Notes:
Monday
February 1, 2016
8:35-8:45
8:45-9:15
9:15-9:30
Spelling Pre-Test
houseboat
railroad rainbow
roadway outplay daydream
9:30-9:40
Partner fluency
9:40-10:00
Weekly Objective: Students will use myths to understand plot and theme
This Weeks ELA AZCCSS:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details
in a text. (2.RL.1) By the end of year, read and comprehend functional texts, including history/social studies, science,
and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of
the range. (AZ.2.RI.10) Decode regularly spelled two-syllable words with long vowels. (2.RF.3) Use adjectives and
adverbs, and choose between them depending on what is to be modified. Use sentence-level context as a clue to the
meaning of a word or phrase. (2.L.4) Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. (2.L.4)
10:00-10:15
10:15-11:00
ELA Whole Group
Instruction
11:00-11:40
Writing
Read online read aloud as class, summarize using somebody, wanted, but, so, thendiscuss plot and theme
11:40
Clean up/hand sanitizer/pass out lunches (Domanik and Sofia take lunch basket ahead
of class)/go over lunch routines
11:50-12:35
12:35-12:45
12:45-1:30
Push in for Connor,
Matthew, Colton,
Kiely
1:45-2:15
Science: Core Knowledge: Big Idea: Insects, like other animals, have specific
identifying features. Some insects are considered either beneficial or detrimental
Objective: Subtract from 200 and from numbers with zeroes in the tens place
AZCCSS: Explain why addition and subtraction strategies work, using place value and
the properties of operations.
Pack up/pass out homework folders/students color in clip chart (mark codes for
students on orange or red)/end of the day business/secret student
2:30-3:15
3:25-3:45
Lesson Plans
Tuesday
February 2, 2016
8:35-8:45
8:45-9:15
9:15-9:25
Partner fluency
9:25-10:15
10:15-10:30
Bathroom Break/Snack
ELA
AZCCSS: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text. (2.RL.1) Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (2.RI.5) By the end of year,
read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 23
text complexity band proficiently, with scaffolding as needed at the high end of the range. (AZ.2.RI.10) Know
spelling-sound correspondences for additional common vowel teams. (2.RF.3) Use adjectives and adverbs, and choose
between them depending on what is to be modified. Use sentence-level context as a clue to the meaning of a word or
phrase. (2.L.4) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition,
additional). (2.L.4)
10:30-10:45
10:45-11:40
Work on Learning Menus- advanced packet and learning menu options if complete
Pull Small Groups: Read leveled readers- students complete individual story task
1- Lilly, Mikenzie, Carlos, Gage, Skyler- Snakeskin Canyon
2- Preston, Michael, Sahej, Brendan- Too Many Frogs
3- Elandro, Colton, Jacob, Seth, Janine- Snakeskin Canyon
11:40
11:50-12:35
12:35-1:00
1:00-2:15
Science: Core Knowledge: Big Idea: Insects, like other animals, have specific
identifying features. Some insects are considered either beneficial or detrimental
from a human perspective.
Objective: Students will classify insects based on their distinct features and
behaviors
2:20
Pack up/pass out homework folders/students color in clip chart (mark codes for
students on orange or red)/end of the day business
2:30-3:15
Lesson Plans
Thursday
February 4, 2016
Notes:
-
8:35-8:45
8:45-9:30
9:30-9:40
Partner Fluency
9:40-10:00
Core Knowledge Phrase of the Week- discuss Wake up on the wrong side of bed
as a class, students write and illustrate in Core Knowledge notebooks
ELA
AZCCSS: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of
key details in a text. (2.RL.1) Know and use various text features (e.g., captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (2.RI.5) By the end of year,
read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 23
text complexity band proficiently, with scaffolding as needed at the high end of the range. (AZ.2.RI.10) Know
spelling-sound correspondences for additional common vowel teams. (2.RF.3) Use adjectives and adverbs, and choose
between them depending on what is to be modified. Use sentence-level context as a clue to the meaning of a word or
phrase. (2.L.4) Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition,
additional). (2.L.4)
10:00-10:15
Snack/Bathroom Break
11:00-11:40
Work on Learning Menus- advanced packet and learning menu options if complete
Pull Small Groups: Read decodable readers1- Lilly, Mikenzie, Carlos, Gage, Skyler
2- Preston, Michael, Sahej, Brendan
3- Elandro, Colton, Jacob, Seth, Janine
11:35
Clean up/hand sanitizer/pass out lunches (Domanik and Sofia take lunch basket ahead
of class)/go over lunch routines
11:50-12:35
Lunch-Duty 11:50-12:05
Pick up students at playground lines A and A
12:45-1:45
1:45-2:10
Science: Core Knowledge: Big Idea: Insects, like other animals, have specific
identifying features. Some insects are considered either beneficial or detrimental
from a human perspective.
Objective: Students will classify insects based on their distinct features and
behaviors
Life Cycle of an Insect- Complete and Incomplete Metamorphosis- butterfly and
praying mantis
2:10-2:20
Data Folders
2:20-2:30
2:30-3:15
Lesson Plans
Friday
February 5, 2016
Notes:
- Colton, Connor, Matthew, Kiely: Mrs. Fresquez from 9-11
8:35-8:45
8:45-9:00
9:00-9:30
9:30-10:00
Snack/Bathroom Break
10-10:10
Partner fluency
10:10-10:30
10:30-11:00
Reading Assessment
11:00-11:40
Science: Core Knowledge: Big Idea: Insects, like other animals, have specific
identifying features. Some insects are considered either beneficial or detrimental
from a human perspective.
Objective: Students will classify insects based on their distinct features and
behaviors
11:40
11:50-12:35
12:35-1:45
1:45-2:15
Beetlemania
2:15
2:30-3:15
3:30-3:45