ANNOUNCEMENTS

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Jennifer M. Delucchi, Principal

San Pascual STEAM Magnet- "Our Vision is CLEAR" 

815 San Pascual Avenue 

Los Angeles, CA 90042 

323-255-8354 

323-255-5663

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9th. WEEK LESSON PLAN

Mr. Cesar Vargas

2nd. Grade/Room 8

10/5-9/26

Monday 5 :   

7:50 - PICKUP THE STUDENT

8:00 - BIC/SEL:  Get Along Monsters (Discovery SEL)

8:15 - ELD/ELA: Dictation: vocabulary of the week (20); slide  plane  spine  made  pine  quite  same  fate  site  hide  yelled  smiled  liked  gave  drive  cube  hope  slope  cute  pope;, Skills, p. 1-5-7-9: add -e to make a new word,- ed to move to past tense//ELA: Book Report

9:20 - ELA:Reading Skills: Unit 2:-e to make a new word, -ed to move from present to past tense, p. 1-5-7-9; Reading: The Jumping Frog and written response, p. 16-22           

9:50 - RECESS

10:40 - Reading Knowledge: Paul Bunyan (Intro): Goals, CORE VOCABULARY: admiration  colossal  frontier  inseparable  humor exaggerations : Introducing the Read Aloud, p. 70-75  

11:30 -  Lunch    

12:10 -  Math: CER: +/- (2 Problems) and Diagrams to Compare Solving Problems, 

p. 69-75    

12:50  - Science: Photosynthesis Diagram and Planting Observation 3

1:10  - Science: Project: Parts of a Plant/Plant Cycle and Journal: Planting Observation 1    

 1: 50 - Independent Work Time (complete unfinished work or reading)  

 2:00 - P.E.  

 2:18 - Dismissal  

Tuesday 6: 

7:50 - PICKUP THE STUDENTS

8:00 - BIC/SEL:  Get Along Monsters (SEL)

8:30 - ELD/ELA: Dictation: vocabulary of the week (20);  Reading: Paragraph: What did Jane learn? p. 15 //ELA: Independent: Skills Workbook/Summary, p.25-26 and book report

9:20 - ELA:Reading Skills: The Frog Race: Quotation Marks and practice, p. 24-33; Vocabulary dictation: slide  plane  spine  made  pine  quite  same  fate  site  hide  yelled  smiled  liked  gave  drive  cube  hope  slope  cute  pope          

9:50 - RECESS

10:15 - Reading Knowledge: Paul Bunyan (Read Aloud): Goals, CORE VOCABULARY: admiration  colossal  frontier  inseparable  humor exaggerations: Read Aloud and comprehension questions, p. 76-80 and Application   

10:50 -  Math: CER: +- practice and word problems; bar graphs and diagrams practice, p. 76-80  

11:30 -  Lunch    

12:15 - Art   

 1:18 - Dismissal)

Wednesday 7 :   

(7:50 - PICKUP THE STUDENTS

8:00 - BIC--Opening/SEL

8:15 - ELD: Dictation: vocabulary of the week (20); , Reading: Paragraph: What did Jane learn, p. 15 //ELA: Independent: Skills Workbook/The Jumping Frog Story Map, p. 31 and book report

9:20 - ELA/Skills: The Frog Race Summary p. 24-34                 

9:50 - RECESS

10:10 - Knowledge:  Paul Bunyan (Intro): Goals, CORE VOCABULARY: admiration  colossal  frontier  inseparable  humor exaggerations : Read Aloud, comprehension questions, p. 76-80, and Application, p. 83   

10:50- Math - +: 2 Word Problems;  Diagrams to Compare problems, p. 81-85  

11:30 - Lunch

 12:10 -  Math:: CER: +/- (2 Problems) and Diagrams to Compare Solving Problems, 

p. 73-76    

12:30  - Science: Photosynthesis Project Elaboration

1: 30 - EPIC/Plants Quiz, or Independent Work Time (complete unfinished work)

 1:50 - Homework/Clean up  

 2:00 - P.E.

 2:18 - Dismissal

 Thursday 8: 

(7:50 - PICKUP THE STUDENTS

8:00 - BIC--Opening/SEL

8:15 - ELD: Dictation: vocabulary of the week: ABC order;  Reading: Paragraph: What did Jane learn, p. 15 (sharing) //ELA: Independent: Skills Workbook/Summary, p.25-26 and book report

9:20 - ELA/ Skills: quotation marks and contractions; Vocabulary: Paragraph 2 using 6 different weekly words: slide  plane  spine  made  pine  quite  same  fate  site  hide  yelled  smiled  liked  gave  drive  cube  hope  slope  cute  pope; p. 47-55-57          

9:50 - RECESS

10:10 - Knowledge:  Pecos Bill (Intro): Goals, CORE VOCABULARY: energy  persuaded  relaxed  tamed : Read Aloud and comprehension questions, p. 76-80 (review); Application and Plurals, p. 87-91

10:35 - P.E.   

11:20 - Math: CER: - +: 2 Word Problems;  Diagrams to Compare problems, p. 88-91  

11:30 - Lunch

 12:10 -  Math:  Cont.   

12:30  - Social Science: Why did people come to California?

1: 30 - Music

 2:18 - Dismissal

Friday 9: I-Ready (10 minutes)  

7:50 - PICKUP THE STUDENTS

8:00 - Assembly

8:15 - BIC/SEL:  Get Along Monsters (Discovery SEL)

8:30 - ELD/ELA: Dictation: vocabulary of the week (20); Fluency Monitoring/I-Ready R-M (50)//ELA: Book Report

9:20 - ELA:Reading Skills:: -ing ending, p. 33 and 39; Reading: The Frog Race and quotation marks, p. 37-38 and 41-42         

9:50 - RECESS

10:40 - Reading Knowledge: Pecos Bill (Read Aloud): Goals, CORE VOCABULARY: energy  persuaded  relaxed  tamed : Review, TG 92-99 (Fact and Tall Tale)  

11:30 -  Lunch

12-10 - Math: Diagrams to Compare Summary, 92-93   

1: 50 - Independent Work Time (complete unfinished work or reading)  

 2:00 - P.E.

 2:18 - Dismissal)  

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12:15-1:10 - (ART/Tuesday)

1:40-2:18 (MUSIC/Thursday)

12:10-1:10 (LIBRARY/Friday)

10:35-11:25 (P.E./Friday)

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 Standards/Content Objectives

Math:

Mathematical Practices:

MP1: Understand and persevere in solving problems

MP5: Strategically use tools

CCSS-3.MD.B3 Interpret picture and bar graphs to generate questions about data

CCSS-20A.A.1 Represent and solve problems involving addition and subtraction (and multiplication as repeated addition).

Language Arts:

RI.2-3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.2.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea

L.2.5.a Explain the function of nouns,  pronouns, verbs adjectives and adverbs in general and their functions in particular sentences.

SL.2.1 Engage effectively in a range of collaborative discussions

ELD.PII.2-3.1 Understanding text structure.

ELD.PII.2-3.2 Understanding cohesion

ELD.PII.2-3.3, 4 Using noun and verb Phrases

W.2.3 Introduce the topic or text they are writing about, and create an organizational structure that lists main ideas and details.

History and Social Science:

HAS.CS.3, HSS.2.1.2

NGSS:

Life Cycles (2-LS1-1), structure and function, and habitat diversity (2-LS4-1). 

Elementary (Grade 2 PhysicalEducation

2.1/3.1   Standard 1: Students Demonstrate the motor skills and movements patterns needed to perform a variety of physical activities.

2.2 / 3.2 Standard 2: Students demonstrate knowledge of movement concepts, and strategies that apply to the learning and performance of physical activities.

2.3 / 3.3 Standard 3: Students assess and maintain a level of physical fitness to improve health and performance. 

 UPCOMING EVENTS

CLEAR STUDENT of the month

                                                                                  SEBASTIAN C.