Lessonplans13017 2317moneypointofview

January 30, 2017
7:35-8:00 Students will complete daily morning work covering a review of math and language arts
Breakfast & Announcements (phonics, writing, comprehension)
Specials (8:00-8:45)
Math (8:45-9:45) Lesson Overview: Tell students that we are going to be learning about money and counting
Standard: money all week. Ask them why its so important to be able to count money? Begin with the
2.MD.C.8 Solve word problems involving following video about counting coins - https://www.youtube.com/watch?v=Z7hwaeaDk-I (Part
dollar bills, quarters, dimes, nickels, and two is next after this video - you may want to wait until tomorrow to show part 2). Pass out
pennies, using $ and symbols bags of coins, allowing students to play with money for a few minutes. Have them pick out
appropriately.
all pennies, then nickels, dimes, etc. Go over what each one looks like (front and back of
Essential Question: coin) and what each one is worth. Once students feel comfortable with the coins, call out
basic amounts for students to show. Complete sorting money amounts with students in Math
journal (cut-out).
I CAN (S):
I can identify different coins and their value.
I can count money. Have students complete Money Sort (WS - Cut and paste). Students will match name of coin,
amount, front picture, back picture. So each coin will have 4 boxes (ex: Penny - 1 cent -
picture of front of penny - picture of back of penny) Be sure students know they may have to
identify coins from the front or back.
*Students may work on ST math if time allows.
Vocabulary words for the week: penny, nickel, dime, quarter, value, worth
Materials/Manipulatives/Tech: youtube videos, activity sheet, websites...
Shared Reading (9:45-10:15)

Standard: Lesson Overview:
RL.2.1 Ask and answer such questions as Explain that this week we will be working on Point of view . This means how a person or character
who, what, where, when, why, and how to looks at, or views, an object or situation. Refer to lesson 1 provided on handouts for more
demonstrate understanding of key details
instructions and example questions.
in a text.
RL.2.6 Acknowledge differences in the https://www.youtube.com/watch?v=4tpmiGFxRg4
points of view of characters, including by
speaking in a different voice for each Show the video on youtube for a short song about worms from Sid The Science Kid.
character when reading dialogue aloud. Discuss fact cards about worms. You may want to display the cards on a chart for reference.
Essential Question: Complete picture walk of Diary of a Worm (on youtube). As you look at the pictures have students
Who are the characters in the story? list on hand out things from the book that really could happen and things that could not happen.
What are the most important events that Record answers on True/False chart.
happened in the story?
How did the characters solve the problem
in this story?
What strategies should we use when we
read? Assessment: Participation, completion on chart
I CAN (S):
I can identify key vocabulary words in a
story and know the definition. Materials/Manipulatives/Tech Diary of A Worm , Sid the Science Kid video, fact cards
I can read a story, make predictions, and
summarize the story. Vocabulary words for the week: Character, point of view, text, story teller, author
I can read and answer questions related to
the story.
Writers Workshop Lesson Overview:

(10:15-10:45) Have students write a paragraph about worms. Discuss what a good topic sentence may be, such as
Worms are very interesting creatures. Students will use charts and information from reading to
Standard: W.2.5 With guidance and complete the paragraph using facts.
support from adults and peers, focus on a topic Assessment: Paragraphs
and strengthen writing as needed by revising Materials/Manipulatives/Tech: Worm fact chart/cards
and editing.
W.2.8 Recall information from experiences or
gather information from provided sources to
answer a question.
Essential Question: What makes a

good writer?
I CAN (S): I can use descriptive words

when writing.
I can collaborate with peers in large and small
groups.
I can use the writing process to help gather my
thoughts and write about a topic with details.
Recess (10:45-11:15)
Lunch (11:20-11:50)
Read Aloud (11:50-12:00) Read Aloud
Guided Reading Guided Reading/Round 1 of Daily 5 (12:00-12:30)

Guided Reading/Round 2 of Daily 5 (12:30-1:00)
RTI (1:00-1:45) Guided Reading/Round 3 of Daily 5 (1:00-1:30)

1:30-1:45 Review of skills (math, reading, spelling)
Letterland (1:45-2:15) Lesson Overview: Unit 10: long vowel teams ai, ay, oa, and ow List B: coast, spray, snail, blow,
Standard(s): RF.2.3 Know and apply unknown, crayon, soak, own, sopa, stay, rainbow, afraid Tricky words: once, straight Diagnostic
grade-level phonics and word analysis skills words: throw, tray, coach, wait
in decoding words
Essential Question: What are long vowel -Introduce concepts on pocket chart and live reading
teams?
I CAN(s): I can use grade level phonics

to decode and read words.
Science/Social Studies Lesson Overview:

(2:15-2:45) Read and discuss timeline passage and questions together. Students can then read the George
Standards: Washington Carver Read Works passage independently. Demonstrate how to put the dates on the
2.H.1.1 Use timelines to show sequencing of timeline from this passage. .
events.
2.H.1.2 Identify contributions of historical
figures (community, state, nation and world)
through various genres.
Essential Questions:
I can:
I can use a timeline to show the sequence of
key events in history.
End of the day 2:45 Finish/Pack up 2:50 Car riders

2:48 1st Bell car riders 3:05 Bus riders
Tuesday Jan. 31, 2017
7:35-8:00 Students will complete daily morning work covering a review of math and language arts
Breakfast & (phonics, writing, comprehension)
Announcements
Math (8:45-9:45) Lesson Overview: Remind students what we did yesterday by showing BrainPopVideo -
Standard: Coins OR Coins (you could show one of these videos another day if needed). Let students
2.MD.C.8 Solve word problems involving know just HOW important counting money really is...its a skill we will need for life! If
dollar bills, quarters, dimes, nickels, and necessary, give students bags of money again for additional counting practice or identifying
pennies, using $ and symbols different coins. Call out various amounts or have s tudents work with partners, making
appropriately.
different amounts. Let them know that the more they practice counting money, the better
Essential Question: theyll be at it.
- Teacher will work with students to complete Cent-erpillars WS (counting nickels
and pennies)
I CAN (S):
- Now that students have practiced counting dimes and quarters, pennies and nickels.
I can count money. They are going to put it all together and count a mixture of all 4 coins. Students will
complete back Cent-erpillars independently. (Counting Money)
**Optional-
Assessment:
Materials/Manipulatives/Tech: Nooks, youtube video, worksheet, tens and ones blocks, virtual
manipulatives

Standard: Lesson Overview: Review facts students learned about worms. Use lesson 2 lesson provided to
RL.2.1 Ask and answer such questions introduce the concept of point of view. (use projected charts of tennis shoes provided) Read or play
as who, what, where, when, why, and how the story Diary of a Worm. Using questions provided during reading, have students fill out sheet (on
to demonstrate understanding of key
back of yesterdays sheet) showing differences in the book of a persons point of view and a worms
details in a text.
RL.2.6 Acknowledge differences in the point of view.
points of view of characters, including by Assessment: Student participation, completed point of view chart.
speaking in a different voice for each
character when reading dialogue aloud. Materials/Manipulatives/Tech: Diary of a Worm, sample questions, charts.
Essential Question: Vocabulary words for the week: Character, point of view, text, story teller, author
Who are the characters in the story?
What are the most important events that
in this story?
read?
I CAN (S):
story and know the definition.
summarize the story.
I can read and answer questions related
to the story.
Writers Workshop Lesson Overview: Brainstorm objects that would look different from a worms point of view. On
(10:15-10:45) bubble map provided, have students choose something and describe how it would look different for
a worm. They will write about the object from a worms point of view. (This paper has another
Standard: W.2.5 With guidance and sheet on the back. You may choose to do an example together for better understanding or to use
support from adults and peers, focus on a topic the paper during work on writing.
and strengthen writing as needed by revising Assessment: Student writings
and editing.
gather information from provided sources to Materials/Manipulatives/Tech: paper/pencil
answer a question.

good writer?

when writing.
groups.
Recess (10:45-11:15)
Lunch (11:20-11:50)


in decoding words
Essential Question: What are long

vowel teams? -Quick Dash, Live Spelling, and Word Detectives


(2:15-2:45)
Standards: Teachers will read aloud or show the video of the book A Picture Book of George Washington
2.H.1.1 Use timelines to show sequencing Carver. The teacher will review as a class with them what was discussed yesterday about
of events. Timelines and how the dates in the book will be put on the timeline.
figures (community, state, nation and
world) through various genres.
https://www.youtube.com/watch?v=osvqyiz5KCQ
Essential Question:
I can:
I can use a timeline to show the sequence
of key events in history.

Wednesday Feb. 1, 2017
7:35-8:00 Students will complete daily morning work covering a review of math and language
Breakfast & arts (phonics, writing, comprehension)
Announcements
Math (8:45-9:45) Lesson Overview: Have students tell you what weve been working on for the past few days
Standard: (coins and counting money). Review what each coin looks like and have a student or two
2.MD.C.8 Solve word problems involving tell what each coin is worth. Show students video Money Money Money - YouTube
dollar bills, quarters, dimes, nickels, and - In students math journals, have students show four different ways to make specific
pennies, using $ and symbols
appropriately. amounts of money. For example, draw or show them that $.73 can be shown
MANY different ways, but they just need to show four different ways. Students can
Essential Question: draw coins or they can use bags of money to show various amounts. Show them
amounts past a dollar as well.
I CAN (S): - Help students complete Counting Money cut and paste activity. Amounts go over
a dollar so do several examples of counting money past a dollar.
I can count money.
**Optional-
Assessment:
Materials/Manipulatives/Tech: Nooks,

Standard: Lesson Overview: We will continue today describing different points of view. Review what this
RL.2.1 Ask and answer such questions as term means. Go over Vocabulary words provided for Two Bad Ants using provided handout.
who, what, where, when, why, and how to Read/ listen to the story on youtube. Discuss different points of view of ants and people. Use the
provided lesson plan for specific questions. Have students fill out chart describing the different
in a text.
RL.2.6 Acknowledge differences in the points of view in the story.
points of view of characters, including by Assessment: Student participation. chart
character when reading dialogue aloud. Materials/Manipulatives/Tech: book or read aloud for Two Bad Ants
Essential Question: Vocabulary words for the week: Character, point of view, text, story teller, author
in this story?
read?
I CAN (S):
the story.
Writers Workshop Lesson Overview:

(10:15-10:45) Choose one picture from the story Two Bad Ants and display it for students. Have them write a
detailed account of how a worm would view this experience.
Standard: W.2.5 With guidance and Assessment: Student writings
support from adults and peers, focus on a topic
and strengthen writing as needed by revising Materials/Manipulatives/Tech: paper/pencil
and editing.
answer a question.

good writer? What are the components of
a letter?

when writing.
groups.
Recess (10:45-11:15)
Lunch (11:20-11:50)


in decoding words

vowel teams?
-Live word sort

(2:15-2:45)
Standards: Students can then read the Meet Rosa Parks passage independently and put the dates on their
2.H.1.1 Use timelines to show sequencing of Timeline sheet. We will go over it after as a class. The teacher will review timelines with the
events. students and go over where the dates in the passage will go on their timeline.
Essential Question:
I can:

Thursday, Feb. 2, 2017
Breakfast & Announcements arts (phonics, writing, comprehension)
Math (8:45-9:45) Lesson Overview: Let students know that today we will be reviewing counting money by
Standard: playing a math game! Review instructions for how to play scoot game - Money Scoot
2.MD.C.8 Solve word problems involving (instructions provided). Review coins first if necessary.
dollar bills, quarters, dimes, nickels, and - After students play Money Scoot and teacher goes over answers with students,
pennies, using $ and symbols they may work on ST math or play with coins if time allows. There is also extra
appropriately.
practice on the back of Scoot recording sheet - Snack Attack WS!
Essential Question:
I CAN (S):
**Optional-
I can count money.
Assessment:
Materials/Manipulatives/Tech: Nooks

Standard: Lesson Overview: Review vocabulary words for Two Bad Ants Read or play the story again. Have
RL.2.1 Ask and answer such questions as students answer comprehension questions from the story. (Back of yesterdays paper)
who, what, where, when, why, and how to
Assessment: Comprehension questions
in a text.
RL.2.6 Acknowledge differences in the Materials/Manipulatives/Tech: Two Bad Ants, questions
points of view of characters, including by Vocabulary words for the week: Character, point of view, text, story teller, author
character when reading dialogue aloud.
Essential Question:
in this story?
read?
I CAN (S):
the story.
Writers Workshop Lesson Overview: Choose an extension activity for the provided lesson plan for Two Bad Ants.
(10:15-10:45) Assessment: student writings
Standard: W.2.5 With guidance and Materials/Manipulatives/Tech:

support from adults and peers, focus on a topic
and strengthen writing as needed by revising
and editing.
answer a question.

a letter?

when writing.
groups.
Recess (10:45-11:15)
Lunch (11:20-11:50)


in decoding words

vowel teams? -Written Word sort

Science/Social Studies The teacher will read aloud to the students A Picture Book of Rosa Parks the students will place
(2:15-2:45) the dates in the book on the timeline. The teacher will review with the students timelines and
Standards: how to place the dates from the book on their timeline.
2.H.1.1 Use timelines to show sequencing of
events.
Essential Question:
I can:
I can use a timeline to show the sequence of
key events in history.

Friday Feb. 3, 2017
Breakfast & arts (phonics, writing, comprehension)
Announcements
Math (8:45-9:45) Lesson overview: Review counting/adding money skills any way youd like...through a game,
Standard: examples on the board, or the back of yesterdays scoot game. Administer Money quiz to
2.MD.C.8 Solve word problems involving students.
dollar bills, quarters, dimes, nickels, and
pennies, using $ and symbols *Students may work on ST math or play Math DUEL if time allows!
appropriately.
Essential Question: Vocabulary words for the week: penny, nickel, dime, quarter, value, worth
**Optional-
I CAN (S):
I can count money. Assessment: 2 digit subtraction with regrouping quiz
Materials/Manipulatives/Tech: nooks

Standard: Lesson Overview:
RL.2.1 Ask and answer such questions as See separate lesson plan for Dog or Cat ...What is Your Point of View? (The story I Am the Dog, I am
who, what, where, when, why, and how to the Cat by Donald Hall can be found on youtube.
( a chart is provided if you choose to have students write about the different point of view in the
in a text.
RL.2.6 Acknowledge differences in the story)
points of view of characters, including by Assessment: Assessment: Student participationVocabulary words for the week: Character, point
speaking in a different voice for each of view, text, story teller, author
character when reading dialogue aloud.
Essential Question:
Who are the characters in the story? Materials/Manipulatives/Tech:
in this story?
read?
I CAN (S):
the story.
Writers Workshop Lesson Overview: Choose an extension activity from reading lesson plan for the students to
(10:15-10:45) complete.
Assessment: Student writings
Standard: W.2.5 With guidance and
support from adults and peers, focus on a topic Materials/Manipulatives/Tech:
and strengthen writing as needed by revising
and editing.
answer a question.

a letter?

when writing.
groups.
Recess (10:45-11:15)
Lunch (11:20-11:50)


unknown, crayon, soak, own, sopa, stay, rainbow, afraid Tricky words: once, straight Diagnostic
Standard(s): RF.2.3 Know and words: throw, tray, coach, wait
apply grade-level phonics and word
analysis skills in decoding words
-Sparkle and Spelling Test
Essential Question: What are
long vowel teams?
I CAN(s): I can use grade level

phonics to decode and read
words.
Science/Social Studies The students will read the African American Leaders readworks passage and do questions. The
(2:15-2:45) teacher will review timelines with them and the students will put the dates and events from that
Standards: passage on their timeline.
2.H.1.1 Use timelines to show sequencing of
events.
Essential Question:
I can:


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January 30, 2017

*Students may work on ST math if time allows.

Materials/Manipulatives/Tech: youtube videos, activity sheet, websites...

Shared Reading (9:45-10:15)

Writers Workshop Lesson Overview:

Essential Question: What makes a

I CAN (S): I can use descriptive words

Read Aloud (11:50-12:00) Read Aloud

Guided Reading Guided Reading/Round 1 of Daily 5 (12:00-12:30)

RTI (1:00-1:45) Guided Reading/Round 3 of Daily 5 (1:00-1:30)

I CAN(s): I can use grade level phonics

Science/Social Studies Lesson Overview:

End of the day 2:45 Finish/Pack up 2:50 Car riders

*Students may work on ST math if time allows.

Shared Reading (9:45-10:15)

Essential Question: What makes a

I CAN (S): I can use descriptive words

Read Aloud (11:50-12:00) Read Aloud

Guided Reading Guided Reading/Round 1 of Daily 5 (12:00-12:30)

RTI (1:00-1:45) Guided Reading/Round 3 of Daily 5 (1:00-1:30)

Essential Question: What are long

I CAN(s): I can use grade level phonics

Science/Social Studies Lesson Overview:

End of the day 2:45 Finish/Pack up 2:50 Car riders

*Students may work on ST math if time allows.

Shared Reading (9:45-10:15)

Writers Workshop Lesson Overview:

Essential Question: What makes a

I CAN (S): I can use descriptive words

Read Aloud (11:50-12:00) Read Aloud

Guided Reading Guided Reading/Round 1 of Daily 5 (12:00-12:30)

RTI (1:00-1:45) Guided Reading/Round 3 of Daily 5 (1:00-1:30)

Essential Question: What are long

Science/Social Studies Lesson Overview:

End of the day 2:45 Finish/Pack up 2:50 Car riders

Shared Reading (9:45-10:15)

Standard: W.2.5 With guidance and Materials/Manipulatives/Tech:

Essential Question: What makes a

I CAN (S): I can use descriptive words

Read Aloud (11:50-12:00) Read Aloud

Guided Reading Guided Reading/Round 1 of Daily 5 (12:00-12:30)

RTI (1:00-1:45) Guided Reading/Round 3 of Daily 5 (1:00-1:30)

Essential Question: What are long

I CAN(s): I can use grade level phonics

End of the day 2:45 Finish/Pack up 2:50 Car riders

Shared Reading (9:45-10:15)

Essential Question: What makes a

I CAN (S): I can use descriptive words

Read Aloud (11:50-12:00) Read Aloud

Guided Reading Guided Reading/Round 1 of Daily 5 (12:00-12:30)

RTI (1:00-1:45) Guided Reading/Round 3 of Daily 5 (1:00-1:30)

I CAN(s): I can use grade level

End of the day 2:45 Finish/Pack up 2:50 Car riders

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