Penguin Chick - anderson1.org

Reading Mini-Lesson Plans

Week: March 11-15

Standards:

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.

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade

2 topic or subject area.

RL.2.2 Identify the main topic of a multiparagraph text as well as the focus of

specific paragraphs within the text.

RI.2.7 Explain how specific images contribute to and clarify a text.

RI.2.8 Describe how reason support specific points the author makes in a text.

Monday:

Journeys: Story: Penguin Chick Skill: Main Ideas and Details

Vocabulary: webbed, waterproof, steer, whistle, otherwise, junior, slippery, finally

Introduce Vocabulary Cards using the SMARTboard and/or Vocabulary Cards

1. Read “From Duckling to Duck” found on T14-T15. (Part of it is on

Projectable 21.1) Look on page 81 in the CLL for directions for the

minilesson.

2. Use SMARTBoard lesson to introduce the vocabulary words.

3. Students will write sentences showing the meaning of vocabulary

words.

Tuesday:



1. Read Penguin Chick. Complete Projectable 21.5 together after reading

the story. (Look on page 80 in the CLL for minilesson directions.)

2. Introduce the skill (identifying main idea and details) by completing

projectable 21.4.

3. Have students complete page 79 in the practice book.

4. Introduce dictionary entry by completing Projectable 21.10.

5. Students will complete page 87 on the prefix “over”.

Wednesday:



1. Students will partner read Penguin Chick to practice fluency.

2. Complete Projectable 21.8 together as a class. Students will need to

reference the book to complete it.

3. Complete Conclusions page 84 (in practice book)

Thursday:



1. Read “Animal Poems” in the Student Book on pages 208-210.

2. Follow the directions on page 81 in the CLL to the minilesson for this

Friday:



1. Students will take the assessment on main idea and details.

Grammar Lesson Plans

Week: March 11-15

What is an Adjective?

Standards:

L.2.1e Use adjectives and adverbs, and choose between them depending on

what is to be modified.

Monday:

Identify adjectives that tell how things look

*Display Projectable 21.2. Some words tell more about other words. These words

are called adjectives.

*Some adjectives tell more about how something looks.

*Model identifying the adjectives in the example sentences: The penguin lays a

big egg. The penguin lays one egg.

Complete other examples on Projectable 21.2.

*Have students complete page 77 in the practice book.

Tuesday:

Identify adjectives that tell how something tastes or smells

*Display projectable 21.6. Remind children that some words tell more about

other words. These words are called adjectives.

*Some adjectives tell more about how something tastes of smells.

*Model identifying adjectives in these example sentences: My mom made a

spicy chili. It had a peppery smell.

*Complete other examples on Projectable 21.6 with children.

Students will complete page 82 in the practice book.

Wednesday-

Identify adjectives that describe how things feel and sound

*Review with children that some words tell more about other words. These words

are called adjectives.

*Some adjectives tell more about how something feels or sounds.

*Model identifying the adjectives in these example sentences: The penguin

made a loud splash. The water was cold.

*Write: Penguin chicks have soft feathers. Adult penguins can make noisy calls.

*Work with students to identify the adjectives in each sentence.

*Students will complete page 86 from the practice book.

Thursday-

Review the use of adjectives with students.

*Complete one of the worksheets that I emailed you.

Friday-

*Administer assessment on adjectives.

Spelling Lesson Plans

Week: March 11-15

Words with “er”

Standards:

RF2.3e Identify words with inconsistent but common spelling-sound

correspondences.

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Words: father, over, under, herd, water, verb, paper, cracker, offer, cover, germ,

master, ever, fern, feather, remember

Monday:

*Model the Sort on page 80 in the TE Book- Use Smart Board I sent you

*Homework: Tic Tac Toe Spelling (Choose One)

Tuesday:

*Guess My Category on page 80 in the TE Book


Wednesday:

*Blind Writing Sort on page 81 in the TE Book. Students will do this in their Word

Study Journals.

* Sort words in vocabulary/spelling notebooks by “guide words” given by

teacher.


Thursday:

*Word Hunt on page 81 in the TE Book.

Give weekly dictation spelling test.

Writing Plans

Mar. 11th – Mar. 15th, 2013

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.

ORGANIZATION from Traits Writing

Monday -

Focus Lesson: Creating a Mighty Middle (TE p.148, 149)

The students will learn the basics about writing a well-organized piece, by

exploring the concept of a “middle.”

The students will draw a picture of something that is mighty middle

The students will listen to and discuss Pam Munoz Ryan’s Mice and Beans

Materials Needed:

- copy of Mice and Beans

- introduction to Creating a Mighty Middle (Traitspace: Student Handbook

pg.68-69)

- creating a mighty middle (Student Handbook, p. 70)

Read-Aloud – Mice and Beans

Independent Writing

Ask children to think of another object or an animal that has a noticeable

middle, such as a snowman’s body, or the median divider on a highway. Tell

them to draw it on the Creating a Mighty Middle page in the Student

Handbook. Encourage children to label their picture with a complete sentence

or two that tells what has a mighty middle. Then have them tell a partner about

their subject and why its middle is mighty. Finally, ask children to name the parts

on either side of the middle.

Tuesday -

*Focus Lesson: Video Screening (Pam Munoz Ryan on Writing) (TE pg. 150)

*The students will review the organization of Mice and Beans

*The students will watch an interview with Pam Munoz Ryan

*They will learn how to capture ideas for a Weeklong Log

*They will apply what they learn in their Student Handbooks

*They will gather five high-frequency words for Day 5’s Partner Spell Check

Materials Needed:

- copy of Mice and Beans

- video clip of Pam Munoz Ryan (Traitspace)

- A Week in the Life (Traitspace; Student Handbook, p. 71)

- My Spelling Words (Student Handbook, p. 73)

- The Spelling song (Traitspace; Student Handbook, p. 197)

- Alphabet stamps

Writing Project, Phase 1 – Starting the Weeklong Log

Conventions Focus – Spelling Well

Have children copy the following five spelling words for the week in the My

Spelling words page. You may want them to make copies on a separate sheet

to take home to study. (Student Handbook, p. 73)

was one look first then

1. Check the words to make sure there are no misspelled words. If you

discover misspelled words, circle them and help the student spell them

correctly on their Spelling Words pages.

2. Project “The Spelling Song” and ask children to turn to it in their Student

Handbooks as they sing along, adding this week’s five spelling words.

Wednesday - Focus Lesson: Differentiated Small Groups (TE pg. 152,153)

- The students will receive a small-group lesson targeted to their specific

needs.

- They will rotate through two independent activities to build their

understanding about creating a mighty middle.

Project “The Organization Song” (Student Handbook p. 199) and sing it together.

Show children the point in the lyrics where the mighty middle is addressed.

Post the three groupings of children for the day’s lessons: Group A (beginning);

Group B (middle); Group C (high).

Explain the two independent activities they are expected to do when they are

not working with you. (See page 153)

Start with Group A (beginning).

Materials Needed:

- The Organization Song (Traitspace; Student Handbook, p. 199)

- A Week in the Life (Traitspace; Student Handbook, p. 71)

- Benchmark Paper ORG: Mighty Middle (Traitspace; “Writing Sample,”

Student Handbook, p. 72)

- Collection of narrative books

Thursday -

Focus Lesson: Writing Project, Phase2 (TE pg. 154, 155) – Developing the

Weeklong Log

The students will review the benchmark paper and highlight uses of time order

words in the mighty middle

The students will watch you model how to begin a draft for a weeklong log

The student will begin their own weeklong logs, using A Week in the Life.

Materials Needed:

- Benchmark Paper ORG: Mighty Middle (Traitspace;” Writing Sample,”

Student Handbook, p. 72)

- Weekly Planner (Traitspace)

- My First Scoring Guide: Organization, Version A or B (Traitspace; Student

Handbook, p. 184,185)

- A Kickball

Hands-On Activity – Keep Away

Play this traditional game outdoors at recess or in the gym. Set up groups of 6-10.

Have each group form a circle around one child, who’s “it.” To play, children on

the circle toss a ball to one another, over the head of the child who is “it” and

who tries to intercept the ball. When that child succeeds in catching the ball, he

or she calls out the name of a character from a book, then moves to the outside

of the circle and the child who threw the ball moves to the middle and

becomes “it.”

Friday -

Focus Lesson: Writing Project, Phase 3 – Finishing the Weeklong Log (TE pg. 156)

- The students will complete the weeklong log they created on Day 4.

- The students will revise and edit their weeklong log

- They will exchange a spell check with a partner

- The students will reflect on what they’ve learned about Creating a Mighty

Middle

Materials Needed:

- Children’s weeklong logs from Day 4

- Writing paper, construction or colored drawing paper, markers, crayons,

stapler

- My Spelling Words (Student Handbook, p. 73)

Whole-Class Reflection

Gather children together. Have them share with their classmates what they’ve

learned, focusing on the central question: How have I become a better writer as

a result of this week’s work? Chart ideas that can be applied to future work.

Science Second Grade Lesson Plans

March 11 - 15, 2013


2-5.1 Use magnets to make an object move without being touched.

2-5.2 Explain how the poles of magnets affect each other (that is, they attract and

repel one another).

2-5.3 Compare the effect of magnets on various materials.

2-5.4 Identify everyday uses of magnets.

It is essential for students to know that magnets can make an object move without touching the

object. Other properties of magnets are:

A magnet is solid material that attracts iron or products that contain iron like steel.

A magnet can pull objects if the object contains iron.

The magnet pulls the object using its magnetic force. This magnetic force cannot be seen

but it can be observed when the magnet moves the object without touching it.

It is essential for students to know that a magnet has two poles; one on each end.

These poles are called the North pole (N) or the South pole (S).

If the poles that are alike (North to North or South to South) are put together, they repel or

push away.

If the poles that are different (North to South or South to North) are put together, they attract

or stick together.

Some magnets, for example ring magnets, do not have the (N) or the (S) marked on them

but they do have two poles that are either located on the top or bottom of the magnet.

The poles can be determined by placing the magnets together. If they stay together then

the poles are opposite but if they push away from each other the poles are alike

It is essential for students to know the effect of magnets on various materials.

A magnet is solid material that attracts iron or products that contain iron like steel.

If a material does not have iron in its composition, the magnet will not attract it.

It is essential for students to know that magnets are used in our everyday lives. They are found in

their homes, schools and at places where people work. Some examples of everyday uses of

magnets are:

Magnets on cranes lift heavy objects like cars in a junk yard

Some screwdrivers have a magnetic end to hold the screw in place

Magnets on the refrigerator hold student art work so everyone can see it

A compass points out the direction we are traveling and the compass needle is magnetic

The cabinet doors in our kitchen may be held shut by a magnet

Farmers use a magnet to put in a cow’s stomach to attract any metal a cow may eat. This

keeps the cow from getting hurt by the metal.

Monday:

Essential Question : How do the poles of magnets affect each other?

1. TTW mark each side of a ring magnet as red or blue prior to lesson. (This is

described in “management” of AIMS “Face to Face” activity.

2. Guide students to think of all the combinations that two ring magnets can be

placed together to “test” – red to red, red to blue, blue to red, blue to blue.

3. Review appropriate vocabulary: like, unlike, attract, repel, move together, move

apart.

4. Distribute the “Face to Face” AIMS sheet and let students predict the outcomes.

5. Distribute the ring magnets which have been marked as red or blue, and let

students work in groups to “test” each possibility. Students will record their

findings on the “Results” section.

6. Use the Push or Pull and Magnetmania sheets to complete using today’s

findings. Teachers may choose to complete one sheet together and use the

second sheet as a daily grade, or use both sheets as a daily grade.

Materials: AIMS activity pages 289-291, worksheets from District Academics Web site.

Tuesday: (This may take 2 days)

Essential Question: How do magnets affect various materials?

1. Review the things we have studied using a SMARTBoard review lesson on

magnets.

2. Distribute “Magnet Attraction” sheet and a zip lock bag with the listed items to

students. Students will use magnets to determine if the items are attracted by

the magnet. Students will record their own results. This may be collected and

used as a minor assessment.

3. Refer to the book, More Picture-Perfect Science Lessons - Complete the activity,

"That Magnetic Dog" p.123

4. Complete - Success with SC Support Document - pg. 49-50 and

Reading Support and Homework - pg.55-56 if not previously completed.

Materials: bags of items listed on “Magnet Attraction” worksheet, various magnets,

More Picture-Perfect Science Lessons, Success with SC Support Document, Reading

Support and Homework,

http://www.anderson1.k12.sc.us/cms/lib04/SC01000609/Centricity/Domain/79/Push_or_Pull.doc

http://www.anderson1.k12.sc.us/cms/lib04/SC01000609/Centricity/Domain/79/Magnetmania.doc

Math Lesson Plans


March 11th-15th

Common Core Standards:

2.OA.1 Use addition and subtraction within 100 to solve one and two-step word

problems involving situations of adding two, taking from, putting together, taking

apart, and comparing with unknowns in all positions.

2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of

Grade 2, know from memory all sums of two one digit numbers

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number

names, and expanded form. – New standard for Unit 7

2.NBT.5 Fluently add and subtract within 100 using strategies based on place

value, properties of operations, and/or the relationship between addition and

subtraction.

2.NBT.9 Explain why addition and subtraction strategies work, using place value

and the properties of operations

Monday: Review for Test: Complete Subtraction Rhyme Foldable

1) After you have thoroughly introduced and taught how to regroup when

necessary, have students make this sorting foldable! Students should answer

the subtraction problems, cut them out, and put them under the correct flap!

a. DIRECT STUDENTS TO write THEIR NAME ON IT!

b. Have the students solve the problems.

i. Allow them to use notebook paper for scratchwork

c. Check the problems

d. Students may color the flaps

e. Then students should sort them to fit the correct flap.

i. Go behind them to check and make sure they have that correct

too!

f. Then Glue --- Dot Dot Not a Lot!!!!

Homework: Send home Math Study Guide/Homework if they have a parent

signature it will be 3 extra points on the test

Homework – Send review due on Wednesday

Tuesday: Review for Test: I Spy Double Digit Subtraction Problems Game

1) Group students into groups of 2 to 3

2) Place I Spy Cards Around the Room

a. Don’t make it too obvious

3) Allow students to take their record sheet around to each card

4) Students will solve the subtraction problem that is on the card next to

the corresponding letter.

* to make this more challenging put more than one set of cards around the

room Even the teachers can be a bit sneaky!

Wednesday: Subtraction Assessment

Thursday: Begin Unit 7: Adding and Subtracting to 1000

Lesson Focus: Reviewing Place Value to 1000

Complete SMARTBoard Lesson

1) Begin by reviewing place value words up to 1000

a. Ones

b. Tens

c. Hundreds

d. Thousands

2) Review place value quick drawings for the above terms

a. Remember the thousand can be a cube or a large rectangle in

which 10 of the 100’s can fit inside.

3) Draw out numbers to 1000

a. Do a few examples

b. Allow children to practice on their white boards

c. You may also want to use base ten blocks if you have enough 1000s

4) Begin showing what adding two tens or 3 hundreds would do to the

number (use a different color pen)

a. Model the number sentence on the board

Friday: Adding and Subtracting to 1000

Focus Lesson: Reading and Writing Numbers to 1000- My Math Unit 5 Lesson 5

Complete SMARTBoard Lesson

1) Review Vocabulary- By Using Virtual Word Wall

a. Ones

b. Tens

c. Hundreds

d. Thousands

2) Model the Math

a. Use base ten blocks to model the numbers

i. 139

ii. 193

iii. 319

iv. 391

v. 913

vi. 931

b. Discuss how these numbers are the same and how there are

different.

i. Focus questions on place value and “like things”

ii. Write numbers in expanded form

c. Explore and Explain

i. Let’s start at 101, Count and read the numbers. Write the

missing numbers

ii. Have students color the numbers from 101 to 150 yellow

iii. Color the numbers from 151-200 green

d. Math Talk

i. What are the two ways you can read and write numbers

ii. Identify the symbols and word patterns in the chart

e. Students will complete the On My Own page as a daily classwork

grade

i. Approaching Level- small group practice with manipulatives

and scaffolding

ii. On Level- independent with manipulatives

iii. Above- Independent without manipulatives

Wednesday: Essential Question : How are magnets used?

1. Brainstorm ways students have seen magnets used.

2. Demonstrate ways magnets are used. Use: AIMS Activity:

"Magnets Here and There" pg. 315-317

3. Discuss how magnets help us and think of inventions we’d like to see that could

use magnets.

4. Read Delta Science Reader: Magnets (or other available magnet books)

5. Students will complete independently “Uses for Magnets” as a daily grade

6. Complete Success with SC Support Document - pg. 51-52 (if time)

Materials: AIMS activity, Success with SC Book, Delta Science Reader, Magnets

Thursday:

1. Discuss that magnets vary in the strength of their magnetic fields.

2. Explain also that some magnets may “weaken” with age or if dropped.

3. Explain the AIMS “Fish and Clips” activity to the class.

4. Read through the procedures for Part One and Part Two.

5. Let each student “fish” during Part One and record their “catches” on sheet 295.

6. For Part Two, use 5 students to “fish” once more to record the 5 trials. Using a

balance scale and gram weights, let 5 other students measure the “mass” of the

large catches and the last 5 students measure the mass of the small catches. (15

students get to participate in some way.)

7. Each student may record the results on AIMS sheet 296.

8. Discuss results and draw conclusions from the activity.

Friday:

1. Students will use what they know about magnets to move a “race car” a desired

distance.

2. TTW place to pieces of masking tape on the classroom floor about 15 feet apart.

One piece will be designated as the start line and the other as the finish line.

3. Let 3-4 students “race” at a time using a race car (with a round magnet

attached to the back), and a magnet of his/her choice to “repel” a race car

across the finish line.

4. The winners of each race will race each other.

Materials: match box race cars with attached magnets (see Charlesworth if you

need these) various type of magnets, tape,

Penguin Chick - anderson1.org

Documents

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