Weekly Lesson Plan - March 16 - 19

What: Weekly Lesson Plan - March 16 - 19
When: 3/18/2021

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

	Monday	Tuesday		Wednesday		Thursday		Friday
		EDGE J The Clean Team		EDGE J The Clean Team		EDGE J The Clean Team		EDGE I Slither, Snake
Learning Target/ Success Criteria		Learning Target:		Learning Target:		Learning Target:		Learning Target:
		I am learning to identify similar-sounding words and patterns in text.		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:
		I’ll know I have it when I can read unfamiliar words based on patterns and similar sounding words.		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 and make conclusions.		I’ll know I have it when I read as the author intended and practice pacing and proper intonation.		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.
Instruction		Preview the text. Notice genre, text type and author’s style. Review Page 16: Words to know,		Explore the text. Read and discuss the book by section. Use questions on Page 3 of EDGE card.		Explain that when we read a fun fictional book with rhyming sentences, we should try to read as the author intended. Demonstrate sing-song patter and have student practice reading.		Preview the text and notice the genre, text type and author’s style. Review the words on page 2. Take a picture walk and point out the labels on each page. Have student read the book and discuss the key details. Have student write important facts about what he learned from text.
Strategy / Small Group Work		x 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 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	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
Check for Understanding	Share/Debrief	Share/Debrief		Share/Debrief		Share/Debrief		Share/Debrief
		Discuss the key words.		Discuss and revisit the text. What does this chapter remind you about in your own life?		Take turns with a partner reading spread by spread.		Review key details.

9:00-9:45 Planning

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

	Monday	Tuesday		Wednesday		Thursday		Friday
		LLI G- How Frogs Grow (L. 79, P 481)		LLI G- How Frogs Grow Brave Taco (E) (L. 80, P 487)		LLI H-The Skunk with No Stripes (L. 80, P 497)		LLI H-The Skunk with No Stripes (L. 80, P 497)
Learning Target/ Success Criteria	Learning Target:	Learning Target:		Learning Target:		Learning Target:		Learning Target:
		I am learning to use my letter sounds to help me read tricky words using consonant clusters and word patterns.		I am learning to recognize and use other vowel sounds to read and write.		I am learning to add endings to words to make them sound right.		I am learning to use reading strategies to help me read tricky words and comprehend what I read.
		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
		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 know some letters go together and make other vowel sounds.		I’ll know that I have it when I can look at base words and endings and make sure they look and sound right.		I’ll know I have it when I can self-monitor my reading 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. 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	Introducing the new Text/Book Talk Discuss the sequence of the growth of the frog.		Discuss the key details of the text. Letter/word work – ow/ow/ou Interactive writing – frog life cycle.		Review/reread How Frogs Grow Introducing the new Text/Book Talk		Review book using TE p. 497. Discuss and revisit the text
Strategy / Small Group Work	X X X 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: Vowel Sounds 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: Word endings - /s/ 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 text. Read/write words as given and discuss patterns and consonant clusters.		Discuss text. Share writing. Running Record		Discuss new text. Share writing. Running Record		Share your reading strategies that you need to work on to improve your reading.

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

Eureka Math

Module _6_Lesson 15

Foundations of Multiplication and Division

Concept(s): Use math drawings to partition a rectangle with square tiles, and relate to repeated addition.

Eureka Math

Module _6_Lesson 16

Foundations of Multiplication and Division

Concept(s): Use grid paper to create designs to develop spatial structuring.

Eureka Math

Module _6_Lesson 17

Foundations of Multiplication and Division

Concept(s): Relate doubles to even numbers, and write number sentences to express the sums.

Eureka Math

Module _6_Lesson 18

Foundations of Multiplication and Division

Concept(s): Pair objects and skip-count to relate to even numbers.

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.

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

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

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 math drawings to partition a rectangle with square tiles.

Success Criteria:

I know I will be successful when:

- I can identify a row.

- I can identify a column.

-I can create an array using square tiles.

- I can write a repeated addition equation (sentence) for the array.

Learning Target/Teaching Point:

We are learning to create designs to develop spatial structuring.

Success Criteria:

I know I will be successful when:

- I can describe the design as an array.

- I can create an array using square units.

- I can use square tiles to create a core unit.

- I can use a core unit to create a tessellation.

Learning Target/Teaching Point:

We are learning to investigate the patterns of even numbers in the ones place and relate them to odd numbers.

Success Criteria:

I know I will be successful when:

- I can create a repeated addition equation.

-I can skip-count by twos.

-I know that an even number ends in 0, 2, 4, 6, and 8.

-I know that doubled means to add two of the same number.

Learning Target/Teaching Point:

We are learning to investigate the patterns of even numbers in the ones place and relate them to odd numbers.

Success Criteria:

I know I will be successful when:

- I can skip-count by twos.

-I know that an even number ends in 0,2,4,6, and 8.

-I know that even numbers make equal groups of 2.

-I can circle and draw pairs.

Introduction/ Connection

Structure of the Lesson:

Fluency - 12 minutes

Application Problem - 6 minutes

Concept Development -32 minutes

Student Debrief - 10 minutes

Fluency

● Sprint: Subtract Crossing the Ten 2.OA.2, 2.NBT.5 (8 minutes)

● Using the Nearest Ten to Subtract 2.NBT.5 (2 minutes)

● Subtract Common Units 2.NBT.5, 2.NBT.7 (2 minutes)

Introduction/ Connection

Structure of the Lesson:

Fluency - 12 minutes

Application Problem - 5 minutes

Concept Development -33 minutes

Student Debrief - 10 minutes

Fluency

● Get to 10, 20, or 30 2.OA.2 (4 minutes)

● Count by Ten or One with Dimes and Pennies 2.OA.2 (3 minutes)

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

Introduction/ Connection

Structure of Lesson:

Fluency- 10 minutes

Application Problem- 6 minutes

Application Problem- 34 minutes

Student Debrief- 10 minutes

Fluency (10 minutes):

Subtraction Patterns

Fluency Practice Set

Application Problem:

Seven students sit one side of a lunch table. Seven more students sit across from them on the other side of the table.

a. Draw an array to show the students

b. Write an addition equation that matches the array.

Three more students sit down on each side of the table.

c. Draw an array to show how many students there are now.

d. Write an addition equation that matches the new array.

Introduction/ Connection

Structure of Lesson:

Fluency (12 minutes)

Application Problem (5 minutes)

Concept Development (33 minutes)

Student Debrief (10 minutes)

Fluency:

Skip Counting by Twos

Sprint: Subtraction From Teens

Application Problem:

Eggs come in cartons of 12. use pictures, numbers, or words to explain whether 12 is even or not even.

Direct Instruction

Application Problem

(Complete after CD)

Rick is filling his muffin pan with batter. He fills 2 columns of 4. One column of 4 is empty.

a) Draw to show the muffins and the empty column.

b.) Write a repeated addition equation to tell how many muffins Rick makes.

Concept Development (We Do)

The teacher will teach the students how to use math drawings to partition a rectangle with square tiles.

Today’s lesson we will be using the Problem Set.

Remind students what we discovered in the last lesson when we worked with rectangles.

● Look at Problem 1- tell your partner what you see.

● The teacher will guide the students into completing the first problem.

The teacher will circulate as the students complete the array monitoring comprehension.

Allow students who demonstrate

proficiency to work independently with the following sequence on the extra grids without changing colors for each row or column: 5 rows of 5, 3 columns of 4, and an array of their

choosing, writing a repeated addition equation that represents

each array.

Have students look at Problem 4. Draw one more column of 2 to make a new array. Are we adding another row or another column? (column)

Teacher will model drawing another column of 2 and a repeated addition sentence to match.

Have partnerships work to complete Problems 5 and 6. Remind them to read the directions carefully, and the models to explain why their repeated addition equations match.

Teachers will circulate and assist students as needed.

Direct Instruction

Application Problem

(Complete after CD)

Rick is baking muffins again. He filled 3 columns of 3 and left one column of 3 empty.

a. Draw a picture to show what the muffin pan looked like.

Shade the columns that Rick filled.

b. Write a repeated addition equation to tell how many

muffins Rick makes.

Then, write a repeated addition

equation to tell how many muffins would fit in the

whole pan.

Concept Development (We Do)

The teacher will teach the students how to create designs to develop spatial structuring.

Teacher will model creating an array with 3 columns and 3 rows with a red and blue pattern.

● Have the students talk about what they see.

● Have the students try it out by copying the design.

Part I: Create a design using 10 tiles.

Remind students to pay attention to which unit squares to color and how many spaces to leave.

Part II: Create a design using 16 tiles.

Students will create a design with their tiles, and then shade (color in the design) on their grid paper.

Part III: Share and check your partner’s work. Be sure to check each other’s design to see if it matches the created tile design.

How would you describe your design as an array?

Part IV: Create a tessellation

Shoe students the original 9-tile design you created. (core unit)

Recap that there are no gaps and overlaps.

Demonstrate how this pattern could go on and on by repeating the core unit. Continue the pattern right up to the edge of the grid.

Students will work in partnerships to model a pattern and color a design that covers a 3 by 3 area to create a core unit.

Then, students will fill their whole paper by copying that design over and over, repeating the core unit with no gaps or overlaps.

Concept Development:

Have students use their fingers to hold up and create a repeated addition sentence until reaching 5 + 5 = 10.

Ask the students “What patterns do you see in the totals?”

Teach the students about even numbers 2, 4, 6, and 8.

Have the students practice doubles by one creating rows and the other partner doubling by creating another row.

Concept Development:

Today we are going to keep exploring even numbers.

Have the student’s pair up.

The students will explain what an even number is and what makes the number even.

Ask the students about the number 3 and 7.

Using the counters the students would have to determine, if it is even or odd.

If so, what makes the number odd?