March 9-13

Weekly Schedule: March 9th-13th
Jordan Kool Union Elementary

Monday
Tuesday
Wednesday
Thursday
Friday
7:45-8:00-Morning Work
8:00-8:30-Team Building
8:30-9:00-Science/SS
(Ledford-Progress
Monitoring)
9:00-10:45-Literacy Block
8:30-9:00-WIN Time
8:30-9:00-WIN Time
8:30-9:00-WIN Time
8:30-9:00-WIN TIME
10:50-11:35-P.E.
11:35-11:40-Wash Hands
11:40-12:10-Lunch
10:50-11:35-Computer
11:40-12:10-Lunch
10:50-11:35-Art/Music
11:40-12:10-Lunch
12:10-12:20-Restroom
12:20-12:30-Math Talk
12:20-12:30-Math Talk
12:20-12:30-Math Talk
12:20-12:30-Math Talk
12:30-1:00-Writing
12:30-1:00-Writing
12:30-1:30-Math
12:30-1:30-Math
1:00-2:00-Math
1:00-2:00-Math
10:50-11:35-Media
12:00-1:00 Teacher Lunch
Out
Out
Out
Out
1:00-2:00-Math
(Includes Spelling Test &
PreTest)
10:50-11:35-P.E.
11:40-12:10-Lunch
2:00-2:30-Recess
2:30-2:45Restroom/Prepare for
Dismissal
2:45-Dismissal
2:00-2:30-Recess
Dismissal
2:45-Dismissal
2:00-2:30-Recess
2:30-2:45-Restroom/Prepare
for Dismissal
1:30-2:00-Science/Social
Studies
(Ledford-Progress
Monitoring)
2:00-2:30-Recess
2:30-2:45-Restroom/Prepare
for Dismissal
2:45-Dismissal
2:45-Dismissal
1:30-2:00-Science/Social
Studies
(Ledford-Progress
Monitoring)
2:00-2:30-Outside
Dismissal
2:45-Dismissal
.. = Teaching!
Special Notes:
This week is my seventh full week doing everything! Mrs. Ledford will be around progress monitoring the students that she needs to test.
This is the first week that I will be teaching my unit and collecting my selected students work for my portfolio requirements. Teacher Lunch Out
for the 2nd grade teacher sis from 12:00-1:00 on Wednesday.
Monday March 9th

Team Building: 8:00-8:30
Game Box Cards
o There are 8 game cards (front and back) for Habit #7 (Sharpen the Saw. Balance Feels Best.)
o Have the class participate in the activity that is on each card
o Complete as many cards as we have time for (if there are cards left over that we havent done, we will do
this more the next few days).
o Cards include little tasks for students, small games/activities, conversation starters, etc. that help them
understand this habit.
o Cards are numbered in the top right corner (86-100). Today shoot to complete #s 86-87
o 86: Vacationing is a great way to sharpen the saw and bring balance to your life! All the players say
one thing they really liked about their all-time favorite vacation.
o 87: Put on your Ear-Resistables. Players share their favorite thing to do with friends that makes them
feel happy. Repeat back what each of them said, matching as many as you can to the correct
person. Since time is limited, have each student say 2 peoples answers that they can remember.
Science: 8:30-9:00
Subject: Science
NCSCOS Standards: 2.E.1.4 Recognize tools that scientists use for observing, recording, and predicting weather changes
from day to day and during the seasons.
Essential Understanding(s):
Today I am learning about the different tools
that scientists use for weather
So I canunderstand
why they use each tool
I know I understand it whenI can define each

of the tools and tell what each one is and how
it is used
Common Misconceptions / Misunderstandings of Students: (consult with your CT)
Students do not know the names of the different tools that scientists use for weather
What will you do to prevent student misconceptions / misunderstandings?
I will explain the different tools and will show pictures of the tools to the students
Materials Needed for Lesson: Science book, thermometer handout, vocabulary cards, online math thermometer
Plan for Instruction:

Hook/Focus:
o Show students pictures of different tools that scientists use
o See if students can name any of the tools and tell what each is used for in science
Teacher Input/Guided Practice:
o Ask students how they decide what to wear according to the weather (watch the weather, check the
temperature, etc.)
o Introduce the following vocabulary to the students
1. Thermometer: measures temperature
2. Rain Gauge: measures how much rain or snow has fallen
3. Anemometer: measures how hard the wind is blowing
4. Wind Vane: measures which way the wind is blowing
o Read pages D45-D47 and ask the following questions:
1. Explain to children that scientists who study, measure, and predict the weather are called meteorologists.
Meteorologists use the tools described in this lesson to help them do their job.
2. On D47 you see an anemometer and a wind vane
3. What is the scientist using? (a computer)

4. Why do you think he is using the computer (to collect and store weather data; to help predict the weather)
o As a class, use the online math thermometer to teach students how to correctly use and read a thermometer
Independent Practice:
o Have students complete the thermometer sheet they will write the temperature and then shade in the
thermometer to match the given temperature
Closure/Assessment:
Flash the vocabulary cards to the class and have them share the definition with the class
Collect students thermometer handout to check for understanding
Reading Center: One hour during Reading time 20 minutes for each group
High
Medium
Monday
Monday
1. On March 20th we have a
parent involvement
presentation where the
students will be presenting
poems
2. This week (and next week) we
will be practicing these
poems as a small group
during this center so that the
students are ready for their
presentations
3. This group will be doing a
Readers Theater called: The
Very Cranky Bear
1. On March 20th we have a parent

involvement presentation where
the students will be presenting
poems
2. This week (and next week) we will
be practicing these poems as a
small group during this center so
that the students are ready for their
presentations
3. This group will be doing a Poem
called: Come to the Zoo
Below
Monday
poems
will be practicing these poems as
a small group during this center
so that the students are ready for
their presentations
3. This group will be split up into
two groups.
4. Zykia and Eric will be doing the
poem called: I Love Bears
5. Chase, Ttmarteyon, Zoe,
Aileen, DeMarion will be doing
a poem called: The Yellow
Giraffe
Literacy: 9:00-10:45
Subject: Literacy
NCSCOS Standards: RL 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.
Today I amlearning about another element of
poetry called similes
So I canexpand my
I know I understand it when I can confidently
poetry knowledge and create my own simile without help and have
understand what a
my teacher check it for understanding
simile is
Students have never heard of a simile. If they have heard of a simile, they do not know that it involves comparing
something
I will explain a simile to my students, show an example of a simile, and have students create their own simile.
Materials Needed for Lesson: alligator simile example, As Quick as a Cricket story, simile practice paper,
writing/illustration paper, crayons
Hook/Focus:
o Give examples of comparing something (without telling students)
o Have students tell you what you are doing
o Example: its as cold as ice in here, you are cute as a puppy, Im as strong as a lion
o Students can tell you that you are comparing things
Lesson:
o Teacher Input
Introduce the poetry element of similes
Ask students what it means to compare
Tell students that authors and poets use similes to compare something to something else by using
words like or as
o Guided Practice
Read the story, As Quick as a Cricket by Audrey Wood
Have students listen for sentences that are comparing by using the word as
As a group, remember the comparisons used in the story and write them on the board for students to
see
o Independent Practice
Give each student a practice page for writing a simile
Students will write their own simile by filling in the blanks
Once students have thought about their simile and filled out the first page, they will re-write their simile
on a piece of paper and will also draw an illustration to go with their simile
Show the example of the alligator simile as a model for the students
Assessment/Closure:
Allow students to share their similes to the class
Ask students what a simile does (compares)
Check these for understanding of a simile hang around the classroom/in the hallway
Writing: 12:30-1:00
Subject: Writing
NCSCOS Standards: W.2.1 Write opinion pieces in which they introduce the topic of 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.
Today I amlearning about opinion
So I canprepare
I know I understand it whenI can confidently
myself to write about
think of ideas of an opinion and reasons for my
my own opinion
opinion
Students do not challenge themselves when writing and always do the bare minimum
Encourage students to push themselves and expand on their thoughts. Remind students that we have to get ready for 3rd
grade and that there will be much more writing than we do now
Materials Needed for Lesson: example opinion piece, linking word list, notebook paper/journals
Plan for Instruction: Items to Include in this section:

Hook/Focus:
o Ask students what an opinion is
o Have students give examples of opinions
Teacher Input:
o Today we are going to start working on writing opinion pieces
o Opinion pieces always have an introduction
o In opinion pieces, the actual opinion should always be stated
o Opinion pieces include reasons that support your opinion
o Linking words are used such as: because, also, etc. These linking words connect the opinion and reasons
o Opinion pieces should have a conclusion section
Guided Practice:
o Show students an example of an opinion piece of writing
o Have students pick out the introduction, reasons, opinion, and conclusion
o Ask students to tell the linking words that they noticed
o Let students know that they will be working on this type of writing piece for the next few weeks
o Have students quietly think about what WEATHER related opinion they want to write about
o Remind them to think of one that you have many reasons for and could write a lot about
o Students may write their notes in their journals or on a loose leaf piece of paper
Assessment/Closure:
Have students share their ideas that they have so far on their opinion pieces
Ask students if they have any questions so far about opinion pieces
Math: 1:00-2:00
Subject: Math
NCSCOS Standards: 2.MD.9 Generate measurement data by measuring lengths of objects to the nearest whole unit.
2.MD.9 Construct a line plot using the generated data.
Today I amlearning about a line plot
So I cannot only
I know I understand it whenI can help my
recognize a line plot
teacher construct a class line plot and tell her
but know how to
the steps of doing so
construct one as well
Students have never seen a line plot and often overthink what to do to construct one
I will be sure to closely introduce line plots with plenty of details so that it is easier for students to understand how to
construct one
Materials Needed for Lesson: line plot PowerPoint, items around classroom, rulers, whiteboard

Hook/Focus:
o Show pictures of a line plot
o Ask students if they have any idea what this is called
o Introduce the following vocabulary words:
1. Line plot: a graph that records each piece of data on a line
2. Tally marks: marks used on a tally table to record how many
Lesson
o Teacher Input:
Review with children how to measure using a ruler to the nearest whole unit (inch or centimeter)
Review by showing them how to use the ruler and measure several items
(some had trouble with measuring correctly on the math summative)
Give items such as a marker, pencil, poster, index card, etc.
Introduce a line plot by showing the children what one looks like (see PowerPoint)
Use the PowerPoint to go through what a line plot looks like, how to generate data to make a line plot,
and how to graph a line plot
o Guided Practice:
Generate a class line plot by asking children their favorite season (this is what we have been learning
about in Science so they should understand)
Do this on the board together and show them how to gather the data, take it and plot it on a line plot
Ask students questions about the line plot (what season is liked the most, what season is liked the least,
are there any seasons that are not liked at all, etc.)
o Independent Practice:
Have students write the steps to making a line plot
1. Collect the data
2. Plot it on the line plot
3. Read the line plot
Closure/Assessment:
Ask students how to draw a line plot
Ask students what kind of mark we use for the data (tally mark)
Tuesday March 10th

Game Box Cards
o Cards are numbered in the top right corner (86-100). Today shoot to complete #s 92,99
o 92: Good Bear loves to catch butterfliesbecause it is so relaxing! Tell about or Act out your favorite
way to relax.
o 99: Sophie knows that when you give, you also get something special! Share a time when you were
generous and how that made you feel.
WIN Time: 8:30-9:00

Objective - RF.2.4 Read with sufficient accuracy and fluency to support comprehension
Give each student their copy of the Snow Day story
Give each student a Day Four handout for this story
Read the instructions to the students
Explain to students that if it helps, they can write or make notes on their copy of the story
If time allows, have students share their answers from their handout
Collect stories and handouts at the end of class time
High
Medium
Tuesday
Tuesday
parent involvement
poems
presentations
Very Cranky Bear

poems
will be practicing these poems
as a small group during this
center so that the students are
ready for their presentations
Below
Tuesday
parent involvement
poems
will be practicing these poems
as a small group during this
center so that the students are
ready for their presentations
two groups.
4. Zykia and Eric will be doing
the poem called: I Love
Bears
Aileen, DeMarion will be
doing a poem called: The
Yellow Giraffe
Subject: Literacy
Today I amlearning an element of poetry
So I canknow that
I know I understand it when I can write my
called an acrostic
there are many
own acrostic poem and explain to my teacher
different types of
what an acrostic poem is
poems
Students may have seen an acrostic before but did not know it was called an acrostic and is actually an element of poetry
Make sure students understand what an acrostic is by showing a video clip, an example, and having the group create an
example as a model
Materials Needed for Lesson: notebook paper, Poems video clip, computer, Elmo, Tomorrow Is My Birthday poem,
BIRTHDAY acrostic example, PRESENTS acrostic paper
Hook/Focus:
o Show the video Poems on brainpopjr from the beginning to the 2:00 mark
o Ask students if they have ever seen or heard of these acrostic poems
Lesson:
o Teacher Input
Introduce an acrostic poem to the students
An acrostic poem is a poem in which the first letter in each line spells out a word
Read the poem, Tomorrow Is My Birthday
Show the example of the acrostic poem BIRTHDAY on the Elmo
o Guided Practice
Create an acrostic for the word PRESENTS
There is a handout for this to show on the Elmo and to have the students share their ideas to create one
large class acrostic poem as a model
Students will create an acrostic of their own using any word they want
Their word can be their name, favorite animal, etc.
Monitor students as they work on their acrostic poems
Make sure students are remembering that each word should start with the letter for that line
Assessment/Closure:
Students may share their acrostic poems if they would like to project them on the SMARTboard using the Elmo
Collect these acrostics and check for understanding
Ask students what an acrostic poem is
Writing: 12:30-1:00
Subject: Writing
NCSCOS Standards: W.2.1 Write opinion pieces in which they introduce the topic of 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.
Today I amlistening to my expectations for
So I canunderstand
I know I understand it whenI can help my
my opinion piece
what I am expected to teacher and classmates with a model opinion
include in my writing
paper
Students do not challenge themselves when writing and always do the bare minimum
Encourage students to push themselves and expand on their thoughts. Remind students that we have to get ready for 3rd
grade and that there will be much more writing than we do now
Materials Needed for Lesson: whiteboard

Hook/Focus:
o Have each student give an example of an opinion
Teacher Input:
o Set expectations for the opinion writing pieces from the students
o Introduction should be 3 sentences. Last sentence should be the opinion statement.
o Opinion should be the last sentence in the introduction (sentence 4)
o Reason One should be a paragraph of 3-4 sentences
o Reason Two should be a paragraph of 3-4 sentences
o Conclusion should be at least 3 sentences retelling your opinion and the other parts of the story
Guided Practice:
o As a class, write an example opinion piece
o Start with the Introduction (our opinion is going to be that fall is the best season of the year)
o Next have students give a Reason #1 for why someone may think that fall is the best season write about it!
o Then have students give a second reason for our opinion write about it!
o Last, have students discuss a good idea for a conclusion for our opinion piece write it!
o Students should finalize what opinion they want to use
o Students should come up with at least two reasons for their chosen opinion
Closure/Assessment:
Ask students if they have any questions about our opinion pieces so far
Tell students to start resting their hands so they are ready to write the next few weeks
Math: 1:00-2:00
Subject: Math
Today I amcontinuing to work on line plots
So I canconstruct a
I know I understand it whenI can gather my
line plot on my own
data, construct my line plot, and answer
questions about my line plot all on my own
Students do not take their time to make sure their data is graphed correctly on their line plots
Monitor the students as they work and make any necessary corrections that need to be made
Materials Needed for Lesson: rulers, items for measuring around the classroom, data sheet

Hook/Focus:
o Ask students what a line plot is
o Ask students what tally marks are
o Ask students the steps to constructing a line plot
Lesson
o Teacher Input/Guided Practice:
Review the steps of constructing a line plot
Explain to students that today they are going to get their own data and will create their own line plot
to match the data
Students will work independently to measure several items using a ruler to gather data for their line
plots
Give each student a data sheet to record their data on
After the children finish gathering their data, they will construct a line plot to graph their data
Closure/Assessment:
o Have students bring you their independent practice on their way out the door
o Ask each student a question about their data on their line plot
Wednesday March 11th

Game Box Cards
o 97: Playtime is an important way to stay balanced! Act out or tell about one of your favorite ways to
play with friends.
o 98: Pokey plays music to make him happy and balanced. All the players say one thing they do that
makes them feel happy!
WIN Time: 8:30-9:00

Give each student their copy of the Snow Day story
Give each student a Day Five handout for this story
Read the instructions to the students
Remind students that they must include textual evidence in their answer
If time allows, have students share their answers from their handout
Collect stories and handouts at the end of class time
High
Medium
Wednesday
Wednesday
parent involvement
poems
presentations
Very Cranky Bear

poems
presentations
Below
Wednesday
poems
their presentations
two groups.
Giraffe
Subject: Literacy
Today I amcreating my own poem
So I can practice my
I know I understand it whenI can successfully
skills and use some of
create my own poem and prove to my teacher
the poetry elements I
that I understand poetry and do not need much
have learned the past
help
2 weeks
Students do not try their best and think that they can write anything and get away with it
Remind students to work hard and write their poem on their practice paper before writing it on their actual ice cream
scoop. Tell students these will be displayed so they need to do their best and use their neatest handwriting
Materials Needed for Lesson: Ice Cream poem, Elmo, Ice Cream handouts, Ice cream scoops and cone cutouts, crayons

Hook/Focus:
o Ask students about the different types of poems that we have learned about so far
o Explain to students that it is important to know what the poems are but it is even more exciting if they know
how to write their own poems!
o Today we are going to do just that!
Lesson:
o Teacher Input/Guided Practice
Read aloud the Ice Cream poem to the class
What does the poet tell us about ice cream?
Does this poem have rhyming words? Is it repetition? Is it an acrostic?
Give each student an Ice Cream poem handout
Students are to fill in the blanks and create their own Ice Cream poem
Once their ideas are written on their paper, students will be given ice cream cutouts
Students are to re-write their poems onto the scoops
Students can color their ice-cream and paste their scoops onto their cone
Teacher may want to already have the scoops and cones cut out for the students to save them time
Assessment/Closure:
Students will get with a partner and share their poems to one another
Check for any corrections in spelling that students can help their partner with while reading them to each other
Collect these for understanding and post them around the classroom
Math: 1:00-2:00
Subject: Math
Today I amcontinuing to learn about a line
So I canconstruct my I know I understand it whenI can collect my
plot
own line plot from the
data, construct a line plot, and answer
data I collect
questions about my work
Students do not focus and count their data correctly to put on their line plot
I will monitor students as they work independently on their activity, making any necessary feedback on their work
Materials Needed for Lesson: Fruit Loops, Fruit Loop Activity, rulers

Hook/Focus:
o Review the following vocabulary words
Lesson
Review how to measure using a ruler to the nearest whole unit
Review how to construct a line graph
Complete the Fruit Loop activity
Students will each get a handful of Fruit Loops
Students group the Fruit Loops by color and graph the cereal on a line plot
This will take the students most of the class time
Closure/Assessment:
Have students bring their Fruit Loop activity to me on their way out the door
Ask each student 2 questions about their data on from their activity
Thursday March 12th

Game Box Cards
o 95: Being in nature is a good way to Sharpen your Sawin any season! Share your favorite thing to
do in the autumn! Tell whether it is an activity for the mind, body, soul, or heart.
o 96: It is important to find balance by doing different things, including reading. Name two of your
favorite books.
WIN Time: 8:30-9:00

Give each student a copy of the My Baby Brother poem
Read the poem aloud to the group
Have each student read it to a partner remember to pause at a comma and take a breath at a period
Have students turn their paper over and answer the questions about the poem
Read each question aloud, discuss the answer, and then have students write their answer based on the discussion
Students may bring their work with them when they leave
High
Medium
Thursday
Thursday
parent involvement
poems
presentations
Very Cranky Bear

poems
presentations
Below
Thursday
poems
their presentations
two groups.
Giraffe
Literacy:
9:00-10:45
Subject: Literacy
Today I amcreating my own poem
So I can practice my I know I understand it whenI can successfully
skills and use some of
create my own poem and prove to my teacher
the poetry elements I
that I understand poetry and do not need
have learned the past
much help
2 weeks
Students do not try their best and think that they can write anything and get away with it
Remind students to work hard and write their poem on their practice paper before writing it on their actual rainbow
paper. Tell students these will be displayed so they need to do their best and use their neatest handwriting
Materials Needed for Lesson: A Rainbow of Colors poem, Rainbow paper, Rainbow poem handout, crayons

Hook/Focus:
o Review the different elements of poetry that we have talked about so far rhyme, repetition, alliteration,
acrostic, simile, etc.
o Tell students they are going to be poets again today ask them what a poet is
Lesson:
o Teacher Input/Guided Practice
Read aloud A Rainbow of Colors poem to the students
Discuss the different colors used in this poem
Discuss the examples of each color that were chosen for the poem
Give students a practice handout so that they can create their own color poem
This handout will be a draft for the students
Once they are finished with the draft, students will be given a copy of the rainbow paper to re-write
their poem
If time allows, students may color their paper AFTER they have completed their poem
Assessment/Closure:
Students will pair up and read each others poems making any changes necessary
Students poems will be collected and checked for understanding and effort
Poems will be hung around the room and/or in the hallway
Ask students if they have any questions about poetry before they have their assessment tomorrow
Math: 12:30-1:30
Subject: Math
Today I amcontinuing to learn about line
So I cancreate my
I know I understand it whenI can decide on
plots
own line plot and
my own question, survey a class, and construct
survey others to get
a line plot with my data
my data
Students dont have much confidence and do not think that they can do all of this on their own
I will encourage students and remind them that they CAN do this if they put their mind to it and TRY
Materials Needed for Lesson: rulers, paper,

Hook/Focus:
o Review the vocabulary words from this week
Lesson
Review with children line plots and the process to construct a line plot
Review how to measure with a ruler to the nearest whole unit
Students will generate their own ideas for their graphs (weather related what do you think the
temperature will be tomorrow, what is your favorite season, how many inches of snow did you get at
your house this winter, when the leaves change colors in the fall what is your favorite color leaf, etc.)
Students will then go to another classroom and will survey that class
After collecting data they will come back and make a line plot
Assessment/Closure:
Students will explain to the class what their process was to create their line plot
Students will share the question that they asked their audience
Science: 1:30-2:00
Subject: Science
NCSCOS Standards: 2.E.1.4 Recognize the tools that scientists use for observing, recording, and predicting weather
changes from day to day and during the seasons
Today I amcontinuing to learn about the
So I canunderstand
I know I understand it when I can watch the
different weather tools
what the tools are
video and tell what I learned about. My teacher
used for and how to
can read my response and notice that I have
check the weather
gained knowledge from the video
Students are unfamiliar with the tools used to check the weather. Students are not sure what a forecast is
I will show a video that talks about a forecast and the tools/instruments used for weather
Materials Needed for Lesson: SMARTboard activity for weather tools, Weather Smart: Forecasting and weather
instruments video, student journals
o Hook/Focus:
Show the SMARTBoard activity that reviews weather tools
Students will write the answer that goes into each blank on their notebook paper
Answers: temperature, rain gauge, how hard, which way
o Review the following vocabulary words:
1. Thermometer-measures temperature
2. Rain Gauge-measures how much rain or snow has fallen
3. Anemometer-measures how hard the wind is blowing
4. Wind Vane-measures which way the wind is blowing
Teacher Input/Guided Practice:

- Students will watch Weather Smart: Forecasting and weather Instruments (15 minutes) video on the
SMARTBoard
- Make a class circle map telling different weather instruments
Quick Write - Students will write what they learned from the video.
Students can do this in their journals that will be collected at the end of the week
Evaluation / Assessment of Learning:

Review vocabulary words using the flash cards
Have students share the definitions
If time allows, have students share their independent practice
Friday March 13th

Check Goals and Make New Goals
o Students goals are written on the back white board
o Teacher calls out each student and checks to see if they reached their goal (if students reached their
goals they can get a piece of candy from the bucket). If students did not read their goal, you tell them
what their goal was and tell them to keep working on it.
o As old goals are being checked, students are at their seats writing their new goals for the week on an
index card
o When student finishes writing their goal, they raise their hand and the teacher calls on them to come
to the back.
o Teacher looks over to make sure the goal is legitimate, realistic, and a challenge for the student and
then tapes it onto the board.
WIN Time: 8:30-9:00

Give each student a copy of the Green Beans poem
Read the poem aloud to the group
Have each student read it to a partner remember to pause at a comma and take a breath at a period
Have students turn their paper over and answer the questions about the poem
Read each question aloud, discuss the answer, and then have students write their answer based on the discussion
Students may bring their work with them when they leave
Subject: Literacy
Today I ambeing assessed on my poetry
So I canshow my
I know I understand it whenI feel confident
knowledge
teacher all that I know taking my assessment and make a grade of an
about poetry
80 or higher
Students forget that it is testing time and that they classroom needs to be quiet and everyone needs to remain sitting in
their seats.
I will make sure my students are reminded of the testing rules before they are given their assessment. Rules are: do not
talk, do not look at another persons paper, do not get out of your seat, and raise your hand if you have a question or are
finished.
Materials Needed for Lesson: Poetry Assessment

Focus/Review:
o Review the vocabulary words we have learned about poetry alliteration, rhyme, acrostic, simile, repetition,
etc.
o Ask students for any questions that they have about poetry
Lesson
o Today we do not have a lesson, instead students will take the assessment.
o Students take out their office walls and a pencil
o Teacher passes out assessment. Assessment should be completed independently. Teacher can read a word
for students if they ask.
Assessment/Closure:
Collect students assessments when they are finished
Ask students how they felt about the assessment
Tell students that we will be starting something new next week
Math: 12:30-1:30
Subject: Math
NCSCOS Standards: 2.MD.9 Generate measurement data by measuring lengths of objects to the nearest whole unit
Today I amusing what I have learned this
So I canshow my
I know I understand it whenI feel confident
week on my quiz
teacher how much I
with my answers and make at least an 80.
have learned and how
well I understand line
plots
Students suddenly feel like they cannot do it on their own during assessment time
Give students a pep talk before their assessment. Remind students that if they think about it and try, they can do it.
We have done this all week and you have done well so now I just need more proof that you can do it on your own which
is why we take assessments
Materials Needed for Lesson: line plot quiz

o Hook/Focus:
Have students tell you what a line plot is
Have students tell you the steps on how to construct a line plot
o Lesson:
Students will take a line plot quiz
Remind students that they can do this if they just sit down quietly and think about what they are doing
Spread students out around the classroom (this allows them to not have to put up their office wall
folders because this is a distraction to this group of students)
Read aloud the instructions to the quiz and each question
Monitor the students as they take their quiz and answer any questions they may have
Closure/Assessment
Tell students that next week we are going to start learning about another type of graph
Ask students if they know of any other types of graphs
Science: 1:30-2:00
Subject: Science
NCSCOS Standards: 2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time of
day and time of year
Today I amgoing outside to see how the
So I cannotice how it I know I understand it whenI can take
weather is
has changed
appropriate notes and add it to my weather log
throughout the day
Students do not write about how the weather is for the day. They always naturally only tell the temperature.
I will bring the students outside to observe the weather and have them think about it other than just the temperature but
also the wind, precipitation, etc.
Materials Needed for Lesson: student recording sheets, thermometer

o Focus/Hook:
Tell students that we are going to start looking at the weather and how it changes throughout the day
The class will go outside.
Discuss the following things with the class and have students record information on their weather logs
(this will be done 3 times during the day for the next few days to observe how weather changes
throughout the day)
1. What is temperature? (you can take your thermometers with you and allow students to take turns
reading the thermometer)
2. Is it warm or cool?
3. Is it raining?
4. Is it windy? If so, is it very windy or just a little breezy?
5. Observe the sky. Is it cloudy? Do you notice the clouds moving?
6. Is the sun out? If so, what do you notice about the sun?
o Independent Practice/Assessment:
Students will return to the classroom and discuss how the weather changed throughout the day. How is it
different from how it was when you got to school this morning?
Students will use their weather log for the day and answer the questions at the bottom of the page telling
how the weather changed
Assessment/Closure:
Have students predict how the weather will change as the day gets later. (it gets dark and the moon comes out.
the temperature cools off again)

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Weekly Schedule: March 9th-13th

Jordan Kool Union Elementary

Monday March 9th

I know I understand it whenI can define each

Plan for Instruction:

3. What is the scientist using? (a computer)

1. On March 20th we have a parent

Plan for Instruction: Items to Include in this section:

Plan for Instruction:

Tuesday March 10th

WIN Time: 8:30-9:00

1. On March 20th we have a parent

Plan for Instruction:

Plan for Instruction:

Wednesday March 11th

WIN Time: 8:30-9:00

1. On March 20th we have a parent

Plan for Instruction: Items to Include in this section:

Plan for Instruction:

Thursday March 12th

WIN Time: 8:30-9:00

1. On March 20th we have a parent

Plan for Instruction: Items to Include in this section:

Plan for Instruction:

Teacher Input/Guided Practice:

Evaluation / Assessment of Learning:

Friday March 13th

WIN Time: 8:30-9:00

Plan for Instruction: Items to Include in this section:

Plan for Instruction:

Plan for Instruction:

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