Teacher Name: Bullock Date: October 17-21
CENTERS
Common Core Standards
LA Interactive:
RL 2.1: Ask and answer such questions as who, what,
when, where, why, and how to demonstrate
understanding of key details in a text.
Math interactive: Math brain
Teaser
RL 2.3: Describe how characters in a story respond to
major events and challenges.
Reading interactive: Context Clues
RL 2.5: Describe the overall structure of a story,
including describing how the beginning introduces the
story and the ending concludes the action.
Shared Chart (text-evidence):
Bob’s Fall Job
Or
Writing Interactive: Writing
Prompt with My Teacher is a
Monster
Reading Center: Informational
Passage: When You are Mad
Extra
Spelling Center & Skill:
RL 2.7: Use information gained from the illustrations and
words in a print.
W 2.8: Recall information from experiences or gather
information from provided sources to answer a question.
Math:
2.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.
2.NBT.6 Add up to four two-digit numbers using strategies based
on place value and properties of operations.
2.NBT.7 Add and subtract within 1000, using concrete models or
drawings and strategies based on place value, properties of
operations, and/or relationships between addition and subtraction;
relate the strategy to a written method...
2.NBT.9 Explain why addition and subtraction strategies work,
using place value and the properties of operations.
2.OA.A1-use addition within 100 to solve one step word problems
Writing:
W.2.2 Write informative/Explanatory texts in which they
introduce a topic, use facts and definitions to develop points, and
provide a concluding statement or section
Vocabulary: despise, ill, exhausted, devastated, irritated, companion, disgusted, bothered
SHARED READING
8:05-9:00
M -Before reading the book
O discuss the title, cover,
N and author. Make
D predictions about the
A book using the cover
Y and title as clues. Find
the word Crank(y) in the
title. What does it mean
to be cranky? What
makes you cranky?
- Use some of the
comprehension
questions to guide your
discussion.
-Read Book
Discuss different
emotions that
Crankenstein feels
throughout the book.
Students will use the
(already glued in the
interactive notebook)
problem and solution
flap-ups to reflect on
what makes
Crankenstein grumpy
and happy.
GRAMMAR
Spelling
8:05-9:10
7:50-8:05
Shades of
Meaning:
Introduce
Shades of
Meaning to
the class by
discussing
synonyms.
Discuss how
we can feel
deeper than
sad and
happy. Go
through the
cards and
have students
use their
recording
sheets.
Students
complete the
shades of
meaning
Frankenstein
page. (Did not
get this
copied/figure
d it would not
be approved.)
Seat Work
9:00-9:15/10:00-11:00
Choose a
vocabulary writing
prompt for
students to glue
into their spirals
and reflect on.
T
U
E
S
D
A
Y
-What is the purpose of
the text? Re-read
Crankenstein to your
students. Notice how
the pictures give you
more information than
the words. Discuss
what’s going on in the
words and pictures. Use
comprehension
questions to guide the
discussion.
Crankenstein
Directed
Drawing with
AdjectivesStudents
follow your
lead as they
draw
Crankenstein
and color.
Students
choose the
adjectives
- First, Next, Then:
that describe
Students sequence the
Crankenstein
events of the story using
to glue
their comprehension
around their
flap- up (Already glued in picture.
their reading interactive
Students
notebook.) Students
write about
should write what
the
happens first, next, and
book/charact
then. Students draw a
er
picture for their
sequence of events.
Seat Work:
W
E
D
N
E
S
D
A
Y
-Reading Passage: Wrong
Side of the Bed:
Together, read the
fictional passage.
Discuss the main idea of
the passage and
vocabulary words.
Students read and
answer the questions by
Seat Work:
Said is Dead:
Introduce
new words for
said. With
hundreds of
words to
choose from,
said can be so
boring!
How to Make
Crankenstein Smile:
Students use this
comprehension
journal entry to
generate ideas on
what they can do to
make Crankenstein
happy.
Bob’s Fall Job
evidence base
passage
going back in the text to Brainstorm
find the answers.
new words
together.
(I am going to do this on
Students use
my document camera.)
their said is
dead
tombstone to
record a list
of words they
can use in lieu
of the word
said.
T
H
U
R
S
D
A
Y
-Reading Passage: When
You Are Mad Read the
nonfiction passage as a
class. Discuss the main
idea and details from
this nonfiction passage.
What makes this passage
nonfiction? Locate key
details. (Students reread
and answer the
questions about the text
for SW.) Should
Crankenstein use some
of these tips?
Quotation
Marks:
Introduce
using
quotation
marks when
writing
quotes. Use
some of the
words from
the list you
generated
yesterday for
the word said.
Give groups
sentence
strips and
noodles so
they can
practice using
quotation
Seat Work:
-Making
Connections:
Students use the
What Makes You
Cranky writing
paper to make
connections to the
character.
Students explain
how they are
alike/different than
Crankenstein.
Crankenstein Craft
marks
correctly.
F
R
I
D
A
Y
-Introduce the idea that
good readers get to
know and understand
the characters in their
books. This
understanding helps
readers comprehend the
text and enjoy the books
they are reading.
-Read My Teacher is a
Monster

Describe what the main
character was like at the
beginning of the story.

Describe what the main
character was like at the
end of the story.

How did the main
character change?

Why do you think he or
she changed in that way?

How has understanding
character change helped
you to become a better
reader?
Quotation
Marks: (Let’s
Quote It)
Students
must place
quotation
marks and
commas in the
correct
places.
SPELLING
TEST!
Seat Work:
How Character
Changes Activity
Sheet
-Half manila paper:
draw beginning
character on left
and ending
character on right
*Discussion Questions for My Teacher is a Monster
How would you describe your teacher? Is he/she mean all the time? Is he/she nice? What is Bobby’s
teacher, Ms. Kirby, like in the classroom? What happens in the story when Bobby goes to the park? Who
does he meet there? Have you ever seen your teacher outside of school? Did it seem strange? What does
Bobby do for Ms. Kirby in the park that makes her exclaim, “Oh, Bobby, you are my hero!”? What other
things do Bobby and Ms. Kirby do together in the park? How does the illustration of Ms. Kirby change
over the course of the story? How does Bobby’s opinion of Ms. Kirby back at school change after their
weekend adventure in the park? Was Ms. Kirby still a monster? Do you think Ms. Kirby’s impression of
Bobby also changed after their adventure? In what ways does Bobby’s behavior affect how Ms. Kirby
treats him? Have you ever thought one thing about someone, only to have that original impression change
once you got to know him or her better? If your teacher seems like a monster sometimes, how might you
get to know him or her better?
Anchor Charts
Crankenstien – (adjectives)
Shades of Meaning
Said is dead
Quotations
Fixing Sentences
When I get Mad
Calendar
M
7:35-8:00
Discussion
Questions:
1.
Number
patterns
2. Can anyone
tell me a
number story
for the fact
today?
3. Fact Family
Shared Charts
Bob’s Fall Job
Math in Focus
Lucy
12:30-1:15
1:15-1:50
How-To Informational Writing Lesson1
-Chapter Introduction
Chapter 4
-Using Bar Models Addition and
Subtraction
-Vocabulary: Join, set, take away,
compare
-Big Idea: main focus bar models
-Chapter Opener: link between the
unit cube representation and bar
models
-Recall Prior Knowledge:
subtraction with/without
regrouping, addition with
regrouping
Connection (2min) Ask “S” what is a teacher’s job…
Teach (6min) Today we will start our How-To
make/do something unit. Ask “S” what they think
they are good at (you need to really know a lot
about the particular subject) Get “S” to tell what
they think they are really good at. “T” make a list
of things she thinks she is good at then picks one.
1 how to make lasagna, 2 how to feed a baby, 3 how
to go shopping
Active Engagement (3min) Pass out sticky note to
each student, let them write down three things
they think they are really good at, then pick one
they know they can give lots of details about.
Closure (1min) recall some of the ideas you saw on
“s” papers.
T
Discussion
Questions:
W Discussion
Questions:
-What day of school
will I be in 7days?
-How did you get your
answer
-How many more days
until the next nickel?
dime? explain?
T
Discussion
Questions:
-Counting Tape (What
day came 2 days
after day 23?)
-Store Card (money)
-How many more
minutes until the
minute hand reaches
the next 5 minute
F
Discussion
Questions:
-What number will be
on the calendar piece
a week from today?
-What happens to a
number when you add
10, 20, 30 to it?
Parent Teacher Conferences
Chapter 4
Lesson 1-Using Part-Part Whole an
addition and subtraction
 Use bar models to solve
addition and subtraction
problems
 Apply the inverse
operations of addition and
subtraction
How-To Informational Writing
Chapter 4
Lesson 1-Using Part-Part Whole an
addition and subtraction
 Use bar models to solve
addition and subtraction
problems
 Apply the inverse
operations of addition and
subtraction
How-To Informational Writing
Continue: Let’s Practice
Open Ended Questions:
If I had a 3 digit number on
top of a subtraction problem
with 2 zeros …one in the
ones place and one in the
tens place with another of
lesser value on the bottom,
how would I subtract that
Lesson 2
Connection (2min) Before we write we want to
brain storm steps you will have to take when
teaching your How-To
Teach (6min) Hold hand and try to recall steps to
feeding a baby, then get paper and sketch the
different steps onto paper (have paper already
done)
Active Engagement (3min) Pass out paper and have
“s” start to sketch to make sure everyone
understands what to do.
Closure (1min) recall some of the ideas you saw on
“s” papers.
Lesson 3
Connection (2min) I am so excited about all the
fun things you guys will be teaching your friends
and I to do.
Teach (6min) Get my sketched pictures and start
to elaborate on the pictures…need more that one
sentence per pic. Try for 3!! (talk about
parenthesis and how that can add little things to
your writing…model)
Active Engagement (3min) Pass out folders and
have “s” start to write. Make sure everyone
understands what to do.
Closure (1min) recall some of the ideas you saw on
“s” papers.
Big Even - If don’t get to… carry over to
Monday
How-To Informational Writing
Lesson 4
Connection (2min) When baking a cake, it is very
important to have ALL the ingredients we need.
That goes with anything you are going to do or
problem. Show and Tell me
what you would do from
beginning to end.
build.
Teach (6min) Look through paper and write down
everything I will need to feed the baby.
Active Engagement (3min) ”S” get folders and the
ones who are finished can start to write down all
the materials.
Closure (1min) Talk about how you have seen some
student’s writing that look like they have missed
steps. It is very important to write every step or
we will not be able to learn what you might want to
teach us.
(Monday start to share, put students with partners, scrap paper, pencils so they can
write down any questions they might have so the writer can add that info. To their papers.)
(Give example of bad how-to pg.22)
Day
M-F
RR every Wednesday
Student/Levels
LLI Level I
Bella (prospect T)
Hunter (prospect T)
LLI Level J
Evan T
Scott T
M-F
RR every Wednesday
M-F
RR every other
Wednesday
Will meet as teacher
assigns chapters
Will meet as teacher
assigns chapters
Book
Lessons 73, 74, 75
Peter and the Wolf
Group K
-The Giant Seed
Group M
-The Saddest Dog
Caleb
Amiya
Brooke
Keith
Cloie
Ryan
Jhemari
Matthew
Caitlin
Chandler
Group M
Hannah
Savannah
Kenny
Lauren
Reeves
inferencing
RL.2.10
Verbs/Adjectives
L.2.6
Text Features
Inferencing
RL.2.10
Verbs/Adjectives
L.2.6
-Dolphind And Sharks
Hayden
Kanon
Brayden
Kayeden
Kiersten
Group O
Skill
inferencing
RL.2.10
Adjectives/verb
L.2.6
-Stone Fox
Text Features
Inferencing
RL.2.10
Verbs/Adjectives
L.2.6
Text Features
Inferencing
RL.2.10
Verbs/Adjectives
L.2.6
Text Features