Weekly Lesson Plan - April 19-23

What: Weekly Lesson Plan - April 19-23
When: 4/23/2021

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 Puffins		EDGE J Jackie Robinson and the Big Game EDGE E Puffins		EDGE J The Sunrise Band EDGE E Puffins		EDGE J The Sunrise Band EDGE E Puffins		Jackie Robinson and the Big Game EDGE E Puffins
Learning Target/ Success Criteria	Learning Target:		Learning Target:
	I am learning to use text features to understand a topic better. I am learning to use picture clues to read words.		I am learning to read with fluency and expression. I am learning to identify consonant blends.		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 read with fluency and expression.		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 look at a picture and the beginning letter of a word to read.		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 consonant blends.		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. Picture walk. Point out and discuss key words.		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. PHONICS Find /fl/ and /bl/ consonant blends in the text. Say words and tell whether the word begins with fl or bl.		COMPREHENSION: COMPARE AND CONTRAST Review comparing and contrasting the two main characters. Owl and Lizard – The Sunrise Band COMPREHENSION: Retell Review retelling the key details. Have student retell the story.		Retell key details of story. FLUENCY		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 draw a picture showing what they find most interesting about puffins and write an opinion sentence.
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 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. How do you use pictures to read?		Discuss and revisit the text. What does this book remind you about in your own life? Think of a word that begins with /fl/ or /bl/ and write it.		Discuss and revisit the text. What does this book remind you about in your own life?		Discuss the key details of the text. What do you need to work on to read with fluency?		Does this book remind of something in your own life? Share your writing.

9:00-9:45 Planning

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

	Monday		Tuesday		Wednesday		Thursday		Friday
	LLI I- Fun for Hugs (L. 91, P 557)		LLI I- Fun for Hugs G-Home Sweet Home (L. 92, P 563)		LLI I- Bear’s Birthday (L. 93, P 569)		LLI I- Bear’s Birthday G-The Bossy Pig (L. 94, P 575)		LLI H- (L. , P 555-556)
Learning Target/ Success Criteria	Learning Target:		Learning Target:		Learning Target:		Learning Target:		Learning Target:
	I am learning about vowel combinations where the vowel sound in the middle is the name of the first vowel.		I am learning about vowel combinations where the vowel sound in the middle is the name of the first vowel.		I am learning about vowel combinations where the vowel sound in the middle is the name of the first vowel.		I am learning about vowel combinations where the vowel sound in the middle is the name of the first vowel.		I am learning about vowel combinations where the vowel sound in the middle is the name of the first vowel.
	Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:		Success Criteria:
	I’ll know that I have it when I can see a vowel team and make the long sound for the first vowel to read the word.		I’ll know that I have it when I can see a vowel team and make the long sound for the first vowel to read the word.		I’ll know that I have it when I can see a vowel team and make the long sound for the first vowel to read the word.		I’ll know that I have it when I can see a vowel team and make the long sound for the first vowel to read the word.		I’ll know that I have it when I can see a vowel team and make the long sound for the first vowel to read the word.
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		Book Talk Review/reread text		Introducing the Text/Book Talk Letter/word work		Book Talk Review/reread text		Review/reread Text/Book Talk Letter/word work
Strategy / Small Group Work	x x x	Rereading Book OR Rereading Book Assessment Phonics/Word Work: VVC 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: VVC 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: VVC 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: VVC 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. 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 9

Problem Solving with Length, Money, and Data

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

Eureka Math

Module _7__Lesson 10

Problem Solving with Length, Money, and Data

Concept(s): Use the Fewest Number of Coins to Make a Given Value

Eureka Math

Module _7__Lesson 11

Problem Solving with Length, Money, and Data

Concept(s): Use different strategies to make $1 or make change from $1.

Eureka Math

Module _7__Lesson 12

Problem Solving with Length, Money, and Data

Concept(s): Solve Word Problems Involving Different Ways to Make Change from $1.

Eureka Math

Module _7__Lesson 13

Problem Solving with Length, Money, and Data

Concept(s): Solve Two-step Word Problems Involving Dollars or Cents With Totals Within $100 or $1.

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.

MGSE2.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.

MGSE2.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 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.

-I can solve word problems that involve counting and exchanging money amounts.

Learning Target/Teaching Point:

We are learning to use coins to find multiple ways to represent the same quantity, using the fewest number of coins.

We are learning to apply our knowledge of coin values and place value strategies to solve addition and subtraction word problems.

Success Criteria:

I know I will be successful when:

-I can identify the different coins and their values.

- I know how to count to find a total money amount.

-I can make coin exchanges to match a given value.

-I can use the fewest number of coins to make a given amount, so I can use money correctly.

Learning Target/Teaching Point:

We are learning to use different strategies to make $1 or make change from $1, so I can use money correctly.

Success Criteria:

I know I will be successful when:

-I can identify the different coins and their values.

- I know how to count to find a total money amount.

-I can make coin exchanges to match a given value.

-I can use different strategies to make $1 or make change from $1.

Learning Target/Teaching Point:

We are learning to solve problems involving money.

We are learning to solve word problems involving different ways to make change from $1.

Success Criteria:

I know I will be successful when:

-I can solve problems involving money.

- I can solve word problems involving different ways to make change from $1, so I can use money correctly.

Learning Target/Teaching Point:

We are learning to solve word problems using dollars or cents.

Success Criteria:

I know I will be successful when:

-I can use RDW strategies to solve one and two-step word problems.

-I can explain my thinking using numbers, pictures, and words.

- I can name and identify the value of each coin and/or bill. (U.S.currency)

-I can add and subtract money amounts that include coins and bills.

- I can write the sum or difference using a $ or a cent symbol.

- I can explain how much I have, and how much I need, so I can make wise choices.

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?

Introduction/ Connection

Structure of Lesson:

Fluency- 10 minutes

Application Problem- 6 minutes

Concept Development- 34 minutes

Student Debrief- 10 minutes

Fluency (10 minutes):

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

* Decomposition Tree 2.NBT.5, 2.OA.2 (5 minutes)

Application Problem:

Andrew, Brett, and Jay each have 1 dollar in change in their pockets.

They each have a different combination of coins. What coins might each boy have in his pocket?

Introduction/ Connection

Structure of Lesson:

Fluency- 12 minutes

Application Problem- 6 minutes

Concept Development- 32 minutes

Student Debrief- 10 minutes

Fluency (10 minutes):

*Sprint: Subtraction from Teens 2.OA.2 (9 minutes)

* Coin Exchange 2.NBT.5 (3 minutes)

Application Problem:

Tracy has 85 cents in her change purse. She has 4 coins.

a.)Which coins are they?

b)How much more money will Tracy need if she wants to buy a bouncy ball for $1?

Introduction/ Connection

Structure of Lesson:

Fluency- 12 minutes

Application Problem- 5 minutes

Concept Development- 33 minutes

Student Debrief- 10 minutes

Fluency (10 minutes):

*Sprint: Adding Across Ten 2.OA.2

(9 minutes)

* Making $1 2.NBT.5 (3 minutes)

Application Problem:

Teacher: we can write 100 cents as $1 in our number sentence.

Richie has 24 cents. How much more money does he need to make $1?

Introduction/ Connection

Structure of Lesson:

Fluency- 10 minutes

Application Problem- 5 minutes

Concept Development- 35 minutes

Student Debrief- 10 minutes

Fluency (12 minutes):

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

-Decomposition Tree (5 minutes)

Application Problem:

Dante had some money in a jar. He puts 8 nickels into the jar. Now he has 100 cents. How much money was in the jar at first?

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 cents in 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.

Concept Development:

TP- Today, I want to teach you how we can make money (coin) exchanges that represent the same quantity, in order to use the fewest number of coins in a given amount of money.

● Part 1: Find the fewest number of coins.

● Part 2: Use the fewest coins by changing coins for higher-value coins.

● Part 3: Exploring to use the fewest number of coins for a given total.

Turn & Talk:

Possible Discussion Questions:

*What coin was used the most when showing an amount with the fewest coins? Why did this happen?

*When you want to use the fewest possible coins, what is a good strategy to use?

*Talk to your partner about how you thought about _______ cents to figure out how to make it with the least number of coins possible.

*Can you think of why you would want to use the fewest number of coins possible?

Concept Development:

TP- Today, I want to teach you how we can make money (coin) exchanges that represent the same quantity, in order to make $1 or make change from $1.

● Part 1: Make a dollar from a given amount.

Teachers will demonstrate by writing a number sentence like this: 35¢ + ____ = 100¢. Then, I can solve it by counting up with coins.

● Part 2: Make change from a dollar. (Hide 83 cents)

Teacher and students will draw a number bond to show what you

know.

Teacher will remind students that the whole is $1, and one part is 17¢. Have students write an equation from the number bond and solve.

● Part 3: Choose your own strategy to solve. Instruct partners to solve the following problems on their personal white boards:

100 – 45 = ____

100¢ – 29¢ = ____

____ + 72 cents = 100 cents

Teachers will encourage students to compare and share their coin choices and determine which choice is easier to get to $1.

Teachers will remind students to use part-whole relationships (language) for figuring out the two parts for each money equation.

Concept Development:

TP- Today, I want to teach you different ways to solve problems that involve making change from $1.

● Part 1: Solve a take from with result unknown type problem.

Shay buys a balloon for 57 cents. She hands the cashier 1 dollar. How much change will she receive?

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

Jamie buys a baseball card. He gives the cashier 1 dollar. Jamie gets 2 dimes, 1 quarter, and 1 penny in

change. How much did Jamie’s baseball card cost?

● Part 3: Solve a multi-step add to with change unknown type problem.

Penelope wants to buy a toy whistle that costs $1. She has 15 pennies, 2 nickels, 2 dimes, and 1 quarter. How much more money does Penelope need to buy the whistle?

Extension: If Penelope’s brother gives her the rest of the money to buy the whistle, what different combinationations of coins might he give her?

Concept Development:

TP- Today, I want to teach you different ways to solve two-step word problems that involve making change from $1 and $100.

•Part 1: Solve an add to with change unknown type problem.

Gary has 2 dimes, 5 nickels, and 13 pennies. His brother gives

him one more coin. Now he has 68 cents. What coin did his brother give him?

Turn & Talk - Encourage students to uUse part–whole language to describe how their drawing matches. .

•Part 2: Solve a two-step problem.

Hailey bought a pretzel stick for a dime and a nickel. She also bought a juice box for 18 cents more than the pretzel stick. How much did she spend on the pretzel and juice box?

Turn & Talk - Encourage students to uUse part–whole language to describe how their drawing matches.

•Part 3: Solve a take from with start unknown type problem. (Have students read this problem together.)

Wendell bought a game at the store for $16. He had 2 five-dollar bills and 4 one-dollar bills left over. How

much money did he have before buying the game?

Turn & Talk - Encourage students to uUse part–whole language to describe how their drawing matches.

Teachers will remind students to consider or discuss what they will draw before drawing.