Content: ELAR TEACHER: ZEYNEP KOCAMAN Unit 6: Persuasive Text

Date: 12 / 16 / 2019 to 12 / 20 / 2019.

Unit Overview: In this genre study, students will explore and recognize characteristics and structures of persuasive text identifying the claim,
distinguishing facts from opinions, analyzing the intended audience, and recognizing characteristics of multimodal and digital texts to support
understanding reading comprehension. Students will respond to persuasive texts through quickwrites, which will provide the seeds for composing
persuasive texts. As students consume texts in the genre, they will learn to understand the author’s craft in developing a text, which they will later apply
to their writing. As students consume and critique mentor texts, they will notice what this genre characteristics, structures and the author’s purpose for
writing the text. Students will apply what they learned from this genre study as they produce their own persuasive texts. The teacher will model this
process by writing alongside the students highlighting their use of prepositions, pronouns, and coordinating conjunctions. Foundational Language
Skills such as oral language, word study, and vocabulary are embedded in mini-lessons and the Fluid Literacy Block.

Essential Question: How can exploration of our world lead to new discoveries?

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

Strand 1: Foundational Language Skills—Oral Language
Strand 1: Foundational Language Skills—Vocabulary
Strand 1: Foundational Language Skills—Fluency
Strand 1: Foundational Language Skills—Self-Sustained Reading
Suggestions for teaching these TEKS: Ongoing instructional practice TEKS that can be integrated throughout the instructional day.

ELA.2.3B Use context within and beyond a sentence to determine the meaning of unfamiliar words.
ELA.2.3C Identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion.
ELA.2.5A Self-select text and read independently for a sustained period of time.

Strand 1: Foundational Language Skills—Beginning Reading and Writing

Suggestions for teaching these TEKS: Explicit instruction of these TEKS should take place during Word Study. These TEKS can be spiraled as reviews during
the Do Now, Guided Reading, placed in Workstations and applied to Independent Reading.
Strand 1: Foundational Language Skills—Vocabulary
ELA.2.3B Use context within and beyond a sentence to determine the meaning of unfamiliar words.
ELA.2.3C Identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion.
ELA.2.3D identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

Strand 1: Foundational Language Skills—Self-Sustained Reading

ELA.2.5A Self-select text and read independently for a sustained period of time.

ELA.2.2A.i Demonstrate phonological awareness by producing a series of rhyming words.

ELA.2.2A.iv Demonstrate phonological awareness by manipulating phonemes within base words.
ELA.2.2B.i Demonstrate and apply phonetic knowledge by decoding words with short, long, or variant vowels, trigraphs, and blends.
A.2.2B.iii Demonstrate and apply phonetic knowledge by decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams,
including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
ELA.2.2B.vi Demonstrate and apply phonetic knowledge by decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including
-s, -es, -ed, -ing, -er, and -est.
ELA.2.2B.vii Demonstrate and apply phonetic knowledge by identifying and reading high-frequency words from a research-based list.
ELA.2.2C.i Demonstrate and apply spelling knowledge by spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe
syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
ELA.2.2C.ii Demonstrate and apply spelling knowledge by spelling words with silent letters such as knife and gnat.
ELA.2.2C.iii Demonstrate and apply spelling knowledge by spelling compound words, contractions, and common abbreviations.
ELA.2.2C.iv Demonstrate and apply spelling knowledge by spelling multisyllabic words with multiple sound-spelling patterns.
ELA.2.2C.vi Demonstrate and apply spelling knowledge by spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s,
-es, -ed, -ing, -er, and -est.
ELA.2.2D Alphabetize a series of words and use a dictionary or glossary to find words.

Strand 2: Comprehension Skills

Suggestions for teaching these TEKS: Can be used to support the development of comprehension skills during the Read Aloud and Reading Lesson.
Students can apply their understanding of these TEKS during Guiding Reading and Independent Reading.

ELA.2.6C Make, correct, or confirm predictions using text features, characteristics of genre, and structures.
ELA.2.6D Create mental images to deepen understanding.
ELA.2.6E Make connections to personal experiences, ideas in other texts, and society.
ELA.2.6F Make inferences and use evidence to support understanding.
ELA.2.6H Synthesize information to create new understanding.
Strand 3: Response Skills
Suggestions for teaching these TEKS: Can be integrated with the Reading and Writing Lessons. Students will learn how to express their thoughts about a text
in pictorial and written forms. These TEKS can also be integrated throughout the instructional day.

ELA.2.7B Write brief comments on literary or informational texts that demonstrate an understanding of the text.
ELA.2.7C Use text evidence to support an appropriate response.
ELA.2.7D Retell and paraphrase texts in ways that maintain meaning and logical order.
Strand 4: Multiple Genres—Genres
Suggestions for teaching these TEKS: Can be taught during the Read Aloud, Mini-Lesson and Guided Reading. Students can apply their understanding of the
TEKS during Independent Reading.

ELA.2.9D.i Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance.
ELA.2.9D.ii Recognize characteristics and structures of informational text, including features such as sections, tables, graphs, timelines, bullets,
numbers, and bold and italicized font to support understanding.
ELA.2.9D.iii Recognize characteristics and structures of informational text, including organizational patterns such as chronological order and cause and
effect stated explicitly.
ELA.2.9E.i Recognize characteristics of persuasive text, including stating what the author is trying to persuade the reader to think or do.
ELA.2.9E.ii Recognize characteristics of persuasive text, including distinguishing facts from opinion.
ELA.2.9F Recognize characteristics of multimodal and digital texts.
Strand 5: Author’s Purpose and Craft
Suggestions for teaching these TEKS: Can be integrated with the Reading and Writing Lessons. Students will learn how to express their thoughts about a text
in pictorial and written forms.

ELA.2.10A Discuss the author’s purpose for writing text.

ELA.2.10B Discuss how the use of text structure contributes to the author’s purpose.
ELA.2.10C Discuss the author’s use of print and graphic features to achieve specific purposes.
ELA.2.10D Discuss the use of descriptive, literal, and figurative language.
ELA.2.10E Identify the use of first or third person in a text.
ELA.2.10F Identify and explain the use of repetition.
Strand 6: Composition—Writing Process
 Suggestions for teaching these TEKS: Can be integrated during the Writing Mini-Lesson to support the development of writing skills during the Writer’s
Workshop. Students can apply their understanding of these TEKS during Independent Writing and during the Writing Conference.

ELA.2.11D.vi Edit drafts using standard English conventions, including prepositions and prepositional phrases.
ELA.2.D.vii Edit drafts using standard English conventions, including pronouns, including subjective, objective, and possessive cases.
ELA.2.11D.viii Edit drafts using standard English conventions, including coordinating conjunctions to form compound subjects and predicates.
Strand 6: Composition—Genres
Suggestions for teaching these TEKS: Can be explicitly taught and modeled during the Writing Mini-Lesson to support the development of writing skills by
having the students write about personal experiences or topics of interest based on a read aloud text (mentor text). Students can apply their understanding of
these TEKS during Independent Writing and during the Writing Conference.

ELA.2.12B Compose informational texts, including procedural texts and reports.

Strand 7: Inquiry and Research
Suggestions for teaching these TEKS: Students can apply their understanding of the Reading and Writing TEKS by conducting simple research projects
based on an instructional topic of interest.

ELA. 2.13A Generate questions for formal and informal inquiry with adult assistance.
ELA.2.13 B Develop and follow a research plan with adult assistance.
ELA.2.13C Identify and gather relevant sources and information to answer the questions.
ELA.2.13D Identify primary and secondary sources.
ELA.2.13E Demonstrate understanding of information gathered.
ELA.2.13F Cite sources appropriately.
ELA.2.13G Use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
ELPS: TSW listen to it. TSW read about it. TSW talk about it. TSW write about it.
Student Goal(s):
a- Students will be able to verbally state vocabulary definitions with minimal teacher assistance.
b- Students will be able to read and write High Frequency Words, in context.
c- Students will be able to understand persuasive text found in mentor text, and use critical thinking, with teacher assistance.
7:30 – 7:45 a.m. Welcome parents and students as they arrive at the door. Students put up their backpacks and sit in their assigned seats at their desk. Students
have journal and warm-up paper on desk.
Groups: All
Warm-Up Monday-Warm-Up
7:45-8:05 A.M Social Studies Prompt
------------- Tuesday-Warm-Up
12:30-12:45 P.M Do you consider yourself to be a respectful person? Why or why not? In what ways do you show respect to others?
Wednesday-Warm-Up
Social Studies Prompt

Thursday-Warm-Up
Social Studies Prompt
Friday-Warm-Up
Write what you know of your family history. For example, where are your parents and grandparents from? What did they do for work?
 Modifications: ESL Students will copy the model sentences, and write at least two sentences on their own. Teacher will assist if needed.
Students struggling with writing, may copy three sentences from the model on the board and make a drawing that allows them to form their
understanding of one sentence.
Pal students will be assigned to help the ones that are struggling in some way.
Pre-read text and discuss vocabulary • Provide samples of illustrations and writing for student’s reference • Dictate
sentences for students so they can copy or trace their words to go with their illustrations

Transition 8:05 A.M
---------------
12:45 P.M
Patriotic Moments
8:05-8:10 A.M
-------------
12:45-12:50 P.M
All students will transition from warm-up to patriotic moments.
All students will rise and stand behind their chair at their desks with their right hand placed over their hearts.
TSW recite the Pledge of Allegiance to the American Flag. TSW recite the pledge to the Texas Flag. TSW sing the School song. TSW recite the
Learner’s Creed.
Guiding Question HMH: What will we discover in 2nd Grade?
Essential Question, Planning Guide: How can exploration of our world lead to new discoveries?

Transition Students sit at desk (20 students)

8:10 A.M
------------
12:50 P.M
Wall Card Chant: (All students) https://youtu.be/Fnt0ri2xCC0 (Open Court Reading Sound Spelling Card Alphabet Phonic Chant)
Before chant begins I will ask my students:
How many letters in the alphabet? (26) How many vowels? (5) How many consonants? (21)
I will take advantage of this moment to review some Math vocabulary words like: Subtraction, addition, plus, equals, minus, result, total,
odd numbers, even numbers, etc. (26-5=21) (21+5=26)
HFW/Word Students: Recite Wall Card Chant.
Study/Phonics/Phonological Teacher: Shows YouTube video on Wall Card Chant and leads chant with pointer. Teacher uses pointer to point to each letter as everyone says
Awareness, chant as a group.
(See, say. spell. write the After wall card chant, all students will sit on the carpet and we will sing a couple of songs related to the Alphabet. (Guitar or piano) (“ABC.” ,
words) “A,E,I,O,U” with the melody of “BINGO was his name”.
Social and Emotional Learning Strategy: During “Good Morning” song all students smile and greet each other. I may give them 30 seconds to
8:10-9:00 A.M share about any particular subject.
------------- All students sit down in assigned spot.
12:50-1:25 P.M Character focus: Respect. (What does “Respect” looks like in our classroom?)

Spelling patterns focus: Short VCE pattern, VCe syllables/ VCCV pattern.
HFW STUDY

TSW view the video on 300 Sight Words for Kids! https://youtu.be/ILIMx9AJ-Vg. I will review this video, by sections every day for about 10
minutes to help the students learn the correct pronunciation, spelling and meanings. They will spell aloud along the video and the teacher’s lead.

SUGESTED VIDEOS , RENAISSANCE, BY SKILLS.

https://youtu.be/17lyXMgkk9E Let’s learn words with U
https://youtu.be/v5Ih9_rvcDI Let’s learn words with I
https://youtu.be/8MvFB_Lw4Us Let’s learn words with A
https://youtu.be/UQkPO3qpUCg Let’s learn words with E
https://youtu.be/4QRop-G9hw8 Let’s learn words with E
https://youtu.be/2RphbHT_qHc Let’s learn words with CVC Pattern
https://youtu.be/45_DdNrVR2k Let’s learn words with CVC Pattern
https://youtu.be/mCqGre8Zp7A Let’s learn words with CVC Pattern
https://youtu.be/klqir3LXC6c Let’s learn words with CVC Pattern
https://youtu.be/iWbi2XPGTas Let’s learn words with CVC Pattern
https://youtu.be/MBBvFOUWxv4 Let’s learn words with CVC Pattern
https://youtu.be/dKhBikQ1P8A RASS LANGUAGE Phonics kids Level 3

Monday -TSW view the video on prefixes and complete the activity.
https://www.youtube.com/watch?v=txNARc6bCxI (Video for Prefixes)

PrefixPracticeWorksheet.pdf

Tuesday-TSW view the video on the CVe spelling pattern and complete the activity.
https://www.youtube.com/watch?v=9D-jYKE0ljU (CVe spelling pattern)
https://images.app.goo.gl/oNg4rB321vNsiyVk7

CVe
Worksheet.docx

Wednesday TSW view the video on alphabetical order and complete the learning activity.
https://www.youtube.com/watch?v=WpjHcKaQPSo (Alphabetical Order)
Thursday- TSW view a video on the -ed ending and write a paragraph using past tense verbs: “What did you do when you got home from
school, yesterday?”
https://www.youtube.com/watch?v=jxl28KQOHy4
 Friday- TSW view video on words with the inflectional ending -ing and complete the learning activity.
https://www.youtube.com/watch?v=J1UwR97CUYY

Suffix -ing
Words.docx

Independent Reading Students self-select texts to read independently, practice reading fluency, apply comprehension process skills and strategies. They will have their
9:00-9:15 A.M notebooks ready to write the HFW found in their books or any other vocabulary word. They will write the following information: Author, illustrator,
---------------- ISBN, purpose, characters, etc.
1:25-1:40 P.M Teacher: Walking around and conferencing with my students as they read. I will listen to reading from my students who are readers. My students
who aren’t readers will use their list of HFWs to help them identify HFW in their independent reading book. Students will also read the pictures as
they go through their book. I will ask them to tell me what they think is happening in the story based on the pictures.
Classical music will be playing in background at a very low volume.
Read Aloud/Mini Lesson To Students: “Sitting at desk with “Thinking Caps,” “Seeing Eyes,” “Listening Ears,” seats, in your seat with their seatbelts on, hands on top of
9:15-10:00 A.M desks. Now we are in ready. Prepare for take-off as we get ready to go down the highway of learning in 5-4-3-2-1…Blast Off! Here we are boys and
----------------- girls!”
1:40-2:15 P.M
Teacher: I will introduce the texts of the week to all students as they sit at desk. We will go over the title of the book, the author and illustrator,
ISBN and other details. We will go over the new vocabulary words in the texts.

Suggested Mentor Texts

 Mr. Tiger Goes Wild (HMH, Read Aloud Mod. 3)
 What’s Good to Read (HMH, myBook, Mod. 5, Wk. 1)
 The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynn Cherry (HMH, Mod. 9)
 Kids for President (HMH, myBook, Mod. 5, Wk. 2)

Other Possible Mentor Texts

 Scholastic Dynamic Libraries
 The Sandwich Swap by Kelly DiPucchio and Queen Rania of Jordan
Supporting Resources
 HMH Into Reading or Ariba Adoption
 HMH myBook Readers
 Houston Public Library Learning Links
 www.myon.com
 Studies Weekly Social Studies Adoption (optional)

Monday-After introducing the title of the book, as well as the author and illustrator, we will review the new vocabulary words in the books and the
Academic vocabulary ,

ACADEMIC VOCABULARY
Persuasive / connections / synthesize / agree / disagree / persuasive / author’s purpose / persuasive language / fact
Opinion / compare and contrast / text features / text structures / 1st person point of view / synthesize / author’s purpose /
opinion / advertisement / book review / letter / coordinating conjunctions / prepositions / persuasive essay / persuasive letter /
pronouns / prepositions / prepositional phrases.

We will check for definitions, pronunciation and spelling, trying to use the words in context (sentences).
Students will identify adverbs, grammar, capital letters, plot, author’s purpose, and main idea. They will discuss the content of each book following
the strategy “Book, head, heart”.

New vocabulary words:

public – open to all people.
population – the number of people living in a certain place.
endangered – at risk of being gone forever
consequences – things that happen because of something else
habitat – the natural environment in which a plant or animal lives.
natural resources – things found in nature (e.g., air, water and trees)

Word Wall Words

Refrigerator / endangered / thermostat / extinct / factory / population / city / natural resource / eagle / habitat.

Tuesday- Review Vocabulary and read/listen to the book. Apply the Book, Head, and Heart Strategy.

BOOK (Reading the text responsibly- distinguishing between what the text says and what the reader believes)
 What’s the story about?
 Who’s telling the story?
 What does the author want me to know?
HEAD (Thinking Processes—text to self, text to text, text to world)
 What surprised me?
 What does the author think I already know?
 What challenged, changed or confirmed my thinking?
 What did I notice?
HEART (Emotional Response, Making personal connections)
 What was my favorite part?
 What did I learn about me?
 How did this help me to be better?
 How did this make me feel?

Specific QUESTIONS SEQUENCE: (Part to whole, literal to inferential/evaluation)

1. What is the story about?
 2. What is Mr. Tiger’s problem in this story?
3. What happened at the beginning, middle, and end of the story?
4. What does proper mean? Look at the illustrations in the text. What do you notice Mr. Tiger and the other animals
doing?
5. Why do you think Peter Brown used the colors he did throughout this book? (Mr. Tiger is orange and the other
characters are pictured in black and white, gray) What did you notice about the way the words look in this story?
6. How did Mr. Tiger change from the beginning to the end of the story? (D) How do you know he changed?
7. What did Peter Brown do to show changes in Mr. Tiger?
8. Did the other characters change? If so, how? (D) Why do you think they decided to change too?
9. What is Peter Brown trying to tell us in this book?.
Wednesday-TSW complete the Story Map.

StoryMapGraphicOr
ganizerReadingELASummarizationStrategy (1).pdf

Thursday- TSW respond to comprehension questions about the story.

TSW view you tube video on Prefixes.

https://www.youtube.com/watch?v=l-UttUp6wCc
TSW complete prefix worksheet. http://www.2ndgradeworksheets.net/prefixessuffixes/prefixes.jpg
Friday-TSW review skills covered during the week.
Transition
10:00 A.M
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2:15 P.M
Literacy Block continues. Teacher /Students • Continue Work on Writing (25 minutes) Turn to an elbow buddy and talk over why do you think it is so
important to write every day.
Instructions to students: • Write the whole time. • Stay in one spot. • Work quietly. • Choice of what to write. • Get started quickly.
• Underline words you’re not sure how to spell and move on.
Writing Workshop:
10:00-10:25 A.M Materials that may be used while you work on writing: Notebook, pencil or pen, drawing or sketching, markers, gel pens, etc. •
---------------
2:15-2:40 P.M Teacher will introduce the materials to use during writing and how the materials should be used. “Now, I am going to give you all some time to
practice Work on Writing. Today I want you to select a piece of text to write about. You can write about the book I read to you all during the read
aloud, or any of the books that you read during Independent Reading or
Read to Someone. You can use one of the following sentence stems: This book made me think of…because My favorite part of the book
was…because In my mind I see…from this text because I learned…because I liked/didn’t like…because • Teacher will write the sentence
stems on the board and send students to write independently at their desks.
 As students are working, teacher will walk around and monitor them. Teacher will offer assistance as needed. • After seven minutes, signal for
students to come to the gathering place.
• Debrief with students to identify any struggles or concerns that they may have with Working on Writing. Read to Someone, Word work, and Listen
to Reading: Practice (25 minutes) Continue practicing rotations and transitions between stations.

Important: Students will work on their diary. Teacher will guide them every day with the questions progressing from basic questions related to
introducing themselves, moving to more advanced ones. Students will be given hundreds of questions in a paced manner, every day. A lot of
language acquisition is related to making/answering the right questions. Besides, students will create 10 sentences every single day during warm
up time. They will use cards to write 5 sentences on each side. Every student will receive cards and a plastic bag to collect their own cards.

Read with someone:

Word Work: TSW will write three times the HFW of the day.
Small group Instruction: Teacher will provide support in a small group setting to those students struggling with reading and writing.
Technology: Students will have access to laptops to work on My Own, Imagine Learning. (Minimum: 30 minutes)
Handwriting TSW continue to properly write the letters on the Alphabet in cursives. (Letters S, T). They should write at least one side of the page.
10:25-10:35
-----------------
2:40-2:50 P.M
Recording Station Students will take turns in recording their own voice, either reading their sentences written during warm-up time or taking turns reading their roll
10:35-11:00 A.M on specific dialogues. They will overcome the fear of speaking and monitor their own progress over time. Once they have more confidence speaking,
It will be easier to transfer their thoughts in writing in a safe environment. Teacher will provide the portable recording studio, mac laptop, software
and all necessary resources.
Transition to lunch. Students get ready for lunch (Id’s, lunch bags) and walk to the cafeteria.
11:00-11:10 A,M
Lunch
11:10-11:40 A.M
Subject: Changes in America
TEKS: TEKS.b.7.B, TEKS.b.7.C, TEKS.b.8.A, TEKS.b.8.B, TEKS.b.8.C, TEKS.b.17.B, TEKS.b.18.A, TEKS.b.18.B, TEKS.b.18.C,
TEKS.b.18.D, TEKS.b.19.A, TEKS.b.19.B ELPS: 1.D.1, 2.C.2, 2.I.3, 2.I.5, 3.B.2, 3.G.1, 3.G.2, 3.H.3, 4.E.1, 4.F.1, 4.F.2, 4.G.2, 4.G.3,
4.G.4 ELA/R TEKS: 1A, 1B, 1C, 1D, 2Bi, 2Bii, 2Biii, 2Biv, 2Bv, 2Bvi, 2Bvii, 2Ci, 2Cii, 2Ciii, 2Cvi, 2D, 3A, 3B, 3D, 4, 5A, 6A, 6B, 6C,
6E, 6F, 6G, 6H, 6I, 7A, 7B, 7C, 7D, 7E, 7F, 8A, 9Diii, 10A, 11A, 11Di, 11Dii, 11Diii, 11Div, 11Dv, 11Dvi, 11Dvii, 11Dix, 11Dx,
11Dxi, 13C, 13E, 13G.
Teacher will generate interest with a focus question: What are natural resources?
We will make a classroom web with student responses.
Definitions:

Social Studies public – open to all people.

11:45 A.M-12:25 P.M population – the number of people living in a certain place.
----------------- endangered – at risk of being gone forever
2:50-3:20 P.M consequences – things that happen because of something else
habitat – the natural environment in which a plant or animal lives.
natural resources – things found in nature (e.g., air, water and trees)

Word Wall Words

Refrigerator / endangered / thermostat / extinct / factory / population / city / natural resource / eagle / habitat.

We will take a Studies Weekly Walk

Front Cover/Page 1
• Ask the students to predict what they think this lesson is about.Discuss what they see in the picture.
• Discuss the similarities and differences between the communities of today and the communities of long ago.
Page 2
• Ask the students to look at the pictures on this page and discuss how the Earth has changed over time.
• Discuss the meaning of “natural resources” and how these natural resources are affected by change.
• Ask students if they recognize the city pictured. (Austin)
Page 3
• Ask the students to look at the pictures on this page and discuss the ways people can conserve natural resources.
• Ask the students to explain why irrigation systems are important in Texas.
Page 4
Activities/Assessment: We will use the activities on this page to review the material presented and as an informal assessment
of the students’ knowledge and understanding of the content presented in this issue.

Integrated Activities/Assessments Language Arts

• As a project students will check the internet, their local library or historical society for books and photographs of Texas or
community’s history.
Students will discuss how the community has changed over time.

We will Compare and contrast the information from various sources.

• We will use a Venn diagram to compare the communities of long ago and the communities of today.
• Students will create a poster or sign of the ways they can conserve and replenish natural resources.
• Teacher will use a cause and effect graphic organizer to help the students understand the concept of conserving natural
resources.
Math
• Students will keep track of and graph the number of times within a week that they conserve a natural resource at home.
Enrichment (Science/Geography/Art)
• TSW work in small groups to research animals that are endangered and extinct. Make posters and present them to the
class.
Music
We may listen and sing the following songs:
 “This Land Is Your Land” by Woody Guthrie.
“Mama Manatee” by Lois Skiera-Zucek.
“Conserve Is The Word,” “Endangered” and “We’ve Got To Make It” by Mr. Al.

Literature Links
“Earth: Where Would We Be Without It?” by Steve Gray
“Earthways, Earthwise: Poems on Conservation “by Judith Nicholls
“Who Were the First People” by Phil Roxbee Cox, et al.
“Why Should I Recycle?” by Jen Green
“The Very First Americans” by Cara Ashrose

Differentiated Instruction
Page 4, Crossword Puzzle Activity
Teacher will encourage the students to go back into the lesson on Pages 1, 2 and 3. As We read, students will highlight, circle
or underline important facts that are covered in the crossword puzzle.

Transition Students put their materials and supplies away, get their back packs, line up and get ready to switch class with Mr. Kinsey.(T110)
12:25-12:30 P.M
----------------
3:20 P.M
Bus Riders Bus riders get their snacks and line up outside.
3:20-3:35 P.M
Reinforcement I will provide 20 minutes of ESL Lessons for my Advisory Class students that are not bus riders. We will take advantage of this time also to
ESL Lessons. view/read A-H level books on MyOn, Imagine Learning and YouTube.
3:35-3:55 P.M
Transition Students get their backpacks and snacks.
3:55-4:00
Dismissal Children wait to be signed out by parents.
4:00-4:30 P.M