Mr.

Stumps Second Grade Lesson Plans

January 4th 8th 2016
Monday

Tuesday

Wednesday

Thursday

Friday

8:50-9:05 am Breakfast Routine 8:50-9:05 am Breakfast Routine 8:50-9:05 am Breakfast Routine 8:50-9:05 am Breakfast Routine 8:50-9:05 am Breakfast Routine
Review routines and procedures Review routines and procedures Review routines and procedures
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:

Students will enter

classroom quietly and
calmly.
Students will take one of
each item for breakfast.
Students will eat breakfast
to energize for the day.
Students will use level 1
(whisper) voices
Students will view morning
announcements.
Students will put library
books in the return cart and
the librarian will return
them to the library.

9:05-10:00 am Writer's
Workshop

Students will enter

classroom quietly and
calmly.
Students will take one of
each item for breakfast.
Students will eat breakfast
to energize for the day.
Students will use level 1
(whisper) voices
Students will view morning
announcements.

W.2.5 W.2.8
9:05-10:00 am Writer's
Workshop

Maisa: Book Reviews

Students will enter

classroom quietly and
calmly.
Students will take one of
each item for breakfast.
Students will eat breakfast
to energize for the day.
Students will use level 1
(whisper) voices
Students will view morning
announcements.

Students will enter

classroom quietly and
calmly.
Students will take one of
each item for breakfast.
Students will eat breakfast
to energize for the day.
Students will use level 1
(whisper) voices
Students will view morning
announcements.

Students will enter

classroom quietly and
calmly.
Students will take one of
each item for breakfast.
Students will use eat
breakfast to energize for the
day.
Students will use level 1
(whisper) voices
Students will view morning
announcements.

W.2.1 W.2.8
9:05-10:05 Writer's Workshop

W.2.1 W.2.8
9:05-10:05 Writer's Workshop

9:05-9:20 Sparkle (spelling test

review)

Maisa: Book Reviews

Maisa: Book Reviews

9:20-9:30 Spelling Test

Learning Target: I can write
spelling words correctly.

Maisa: Book Reviews

Learning Target: I can work
Learning Target: I can write a
independently on a writing piece Learning Target: I can work
book review from "Officer
that describes what I did over
independently on a writing piece Buckle".
Christmas break.
that describes "why I am cool".
Success Criteria:
Success Criteria:
Success Criteria:
Take my time, write neatly
Take my time, writing neatly Take my time, write neatly
and legible
and legible
and legible
Use my word wall to help
spell words correctly
Use my word wall to help
Use my word wall to help
spell words correctly
spell words correctly

Learning Target: I can write a

book review from a "Henry and
Mudge" book.
Success Criteria:
Success Criteria:

Take my time, write neatly

and legible
Use my word wall to help
spell words correctly

I can number each line from

1-10 with a period behind
each number.
I can write my name and
number at the very top of
the paper neatly.

Mr. Stumps Second Grade Lesson Plans

January 4th 8th 2016

Raise my hand when I need

help spelling a word that is
not on my word wall

Raise my hand when I need

help spelling a word that is
not on my word wall

The purpose of this writing

assignment is to make time for
students to write from a
prompt. This writing assignment
will only take place today and
will also be hung in the hallway
for students to show off writing
skills. Pictures of the kids will be
taken of them at recess in recess
gear and developed to hang next
to the writing piece in the
hallway.

Raise my hand when I need

help spelling a word that is
not on my word wall

Raise my hand when I need

help spelling a word that is
not on my word wall

Procedure: Students read a

book review from Spaghetti
Club (online). Upon reading
the story, students will see
several example of book
reviews from kids their
age. Students will need to
write the review in the
following order:
1. summary
2. favorite part
3. reminds me of - a
connection
4. recommend (yes or no
and why)

Procedure: Students read a 9:30-9:45 Clean Desks

book review from Spaghetti
Club (online). Upon reading 9:45-10:00 Top Frog
the story, students will see
several example of book
reviews from kids their
age. Students will need to
write the review in the
following order:
1. summary
2. favorite part
3. reminds me of - a
connection
4. recommend (yes or no
and why)

I can write neatly on the

line.

10:05-10:15 am All School Break 10:05-10:15 am All School Break 10:05-10:15 am All School Break 10:05-10:15 am All School Break 10:05-10:15 am All School Break
Expectations

Expectations

Expectations

Expectations

Expectations

Students remain seated

while eating nutritional
snack.
Students talk quietly with
their neighbors (should
never need to wonder
around classroom)
Students will re-energize
with nutritional break
Students will use bathroom
and get drinks

Students remain seated

while eating nutritional
snack.
Students talk quietly with
their neighbors (should
never need to wonder
around classroom)
Students will re-energize
with nutritional break
Students will use bathroom
and get drinks

Students remain seated

while eating nutritional
snack.
Students talk quietly with
their neighbors (should
never need to wonder
around classroom)
Students will re-energize
with nutritional break
Students will use bathroom
and get drinks

Students remain seated

while eating nutritional
snack.
Students talk quietly with
their neighbors (should
never need to wonder
around classroom)
Students will re-energize
with nutritional break
Students will use bathroom
and get drinks

Students remain seated

while eating nutritional
snack.
Students talk quietly with
their neighbors (should
never need to wonder
around classroom)
Students will re-energize
with nutritional break
Students will use bathroom
and get drinks

Mr. Stumps Second Grade Lesson Plans

January 4th 8th 2016

Students are in seats by

10:15 ready to learn

Students are in seats by

10:15 ready to learn

Students are in seats by

10:15 ready to learn

Students are in seats by

10:15 ready to learn

Students are in seats by

10:15 ready to learn

RF.2.4 RF.2.4.a RF.2.4.b RF.2.4.c RF.2.4 RF.2.4.a RF.2.4.b RF.2.4.c RF.2.4 RF.2.4.a RF.2.4.b RF.2.4.c RF.2.4 RF.2.4.a RF.2.4.b RF.2.4.c RF.2.4 RF.2.4.a RF.2.4.b RF.2.4.c
10:20-10:50 am Direct
10:20-10:50 am Direct
10:20-10:50 am Direct
10:20-10:50 am Direct
10:20-10:50 am Direct
Instruction
Instruction
Instruction
Instruction
Instruction
Accelerated group with midsecond grade reading levels

Accelerated group with midsecond grade reading levels

Accelerated group with midsecond grade reading levels

Accelerated group with midsecond grade reading levels

Accelerated group with midsecond grade reading levels

Leveled Literacy Instruction (LLI) Leveled Literacy Instruction (LLI) Leveled Literacy Instruction (LLI) Leveled Literacy Instruction (LLI) Leveled Literacy Instruction (LLI)
10:50-11:00 Calendar & Brain
Break

10:50-11:00 Calendar & Brain

Break

10:50-11:00 Calendar & Brain

Break

10:50-11:00 Calendar & Brain

Break

10:50-11:00 Calendar & Brain

Break

Student is chosen to review what Student is chosen to review what Student is chosen to review what Student is chosen to review what Student is chosen to review what
day it is, how many days we've day it is, how many days we've day it is, how many days we've day it is, how many days we've day it is, how many days we've
been in school, tallies, hundreds, been in school, tallies, hundreds, been in school, tallies, hundreds, been in school, tallies, hundreds, been in school, tallies, hundreds,
tens, ones, etc. with the class.
tens, ones, etc. with the class.
tens, ones, etc. with the class.
tens, ones, etc. with the class.
tens, ones, etc. with the class.
11:00-11:55 Math

2.NBT.6 2.NBT.8 2.NBT.9

11:00-11:55 Math

2.NBT.6 2.NBT.9
11:00-11:55 Math

2.NBT.6 2.NBT.9
11:00-11:55 Math

2.NBT.6 2.NBT.9
11:00-11:55 Math

Math Session: 4.5 - Tens and

Ones

Math Session: 4.3 - Adding Ten

Math Session: 4.4 - Sticker

Problems (day 1)

Math Session: 4.4 - Sticker

Problems (day 2)

Math Session: 4.5 - Tens and

Ones

Teachers Guide Page: 173

Teachers Guide Page: 179

Teachers Guide Page: 190-194

Teachers Guide Page: 195

Learning Target: I can make a

model to show tens and ones

Learning Target: I can show tens

and ones using number cubes.

Success Criteria:

Success Criteria:

Teachers Guide Page: 187

Learning Target: I can tell that
Learning Target: I can add 10 to
the first digit of a 2-digit number any number.
Learning Target: I can make a
is tens and the second digit is
model to show tens and ones.
ones.
Success Criteria:
Success Criteria:
Success Criteria:

Work cooperatively in a
small group, I can take pride Using place value model to
Solving problems about 10s
in my work
represent a number as tens
and 1s
and ones
10 + 5 = 15, 10+8 = 18

Using place value model to

represent a number as tens
and ones

Recognize that different

combinations of 10s and 1s
for the same number are

Mr. Stumps Second Grade Lesson Plans

January 4th 8th 2016

Recognize that the first digit

of a 2-digit number
designates the number of
groups of 10 and the second
designates the number of
ones
13: Number of towers = 1,
Number of leftovers = 3

Understand towers of ten

and that towers are strips of
10

Cut neatly on the lines

Complete two journal pages

(72/73) using sticker sheets
of tens and ones

equivalent (e.g., 4 tens and

6 ones = 3 tens and 16 ones,
etc.)
Finding as many
combinations of a number
as possible, using only 10s
and 1s.
Use number cubes
appropriately (will model to
students as reminder)

11:55-12:05 Prepare for Lunch 11:55-12:05 Prepare for Lunch 11:55-12:05 Prepare for Lunch 11:55-12:05 Prepare for Lunch 11:55-12:05 Prepare for Lunch
Students are dismissed by
Students are dismissed by
Students are dismissed by
Students are dismissed by
Students are dismissed by
gophers to get lunch cards or
gophers to get lunch cards or
gophers to get lunch cards or
gophers to get lunch cards or
gophers to get lunch cards or
lunchboxes, use the restroom, lunchboxes, use the restroom, lunchboxes, use the restroom, lunchboxes, use the restroom, lunchboxes, use the restroom,
and get winter clothing on for
and get winter clothing on for
and get winter clothing on for
and get winter clothing on for
and get winter clothing on for
outside recess. It is required that outside recess. It is required that outside recess. It is required that outside recess. It is required that outside recess. It is required that
students have boots in order to students have boots in order to students have boots in order to students have boots in order to students have boots in order to
play on the outside
play on the outside
play on the outside
play on the outside
play on the outside
equipment. If they do not have equipment. If they do not have equipment. If they do not have equipment. If they do not have equipment. If they do not have
boots, they will need to stay on boots, they will need to stay on boots, they will need to stay on boots, they will need to stay on boots, they will need to stay on
the sidewalk at recess. If a
the sidewalk at recess. If a
the sidewalk at recess. If a
the sidewalk at recess. If a
the sidewalk at recess. If a
student does not have a coat,
student does not have a coat,
student does not have a coat,
student does not have a coat,
student does not have a coat,
please take them to see Mrs.
please take them to see Mrs.
please take them to see Mrs.
please take them to see Mrs.
please take them to see Mrs.
Oxford, our School Social Worker Oxford, our School Social Worker Oxford, our School Social Worker Oxford, our School Social Worker Oxford, our School Social Worker
in room 16 on the way to the
in room 16 on the way to the
in room 16 on the way to the
in room 16 on the way to the
in room 16 on the way to the
lunch room.
lunch room.
lunch room.
lunch room.
lunch room.
12:05-12:35 Lunch
Lead the line towards the
library. Please make sure they
are level zero (no voices in the
hall). Stop at the library and
allow for students to put coats
on the rack.

12:05-12:35 Lunch
Lead the line towards the
library. Please make sure they
are level zero (no voices in the
hall). Stop at the library and
allow for students to put coats
on the rack.

12:05-12:35 Lunch
Lead the line towards the
library. Please make sure they
are level zero (no voices in the
hall). Stop at the library and
allow for students to put coats
on the rack.

12:05-12:35 Lunch
Lead the line towards the
library. Please make sure they
are level zero (no voices in the
hall). Stop at the library and
allow for students to put coats
on the rack.

12:05-12:35 Lunch
Lead the line towards the
library. Please make sure they
are level zero (no voices in the
hall). Stop at the library and
allow for students to put coats
on the rack.

Mr. Stumps Second Grade Lesson Plans

January 4th 8th 2016
12:35 Pick up kids at the
kindergarten door (next to room
1) and lead them quietly down
the hall, again with a level zero.

12:35 Pick up kids at the

kindergarten door (next to room
1) and lead them quietly down
the hall, again with level zero.

12:35 Pick up kids at the

kindergarten door (next to room
1) and lead them quietly down
the hall, again with level zero.

12:35 Pick up kids at the

kindergarten door (next to room
1) and lead them quietly down
the hall, again with level zero.

12:35 Pick up kids at the

kindergarten door (next to room
1) and lead them quietly down
the hall, again with level zero.

RI.2.6
12:40-12:50 Read Aloud

RI.2.6
12:40-12:50 Read Aloud

RI.2.6 L.2.4
12:40-12:50 Read Aloud

12:35-12:50 Brain Break/Ten

Minute Math

RF.2.3
12:40-12:50 Read Aloud

12:50-1:15 Read-to-Self
Students read in book boxes,
teacher confers, listens to
children read, reading groups.

12:50-1:35 Read-to-Self
Students read from book boxes,
teacher confers, listens ti
children read, reading groups.

12:50-1:35 Read-to-Self
12:50-1:40 Art
Students read from book boxes,
teacher confers, listens ti
children read, reading groups.

12:50-1:35 Read-to-Self
Students read from book boxes,
teacher confers, listens ti
children read, reading groups.

1:15-1:35 Mini Lesson

1:35-1:55 Mini Lesson

Maisa Session:11

1:35-1:55 Mini Lesson

Maisa Session: 12

1:35-1:55 Mini Lesson

Maisa Session: 14

Maisa Session 10
Learning Target: The reader can Learning Target: The reader can
Learning Target: The reader can find evidence of their thinking. use strategies to figure out what
identify the authors purpose.
tricky words mean.
Success Criteria: I will tell a
Success Criteria: The reader will partner what I think or feel about Success Criteria I will use
ask, "what do I think or feel" and my informational book.
strategies to figure out the
"why did the author write this
meaning of tricky words.
book".
Student Task: See success criteria
Student Task: Use strategies to
Student Task: Turn and talk
Materials: Protecting Animals (or figure out the meaning of tricky
about the authors purpose.
similar informational text)
words.
Materials: Informational text
"Protecting Animals" by Darlene
Stille
Exit Ticket: Students will turn to
partner and provide an answer
to the two questions.
1:35-1:55 Library

Learning Target: The reader can

work with their partner to figure
out tricky words.
Success Criteria: I will jot tricky
words to work with my partner
to figure it out.

Mr. Stumps Second Grade Lesson Plans

January 4th 8th 2016
2:00-2:10 Brain Break
2:10-3:00 Snowflake Snowman 2:00-2:30 Social Skills Lesson
with Mrs. Oxford

2:00-2:30 Science or Social

Studies

RF.2.3
1:45-2:00 Mini Lesson
Maisa Session: 13

1:55-2:05 End of Day Routine

Chairs up, mailboxes, pack bags,
bathrooms

Learning Target: I can distinguish

the difference between a "good" Learning Target: The reader can
and a "service".
use word parts they know to
figure out a new word.
Success Criteria: I can sort items
into two categories: goods and Success Criteria: I will use parts I
services.
know to figure out a new word.
Vocabulary

2:00-2:30 Read-to-Self
Good: Something you want Students read from book boxes,
that you can hold or touch. teacher confers, listens ti
children read, reading groups.
(example: orange, chair,
iPad)
Services: Something people
do for other people.
(example: being a teacher,
fireman, or doctor

3:00-3:15 End of Day Routine

2:30-2:40 End of Day Routine
2:30-3:00 iPads/Chromebooks
Chairs up, mailboxes, pack bags, Chairs up, mailboxes, pack bags,
bathrooms
bathrooms
3:05-3:15 End of Day Routine
2:40-3:10 Music
Chairs up, mailboxes, pack bags,
bathrooms

2:30-2:40 End of Day Routine

2:10-2:40 Music
Chairs up, mailboxes, pack bags, 2:40-3:10 Gym
bathrooms

3:15-3:30 Recess
Students who are not on
teachers choice (orange) are
allowed to go outside. If a
student is on orange, they will

3:15-3:30 Recess
Students who are not on
teachers choice (orange) are
allowed to go outside. If a
student is on orange, they will

3:15-3:30 Recess
Students who are not on
teachers choice (orange) are
allowed to go outside. If a
student is on orange, they will

3:15-3:30 Recess
Students who are not on
teachers choice (orange) are
allowed to go outside. If a
student is on orange, they will

2:40-3:10 Gym

3:15-3:30 Recess
Students who are not on
teachers choice (orange) are
allowed to go outside. If a
student is on orange, they will

Mr. Stumps Second Grade Lesson Plans

January 4th 8th 2016
need to speak to the teacher
about why they are on orange
before they go outside.

need to speak to the teacher

about why they are on orange
before they go outside.

need to speak to the teacher

about why they are on orange
before they go outside.

need to speak to the teacher

about why they are on orange
before they go outside.

need to speak to the teacher

about why they are on orange
before they go outside.

Students also must have all work Students also must have all work Students also must have all work Students also must have all work Students also must have all work
finished before they go outside. finished before they go outside. finished before they go outside. finished before they go outside. finished before they go outside.
3:30-3:45 Show and Tell

3:30-3:45 Show and Tell

3:30-3:45 Show and Tell

3:30-3:45 Show and Tell

3:30-3:45 Show and Tell

Students are expected to sit

Students are expected to sit
Students are expected to sit
Students are expected to sit
Students are expected to sit
crisscross by the purple chair and crisscross by the purple chair and crisscross by the purple chair and crisscross by the purple chair and crisscross by the purple chair and
listen.
listen.
listen.
listen.
listen.
3:45 Dismissal

3:45 Dismissal

3:45 Dismissal

3:45 Dismissal

3:45 Dismissal

Lead the line to the

Lead the line to the
Lead the line to the
Lead the line to the
Lead the line to the
lobby. Students who are walkers lobby. Students who are walkers lobby. Students who are walkers lobby. Students who are walkers lobby. Students who are walkers
or get picked up will go out the or get picked up will go out the or get picked up will go out the or get picked up will go out the or get picked up will go out the
lobby doors. The rest of the
lobby doors. The rest of the
lobby doors. The rest of the
lobby doors. The rest of the
lobby doors. The rest of the
students will go to the gym to
students will go to the gym to
students will go to the gym to
students will go to the gym to
students will go to the gym to
line-up for the bus.
line-up for the bus.
line-up for the bus.
line-up for the bus.
line-up for the bus.