Reading Mini-Lesson Plans
Week: October 8-12
Standards:
RL.2.5 Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
RL.2.3 Describe how characters in a story respond to major events and challenges.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
SL.2.3 Ask and answer questions about what a speaker says, in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or issue.
RL.2.10 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.
RF 2.3a Recognize and read grade-appropriate irregularly spelled words.
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression
Monday: Journeys:
Story: Teacher’s Pet
Skill: Story Structure
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
1. Introduce Vocabulary Cards using the SMARTboard and/or Vocabulary Cards
2. Read “Lester” found on T390-T391. (Part of it is on Projectable 5.1) Talk about the
structure of the story (ask questions 1 and 2 on the side of T391) as well as the meaning
of each vocabulary word.
3. Complete vocabulary sentences
Tuesday:
Journeys:
Story: Teacher’s Pets
Skill: Visualize
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
1. Read together Teacher’s Pets . Complete Projectable 5.5 together after reading the
story.
2. Complete Page 64 from the Practice Book together after reading the story.
3. Do one of the vocabulary activities from pages 110-111 in the Word Study book. (You
choose….There are 5 to choose from.)
Wednesday:
Journeys:
Story: Teacher’s Pets
Skill: Story Structure
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
1. Students will partner read Teacher’s Pets to practice fluency.
2. Complete Projectable 5.8 together as a class. Students will need to reference the
book to complete it.
3. Homework: Story Structure Page 69
Thursday: Journeys:
Story: Teacher’s Pets
Skill: Story Structure
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly
Read (Choose one):
The Paper Bag Princess by Robert Munsch
The Pumpkin Blanket by Deborah Turney Zagwyn
Sylvester and the Magic Pebble by William Steig
Mufaro’s Beautiful Daughters
Grandfather’s Journey
St George and the Dragon
Duke Ellington
Sweet Clara and the Freedom Quilt
*Have students complete a plot foldable on the book that you read to the students.
Friday:
Journeys:
Story: Teacher’s Pets
Skill: Story Structure
Vocabulary: wonderful, noises, quiet, sprinkled, share, noticed, bursting, suddenly *Give the
assessment on Story Structure (plot)
Grammar Lesson Plans
Week: October 8-12
Singular and Plural Nouns
Standards:
L 2.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking
Monday:
Identify nouns in the singular and plural form
*Display Projectable 5.2. Explain that a nouns names a person, animal, places, or thing.
*Tell them a singular noun means one and a plural noun names more than one.
*Model identifying whether the noun in each example sentence is singular or plural. One frog
croaks. Two crickets jump.
*Complete other examples on Projectable 5.2 with the students.
*Children will complete page 62 in the practice book.
Tuesday:
*Make nouns plural by adding –s.
*Display Projectable 5.6. Explain to children that an –s can be added to many nouns to
make them plural.
*Tell children that not all nouns taken an –s to name more than one. They will learn more
about these nouns later in the lesson.
*Use these example sentences to model how to make a singular noun plural: One rooster
pecked. Two roosters pecked.
*Complete Projectable 5.6
*Students will complete page 67 in the practice book.
Wednesday:
Identify and use singular and plural nouns
*Review with children how to identify and form plural nouns.
*Give example sentences and have students decide whether the nouns in the sentences
are plural or singular.
*Students will complete Page 71 in the practice book.
ThursdayReview nouns
*Read together the text at the top of Student Book Pg. 154
*Recall that a noun names a person, animal, place, or thing
*Review how to make a noun plural.
*The students can complete the “turn and talk” activity on page 154 with a partner that is
sitting close by.
*Students will complete page 75 in the practice book.
Friday*Students will take the grammar assessment.
Spelling Lesson Plans
Week: October 8-12
Consonant Blends with r, l, s
Standards:
RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words
RF. 2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.
List A: spin, clap, grade, swim, place, last, test, skin, drag, glide, just, stage
Monday:
*Model the Sort page 48 in the TE Book- Use Smart Board I sent you
*Homework: Tic Tac Toe Spelling (Choose One)
Tuesday:
*Pattern Sort on page 48 in the TE Book
*Homework: Tic Tac Toe Spelling (Choose One)
Wednesday:
*Open on page 49 in TE Book.
*Homework: Tic Tac Toe Spelling (Choose One)
Thursday:
*Blind Writing Sort on page 49 in TE Book. Students will do this in their Word Study Journals.
*Homework: Tic Tac Toe Spelling (Choose One)
Friday:
*Give Spelling Assessment. I will email you the sentences.
Mathematics --Second Grade
Charlesworth, Cochran, Lambright, Wimmer
October 8th- October 12th
2.NBT. 1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens,
and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones).
2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded
form.
2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits,
using >, =, and < symbols to record the results of comparisons.
Monday:
1. Complete Timed Addition Fluency Test
2. Review Base Ten Blocks and what each block stands for
a. One block
b. Ten Rod
c. Hundred Flat
d. Thousand Cube
3. Complete Slides 1-17 on Place Value Unit 2_Part 1 Smartboard Lesson
a. Draw Quick Tens and Ones – Math Expressions TE318
b. Draw 5 Groups with Quick Tens and Circles- Math Expressions TE319
c. Quick Draw 100s- Math Expressions TE 320
d. Draw Numbers to 200- Math Expressions TE 321
e. On Level Activity Card- Math Expressions TE 323
f. Math Expressions Student Activity Book Page 145- TE 322
Tuesday:
1. Complete Slides 1-17 on Place Value Unit 2_Part 1 Smartboard Lesson
2. Play Place Value Game- of your choice
a. Number Word Concentration
b. Order Up
c. Base Ten Concentration
d. Roll Three Digits
e. Number Writing Barrier Game
Wednesday
1. Complete Slides 19-31 on Place Value Unit 2_Part 1
2. Complete Building Numbers with Base Ten Blocks Worksheet
Thursday: Present Numbers in Different Ways Unit 2 Lesson 3
1. Complete Smartboard Lesson
a. Represent Two Digit Numbers Math Expressions TE 326
b. Review Quick Draw of Hundreds Tens and Ones Math Expressions TE 327
2. Students will complete Student Activity Book page 147-148 TE328
Homework page 93-94
Friday: Combine Ones, Tens, Hundreds Unit 2 Lesson 4
1. Complete Smartboard Lesson
a. 100 plus a number- Math Expressions TE 350
b. Story Problems with Groups of 10- Math Expressions TE 351
c. Introduce 10 Benchmarks-Math Expressions TE 352
d. Estimate 10 Benchmark- Math Expressions TE 352
2. Students complete Math Expressions Student Activity Book pages 155-156- TE351-352
Second Grade Social Studies Plans
October 8-12, 2012
Charlesworth, Cochran, Lambright, Wimmer
SC.2-2. Communities Here and across the World: The student will demonstrate an
understanding of the local community and the way it compares with other communities in
the world.
2-2.1. Locate on a map the places and features of the local community, including the
geographic features (e.g., parks, water features) and the urban, suburban, and rural areas.
2-2.2. Recognize characteristics of the local region, including its geographic features and
natural resources.
2-2.3. Summarize the roles of various workers in the community, including those who hold
government jobs there.
2-2.4. Summarize changes that have occurred in the life of the local community over time,
including changes in the use of the land and in the way that people earn their living there.
2-2.5. Compare the history and features of the local community with those of different
communities around the world.
Monday:
1. Begin Unit 1 with the unit introduction pages in the text 1 – 7. Introduce the class to the second
grader named Joanna, who will be the focused student in this unit. As the introduction is read
together, discuss places we live such as state, county, town, community, neighborhood, etc.
Use a map to show Joanna’s state, New York and our state. Review map skills such as using a
compass rose and mile legend to describe S.C. VS N.Y.
2. Activate prior knowledge by introducing the unit vocabulary words in the Preview on page 45. TT may assist students in locating the words in the text glossary to introduce their meanings.
3. St. can complete workbook p. 1 by drawing an illustration for each word. Read and discuss
page 6-7. [ This lesson ties in with ELA skill using context clues to determine new words and
meanings.] Have the children list groups they are members of. Do the “Try it!” activity on page
7. If time allows, students may also do workbook p. 2 for a daily grade.
Tuesday:
1.
Discuss “Living in a Neighborhood” using text pp 8 – 15 as needed. Discuss the vocabulary
words law and vote. Talk about the projects citizens may do to help their community such as:
Meals on Wheels, Park Clean Up Day, Veteran’s Day celebration, canned food drives. Let
students write and illustrate a rule or law they follow at school and/or at home. Share and
discuss the importance of these rules.
2. Review unit vocabulary (pp. 4-5) from yesterday.. As a class make a T-chart of the rules the
students have at home and at school. Discuss the similarities and differences.
3. Students may also complete workbook pages 3 on rules and laws being followed and/or
broken.
Wednesday –
1. Read and discuss together pages 12 – 15. Discuss the “Kids Care Club” and how these
students in Connecticut made a difference in their communities.
2. Read also (pp. 14-15) about how students work together to solve a problem in their
community.
3. Students may complete workbook page 4.
4. Begin a project to help our school. Weather permitting; take the class around the school on a
“bash the trash” walk around the school. Give groups of 3 students a plastic trash bag to take
on a teacher supervised “walk” around our school grounds. Discuss how picking up litter can
“Make a Difference” for the members in our school group.
Thursday:
1. Use text pp. 16 – 21 as needed. Review that Joanna lives in New York. (Point it out on a map
and point out S.C.) Use the illustrations to show her community and compare it to our
community. Discuss the cultural differences . (Point out China Town, Little Italy, Central Park,
etc.) Tie in with writing by talking about Joanna’s “narrative” diary entries used throughout the
lesson. Talk about the community workers one might find in the city.
2. Review map skills using the map on pp 20 -21. Discuss the map symbols used on the key and
the cardinal directions: north, south, east, west.
3. Assist students on completing workbook p. 6 on map skills.
4. If time, St. may complete an additional map skill practice page for a daily grade to check for
understanding.
Friday –
1. Review unit vocabulary. Read and discuss together pages 22-23. Review the terms past,
present, future. Discuss together, using the pictures on pages 22-23, how communities change.
2. Show pictures of Pelzer/Williamston area from long ago and today. Discuss changes.
3. Read aloud The Little House, by Virginia Lee Burton. Discuss how the house “moved” from the
country to the city. This will lead in to next week’s discussions of urban, suburban, and rural
communities.
Writing Plans
October 8th – 12th, 2012
Charlesworth, Cochran, Lambright, Wimmer
Standards:
W.2.1 – Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.
because, and, also) to connect opinion and reasons, and provide a concluding statement
or section.
W.2.5 – With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
THE WRITING PROCESS from Traits Writing
Monday Focus Lesson: What Writers Do When They Compose (TE p. 24,25)
The students will learn about the writing process.
The students will listen to and discuss Cynthia Rylant’s The Relatives Came
The students will write about a favorite relative or friend.
Materials Needed:
- a variety of familiar classroom books – children’s fiction and nonfiction books, and
textbooks
- a copy of The Relative’s Came
- introduction to The Writing Process (Traitspace: Student Handbok pg.6-7)
- What Writers Do (Student Handbook, pg. 8)
Writing Activity – When My Relatives Came
Provide children with writing paper. Remind them what writers do – think, read, ask questions,
draw, keep notes. Point to the list on the board and have them write about a visit from their
relatives or someone important. They can use words and pictures from The Relatives Came.
As they write, ask questions like, What Happened when your relatives visited? How did you
feel? At the end of writing time, collect the papers. They will continue later in the week.
Tuesday Focus Lesson: Video Screening (Cynthia Rylant on Writing) (TE pg. 26, 27)
The students will watch a short interview with Cynthia Rylant.
They will share new ideas about the writing process.
The students will draw and write about places where they like to write and the tools they like
to use.
Materials Needed:
- a photo or description of a place where you like to write
-
copy of The Relatives Came
-
video clip of Cynthia Rylant (Traitspace)
-
My Writing “Stuff” and Place (Student Handbook, pg. 9)
Learning About The Writing Process, Phase 1 using Student Handbook, pg.9
Wednesday Focus Lesson: Learning About The Writing Process, Phase 2 (TE pg. 28, 29)
The students will discuss how writers borrow ideas from each other.
They will learn the steps in the writing process; Prewriting, Drafting, Revising, Editing,
Finishing/Publishing
The students will sing “The Writing Song” and decide on actions to go with it.
Materials Needed:
- Introduction to The Writing Process (Traitspace: Student Handbook, pg. 6-7)
-
My Writing “Stuff” and Place (Student Handbook, pg.9)
- The Writing Song (Traitspace: Student Handbook, p.1
- Hands-On Activity – The Writing Song
Project on the board “The Writing Song” and sing it together. Have children decide on
actions to go with the words, and then practice singing the song while carrying out those
actions. For example, on the line “I’m writing,” children may extend a finger and pretend to
write or outstretch their arms in a V-shape to suggest cheering. Ask children if they’d like to
write a new stanza for the song and what it might contain. Allow interested children to work
on this project independently and share the results with the class when they are ready.
Thursday –
Focus Lesson: Learning About The Writing Process, Phase 3 (TE pg.30, 31)
Investigating the Writing Process
The students will discuss that writing is a process that involves different steps.
They will create sock puppets to model the different stages of the writing process.
The student will share their puppets with others.
Materials Needed:
- Socks, one per child
-
A variety of fabric scraps, string, yarn, buttons, large-eyed yarn needles, scissors, glue
-
Ribbons of different kinds, colors, styles, and lengths; two different pieces per child
-
Music to play while children work and to signal the start and stop of each stage in The
Writing Process.
Whole-Class Share
Write “finishing/publishing,” saying: Sharing your work is important in any creative process. So,
let’s take a walk-around puppet tour to look at your classmates’ work. Have children sit and
discuss what they saw. Point out that the steps they used are like the steps in the writing
process. Save the puppets for peer revise and editing time, and retain the words on the
board for Day 5.
Friday Focus Lesson: Independent Writing (TE pg. 32, 33)
The students will revise and edit the “When My Relatives Came” papers they began on Day
1.
They will share their writing with the class, while the other children practice listening and
asking questions.
The students will reflect on what they’ve learned about sharing work.
Materials Needed:
- Children’s “When My Relatives Came” papers from Day 1