Reading, Math, 4Th Writing, 5Th Science s2

Ivy Hawn Lesson Plans –N. Renzoni Subject: Reading/LA Grade: 2 Time: 8:00 to 9:30 Length: 90 min Date: February 20 - 24 Standard(s)/Benchmark(s) Learning Goal(s): Addressed:

LAFS.2.L.1.1d Use reflexive pronouns (e.g., myself, ourselves). LAFS.2.RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when LAFS.2.L.3.6 reading dialogue aloud. LAFS.2.W.3.8 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using LAFS.2.RL.3.7 adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

LAFS.2.RL.2.5 Recall information from experiences or gather information from provided sources to answer a question.

LAFS2.RL.1.3 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Describe how characters in a story respond to major events and challenges.

ESE/ESOL Differentiated Instructional Strategies: Engaging Student Activity: Accommodations: teacher and peer assistance, Students will go to RTI groups based on repetition, visuals classroom needs How fossils are formed video https://safeshare.tv/x/ss58a4b55d8c884 Materials: included in Reflexive pronouns https://safeshare.tv/x/mebP4REcpQo lesson below Higher Order Level Question(s): see below 21 st Century Skills to Webb’s Depth of Knowledge Levels: Critical Thinking and Increase Rigor: Level 1 Level 2Problem Solving Level 3 Level 4 -Recall elements and details -Identify and summarize the major events -Support ideas with details and -Conduct a project that requires specifying of story structure. of a narrativeCollaboration and examples. a problem, designing, and conducting an -Conduct basic math calculations. -Use context cluesLeadership to identify the meaning -Use an appropriate voice to the experiment, analyzing its data, and -Label locations on a map. of unfamiliar words.Agility, Flexibility, and purpose and audience. reporting results/solutions. -Represent in words or diagrams -Solve routine multiple-step problems. -Identify research questions and -Apply math model to illuminate a problem. a scientific concept/relationship. -Describe the cause/effectAdaptability of an event. design investigations for a scientific -Analyze and synthesize information from -Perform routine procedures -Identify patternsInitiative in events andor behaviors. problem. multiple sources. like measuring length or -Formulate a routineEntrepreneurialism problem given data -Develop a scientific model for a -Describe and illustrate how common punctuation marks. and conditions. complex situation. themes are found across texts from -Describe the features -Organize, represent,Effective and Oralinterpret and data. -Determine the author’s purpose and different cultures. of a place or people. Written describe how it affects the story. -Design a math model to inform and solve communication -Apply a concept in other contexts. a practical or abstract situation. Lesson Activity/Experiences: Accessing and Monday: Analyzing Information Curiosity and SIPPS: Challenge Level Lesson 59 Imagination Teamwork Reading: Watch the video under “Engaging Student Activity” about fossils and read through The Footprint (RAZ) with students, identifying events in the beginning/middle/end of the story. Discuss how the children felt in each part of the story and what caused their feelings to change. Model using expression while reading in different characters’ voices to show emotion (bored voices at beginning of story, fascinated voices later on, etc). Complete an unknown words chart using the glossary AND new student dictionaries; to get practice with dictionaries, require students to look up half the words in the glossary and half in the dictionary.

Higher-order questions (ask today or at various points through the week):

 Turn to page 4. How does the illustration on page 4 help a reader determine the meaning of dull in the title? Who are the main characters? How do you know?  Turn to page 6, What is Benjamin pretending to be? How does the illustration add meaning to the text? What can we learn about Benjamin from the text and illustration?  How does the illustration help the reader identify the setting of the story? How does the illustration help the reader figure out the meaning of an “imprint?”  How does the illustration and context clues from the text help the reader determine the meaning of the word, “petrified?”  How does the photograph of the dinosaur tracks from Utah and text help a reader determine the differences between the imprint Jared and Angie found and the footprints that the Utah scientists found?

Grammar: Watch the video about reflexive pronouns under “Engaging Student Activity” and guide students in writing a list of pronouns down the LEFT side of a blank piece of paper, like this:

I You He She It We You [all] Them

Next, refer back to the sample sentences in the video. What reflexive pronouns were used? You may want to review what the SUBJECT of the sentence is to give students pointers. Then, call out sample sentences using each subject pronoun students wrote on their papers and see if students can guess the missing reflexive pronoun. For example:

I got ______some cookies. [myself] We went to the library by ______. [ourselves] You gentlemen may go to the library and find books for ______. [yourselves]

As students guess the words (provide words if students have difficulty, have them write the reflexive pronoun on the RIGHT side of their papers and draw lines from each subject pronoun to the reflexive pronoun. The finished paper should look like this:

I ------myself You------yourself He------himself She------herself It------itself We------ourselves You------yourselves Them----themselves

Note with students how each reflexive pronoun has the word self or selves in it. Save papers for tomorrow.

Tuesday

Reading: Read text aloud with students, pausing at intervals to let students fill in words as you speak. After reading select sentences/phrases that show strong emotion, invite students to reread the sentences/phrases with expression appropriate to the emotion. When reading sentences with adverbs/adjectives, pause and identify the describing word, ask students if it is describing a noun or a verb, and ask whether it is an adjective or an adverb. Discuss how the children responded to the major events in the story and have students complete an events and challenges chart.

Grammar: Using the chart from yesterday, practice having students use the reflexive pronouns and subject pronouns to make sentences on their whiteboards. Example: “She was able to finish the homework herself,” or “I tied my shoes all by myself!”

Wednesday: SIPPS: Challenge Level Lesson 60

Reading: Pair students together to reread The Footprint, monitoring their use of expression to denote the characters’ emotion as they read. Have students ask each other questions after the story to monitor each other’s comprehension, including questions about characters/setting/plot and beginning/middle/end. Have students complete a story structure chart, listing 3 important details in EACH section from the beginning/middle/end.

Grammar: Play collective nouns Around-the-World: have students sit in a circle and pick two students to stand up first. Call out a subject pronoun (such as “she”) and see which of the two students can say the matching reflexive pronoun (“herself”). The winning student goes on to face the next student in the circle. The goal is to make it all the way around the circle without having to sit down; winning students can get a prize at teacher’s discretion.

Thursday:

Reading: Pair students together to reread The Footprint, monitoring their use of expression to denote the characters’ emotion as they read. Have students work together to ask each other comprehension questions; review beginning/middle/end with students. Discuss characters/setting/plot and play Teacher vs. Class to review for tomorrow’s test.

Grammar: Reflexive pronouns worksheet

Friday:

SIPPS: Challenge Level Lesson 61

Grammar quiz (formative); reading story skills quiz (summative); spelling test