Monday
Tuesday
Wednesday
Thursday
Friday
Writing
Standards
W.2.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply reasons that support the opinion, and provide a concluding
statement.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by editing and revising.
Students will write a letter to a farmer so that the farmer won’t choose them for the Thanksgiving Turkey.
TA Have a discussion with the
children about what they want
when choosing a Thanksgiving
turkey. Then talk about the
things they do not want in a
Thanksgiving turkey.
Help students fill in a circle map
about a bad Thanksgiving
Turkey.
SA Complete a circle map with
facts about jellyfish.
Materials: chart paper,
markers, thinking maps,
smartboard,
Assessment: TO, student
thinking maps
TA Demonstrate how to use a
circle map to complete a flow
map
TA Review parts of a friendly
letter. Demonstrate how to use
flow map to write the letter to the
farmer.
TA Review the parts of a friendly TA Remind students to reread
letter. Review how to use the
as they write. Hold conferences
flow map to complete the friendly
SA Complete letters., revise,
letter.
edit, and publish.
SA Review circle maps from the
day before. Start completing a
SA; Review parts of a friendly
SA Review parts of a friendly
flow map of their letter to the
letter. Complete their flow maps letter. Start their letters to the
farmer.
and check for the parts : main
farmer.
idea, details, closing.
Materials: chart paper,
Materials: chart paper,
markers, thinking maps,
Materials: chart paper,
markers, thinking maps,
smartboard,
markers, thinking maps,
smartboard,
Smartboard,
Assessment: TO, student
Assessment: TO, student
thinking maps
thinking maps
Assessment: TO, student
thinking maps
Materials: chart paper,
markers, thinking maps,
Smartboard,
Assessment: TO, student
thinking maps
Word Work/
Standard
RF2.3.a Distinguish between long and short vowels when reading regularly spelled one-syllable words.
RF2.3.f Recognize and read grade appropriate irregularly spelled words.
Spelling Words: wait, paint, train, pail, stain, afraid, plain, clay, tray, gray, stay, birthday, away
Word Wall Words: along, different, girl, morning, night, think
Monday
TA Introduce spelling words and
word wall words.
Use white boards and have
students write the spelling words
and focus on letter formation.
SA: Read spelling words. Sort the
spelling words and name others
with Consonant blends.
Write spelling words focusing on
letter formation.
Assessment: Students’ writing
of spelling words
Tuesday
TA Review the spelling words and
word wall words. Then have
students make words, using the
word as the mystery word
(pumpkins). Use the Make Word
worksheet to come up with the
words the students
Assessment: student making
words.
Friday
TA review all words
Administer test
SA practice words; take test
SA Students review words and play
sparkle. Complete Practice Test; let Materials: words, writing paper,
students check each other's work. pencil
SA: Make two, three, four, five
letter words with being the mystery Materials: words, notebook,
word.
pencil
Materials: Make Words sheet
Materials: words, whiteboards,
markers
Thursday
TA Review all words. Tell the
students how to play Sparkle.
Call out the words for Sparkle
Admin. Practice test
Assessment: practice test
Homework: study for test
Assessment: TO, tests, folders
Science
1:15-2:15
Science
1:15-2:15
Standard:
2-1.5 Use appropriate safety
procedures when conducting
investigations
Essential Question:
What does a scientist do?
Standard:
2.L.5A.2 Construct explanations for
how structures (including structures
for seeing, hearing, grasping,
protection, locomotion ,and obtaining
and using resources) of different
animals help them survive.
Assessment; Circle map of what a
scientist does. response of what they
learned about moving objects with air.
Closure: How do scientist classify
animals?
Health
1:30-1:55
Health and Safety
Standard: M-2.1.1 Define the
terms "mental health, emotional
health and social health."
TA /SAThe teacher gives
examples of everyday stressors
that when dealt with properly
Teacher
have positive outcomes. Some
Ask, what does a scientist do? Draw a Essential Question:
examples are; a math homework
circle map write scientist in the center, How do scientists classify animals?
that is difficult to solve, offering
have students discuss what they think
comfort to a crying baby who is
scientist do. Discuss safety tips and
Teacher
afraid of thunder and lightning,
rules
Ask, who has a pet at home? Discuss
and doing chores and homework
how to take care of the pet pair/share.
before being allowed to go
Student: Guided. Discuss what a
outside to play.
scientist does using a circle map.
Student: Guided. Begin the Animals
Independent: Students illustrate
Basic Needs SB lesson (link in CAD.
pictures of a something stressful,
Independent : take science safety and Add a tree map to notebook, titles
ie homework.
tools test.
Animal groups.
Closure/Assessment:
Students design a resulting positive
Closure: What does a scientist do?
Independent Work in groups on Basic
outcome of stressful situation, ie
Needs Activities. Have students add
can play after homework is
Materials: materials, board, paper.
to tree map as each group is studied.
completed.
Materials: notebooks, smart board,
Animal Basic needs lesson CAD
Vocabulary terms: observe compare
and classify
Assessment; tree map of animal
groups
Vocabulary terms: physical
characteristics, mammals, birds,
amphibians, reptiles, fish, insects
Social Studies
Social Studies
Date: November 17, 2014
Subject: Reading
Grade Level/Teacher: 2nd Grade
Essential Question:
Common Core Standard:
Vocabulary (See CAD for “Tier Words”):
Target Vocabulary for the week:
Learning/Teaching Activities CT= Classroom Teacher
Mini Lesson with Targets –
Introduce vocabulary words for the week, shake, smooth, hours, alone, real, museum, nursery, whenever. Read aloud Rita
“I Do”
Breaks A Rule. Ask comprehension questions. Introduce vocabulary words in context.
5-10 Minutes
Work Time:
1.
Guided
2.
Independent
(Differentiation)
“We Do”
“Catch and Release” (2-5
minutes)
Total Work Time: 40-45 Minutes
Debriefing:
Closing/Sharing/
Reflection
5-10 Minutes
Assessment
Guided Practice
Introduce the story Violet’s Music. Review vocabulary words. Talk about how characters respond to events or challenges in a story. Set
the purpose for reading. Review characters, setting, plot, solutions. Look at how we can use a tree map to help us keep track of story
elements and help with recalling key details. Read story with the students.
Independent Practice
Use a tree map to record story elements and to help with recalling key details.
Resources/Materials
Date: November 18, 2014
Subject: Reading
Grade Level/Teacher: 2nd Grade
Essential Question:
Common Core Standard:
M. Steele
Vocabulary (See CAD for “Tier Words”): story elements, character, setting, problem, and solution
Target Vocabulary for the week:
Learning/Teaching Activities CT= Classroom Teacher
Mini Lesson with Targets –
CT will review the meaning of “plot”—the problem and solution in a story. Explain that other story elements such as setting and
“I Do”
characters also help us to understand the plot. I will model identifying the characters, setting, and plot in a familiar book previously read in
5-10 Minutes
class. For example, in Click, Clack, Moo the hens and cows want electric blankets and the farmer says no. This information was
important in helping us understand the problem and solution for that story. Read Dog Breath: The Horrible Trouble with Hally Tosis by
Dav Pilkey, thinking about the characters, setting, problem, and solution in the story.
Ask: How was I able to identify the elements of the story? Students should respond that you read the story and identified the characters,
setting, problem, and solution.
Work Time:
Guided Practice
1.
Guided
CT and students complete a graphic organizer identifying the characters, setting, problem, and solution in Dog Breath: The Horrible
2.
Independent
Trouble with Hally Tosis.
Independent Practice
(Differentiation)
“We Do”
Students will choose and read a picture book on their reading level and then will complete a graphic organizer identifying the characters,
setting, problem, and solution in the book they read. (Student Independent Practice is provided below.)
“Catch and Release” (2-5
minutes)
Total Work Time: 40-45 Minutes
Debriefing:
Closing/Sharing/
Reflection
5-10 Minutes
Assessment
Have student share their graphic organizers
How was I able to identify the elements of the story? Students should respond that you read the story and identified the characters,
setting, problem, and solution.
Resources/Materials
Date: November 19, 2014
Subject: Reading
Grade Level/Teacher: 2nd Grade
Essential Question:
Common Core Standard:
M. Steele
Vocabulary (See CAD for “Tier Words”):
Target Vocabulary for the week:
Learning/Teaching Activities CT= Classroom Teacher
Mini Lesson with Targets –
CT will explain to students that the way you say things is as important as what you say. CT will say, “Thanks,” in two different ways
“I Do”
(thankful and begrudging). Students will turn and talk with a partner about how they think I feel each time. I will discuss that the way I
5-10 Minutes
said, “Thanks,” each time lets them know how I am feeling. I will explain that authors show how they are feeling by choosing how to write
and this is how we hear the author’s voice. I will explain that we are going to some poems about school and discuss the author’s feelings,
or voice. I will read “I’d Rather Not”) and discuss how the author feels about homework. I will explain that because the author titles the
poem “I’d Rather Not,” we can draw the conclusion that the author thinks bats are amazing and has positive feelings about bats. I will give
other examples from the text that tell me that the author feels positively about bats.
Work Time:
1.
Guided
2.
Independent
(Differentiation)
“We Do”
“Catch and Release” (2-5
minutes)
Ask: How did I determine how the author felt about homework? Students should respond that you read the poem and used words from
the text that told the reader how the author felt about bats.
Guided Practice:
CT will read a poem about homework called “Homework, I Love You” (poem provided in Books and Passages) and discuss how this
author feels about homework. We will chart word choices that tell us the author’s voice or how the author feels about homework.
Independent Practice:
Students will read “I’d Rather Not” and write a list of words and phrases that describe how each author feels about his wiritng homework.
Students will describe the author’s voice in the poem. (Student Independent Practice is provided below.)
Total Work Time: 40-45 Minutes
Debriefing:
Closing/Sharing/
Reflection
5-10 Minutes
Assessment
Students share their work.
How can you determine how the author felt about things in poems? Students should respond that you read poems and use words from
the text that tell the reader how the author feels about things.
Resources/Materials
Date: November 20, 2014
Subject: Reading
Grade Level/Teacher: 2nd Grade
Essential Question:
Common Core Standard:
M. Steele
Vocabulary (See CAD for “Tier Words”):
Target Vocabulary for the week:
Learning/Teaching Activities CT= Classroom Teacher
Mini Lesson with Targets –
“I Do”
5-10 Minutes
Work Time:
1.
Guided
2.
Independent
(Differentiation)
“We Do”
“Catch and Release” (2-5
minutes)
Total Work Time: 40-45 Minutes
Debriefing:
Closing/Sharing/
Reflection
5-10 Minutes
Assessment
Guided Practice
Independent Practice
Resources/Materials
Math Lesson Plans – November
November 17
Finding Parts of 100
Standards:
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction.


Objective:
Objective: Find the missing part of 100 by counting up from the given part.
Materials: Counters and little ten frames.
Daily Common Core Review
Daily Common Core Review Master 7-2
Develop the Concept Interactive
Problem-Based Interactive Learning: Children use little ten-frames to model a known part of 100 to find the missing part.
Develop the Concept Visual
Visual Learning Bridge, pp. 192-193, Visual Learning Animation online or on CD
Develop the Concept Practice
Guided Practice, p. 192, Independent Practice, p. 193
Close and Assess
Quick Check 7-2, Digital Path Lesson Quiz 7-2
Differentiate
Intervention, On-Level, and Advanced Center Activities: Teacher's Edition p. 194B, Reteaching Master 7-2, Practice Master 7-2, Enrichment Master
7-2
November 18
Standards:
22.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction.
Objective:
Use a hundreds chart to find the difference between two-digit numbers less than 100.
Materials: Counters and crayons and hundreds charts
Develop the Concept Interactive
Problem-Based Interactive Learning: Children will use a hundred chart to find the difference between 2 two-digit numbers.
Develop the Concept Visual
Visual Learning Bridge, pp. 196-197, Visual Learning Animation online or on CD
Develop the Concept Practice
Guided Practice, p. 196, Independent Practice, p. 197
Close and Assess
Quick Check 7-3, Digital Path Lesson Quiz 7-3
Differentiate
Intervention, On-Level, and Advanced Center Activities: Teacher's Edition p. 198B, Reteaching Master 7-3, Practice Master 7-3, Enrichment Master
7-3
Develop the Concept Interactive
Problem-Based Interactive Learning: Children will use a hundred chart to find the difference between 2 two-digit numbers.
November 20
Subtracting Multiples of 10
Standards:
22.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction.
Objective:
Subtract two digit numbers using multiples of 10
Materials: place value blocks and hundreds charts
Daily Common Core Review
Daily Common Core Review Master 7-4
Develop the Concept Interactive
Problem-Based Interactive Learning: Children will use tens models to find differences of multiples of 10 up to 100.
Develop the Concept Visual
Visual Learning Bridge, pp. 200-201, Visual Learning Animation online or on CD
Develop the Concept Practice
Guided Practice, p. 200, Independent Practice, p. 201
Close and Assess
Quick Check 7-4, Digital Path Lesson Quiz 7-4
Differentiate
November 22
Problem Solving: Missing or Extra Information
Standards:
22.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction.

Objective:
Determine whether problems with missing information or extra information can be solved.
Materials: connecting cubes
Daily Common Core Review
Daily Common Core Review Master 7-5
Develop the Concept Interactive
Problem-Based Interactive Learning: Children identify extra information and missing information in a problem.
Develop the Concept Visual
Visual Learning Bridge, pp. 204-205, Visual Learning Animation online or on CD
Develop the Concept Practice
Guided Practice, p. 204, Independent Practice, p. 205
Close and Assess
Quick Check 7-5, Digital Path Lesson Quiz 7-5
Differentiate
Intervention, On-Level, and Advanced Center Activities: Teacher's Edition p. 206B, Reteaching Master 7-5, Practice Master 7-5, Enrichment Master
7-5
Guided Practice
____________________________________________________
By Kenn Nesbitt
Write a list of words and phrases that describes
how the author feels about homework.
Homework, I love you. I think that you’re great.
It’s wonderful fun when you keep me up late.
I think you’re the best when I’m totally stressed,
Preparing and cramming all night for a test.
Homework, I love you. What more can I say?
I love to do hundreds of problems each day.
You boggle my mind and you make me go blind,
But still I’m ecstatic that you were assigned.
Homework, I love you. I tell you it’s true.
There’s nothing more fund or exciting to do.
You’re never a chore, for it’s you I adore
I wish that out teacher would hand you out more.
Describe the author’s voice in the poem.
Independent Practice
____________________________________________________
By David L. Harrison
Write a list of words and phrases that describes
how the author feels about his writing
homework.
To you it’ only homework,
But I’m half wild with fright!
You said to write two pages
And get them done tonight.
Give me a thousand problems,
I’ll work until they’re right.
But Teacher, Teacher please don’t make me
Write two pages tonight.
Describe the author’s voice in the poem.
I’m really good at reading,
At spelling I am bright,
But the thought of two whole pages
Is turning my hair all white.
Test me till I’m dizzy,
I’ll try with all my might,
Give me a break,
I’m nearly in tears,
I’ll praise your name,
I’ll shout three cheers,
I’ll study hard for a hundred years,
Scold me, whip me, pull my ears!
Only please don’t make me write tonight.
New Here?
By David L. Harrison
You’ll love the food at our school,
Oh, yes!
The lumps in the potatoes are glue
We guess.
The beef never mooed like a cow
You can bet
Though very few have died from it …
Yet.
The rolls are like stones as hard as
Can be.
The applesauce is a watery
Goo
But suck it right down because it’s good
For you.
The best, of course, we all save
For last -Bouncing our Jell-O down the hall
Real fast.
Write a list of words and phrases that describes
how the author feels about his writing
homework.
Describe the author’s voice in the poem.