn and talk: What repeated addition equation can we use to find

the total for 2 columns of 5?

Are the equations and totals equal for both arrays? Students should be able to recognize the shape of their arrays.

Part 2: Compose a square from rows and columns.

Teacher and students will make a (3 by 4) array. How can we change this rectangle from 3 columns of

four to have the same number of rows and columns? Talk to your partner.

Teacher will demonstrate taking away a row to make equal rows and

columns. Ask students to notice the shape of this array?

Last, have students now create an array using 25 tiles that has equal rows and

columns.

Turn & Talk: What strategies did you use to figure out how many rows and how many columns?

What do you know about making an array with equal rows and columns?

(Squares are special rectangles with the same number of rows and columns.)

Direct Instruction

Application Problem

Ty bakes two pans of brownies. In the first pan, he cuts 2 rows of 8. In the second pan, he cuts 4 rows of 4.

a. Draw a picture of Ty’s brownies in each pan.

b. Write a repeated addition number sentence to show the total number of brownies in each pan.

c. How many brownies did Ty bake altogether? Write an equation and a statement to show your answer.

Concept Development (We Do)

The teacher will teach students how to use square tiles to create a rectangle. Teachers and students will relate the models to the array model.

Part 1: Compose rectangles from one row of tiles, and write addition sentences to match.

Teacher will model a row of 10 tiles made with two colors.

Teacher will explain it is a rectangle and also an array. Have students share what they know about its rows and columns.

Turn and talk: How can we arrange these 10 tiles in a different

way to form another rectangle?

Teacher will demonstrate moving the tiles to show 2 rows of 5. Have students share what they know about its rows and columns.

Turn and talk: What repeated addition equations can we make to represent either the columns or

rows of this rectangle?

Have students practice rearranging the tiles to make another array.

Turn and talk: How are your arrays similar, and how are they different?

Part 2: Compose varied rectangles from a given number of tiles.

Have partnerships make a rectangle using 16 tiles? Turn and talk: Is there another rectangle we can make

using the same 16 tiles?

Next, have each partnership count out 12 tiles, and arrange them in a row.Instruct partnerships ro construct two different rectangles using 12 tiles each.

Relate this to the array model by writing a repeated addition

equation below each rectangle.

Remind students that as they work, talk and compare their rectangles.

Direct Instruction

Application Problem (After CD)

Lulu made a pan of brownies. She cut them into 3 rows and 3 columns.

a. Draw a picture of Lulu’s brownies in the pan.

b. Write a number sentence to show how many brownies Lulu has.

Write a statement about Lulu’s brownies.

Extension: How should Lulu cut her brownies if she

wants to equally serve 12 people? 16 people? 20 people?

Concept Development (We Do)

The teacher will teach the students how to use math drawings to compose an array using one square tile.

Part1: Teachers will create an array and model tracing one unit square to draw the array.

Teachers will have students practice building an array first with 2 rows of 3 on their white board/paper/desk etc. using square tiles.

Teachers will then demonstrate drawing the same array showing students how we can trace the one tile 3 times to make a row and then

trace to make another row underneath.

Students will then remove the tiles from their whiteboard/paper/desk. Using one tile, students will make a square in the very top left corner of your paper like the teacher’s demonstration.

Remind students that we can use the edge of the paper as one of our lines to help keep the array straight.

Turn and talk: What should we do next to create 2 rows of 3?

Teachers will finish the first row, and ask students to assist with the next steps. (Complete the arrays.)

Teachers will remind students of the process of creating our rulers in Module 2. How is it the same?

Talk to your partner.

(We are making a unit that is a square. Before, we were making a length unit.)

Have students repeat the above process independently to create an array that is 2 units wide and 4 units

long.

Part 2: Teachers and students will practice drawing an array without the use of a tile.

This time, we will draw most of the array without the tile.

Teachers will start by making one square in the middle of the board. (Model the tracing to make one square in the middle of the page.)

Teachers will work to guide students in drawing 3 rows of 3 squares.

Remind students to keep their lines straight and to notice the shapes they are making after they complete each row.

If more practice is needed, have students complete an array with 2 rows of 5,circulating and offering support when needed. Otherwise, move students directly to the Application Problem and then to the

Problem Set.

Direct Instruction

Application Problem

(Complete AFTER CD)

Ellie bakes a square pan of lemon bars, which she cut into nine equal pieces. Her brothers eat 1 row of her treats. Then, her mom eats 1 column.

a. Draw a picture of Ellie’s lemon bars before any are eaten. Write a number sentence to show how to find the total.

Write an X on the bars that her brothers eat. Write a new number sentence to show how many are left.

Concept Development (We Do)

The teacher will teach the students how to compose an array with the tiles, separate the array based off the columns or rows, and create a number bond to show the parts.

Teachers will model a rectangle with 4 rows of 5.

Students or partnerships will use tiles or draw to construct a rectangle with

4 rows of 5 on their personal white board, then solve to find the total number of tiles in their rectangle. Have students explain how they know.

Teachers will demonstrate writing the number of rows and the number in each row as the whole in a number bond. (Model writing 4 rows of

5 under the rectangle.)

Ask students to assist you in decomposing the array into two equal parts. Turn and talk: How can we decompose this rectangle into

two equal parts?

Teachers will decompose the array to break the rectangle into two equal parts. (Model using the ruler to split the rectangle.)

Teachers will circulate and assist as students decompose the rectangle as well.

Teachers will then model writing 2 rows of 5 in each part of the number bond.

Teachers will relate the idea that if 5 + 5 + 5 + 5 represented the original rectangle before we decomposed it, ask students what number sentence can you use to describe each part if we were to represent this array in a number bond? Invite students to make suggestions.

Teachers will model writing the number sentence 5 + 5 = 10 below the parts of the number bond.

Now try it on your own!

Students will use square tiles to decompose a rectangle.

Teachers will guide students in working to repeat the same process above with 6 columns of 2, decomposing by columns rather than by rows. Students will be encouraged to write number sentences for each part of their number bond.

Direct Instruction

Concept Development (38 min)

Guide students through cutting up 3 different 2x4 rectangles, first by rows, then by columns to complete the questions on the problem set. Today’s concept development and problem set will be completed together.