Weekly Lesson Plan - April 12 - 16

What: Weekly Lesson Plan - April 12 - 16
When: 4/14/2021

8:15 - 9:00 2^nd EDGE-Level E and I/Kinstle & Johns

	Monday		Tuesday		Wednesday		Thursday		Friday
	EDGE J Jackie Robinson and the Big Game EDGE E Bread		EDGE J Jackie Robinson and the Big Game EDGE E Bread		EDGE J The Sunrise Band EDGE E Zack and Mike		EDGE J The Sunrise Band EDGE E Zack and Mike		Jackie Robinson and the Big Game EDGE E Bread
Learning Target/ Success Criteria	Learning Target:		Learning Target:
	I am learning to use text features to understand a topic better. I am learning to identify consonant blends		I am learning to read with fluency and expression. I am learning to compare information found in a text.		I am learning to use illustrations to figure out the meanings of new words. I am learning to ask and answer questions regarding key details in a text.		I am learning to ask and answer questions regarding key details in a text.		I am learning to write a response to reading.
	Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
	I’ll know I have it when I can use the diagram, glossary, table of contents and the index to deepen my understanding of a topic in a text. I’ll know I have it when I can read words using consonant blends.		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 describe how things are alike and different.		I’ll know I have it when I can combine illustrations with what I know about word strategies to figure out unknown words. I’ll know I have it when I can remember and answer who, what, where, when, why, and how to questions about a text.		I’ll know I have it when I can combine illustrations with what I know about word strategies to figure out unknown words. I’ll know I have it when I can remember and answer who, what, where, when, why, and how to questions about a text.		I’ll know I have it when I can think about what I have read and use what I know to write an opinion about the story.
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. 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. 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. 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. 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 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/discuss important facts about what he learned from text. Have student find consonant blends found in the text.		COMPREHENSION: CONNECT EVENTS Discuss type of nonfiction is Biography. Have student think about the events that tell us about Jackie Robinson as a person. Complete Graphic Organizer and share. COMPREHENSION: COMPARE AND CONTRAST Review comparing and contrasting using different types of bread in the text.		COMPREHENSION: COMPARE AND CONTRAST Review comparing and contrasting the two main characters. Owl and Lizard – The Sunrise Band COMPREHENSION: IDENTIFY SEQUENCE Review retelling the key details.		Retell key details of story. PHONICS/WORD STUDY Prepositional phrases Long i Contractions		WRITE IN RESPONSE: Have student write a journal entry from J. Robinson’s point of view about his experience playing baseball with his brother. Have student write a list of describing words for their favorite bread.
Strategy / Small Group Work	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	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 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
	Which text features were the most helpful? Discuss.		Discuss and revisit the text. What does this book remind you about in your own life?		Discuss and revisit the text. What does this book remind you about in your own life?		Discuss the key details of the text. Find a prepositional phrase in the text. Find a contraction in the text.		Share your writing. Does this book remind of something in your own life?

9:00-9:45 Planning

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

	Monday		Tuesday		Wednesday		Thursday		Friday
	LLI H- In Winter (L. 87, P 531)		LLI H- In Winter F-All About Animal Babies (L. 88, P 513)		LLI H- The Gecko that came to School (L. 89, P 543)		LLI H- The Gecko that Came to School F-Grandmas Glasses (L. 90, P 513)		LLI H- (L. , P 555-556)
Learning Target/ Success Criteria	Learning Target:		Learning Target:		Learning Target:		Learning Target:		Learning Target:
	I am learning that some consonant clusters are called digraphs and make one sound.		I am learning that some consonant clusters are called digraphs and make one sound.		I am learning that some vowels go together and make one sound.		I am learning that some vowels go together and make other vowel sounds.		I can use my letter sounds and similar words to help me read tricky words.
	Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
	I’ll know that I have it when I can see a consonant cluster and make one sound for both that is different from either of the letters.		I’ll know that I have it when I can see a consonant cluster and make one sound for both that is different from either of the letters.		I’ll know that I have it when I can recognize a vowel team and make the sound of the name of the first vowel to read a word.		I’ll know that I have it when I can recognize a vowel team and make the other vowel sound to read a word.		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. 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.		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 Letter/word work		Introducing the new Text/Book Talk						Review/reread Text/Book Talk Letter/word work
Strategy / Small Group Work	x x x x x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: Digraphs 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: Digraphs 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 teams 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: Vowel Teams 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. How do you solve tricky words?		Discuss new text. Share writing. Running Record –		Discuss and revisit the text. How do you solve tricky words with vowel teams?		Discuss new text. Share writing. Running Record –		Discuss new text. Share writing. Running Record –

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

Eureka Math

Module _7__Lesson 5

Problem Solving with Length, Money, and Data

Concept(s): Solve word problems using data presented in a bar graph.

Eureka Math

Module _7__Lesson 6

Problem Solving with Length, Money, and Data

Concept(s): Recognize the value of coins and count up to find their total value.

Eureka Math

Module _7__Lesson 7

Problem Solving with Length, Money, and Data

Concept(s): Solve word problems involving the total value of a group of coins.

Eureka Math

Module _7__Lesson 8

Problem Solving with Length, Money, and Data

Concept(s): Solve word problems involving the total value of a group of bills.

Eureka Math

Module _7__Lesson 9

Problem Solving with Length, Money, and Data

Concept(s): Solve word problems involving different combinations of coins with the same total value.

Standard/s:

2.MD.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Standard/s:

MGSE2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and cent symbols appropriately.

MGSE.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Standard/s:

.MGSE2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and cent symbols appropriately.

MGSE.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Standard/s:

MGSE2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and cent symbols appropriately.

MGSE.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Standard/s:

MGSE2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies using $ and cent symbols appropriately.

MGSE.NBT.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Learning Target/Teaching Point:

We are learning to sort objects or information into categories.

We are learning to draw bar graphs to organize and represent the data in as many as four categories.

We are learning to organize information to compare data and can help us solve problems.

Success Criteria:

I know I will be successful when:

-I can draw a bar graph to represent a given data set.

-I can answer questions about the information I have been given.

-I can use graphs to help me make decisions in my everyday life.

Learning Target/Teaching Point:

We are learning to count coins to find the total value.

Success Criteria:

I know I will be successful when:

- I can recognize the value of coins.

-I can skip-count.

-I can create an addition sentence.

-I can count coins from largest to smallest to find the total value.

Learning Target/Teaching Point:

We are learning to solve two-step word problems using dollars and coins.

Success Criteria:

-I can draw pictures of coins to help me visualize the problem.

-I can count coins from largest to smallest to find the total value.

Learning Target/Teaching Point:

We are learning to solve word problems where we add a group of bills to find the total value.

Success Criteria:

I know I will be successful when:

-I can draw dollar bills to help solve word problems.

-I can add the money together to find the total value.

-I can use addition and subtraction strategies I know to solve the number sentence.

Learning Target/Teaching Point:

We are learning to solve word problems using different combinations of coins that have the same total value.

Success Criteria:

I know I will be successful when:

-I can add different coins to get the total value.

-I know that 100 cents is $1.

-I can show an amount in two different ways.

Introduction/ Connection

Before the lesson, prepare two tables:

Chart 1: Our Birthdays, labeled with the seasons of the year and the months that comprise each season.

Chart 2: Favorite Books, labeled with three titles.

Structure of Lesson:

Fluency- 12 minutes

Application Problem- 5 minutes

Concept Development- 35 minutes

Student Debrief- 8 minutes

Fluency (12 minutes):

*Coin Drop 2.NBT.2, 2.OA.2 (3 minutes)

* Sprint: Skip-Counting by 5 2.NBT.2 (9 minutes)

Application Problem:

After a trip to the zoo, Ms. Anderson’s students voted on their favorite animals. Use the bar graph to answer the following questions.

a) Which animal got the fewest votes?

b) Which animal got the most votes?

c) How many more students like Komodo dragons than koala bears?

d) Later, two students changed their votes from koala bear to snow leopard. What was the difference between koala bears and snow leopards then?

Introduction/ Connection

Structure of Lesson:

Fluency- 11 minutes

Application Problem- 7 minutes

Concept Development- 35 minutes

Student Debrief- 10 minutes

Fluency (11 minutes):

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

*Decomposition Tree (6 minutes)

Application Problem (complete AFTER cd):

Sarah is saving money in her piggy bank. So far, she has 3 dimes, 1 quarter, and 8 pennies.

a) How much money does Sarah have?

b) How much more does she need to have a dollar?

Introduction/ Connection

Structure of Lesson:

Fluency- 12 minutes

Application Problem- 5 minutes

Concept Development- 33 minutes

Student Debrief- 10 minutes

Fluency (10 minutes):

*Sprint: Subtraction Across a Ten (3 minutes)

* More and Less (9 minutes)

Application Problem:

Danny has 2 dimes, 1 quarter, 3 nickels and 5 pennies.

A) What is the total value of Danny’s coins?

B) Show two different ways that Danny might add to find the total.

Introduction/ Connection

Structure of Lesson:

Fluency- 12 minutes

Application Problem- 5 minutes

Concept Development- 35 minutes

Student Debrief- 8 minutes

Fluency (12 minutes):

-Sprint: Adding across a ten (9 minutes)

-More and Less (3 minutes)

Application Problem:

Kiko’s brother says that he will trade her 2 quarters, 4 dimes, and 2 nickels for a one-dollar bill. Is this a fair trade? How do you know?

Introduction/ Connection

Structure of Lesson:

Fluency- 10 minutes

Application Problem- 7 minutes

Concept Development- 33 minutes

Student Debrief- 10 minutes

Fluency (12 minutes):

*Grade 2 Core Fluency Differentiated Practice Sets (5 minutes)

*Decomposition Tree (5 minutes)

Application Problem:

Clark has 3 ten-dollar bills and 6 five-dollar bills. He has 2 more ten-dollar bills and 2 more five-dollar bills than Shannon. How much money does Shannon have?

Concept Development:

TP- Today, I want to teach you how to draw a bar graph to represent a given data set, so we can answer questions about the information given, and apply this information to help us make decisions in our everyday lives.

Remind students that yesterday we noticed the numbers of the scale reminded you of a meter strip, a ruler, or a number line.

Teacher will note just as on the ruler the space from 0 to 1 is one length unit, the space from the beginning of the bar

to the first line represents a count of 1.

We can also turn our scale vertically, just like we can turn a ruler vertically to measure height.

Teachers will use a ruler to provide visual support along with the explicit explanation of how the vertical scale mimics the ruler or number line.

Teachers and students will fill in the scale together, starting at 0. (Model as students do the same.)

Teachers will have students fill in the rest of the graph. Students will be encouraged to ask and answer comparison questions based on the data with a partner.

Part 1: Complete the bar graph using the table, Our Birthdays. Then, ask and answer comparison questions using the data.

Part 2: Complete the bar graph using the table Favorite Books. Then, ask and answer comparison questions using the data.

Students will continue working with bar graphs to represent new data sets and

solve simple word problems.

Concept Development:

Part 1: Count coins in isolation.

Hold up a penny and ask the value. Then follow along with nickels, dimes, and quarters.

Have S write an addition sentence that shows the value of 3 nickels. After, do with dimes and quarters.

Look at addition sentences and state the coin that is being counted for each number.

Skip count 10 nickels. Repeat process with 1 nickel and 5 dimes. Exchange nickel with 1 quarter and skip count.

Part 2: Count mixed groups of coins starting with the largest value coin.

Take 2 dimes and 3 pennies out of the bag and lay them down on elmo for students to see.

Ask the value of coins shown.

Count money together. Start with dimes. Repeat the process but start with pennies.

Ask which is easier. Why?

Try counting with the larger coin with 1 quarter, 1 nickel, and 1 penny.

Ask the total value of coins.

Write a number sentence to go along with coins.

Give time to practice counting mixed groups. (ex. 1 quarter, 1 dime, 1 penny; 1 quarter 2 nickels 1 dime; 1 quarter 2 pennies 1 dime; 2 quarters 2 pennies 1 nickel)

Explain that 100 cents can be written as $1.

Part 3: Count mixed groups of coins by making ten.

Take 1 quarter, 3 dimes, 1 nickel, and 2 pennies. Ask how much money do we have here and how they know.

Count the value of coins starting with the largest coin to the smallest.

Write these amounts on the board for students to solve: 1) 1 quarter, 2 pennies, 1 nickel, 2 dimes 2) 1 quarter 1 penny 3 nickels 1 dime

Concept Development:

Part 1: Solve a put together with total unknown type problems.

Ignacio has 3 dimes and 2 nickels in one pocket and 1 quarter and 7 pennies in another pocket. How much money is in Ignacio’’s pocket?

Solve problem with class.

Part 2: Repeat the process with the following put together with result unknown problem.

Tamika has 12 pennies and 2 quarters in her new piggy bank. She puts in 4 nickels, 1 dime, and 4 more pennies. How much money does Tamika have in her piggy bank altogether?

Part 3: Solve a two-step put together with total unknown and take from with result known word problem

On monday, Reese gives 2 dimes and 3 nickels to her sister. On Tuesday, she gives her sister 1 quarter, 1 dime, and 4 pennies. If Reese started with 94 cents, how much money does she have now?

Concept Development:

Part 1: Solve a put together with total unknown type problem.

Alyssa has 5 five-dollar bills, 12 one-dollar bills, and 3 ten-dollar bills in her wallet. How much money is in her wallet?

Solve with class while talking through each step.

Part 2: Solve a take from with result unknown type problem.

Silas uses 2 twenty-dollar bills 3 five-dollar bills, and 4 one-dollar bills ona give for his aunt. He is going to save the rest. If Silas started with $80, how much will he save?

Part 3: Solve a compare with smaller unknown type problem.

Deste has 4 ten-dollar bills and 6 five-dollar bills. She has $25 more than Kirsten. How much money does Kirsten have?

Concept Development:

Part 1: Manipulate different combinations of coins to make the same total value.

Show 1 dime and 5 pennies on one mat and 3 nickels on another mat. Ask what is the value of the coins on this math? Point to the dime and pennies.

Ask what is the value on the other mat.

Ask if they are the same value. How can that be?

Students will make the same amounts with different coins.

-28 cents

-56 cents

-75 cents

-$1

Part 2: Manipulate different combinations of coins in the context of word problems.

P1: Tony gets 83 cent change back from the cashier at the corner store. What coins might Tony have received?

Work through the steps with students in order to solve.

P2: Carla has 4 dimes, 1 quarter, and 2 nickels to spend at the snack stand. Peyton has 3 coins, but he has the same amount of money to spend. WHat coins must Peyton have? How do you know?

Work through the steps with students in order to solve.