Lesson Title

“Addition in Expanded Form and Estimating the sum”

I Can Statement

I Can figure out the sum of large numbers by understanding and using place value and expanded form strategies.

Discipline

Place value / Expanded form/ Estimate /Rounding

Grade Level

Third Grade

Central Learning Focus

Learning Standard(s)

What standard(s) are most relevant to the learning goal(s) and objective(s)?

3.NBT.A.1 : Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.A.2 : Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operation, and/or the relationship between addition and subtraction.

Central Focus (i.e., Goal)

What is the central focus of the lesson?

To be able to add large numbers in expanded forms by recalling on pervious lesson and background knowledge of place value. Students are going to learn a new way to add two, three and four-digit numbers as a mental math skill. Students will be able to estimate numbers and sums by rounding the numbers accordingly.

Student Learning Objective(s)

What are the specific learning objective(s) for students in this lesson?

The student should be able to demonstrate partial to full understanding of breaking apart numbers by place value and adding it together. Students must also show their ability to recall previous lesson on place value to help with rounding and estimating the sum of two numbers.

Prior Knowledge

What prior knowledge must students already have in order to optimize the lesson’s success?

o Place Value of numbers up to 1000

o Expanded, word and number formations

o Addition facts

Instructional Strategies and Learning Tasks

Resources and Materials

What instructional resources and materials will be used to engage students in learning?

YouTube video/ Kahoot/ Place value cards, disk and strips cards/ Number line/ Go math workbook/ Comic strip math sheets

Introduction/Launch

___5-8__ Minutes

How will you commence the lesson? What will you do to engage the students at the beginning of the lesson? What is your ‘hook’?

The lesson will begin by, shortly, after the students complete a quick “Comic strip math” sheet Then I will begin reviewing place values by ones, tens, hundreds and thousands. This will happen using the place value chart (numerical and visual that were handmade) and the foam base ten manipulative. As a class, for whole group instruction, I will present two different types of numbers and ask for two students to come to board and place the manipulative in their correct placement to show place value of the number. After, I will review expanded form of a number by present two different numbers and asking two more volunteers to come up to the board and use the expanded form number cards to show the number in its expanded form and place value setting. Both of these short activities show take up five mines allowing one minute for any questions from the students and Address behavior. Last I will introduce “Addition in Expanded Form and Estimating the sum,” I will briefly explain that addition of numbers in hundreds and thousands place can be easily solved by first adding the place values and then combining the sums of the place values to obtain the answer. It will begin with ‘estimating the sum by adding the greater place values by their rounded up number. This would take about two minutes to complete to allow time to fix behaviors and answering about two question and repeating information

Procedure/Mini-lesson

__5-12_____ Minutes

How will you explicitly present the principle ideas/content knowledge to the students?

After launching the new lesson, I will present a video, the video is 3:33 minutes long. Then I will begin to explain addition in expanded from by breaking down the steps with a two-digit number then a three digit number and estimating the sum. I will also have the steps written out for the student on a chart tablet sheet along with table top instruction and visuals to pair the steps with, that will be completed with the whole class. After my demonstration I allows the class to participate in the third question together The first half of the lesson should take about five minutes, allowing time for behavior issues and question. then present the video “Grade 3 Math # 1.6, The Break Apart Strategy to Add” to help solidify the concept for those who did not understand the first explanation. Then one student will come up and try to complete the forth question and model for the student. This would take about another 5 mins give or take the video length.

Follow-up/Structured Practice/Application

__6-18____ Minutes

How will students apply what they have learned? How will they demonstrate their knowledge?

Guide Math Groups “Small Math Business Groups” - After the lesson Students will turn to the workbook sheets and be allowed independent practice time to complete two sheets this would take about 5mins to complete. Then students will be instructed to break into “ Small Math Business Groups” to further practice addition with place value and practice the breakaway strategy through guided math time.

Groups: Groups are expected to practice with a worksheet tailored to their understanding

A- Three lows, two grade level – will practice with a worksheet breaking apart the numbers using place value disk and place value boards to help them estimate the sum. This allows the children to practice expanded from and adding the digits in expanded form to form a number

B- One low, three on grade, one high – will practice with a worksheet that has adding two and three digit numbers. The group will work with place value cards to complete the sheet and help them estimate the sum

C- Three high, two on grade level – They will have a work sheet that deals with the concept of break away and estimation through word problems. They will have two sets of place value strips (dry erase) and a dry erase marker and a number line to help estimate the sum

The math groups are grouped by not just math level and understanding but by mature level in completing work, as well as grouped by those who can work well in a group. After Groupwork, students will use the peer assessment sheet to check each other’s work and understanding.

Student Feedback

Describe the feedback that you will provide to the students,

I will look for errors in process or strategies; students understanding of content areas (skill strategies task directions) – On going monitoring group by group

Is there more information the child needs to succeed; is the child confused

What did the child do well in the task? ; is the child explaining the process correctly?

Materials: Note Catcher chart will be used with each group.

Closure/Discussion/Extension

__5-10 __ Minutes

How will you bring closure to the lesson and/or extend it?

After math groups are over the students will stay in those same math groups as I go over what we learned and the group work they completed. This allows the students to discuss with the class what they didn’t understand and allow their classmates to explain their understanding of the subject. Higher order thinking questions (HOTS) will be asked such as:

o How did you get your answer?

o Can you describe the method that you used?

o Did your answer seem reasonable when you completed the operation?

o What are the key points (main idea) of the lesson today?

o Does what we learn relate to any other lesson we have done?

o Have you compared your work among the group and provide feedback to each other?

o Do you think there is a more efficient strategy we could use? – will be the last question to wrap up lesson and introduce tomorrows lesson on regrouping

After a short discussion the groups will use the “Kahoot” site/app to answer 6-8 questions about today’s lesson. Each student will be given a chance to answer a question relevant to the lesson to see if they understand certain concepts of today’s lesson. This way I can assess their progress with using the breakaway skill and place value.

Academic Language

Academic Language

What academic language/vocabulary will be highlighted in the lesson?

Addition; addends; sum; place value; Expanded form; digit; estimate

Assessments

Type and description of assessment (e.g., summative and formative, informal and formal)

Describe the tools/procedures that will be used in this lesson to monitor students’ understanding of the lesson objective(s). Describe the rubrics/checklists that will be used.

o Throughout the lesson and small group work I will be traveling the classroom with a comprehension checklist/ note taker. This way I can catch which students are not understanding the material and will create 1:1 time to ensure comprehension of the subject.

o HOTS will be use during the lesson and small groups to encourage problem solving, understanding of the process during small group work and to promote reflection of their work and the lesson.

o Kahoot will be used to end the lesson to allow me to see if each student answered the questions correctly and use my notes from small group time to know if the student fully understands the concepts of the lesson, where they need help and how can I remedy their confusion

o In math small groups students will also have access to a small group checklist to let the students practice self-correction in work ethic and behavior

Modifications/Differentiation

Describe how you will modify the assessment to target learning across diverse student populations (e.g., English Language Learners, struggling readers and writers, students with IEPs)? How will you provide students with access to learning based on individual and group needs? How will you provide multiple entry points?

o ELL - I will provide a vocabulary cognates charts for those who identify as ELL and provide many opportunities for visuals

o IEP – Those with IEPs will benefit from the video, providing visual explanation, small groups will be utilize in order to allow a smaller setting to absorb the information, also allowing time for me to sit with the IEP group.

o Low reading/writing and comprehension - I will have visuals, math manipulatives, videos, Khaoot and worksheet to keep the children engaged through the lesson. There will be vocabulary words available for them to copy with visuals.

Learning Objective: Adding numbers within 100 using place value or break apart strategies

Grade: 2

MP: 2, 4, 5, 7, 9

Standards:

NY-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.

Material: Workbooks, chart paper, markers, place value blocks and hand outs

Prior Knowledge: General understanding of place value, ie 10’s, 1’ and 100’s & addition; number line placement & number 1-100

I Can statement/ Learning Objective: I can break apart two digit numbers into tens and one place to add in a new way; We are learning how to break apart numbers and add them together using their place value

Vocabulary: Break Apart, place value, mental math

Success Criteria/ Objective: 1. We will first remember our tens and one place values. 2. Then we will learn how to break apart numbers with two digits by tens and ones 3. Then we will try to add our two-digit numbers by the tens place then the ones place 4. Then we will attempt to add everything together to get an answer.

Engagement: Student will begin by answering place value riddles. “I have 5 tens and two ones; I am between 81 and 86. I have 4 ones; I am ten more that 45; I have 5 ones and 3 tens.” This will to help get their prior knowledge of adding multi-digit numbers activated.

Ø After, I will lead the students into solving a word problem provided by the math program,. We will solve this problem two ways, one with the number line (this way I can assess if they retain previous days lesson) and by drawing out the numbers by tens and ones.

Lesson:

· Next, I will ask the class if they know how to solve this same problem by breaking apart the numbers. I will also ask what does it mean to break apart a number? I will introduce place value blocks after hearing 2 student responses and proceed to break down the numbers 24 and 64 with the manipulatives. Then I will show how to break down the numbers on the board as they do in the workbook.

· After, students will break in groups of two with two different color markers for groups activity.

a. First we will read the math problem together and write the numbers on to the sheet

b. Next on student will be responsible with breaking up the tens and then the other student will break up the ones

c. Students will be instructed to hold sheet up for me to pre-assess if they understand how to break up tens and ones

d. Next we will add tens together and then the ones to figure out the sum.

e. Complete two more random addition problems before splitting into independent work.

· Then Break for independently work on their guided practice in the book. I will take my time working with the students I have identified on the carpet as not understanding the new method and make sure each math group has the break away worksheet and place value manipulatives to help with their understanding.

Quick Check Assessment: Use of an Exit ticket that is to be glued into their notebooks and completed after the guided practice section in their workbooks. Each ticket will have a different problem.

Adaptation/ Differentiation:

IEP: I will provide close guide instruction during initial lesson based on their goals and needs. Provide a clear success criterion outline along with visual directions to help with their comprehension. Also, vocabulary cards will be created for the students to help with understanding.

ENL/ELL: I will provide cognates for vocabulary words, pictures and clear outline/ copies of the items they are to measure and of the rulers. And allow for extra time for absorption of information. Provide partners with the same language to help build comprehension.

LOW reading /comprehension: I will go step by step focusing on the clarity of my instruction and work closely with those students. Provide detail and visual instructions to help with their comprehension.

On grade/ Enrichment: Students who complete classwork early will have the opportunity to assist students who may need extra help, encouraging ask three (students) before me (asking the teacher). For students who need enrichment, they can attempt to measuring objects using centimeters and meters and compare the two measurements.

Supplement Activities:

Small Group work: Activity: More practice breaking apart numbers with a partner

Independent: Working on adding multi-digit numbers through word problems, some with or without regrouping.

Guided: Activity: close work with place value of numbers through more riddles and use of place value manipulatives.

Learning Objective: Measuring and Estimating with inches, feet and yards

Grade: 2

Standards:

2MD.A.3: Estimate lengths using units of inches, feet, centimeters and meters.

Material: yard sticks; Chart paper; markers; notebooks

Prior Knowledge: Estimating length and measuring with inches

I Can statement/ Learning Objective: I can measure and estimate an objects length by using feet and yards; We are learning how to measure objects and round their measurement to nearest foot

Vocabulary: Yard; Feet/Foot; Inches; Measure; Measurement; Estimate

Success Criteria/ Objective: 1. We will learn how many inches there are in a foot (12). 2. Then we will learn how may feet are in a yard (3feet) 3. Then will try to measure an object 4. Then we will attempt to convert the objects measurement into either inches yard or feet.

Procedure: First, I will show a short video and use on the student’s prior knowledge of estimating length and measuring with inches to go over how to use a ruler, how to measure an object, properly and other ways to estimate an objects length. Then the students will be asked to turn and talk about the best way or method they would measure the smart-board and guess how long their pencils could be. Next, I will ask the class if they know how to measure objects with their foot? I will ask one student to volunteer and measure a piece of string my carefully walking heel to toe next to it. After that small exercise to get them use to measuring in “feet” I will ask the class “can we measure the smart-board with our actual feet?” Then ask if we could, would it be correct? Then introduce there is a way to measure in feet using a ruler. The class will then identify how many inches are in a ruler and then introduce that those same 12 inches can become a foot measurement. After, I will lead the class in measuring the smart-board in feet, using the 12inch ruler. After discovering what the measurement is, I will ask the class if that know of any other objects they could measure in a foot. Introduce that their folders and notebooks could also be measures in feet. Then, I will take the three rulers and ask the students if that know how long the rulers are when put together. Which could be three feet, but I will also introduce it as a yard as well. I will then bring out the yard stick and show the similarities in three feet and one yard. Then I will practice measuring in yards by measuring the door. After have students break designated math pairs to practice measuring by going on a measuring Scavenger hunt for about 5-8 mins. They will be required to use feet or yards and can choose to use my yardstick, measuring tape, or their rulers to help them. After the hunt each student will convene back to the meeting area and the groups will share their measurements and experiences with the tools they pick. After the students will complete their independent math work located in their workbooks. Finally, have students complete an exit ticket for me to assess how well they estimate/ measure the items on their sheet. Each student will obtain exit tickets different from their closes peers to prevent other from copying.

I DO: Lead whole group discussion in how many inches in a foot, and how many feet makes a yard. (Play a video: Introduction to standard measurements for kids)

We Do: measure the door and smart board together as a class and estimate their lengths in feet and then in yards (if applicable).

You Do: have the student’s pair in two/threes to go on a measure scavenger hunt in the classroom. They will have 5 items they will have to gather information for.

Adaptation/ Differentiation:

IEP: I will provide close guide instruction during initial lesson based on their goals and needs. Provide a clear success criterion outline along with visual directions to help with their comprehension. Also, vocabulary cards will be created for the students to help with understanding.

ENL/ELL: I will provide cognates for vocabulary words, pictures and clear outline/ copies of the items they are to measure and of the rulers. And allow for extra time for absorption of information. Provide partners with the same language to help build comprehension.

LOW reading /comprehension: I will go step by step focusing on the clarity of my instruction and work closely with those students. Provide detail and visual instructions to help with their comprehension.

On grade/ Enrichment: Students who complete classwork early will have the opportunity to assist students who may need extra help, encouraging ask three (students) before me (asking the teacher). For students who need enrichment, they can attempt to measuring objects using centimeters and meters and compare the two measurements.

Future Activities:

Small Group work: Activity: How many objects in the bucket have the same measurement?

Independent: Working on measuring and rounding three objects of their choice.

Guided: Activity: close wok with how to use a ruler properly.

Lesson Title: Comparing and Contrasting text and remembering important details

Grade:3

Standards:

3RI.3.9: Compare and contrast most important points and keys details presented in two text on the same topic

3W.3.1: Write opinion pieces on topics or text, supporting a point of view with reasons

Material: Treasury of Egyptian Mythology by Donna Jo Napoli; Aesop’s Fables book; Chart paper; markers; Compare and contrast graphic organizer; copies of stories for students; iPad; Computers; Adobe Spark; Boom-writer, Kahoot

I Can statement I can successfully compare and contrast Egyptian fairy tales to Aesop’s Fables story events to later write a compelling compare and contrast essay

Vocabulary: Compelling, persuasive, mythology, fairy tales , alike, different, compare, contrast, similarities, differences

Objective: Students will be able to use the graphic organizers and online resources/ websites to “compare & contrast” to gather notes about two different short stories. They will then be able to compare major events of the stories with pictures and words with the use of Adobe Spark. Students will then be able to use the graphic organizers as their beginning notes to their essays. Students will also use this discipline to write an opinion piece with supporting details with the use of Boom-writer.

Procedure: To launch the lesson I will begin with the children playing the four corners game. Each corner will have a pictures of two different animals from which the students must first find what is the same and whats is not the same within a group of five/six. First, I will hand out the in-class passages and introduce the unit and topic, then choral read the “I can” statement with the students. Shortly explain what compare and contrasting is, after asking the students “what do you think comparing and contrasting might mean?” I’ll take about three students name out of the cup to avoid the same students answering. Next, I will ask the class “How would you compare **banana and orange**” pick one or two students then ask “How can you contrast them **banana and orange**” -pick one student. After, a the short discussion I will demonstrate how to use the graphic organizer with the students and demonstrate what to look for in a text when comparing and contrasting story events. I will lead the class in completing a “How to chart” that displays rules or steps (4) when comparing text or illustrations. I will ask questions like: “how can we use this skill when reading?” How can we identify differences? Similarities? To informally assess students, I will read another short passage and have the students compare and contrast as a class and participate in interactive writing. I will have the students come up and write down their answers on a chart sheet. Then, students will break into literacy groups to work with peers for about 5- 10 mins (dependent on time). They are required to use the class computers and create a short Spark presentation by finding images to compare and then recording voice overs. This way I can circle around, check for understanding, listen for specific comparing jargon, and sit with certain tables and students who need me to break down the skill to them, as needed. Gives me time to also collect data on my students who may need extra help/enrichment with my student track list/ what I notice sheet. Finally, have students convene back to the front of the room and share some things they thought was different and the same in the passage to the class. And, I will them briefly discuss the importance of this skill in their process when writing their compare and contrast essays. . At the end of the lesson, students will have a Kahoot with seven questions to answer in groups. Then I will introduce the short texts they are from the Aesop’s Fables book and Egyptian mythology book that they are required to pick from when they begin their essays and introduce the assignment on Boom Writer along with a checkpoint to be completed later on. This way students will be able to break the process of their essays up into four parts/ assignments Intro, differences, similarities, and conclusion.

I DO: Lead whole group discussion in explaining compare and contrast. Read the text with the class and do two examples of compare and contrasting

We Do:Complete a “How to compare chart”. Then Read the next selection in the passage and compare and contrast together

You Do: Have the students split into their Literacy groups and work together with peers on deciphering similarities and differences of the last passages using Spark

Differentiation/Scaffolding:

IEP: I will read the passage out loud and make sure they are following along with the read aloud, the graphic organizer will be simple enough but engaging enough for them to complete assignment. They will also have a four-step instruction sheet to complete the task, that will be created with the whole class. And allow the use of an iPad and give for extra time for absorption of information.

ENL/ELL: I will provide cognates for vocabulary words, pictures and clear copies of the passages along with clear four-step instruction to complete the task. And allow for extra time for absorption of information. And allow the use of an iPad and give for extra time for absorption of information.

LOW reading /comprehension: I will sit with the students and I will read aloud slowly and focus on fluency and pronouncing multisyllabic words; I will provide copies of text, if applicable, at their Lexile or F&P levels/ reading levels children will have their own copies to follow along with during the lesson to follow along. And allow the use of an iPad and give for extra time for absorption of information.

Enrichment: Students who complete classwork/ above grade level early will have the opportunity to independently work on the next sheet “persuade me please” and begin to think about their compare and contrast essay/ assignment as an opinion essay as well or choose a book from the “Books of the Month/unit” selection. And allow the use of an iPad to use any enrichment apps or programs.

Assessment: (Informal) I will have the students create a spark presentation within their literacy groups where they have to choose two objects and two short stories from the “mother goose book and compare and contrast them. Students will be required to speak on at least two slides describing a difference and a similarity of the two but also present, in writing and speaking, at least 3 bullet points of differences. (Formal) kahoot given with seven questions. Each student will be able to log on with their own computer.

Samples:

https://spark.adobe.com/video/jCW2NnfrfmLVd

https://pinup.com/Hyc-0pDcN

(sent to parents on Class Dojo)

https://create.kahoot.it/share/compare-and-contrasy/d1379bc7-412a-49e2-99e8-621a9acca0d4

Learning Objective: Adding three-digit whole numbers using place value

Grade: 3

Standards:

3NBT.A.2: fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction

Material: Base ten blocks; Chart paper; markers;

I Can statement I can add by using place value for three-digit numbers with base ten blocks

Vocabulary: Base Ten, place value, hundreds, tens, ones

Motivation/ Objective: Students will be able to use the base ten block to properly identify three digit number place value inorder to successfully three digit numbers.

Procedure: First, I will rely on the student’s prior knowledge of three digit number and place value to explain the sum of each base ten block. Next, I will ask the class to Identify a number shown using the base ten blocks. After, I will lead the class completing the groups work, which is adding two numbers using the blocks and the numbers place value. Then, have students break into independent study and practice four problems on their own. After ten mins we will review answers together as a class. Finally, have students complete an exit ticket for me to assess which student needs more work with the skill

I DO: Lead whole group discussion in of a numbers place value in adding

We Do: Complete a group project using base ten blocks and adding a number

You Do: practice adding three digit numbers independently with base ten blocks if needed

Adaptation/ Differentiation:

IEP: I will provide close guide instruction during initial lesson based on their goals and needs. Provide numbers with two digits to help build comprehension.

ENL/ELL: I will provide cognates for vocabulary words, pictures and clear outline/ copies of the placement of numbers. And allow for extra time for absorption of information. Provide numbers with two digits to help build comprehension.

LOW reading /comprehension: I will go step by step focusing on the clarity of my instruction and work closely with those students. Provide numbers with two digits to help build comprehension.

On grade/ Enrichment: Students who complete classwork early will have the opportunity to assist students who may need extra help, encouraging ask three (students) before me (asking the teacher). For students who need enrichment, they can attempt to identify place value of large (four-digit numbers) or practice next skill, which is subtracting three digitn umbers using place value.

Future Activities:

Small Group work: Identifying Place value of three-digit numbers using base ten blocks

Independent: Working on adding thre- digit numbers using place value

Guided: Using base ten blocks to complete two – three-digit numbers

Lesson Title: Summarizing Text and remembering important details

Grade: 5

Standards:

5R2: Determine a theme or central idea of text and explain how it is supported by key details; summarize a text.

5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts.

5SL2: Summarize information presented in diverse formats (e.g., including visual, quantitative, and oral).

Material: Blended by Sharon M. Draper; Makers; chart papers; copies of reading; highlighters; Somebody/ wanted/ but/ so graphic organizer

I Can statement: I can successfully summarize by remembering important details like, characters, major events and main ideas of the text.

Vocabulary: Protest, affect, demonstrations, civil rights

Objective: Students will be able to use the graphic organizer “somebody/ wanted but/so” to help them remember characters, important details and major/minor events. Then students will combine parts of the graphic organizer and write full summaries. Once students master the skill to summarize, finding important text evidence to answer question will be easier.

Procedure: First, I will review the pervious day lesson on how to find text evidence to answer a question. Next, I will talk about how we can summarize to help us find and understand major and minor events of the text. After discussing about summarizing I will introduce the graphic organizer with the posits and I will model how to use the graphic organizer. I will then continue to read the class book at chapter 20 and practice with the class to summarize the short chapter. This would be considered an informal assessment of the lesson. The student will work with their peers to complete a chart paper that has either “somebody/ wanted but/so”. After each table will come up and line up in order so we can recite the class summary.

Adaptation:

IEP: I will read the passage out loud and make sure they are following along with the read aloud, the graphic organizer will be simple enough but engaging enough for them to complete assignment. They will also have a four-step instruction sheet to complete the task

ENL/ELL: I will provide cognates for vocabulary words and clear copies of the passage along with clear four-step instruction to complete the task

LOW reading /comprehension: I will read aloud slowly and focus on fluency and pronouncing multi-syllable words; children will have their own copies to follow along with

Enrichment: Aside from finishing more complete summaries on a work sheet they will focus on figuring out the main idea of the passage after on the same work sheet

Future Activities:

Group work: class breaks into four groups and each group will figure out the “somebody/ but/ so” parts of the given passage

Independent: Students will write in their reading notebooks summaries of a chapter from their independent reading and then share after silent reading time is over or use the graphic organizer

Guided: As a class we will work together to break down the summary of either a more complicated text or a short film of a text and the actual text to compare the major/minor events from the book and the movie and discuss similarities as well.

Lesson Title: Written expression

Grade: K-1

Standards:

RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g. what person, place, thing, or idea in the text an illustration

RI.1.3: Describe characters, setting and major events in a story, using key details from the text

Material: Colored paper; Seeds and Trees; markers

I Can statement I can successfully describe a book using clues from the book

Vocabulary:

Objective: Students will be able to create their own Beginning / Middle/ End graphic organizer to engage their tactile senses. Students will then use the descriptive word wall to describe the pictures and the story. They will write one word to describe the beginning /middle and end on G. Organizer

Procedure: First, I will review the pervious day lesson on what adjectives or descriptive words are and their use. Next, I will talk about how we can use these same words we discussed in describing a book, story and illustrations. After discussing about descriptive words, I will introduce the graphic organizer by handing out the color paper and having the students fold it into threes with me. This will work on their fine motor skills and allowing students to kinetically engage in the activity. I will model how to use the graphic organizer and where to place markers for beginning, middle and end. I will then begin to read the book “Seeds and Trees” and stop at the first page to explain what to write in the three sections by modeling it on my folded graphic organizer. I will then check for understanding and continue reading till the middle of the book and have student turn and talk about what words they would use to describe the illustrations/character/story (informal assessment). The student will then share some of their ideas and I will look for use of words and complete sentences. Once reaching the end of the book students will then independently complete the last part of the graphic organizer which would be assess as a formal assessment for me to see who needs small group time to better understand describing.

Adaptation:

IEP: I will read the passage out loud and make sure they are following along with the read aloud, the graphic organizer will be simple enough but engaging enough (through colored paper and tactile possibility) for them to complete assignment. They will also have a steps and instructions posted to board.

ENL/ELL: I will provide cognates for vocabulary words and clear copies of the passage along with clear four-step instruction to complete the task

LOW reading /comprehension: I will read aloud slowly and focus on fluency and pronouncing multi-syllable words; children will have their own copies to follow along with

Enrichment: They will focus on either describing a character or event in full sentences

Future Activities:

Group work: class breaks into groups and will be guided to work independently (some meeting with a teacher) to work on pre-made B/M/E sheets for books from their book baggie.

Independent: Students will work on using descriptive words to describe characters in a book

Guided: As a class we will work together to describe the main event of the story and briefly look at the main idea and describing it.

Lesson Title

Characters have Needs and Wants. Making connections; Unit 2, Lesson 2

Discipline

Describing Characters reaction to major events

Grade Level

Grade 2

Central Learning Focus

Learning Standard(s)

What standard(s) are most relevant to the learning goal(s) and objective(s)?

CCSS.ELA-LITERACY.RL.2.3

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

Central Focus (i.e., Goal)

What is the central focus of the lesson?

The central focus is to have the students understand how to describe a character by conducting a close read of a character’s wants and needs when reading a text

Student Learning Objective(s)

What are the specific learning objective(s) for students in this lesson?

Students will be able to describe the difference between what a want a need is and how a character responds to story events based on it.

I can Statement - “I can talk about characters reaction based on their want and a need”

· First, we will discuss what a want and need is

· Next, we will look at Alexanders wants and needs in the book

· After, we will describe Alexander based on his wants or needs

Prior Knowledge

What prior knowledge must students already have in order to optimize the lesson’s success?

Some prior knowledge students must have is general experience with wanting or needing something, character details and remembering story details from the book read the prior day.

Instructional Strategies and Learning Tasks

Resources and Materials

What instructional resources and materials will be used to engage students in learning?

“Alexander, Who Used To Be Rich Last Sunday” Book, Chart paper, glue sticks, pencils, notebook, Smart-board/Chart Paper, Sticky notes’ with images on them or cut out images

Introduction/Launch

How will you commence the lesson? What will you do to engage the students at the beginning of the lesson? What is your ‘hook’? What is your anticipatory set?

-First, I will lead the class in stretching from left to right and touching toes at their seats. After they will be called to sit in the meeting area. Once seated I will have the students answer our normal call and response I say, “1,2,3 Eyes on Me, 1,2…” and they say, “Eyes on you”

-I will then introduce the lesson, and let the student know we are going to be able to describe Alexander based on his wants and needs in the book.

I will then ask the class,

· -Do you know what wants and needs are? Take 2 student answers

“Let me show a video that can help you understand the difference” Show the Brain Pop Jr. Video – “Needs And Wants”

After I will ask the students,

· What exactly is a want or need?

· -What are some needs you have? Wants?

-Now Let’s Think about the book we read yesterday.

· -What is the name of the book?

· -Who was the book about?

· -Do we know if our character has any wants or need?

Mini-lesson

How will you explicitly present the principle ideas/content knowledge to the students?

-I will then reread page 1-6 and stop at page 5 with the class. I will place the image of Alexander thinking under the document camera for the class to analyze. I will then ask

· -Why is Alexander thinking about all of these things? What happened? I will take 2 students answers.

Then I will ask,

· -Because he was given the dollar is, he now thinking of his wants or his needs?

Next I will read page 6 -8 and ask the students. I will stop at page 8

· -Do you think saving for college is a want or a need for Alexander?

Take thirty second to think. After I will direct the students to turn and talk for about a minute. After the student turn back, we will discuss that it can be a want or a need because of what you want to be when you grow up.

I will then continue reading book up to page 15, where I will stop

Then I will ask the students to:

· -What you think being rich means?

I will have students think for two mins and then turn and talk to their partner and then have them share what their partner said.

· -Think about the title of the book how Alexander used to be Rich last Sunday. What is Alexander doing in the book so far that is causing him to not be rich anymore? – will take 2 students answers.

· What do you think Alexander should do to stay “rich”?

-I will announce “Now Class let us look at this chart.” I will bring up on the smart board or as anchor chart if technology is not working. Then say to the class,

“Let’s find out if he is making the Right choices when it comes to his wants and needs.” Students will do a whole class activity where they have to sort out items that are wants and needs from the book. Then as a class we will suggest what are most important items for Alexander to spend his money on. After I will introduce the word responsible and irresponsible to the class and take a class poll to see who thinks Alexander is being responsible or irresponsible with his money.

I will then call students up to either drag images or stick images on the need side or the want side of T-Chart.

Structured Practice/Application

How will students apply what they have learned? How will they demonstrate their knowledge?

-Before having the student go back to their table groups, I will have them complete a Go Noodle video “How To Salute The Sun” to stretch out before sitting back in their seats. Students will begin to return to their seat, and I will have 2 students begin handing out the Alexander’s Wants and Needs Graphic Organizer.

-I will then announce the direction “when you get the sheet you have to first open your reading notebook to a clean page and glue the sheet in. After you are going to work with your tablemates and find where in the book Alexander said he had a need or a want. When you find a need or a want you then want to write the page number and then write the name of the item under need or want.” I will give student time to work independently in groups before I begin to circle around and see how each table is doing.

-After I will have the class come back and share what they found in the book and tell the class why the item they wrote is a want or a need based on what the story said. And we will discuss if Alexander is being responsible or irresponsible with his money.

· How can we describe Alexander? Is he Responsible or Irresponsible?

· How can we tell? What key details from the book supports your answer?

- Next I will have the students turn to a clean page in their reading notebooks. I will have the student pick two items of their choice and have them write two sentences about why something is a need and why something is a want to Alexander. If my students have difficulty writing sentences, I will let them jot down what is a want or a need and assess if they understood the lesson from that.

Student Feedback

Describe the feedback that you will provide to the students,

I will let the student know:

· You all did a great job in paying attention during the lesson today

· You all worked to together wonderfully and stayed on task.

· Remember a need is something to help you survive and a want does not help you to survive

· Also, use our anchor chart we made to remind you about Alexanders needs and wants.

· You all earned a class Dojo for doing such great work

Closure/Discussion/Extension

How will you bring closure to the lesson and/or extend it?

At the end of the lesson I will announce:

“So tomorrow we will look at the Key details in the story and how the author uses descriptive words to describe how Alexander is when he is spending his money.”

· -Let us quickly review some key details we encounter in the story today – take 2 student responses

· -What are some descriptive words we can use to describe these key events? Take a 2 student Responses

Academic Language

Academic Language

What academic language/vocabulary will be highlighted in the lesson?

Needs, Wants, college, rich, responsible and irresponsible

Assessments

Type and description of assessment (e.g., summative and formative, informal and formal)

Describe the assessments that will be used in this lesson to monitor students’ understanding of the lesson objective(s).

Formative(informal): Students will quickly jot down a or want or need Alexander had have at the end of the lesson

Formative(informal): Will take the time to walk around and assess how students are doing while attempting the group work.

Formative(informal): During independent work sit with students who may need extra help or scaffolding

Summative (formal): At the end of the unit Student will have a short paragraph to read and one constructed-response question to answer based on the passage to have them explain the differences between a want and a need.

Modifications/Differentiation

Describe how you will modify the assessments to target learning across diverse student populations (e.g., English Language Learners, struggling readers and writers, students with IEPs)? How will you provide students with access to learning based on individual and group needs? How will you provide multiple entry points?

Struggling learners/ IEP students: Will receive a few more mins to complete the assignments. Students will all so have the opportunity to sit with the teacher in small groups and review the book and what are wants and needs with me before attempting to work independently. I will provide them with pictures to use with the chart to help them sort, as we did during the whole group to make it easier for them to complete the assignment

Learning Disabilities: If they present any difficulty with the exit ticket and writing sentences, I will allow them to write what a want is or a need and draw pictures if that is easier. I will sit with the students and help them sound out words or form the letter they are trying to write. I will also provide picture directions when appropriate or allow for mor time if need be.

Struggling Readers/ ELL: Students will have cognate cards where needed and if need be, have the Spanish translations available for those who need it. I will provide them with pictures to use with the chart to help them find Alexander’s needs and wants, as we did during the whole group to make it easier for them to complete the assignment. I will also provide some time with them to read aloud the book pages with them and repeat directions.

Gifted/ Enrichments: Students who are done with the assignment have the option to help other students who have not completed work or begin next day reading enrichment assignment and do a close study of how to use descriptive words in sentences.

All modifications are available to all students if they need it

Unit

Topic 16: Counting Money

Lesson title

Lesson 5: Ways to show the same amount

Grade Level

Grade 2

Central Learning

Learning Standard(s)

What standard(s) are most relevant to the learning goal(s) and objective(s)?

CCSS.MATH.CONTENT.2.MD.C.8

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Central Focus (i.e., Goal)

What is the central focus of the lesson?

· Students will learn how to make several different combinations of coins added up to one dollar or 100 cents.

Student Learning Objective(s)

What are the specific learning objective(s) for students in this lesson? (What are students expected to know/understand by the end of the lesson?)

· Students will be able to recognize the value of different combinations of nickels, pennies, dimes and etc.

· Students will be able to recognize the unique values, sizes and colors off coins.

· Students will be able to count groups to find the total amount of coins and solve problems with coins.

Essential Question (EQ)

What is the one overarching essential question for the series of lessons/unit?

Focus Questions (FQ):

What are 1-2 more specific focus questions particular to this specific lesson?

Examples:

EQ for entire unit: How do we add and subtract fractions?

FQ’s for one lesson:

EQ: How can we use different combination of coins, that add up to a dollar, to help us solve word problems involving money?

FQ's: What coins can you use to create a dollar?

What is the value of each coin used to create a dollar?

How it is presented to Students:

Learning Objective

We will learn how to use coins to make 100 cents

Learning Intentions

I can use different coins to make 100 cents

Success Criteria

Ø I can identify different coin values

Ø I can count multiple coins to 100

Ø I can show 100 cents in different ways

Prior Knowledge

What prior knowledge must students already have in order to optimize the lesson’s success? What prior knowledge and experience will students draw on during the lesson?

Previous lessons about coins, the size and shape of the coins, colors, and the value of each coin.

Personal Experience with coins and money. Holding coins before, saving money, piggy banks and etc. Knowing how to purchase items and make change with coins is a plus.

Instructional Strategies and Learning Tasks

Resources, Materials, and Manipulatives

What instructional resources, materials, and manipulatives will be used to engage students in learning?

Cut out and laminated coins for each student; mini coin vocabulary cards; Notebooks; pencils; math workbook; exit tickets, chart paper, markers

Introduction/Launch

How will you commence the lesson? What will you do to engage the students at the beginning of the lesson? What is your ‘hook’? What is your anticipatory set? How will you introduce and set up the task to ensure that students understand the task and can begin productive work?

First, I will review coins values by presenting a word problem for the whole class to solve with me:

Mrs. Anderson has 1 dollar and 65 cents in coins in her pocket. She needs .80 cents to pay for some gum. What coins can Mrs. Anderson use? – will be presented on board with large coins to be used with it

Before solving the problem, I will review the values of coins using the teacher made coins before using the real coins as manipulatives. -- this allows the students have visual access to the value of the coins while solving the problem-- I will ask 2 students to identify coins and their values that they know and then go over all the coins. Penny= $.01 Nickel = $.05 Dime = $.10 Quarter = $.25 Half dollar = $.50 and dollar coin= $ 1.00 After reviewing coin values I will again read the problem and ask for a student to volunteer to solve the problem. This is accomplished by having the student come to the board and pick out coins from the real coins or using the larger coins. After I will have the student explain why they choose such coins. – looking for them to identify values of the coins--

Mini-lesson

How will you explicitly present the principle ideas/content knowledge to the students?

Next, I will present to the class a dollar bill and ask them what is it -will allow the whole class to answer- next I will ask the class:

Ø How much do you think a dollar is worth in coins?

Ø And, do you think we can use coins to make a dollar?

I will utilize the larger coins to work with the class to make a dollar or 100 cents. This also presents the opportunity to practice/ review skip counting with the students. I will review 25, 50, 75, 100 & 5, 10, 15, etc. & 10, 20, 30, and etc. with the quarters, nickels, dimes and combinations before presenting various combination of coins as a solution to create 1 dollar with coins. Will create about 3 different combinations and then have a student come up with another combination before breaking off into independent work.

To give students a break before going for independent work I will play Go Noodle “Get your Money Right” to give them time to move and reinforce coin values.

Structured Independent Practice

How will students apply what they have learned? How will they demonstrate their knowledge?

Group Work:

Students will break into their table groups to try and solve the word problems given to them on chart paper using the cutout coins/ coin manipulatives given to each table.

Independent Work:

Students will first solve questions that ask them to add up coins and write if it adds to a dollar or not. Then solve problems that ask them to show the amount and to complete the amount that will make it equal to 100 cents -ie How much more money you need to make a 1$-

Last, students will then practice making different combinations of coins that add up to a dollar.

At the End of the period, students will be given a small exit ticket that they are to solve and glue into their math notebooks.

Anticipated solutions

What are the different ways that learners might complete the activity: 1. A correct solution and/or thorough understanding of the steps of the solution,

2. An incorrect solution and/or partial/little understanding of the steps of the solution, and,

3. An incomplete solution

1a, 2a, 3a: Which questions could you ask learners that would support their exploration of the activity and foster a connection between what they did and what you would like them to learn? These questions should assess what a learner presently knows and foster her or his development towards the objectives of the lesson. Consider questions that you will ask learners who cannot begin as well as learners who finish quickly.

1. Correct solution(s) and/or thorough understanding of the steps towards the solution:

Using various coin combinations to create 100 cents/ dollar and being able to identify the coins they use. (4/4 coins)

1a. Advancing questions/assessments:

Ø What is some coin combination when you use the half dollar coins that are not greater than 1.50?

Ø What are some combinations of coins you can get when you use the dollar coin to get 2.50?

Ø Using only __x__ number of counts how can we get $1?

Ø How can we show one dollar and twenty -five cents?

Ø How can we line up our money to add/subtract it?

2. Incorrect solution(s) and little/no understanding of the steps of the solution:

Using the same coin combinations that may go over 100 cents and not being able to identify some of the coin values. (2/4 coins)

2a. Advancing questions/assessments:

Ø If I have __x__ amount of coins how many more coins I need to reach 100 cents?

Ø If we use just __x__ coins how many do, we need to get to 100 cents?

Ø Using only __x__ number of counts how can we get $1?

3. Incomplete solution(s):

Using various coin combinations that do not add to 100 cents or goes over 100 cents and not being able to identify any coin values. (0/4 coins)

3a. Advancing questions/assessments:

Ø What are the names/values of these coins?

Ø How can we count quickly by 5/10/25 to get to a dollar/100?

Ø What coins can you count to get to 100/dollar?

Sharing/discussing the task

1. Which solutions do you want students to share during the lesson? In what order?

2. What is your rationale for selecting these solutions?

3. Which specific questions will you ask so that students can express their understanding of the mathematical ideas that you want them to learn and to make connections among the different strategies and solutions that are presented? (Highlight 2-3 questions)

Ø Solution(s) to be shared/Order in which they should be shared:

“Mrs. Anderson has 1 dollar and 65 cents in coins in her pocket. She needs .80 cents to pay for some gum. What coins can Mrs. Anderson use?” this is a great introduction into practicing skip counting to 100 cents; adding coin values to get to 100 cents; naming coins they used. As they get into groups, all question will be about using the coins to either make a dollar or solve a word problem.

Ø Rationale/Why did you select these solutions?

Skip count in a strategy to help the student count larger sums faster. Skip counting helps students make sense of 5, 10, and 25 values in the coins. This also helps build purchasing power with the students and have a better understanding of money. Also, have students understand how to add different combinations of coins.

Ø Specific questions for students:

Ø How do you think adding/ taking away __x__ coin to your pile will change the amount?

Ø What is another coin combination you can do to reach 100 cents?

Ø Why choose the coin you did?

Ø Can you get to 100 cents a different way?

Ø What is another way you know that you can solve the problem?

Ø Exit Ticket

Modifications

Modifications/Differentiation

Describe how you will modify the assessments to target learning across different student populations:

Struggling learners/ IEP students: Will receive a few more minutes to complete the assignments. Students will all so have the opportunity to sit with the teacher in small groups and review the values of the coins. Will have manipulatives they can use and have multiple opportunities to prompt the students to support their responses.

Learning Disabilities: If they present any difficulty counting, I will allow them to draw out their answer. I will sit with the students and help them add up the coins and practice skip counting. Have manipulatives for them to use and pictures of the coins with their value.

Struggling Readers/ Writers / ELL: Students will have vocab banks or cognate cards where needed and if need be, have the Spanish translations available for the coins and their values. I will provide them with large pictures of the coins and pictures of the coins with their value to use with group and individual work. I will also provide some time with them to read aloud the word problems to them and scaffold how they can solve the problem. They will have coin manipulatives and elicit nonverbal responses.

Gifted/ Enrichments: Students who are done with the assignment have the option to help other students who have not completed work or begin to work on the Enrichment sheets with others that have difficult word problems involving adding money including dollars and coins and begin to practice lining up numbers with decimals.

All modifications are available to all students if they need it along with peer help.

Final takeaway

Our mathematical focus must be, in large part, focused upon the WHY/HOW of mathematics and for our students to continually make discoveries on their own. As such, a seminal focus is upon CONCEPTUAL learning.

State how your lesson prioritizes conceptual learning

This lesson prioritizes conceptual learning by introducing the idea of a dollar in coins before introducing the actual dollar bill in the next lesson. This also gives groundwork for the students to understand that a dollar equals 100 cents as well. This also reinforces the previous day’s lesson by providing opportunities to compare groups of coins and their value to fine different combinations of 100 cents or 1 dollar. Also revisiting how the amount of counts does not determine the value but the actual coin does. This lesson allows students to explore endless combinations to help them discover different answers to the same question. This also ensure students will leave the lesson with experience with making change and with counting money.

Grade/ Grade Band: Grade 2

Topic: Plant and Animal Relationships; Plant is a system

Lesson # _2__ in a series of _8__ lessons

Brief Lesson Description: This lesson is the second lesson in the unit about plant and Animal Relationships. It introduces the question “How do Plants get the water and sunlight they need to grow?” Where it also engages the students in thinking how a plant is a system by conducting research with the provided text “ A Plant is a System” learning how all parts of a plant function together and attempt to answer the initial question presented at the begging of the lesson.

Performance Expectation(s):

NGSS.LS2.A: Interdependent Relationships in Ecosystems

NGSS.2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.

· Plants Depend on water and light to grow

Clarification Statement: Have students figure out how plants obtain and use sunlight and water in order for students to see that plants do operate like a system.

Common core Standards for ELA:

CCSS.ELA-Literacy.RI.2.1: Ask and answer questions as who what where when and how to demonstrate understanding of key details of a text

CCSS.ELA-Literacy.RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area

CCSS.ELA-Literacy.W.2.8: Recall information from experiences or gather information from provided sources to answer a question

CCSS.ELA-Literacy.SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and text with peers and adults in small and larger group

Specific Learning Outcomes:

Students will conduct research and develop a concept map to answer the question “How do Plants get the water and sunlight they need to grow?

Narrative / Background Information

Prior Student Knowledge:

The parts of the plant and basic understanding that plants need sunlight and water to survive. This will help student understand how the plants use the specific parts to utilize sunlight and water to grow.

Science & Engineering Practices:

· Develop a simple model based on evidence to represent a proposed object or tool. (2-LS2-2)

· Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-LS2-1)

· Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1)

NGSS Practices

1. Asking questions and defining problems

2. Developing and using models

8. Obtaining, Evaluating, and Communicating Information

Disciplinary Core Ideas:

LS2.A: Interdependent Relationships in Ecosystems

· Plants depend on water and light to grow

ETS1.B: Developing Possible Solutions

· Designs can be conveyed through sketches, drawings or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.

Crosscutting Concepts: ­

Cause and Effect

· Events have causes that generate observable patterns.

Structure and Function

· The shape and stability of structures of natural and designed objects are related to their function(s).

Possible Preconceptions/Misconceptions: Understanding how plants utilize or absorb sunlight and water to produce food; Seeing how plants an be a system.

· Since it is still an early lesson in the unit, students can engage in a short discussion after the first lesson about the parts of the plant and ask about what a plant needs to survive. After a quick discussion the students will view a Flocabulary Video about the parts and functions of the plants, https://www.flocabulary.com/unit/parts-of-a-plant/ as an added visual exploration of plants through music and song before the start of this lesson. This will help jog their prior knowledge before lesson two. Then to engage the students the video will be played before the start of the next lesson on discussion mode.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:

Opening Review Questions

· Who remembers some parts of plants that we can observe?

· What do we think are the two most important parts of a plant?

· How can a plant use those parts to help it to get sunlight and water for it to grow? (Turn and Talk)

These questions will help lead students into activating their prior knowledge about plant parts, what plants need to grow and how plants can be seen as a system in order for them to survive.

Introduce the unit question “How do Plants get the water and sunlight they need to grow?” then Show https://www.flocabulary.com/unit/parts-of-a-plant/ while on discussion mode to start the conversation.

Review of Scientific Process

· All of these answers are good, so how can we figure out if any of them answer the question? (test, experiment, look it up)

I will hand out the “Plant Is a System” book and students will be asked to rethink the function parts of a plant, starting with the roots:

· What do we think the plant uses the roots for? Leaves? (guiding question- where do we find roots? Where do we water plants? What are the shapes of the leaves)?

Next Students will sit with a partner as I introduced the “Plant Is a System” book and the purpose for reading.

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

I will begin the explore part of the lesson with revisiting the previous lesson with various leaves and roots the students can hold in their hands and observe while siting. And then discussing the parts of a plant and what they need to survive. I will encourage the student to investigate the leave/roots/seeds while they read to help them understand the reading better.

Student will have the opportunity to conduct their own research about plants functioning as a system by partner reading the “Plant Is a System book”. I will outline the purpose for reading is to find out how the plants uses its parts to get the water and sunlight it needs to grow and then ask the whole class why we are reading the book again. I will read the p 3-5 out lout and introduce the vocabulary word system and its definition to the class. “So far we know about the parts of the plants and how they need water and sunlight to grow, but how do plants absorb the sunlight and water to get what they need to grow” After, I will introduce the activity to the class, students will work together to figure out how a plant uses its roots, leaves and stem to survive and produce foods. The criteria to success in this activity:

· We are learning how plants get sunlight

· We are learning how plants get water

· We are learning how plants use the water and sunlight

EXPLAIN: Concepts Explained and Vocabulary Defined: During partner reading I will circle around with a check list to each table and ask some DOK questions to pre-asses who understands the reading:

· Does the shape of the leaves matter? What would a leave need to look like to help the plant? (p7)

· IF you were a root, how would you get water? (p8)

· I am a plant who just absorbed a lot of water, where does it need to go? P10

and after partner reading, we will come back as a class to talk about the reading and revisiting the purpose for reading is to find out how a plant uses it parts to get the water and sunlight it needs to grow.

Vocabulary: observe, leaves, roots, stem, absorb,

ELABORATE: Applications and Extensions:

As a class we will next discuss the relationship of the vocabulary words on the concept map using vocabulary cards

· First, we will look at sunlight and water relation to plants

· Then, class will look at the word leave and sunlight and figure out how they relate

· Next, they will look at water and roots and how they relate

After we will use the same cards to label a diagram as a class, while reviewing how a plant works as a system in order to use it’s parts to get the sunlight and water it needs to grow.

· What do plants need to survive?

· How do the plants get water they need to grow?

· How do plants get the sunlight they need to grow?

EVALUATE:

Formative Monitoring (Questioning / Discussion): After the class discussion Students will be ask to write or draw, in their notebooks, about two of the words that relate/ go together that will help us answer the question “ How do plants use their parts to get the water and sunlight it needs to grow?

Summative Assessment (Quiz / Project / Report): Starting a class experiment reflecting how plants use their parts to grow. How tall to plants grow if they have their parts or environment alter? If the plant has small leaves? How tall could they grow with a different type of liquid?

Elaborate Further / Reflect: Enrichment: Flocabulary has activities to download and use beyond the initial lesson. Such as using the vocabulary words to create their own rap. Flash Cards and fill in the blank worksheets.

ENGAGEMENT WITH AN INTERACTIVE READ-ALOUD PICTURE BOOK

Lesson Title: Making Meaningful Text To Self-Connections

Grade: 2

Central Focus:

- That we are all diverse/ different and that is okay.

- Have students understand we all have a story to share.

- We should accept our classmates for who they are.

Objectives: Students will be able to:

- Discuss how they feel on the first day of school.

- Come up with positive solutions to how to treat each other in school or the classroom.

- Eventually write or tell their own stories confidently.

Standards:

- RL.2.3. Describe how characters in a story respond to major events and challenges

- SL.2.1.D Participate in collaborative conversations with diverse partners about grade 2 topics and text with peers and adults in small and larger groups

Book Title:

- The Day You Begin

Author:

- Jacqueline Woodson

Why did you choose this book?

-This is a great read aloud on the first day of school because it promotes ‘acceptance’ in the classroom of everyone’s differences and expresses how we are all different. The book also encourages students and teacher to create a mini community within the classroom, so no one feels like an outsider the first day of school. It is accomplished by the way the book creates meaningful text to self-connections.

What key understandings does this text support and develop?

-Social Emotional Learning- Encourages students to be brave and sit with someone new and to be proud of who they are

Understanding a new vocabulary word- diversity.

Inferencing and Recalling story events.

Connecting and comparing text to self-experiences.

Before reading: (How will you prepare the students to access the text? That is, what pre-reading activities will allow the students to more fully understand the text and participate in the read aloud?

- I will first introduce what book we are reading and then introduce the author and their reason to why she writes books for children. I will then go on a picture walk and ask the class what they think the book is about. Then go over the word diversity and its definition. After, have a very quick discussion about the first day of school and what it was liked so far.

During reading: At which points in the text will you stop and engage the learners? Why? How will you engage them? (To address these questions, please complete the table below.)

POINT IN TEXT

(page #s, picture in the text)

QUESTIONS/PROMPTS

RATIONALE (i.e., Why will you engage the learners at this point, using these questions/prompts?

-She is worried about the curl of her hair, why you think she is worried about her hair?

-Look at how the girl is looking out her window. How do you think our character feels on this page? why?

-What do you think wrinkled her nose means? How would you feel if your friend did that to you?

-How can you be steady as steel? What does that mean? Have you ever felt like you were ready to do something but was still nervous?

-Let us look at our character now. What is happening to our character? How is she feeling now? Is it the same as the beginning of the book?

-So, we just read about the children feeling as if they don’t fit in on the first day of school.

Have any of you felt the same way? Did your feelings change as the day went on?

Skills being build :

-To build inference skills and to have students think about how different we all look and that’s okay.

-Recall story events and identify why our main character feels a certain way.

-Make text to self-connection and have students to begin to think about a time where they may have felt the same way as the character. Or have students imagine how they would feel.

-Make text to self-connection and have the students think about times they were nervous or brave in uncomfortable situations.

-Infer Character Traits and to have students compare how and why her feeling may or may not have changed.

-Make text to self-connection and have students to share stories if they want to and connect to the character Angelina’s experience in the book.

After reading: What post-reading activities/assessments will reinforce and/or extend learning?

- I would have the students split into groups or go to table groups with markers and chart paper so they can jot down as a group answers to the following question:

‘How can we make sure everyone feels like they fit in our classroom, what can we do?’

After students will share out from the groups what they wrote. Then as a whole class we will create an anchor chart on how to respect our classmates.

Other considerations: For example, will you read this book across more than one sitting? Will you re-read this book? For what purposes? How might this book connect with your curriculum? Provide a rationale/reason for each of your responses.

- I would revisit this book during writing block, since the beginning of the year typically focus on all about me ‘books.’ This book is a great reinforcer for students to not be afraid to write or share their stories.