Weekly Lesson Plan - March 29 - April 2

What: Weekly Lesson Plan - March 29 - April 2
When: 4/2/2021

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

	Monday		Tuesday		Wednesday		Thursday		Friday
	EDGE J Bee-Wigged EDGE D Captain Clean		EDGE J Animal Pollinators EDGE D Captain Clean		EDGE J Animal Pollinators EDGE D Captain Clean		EDGE J Jackie Robinson and the Big Game EDGE D It’s Time to Go		EDGE J Jackie Robinson and the Big Game EDGE D It’s Time to Go
Learning Target/ Success Criteria	Learning Target:		Learning Target:		Learning Target:		Learning Target:		Learning Target:
	I am learning to read with fluency and expression. I am learning to use the first/last letter to read words.		I am learning to ask and answer questions regarding key details in a text.		I am learning to use text features to understand a topic better. I am learning to use picture clues to find out what the characters are doing.		I am learning to read with fluency and expression. I am learning to use the first/last letter to read words.		I am learning to use text features to understand a topic better. I am learning to use picture clues to find out what the characters are doing.
	Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
	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 read words using the beginning and ending sounds.		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 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 determine how the characters are feeling by looking at the pictures and using what I already know.		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 read words using the beginning and ending sounds.		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 determine how the characters are feeling by looking at the pictures and using what I already know.
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. 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	Point out the dialogue, thought and speech bubbles, and regular text. Use voices to reflect the characters’ voices, emotions, and personalities when reading. Point out punctuation and discuss how text should be spoken. Using text – demonstrate using beginning/ending letters to read words.		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 retell important information.		Browse text to discover text features such as pictures, captions, diagrams and glossary. Discuss interesting facts and key terms. Discuss character feelings and clues that help make inferences.		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 retell important information.		Browse text to discover text features such as pictures, captions, diagrams and glossary. Discuss interesting facts and key terms. Discuss character feelings and clues that help make inferences.
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	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	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	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 text. What does this chapter remind you about in your own life?		Discuss key terms and what information learned from text.		Which text features were the most helpful? Discuss. How do you think the character feels at the end of the story?		Discuss and revisit the text. What does this book remind you about in your own life?		Which text features were the most helpful? Discuss.

9:00-9:45 Planning

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

	Monday		Tuesday		Wednesday		Thursday		Friday
	LLI H- Dinner for Maisy (L. 85, P 519)		LLI H- Just Wait and See (L. 86, P 525)		LLI H- In Winter (L. 87, P 531)		LLI H- In Winter F-All About Animal Babies (L. 88, P 513)		LLI GH- (L. , P 555-556)
Learning Target/ Success Criteria	Learning Target:		Learning Target:		Learning Target:		Learning Target:		Learning Target:
	I am learning to use similar words to read tricky words.		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 consonant clusters are called digraphs and make one sound.		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 I have it when I can see ways that words are alike and use what I know to solve an unknown word.		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 see a consonant cluster and make one sound for both that is different from either of the letters.		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	TE (Green) P. 502 Phonics/Word Work –ing Introducing the Text/Book Talk P. 504		Review/reread Introducing the new Text/Book Talk		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	Rereading Book OR Rereading Book Assessment Phonics/Word Work: 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 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 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	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		Discuss and revisit the text. How do you solve tricky words?		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 1

Problem Solving with Length, Money, and Data

Concept(s): Sort and record data into a table using up to four categories; use category counts to solve word problems.

Eureka Math

Module _7__Lesson 2

Problem Solving with Length, Money, and Data

Concept(s): Draw and label a picture graph to represent data with up to four categories.

Eureka Math

Module _7__Lesson 3

Problem Solving with Length, Money, and Data

Concept(s): Draw and label a bar graph to represent data; relate the count scale to the number line.

Eureka Math

Module _7__Lesson 4

Problem Solving with Length, Money, and Data

Concept(s): Draw a bar graph to represent a given data set.

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.

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:

Learning Target/Teaching Point:

We are learning to sort objects or information into 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 sort and record data in a table.

- I can organize information to compare data to help me solve problems.

Learning Target/Teaching Point:

We are learning to sort objects or information into 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 sort and record data in a table.

- I can organize information to compare data to help me solve problems.

Learning Target/Teaching Point:

We are learning to sort objects or information into categories.

We are learning to use picture graphs and 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 and label a bar graph.

- I can sort and record data in a bar graph.

- I can organize information to compare data to help me solve problems.

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.

Introduction/ Connection

Structure of Lesson:

Fluency- 10 minutes

Application Problem- 5 minutes

Concept Development- 35 minutes

Student Debrief- 10 minutes

Fluency (10 minutes):

•Count by 10 or 5 with Dimes and Nickels 2.NBT.2 (5 minutes)

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

Application Problem:

There are 24 penguins sliding on the ice. There are 18 whales splashing in the ocean. How many more penguins than whales are there?

Introduction/ Connection

Structure of Lesson:

Fluency- 10 minutes

Application Problem- 5 minutes

Concept Development- 35 minutes

Student Debrief- 10 minutes

Fluency (10 minutes):

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

*Coin Drop 2.OA.2, 2.NBT.2 (5 minutes)

Application Problem:

Gemma is counting animals in the park. She counts 16 robins, 19 ducks, and 17 squirrels. How many more robins and ducks did Gemma count than squirrels?

Introduction/ Connection

Structure of Lesson:

Fluency- 12 minutes

Application Problem- 5 minutes

Concept Development- 35 minutes

Student Debrief- 8 minutes

Fluency (12 minutes):

•Sprint: Addition and Subtraction by 5 2.NBT.2 (9 minutes)

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

Application Problem:

This problem reviews creating and interpreting picture graphs. It also anticipates one element of the CD in which students relate the bars of a graph to the bars of a tape diagram. Prior to the lesson, cut apart Template 1, so that each student receives one graph.

a) Use the tally chart to fill in the picture graph.

b) Draw a tape diagram to show how many more books Jose read than Laura.

c) If Jose, Laura, and Linda read 21 books altogether, how many books did Linda read?

d) Complete the tally chart and the graph.

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?

Concept Development:

Before the lesson, consider laminating the picture sheet

to make reusable cards. Cut the sheet into individual pictures.

Also, prepare the four charts listed below. Save these charts for

work in this lesson and in Lessons 2 and 3.

TP- Today I want to teach you that we can organize information or data into a graph.

Teach the students how to create a picture graph. Model for the students.

Teach what is a legend and a symbol.

Students will create picture graphs on chart paper.

Students will categorize animals into classes (mammals, birds, fish,

and reptiles), organize them in the form of a table, and then use the category counts to solve simple put

together, take apart, and compare word problems.

Students will then repeat the process, sorting animals by habitat to create a second data set.

Students will record category counts in the tables with both numerals and tally marks.

Teachers and students will ask and answer questions based on the information displayed in the graphs.

Concept Development:

Before the lesson, prepare a chart for a new table: Favorite Class of Animal. At the end of the lesson, save this new table and the Template 1 and Template 2 graphs for work in Lesson 3.

TP- Today I want to remind you that we can organize information or data into a graph.

Teach the students how to create a picture graph. Model for the students.

Teach what is a legend and a symbol.

Students will create picture graphs on chart paper.

Students will learn to draw and label a picture graph using the data from Lesson 1.

Part 1: Use the vertical and horizontal picture graphs (Template 1).

Part 2: Create picture graphs on graph paper.

Teachers will guide students through the process of filling in the title, labels, and legend. Point out that they are only filling in the squares above the

labels; the boxes to either side are left blank.

Teachers will remind students that a graph can be oriented horizontally or

vertically and that each picture represents one object.

Students will ask and answer comparison questions based on the information displayed in the graphs.

Concept Development:

TP- Today I want to teach you how to create and use a bar graph.

Teachers will follow the same procedure and use the same data as in Lesson 2.

Teachers will take the Application Problem, and turn it sideways. Model as students do the same.

Teachers will then display the completed vertical picture graph [Lesson 2-Template 1].

Remind students we can change the position of the graph from vertical to horizontal, and the data stay the same. We learned we can show the same data in a table and in a picture graph.

Students will learn to draw and label a bar graph. Teachers will model that one axis names the category, while the other shows a single-unit count scale.

Teachers and students will practice drawing and labeling a bar graph to represent data; relate the count scale to the number line.

Students will continue to ask and answer comparison questions based on the data in the graphs.

Teachers and students will relate the count scale to finding sums and differences

on a number line diagram.

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.