Whitehills Elementary School
Weekly Elementary School Lesson Plan
Teachers: Molly Petersen Week of: Mar 6-10
Grade Level: 2nd Grade
Subject Common Core State Standards
CCSS.MATH.CONTENT.2.MD.D.9- Generate measurement data by
measuring lengths of several objects to the nearest whole unit, or by making
Math repeated measurements of the same object. Show the measurements by
making a line plot, where the horizontal scale is marked off in whole-number
units.
CCSS.MATH.CONTENT.2.MD.D.10- Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set with up to four categories. Solve
simple put-together, take-apart, and compare problems1 using information
presented in a bar graph.
Objectives
Know about the different types of graphs (picture and bar) and how to
create them
Answer questions about the graphs and data they present
Make comparison statements about graphs
Instructional Strategy
Mon 5-3: Students will start learning about various types of graphs. To activate
prior knowledge and see what they already understand about graphs, I will
do a graphic organizer as a math talk to start off with (web chart). Students
will answer and Ill record their ideas. (Maybe read a book to them about
graphs, if Kim isnt using it). Have students return to seats to come up with
their own graphs on the back of their white boardsgive 8 pennies to
Maya, 5 pennies to Anthony, and 2 pennies to Sona. Have students share
their graphs and have class discussion about what they notice and they
types of questions we can answer from our graphs (see lesson for
questions). Practice drawing picture graphs in a different way (vertically)
next, and have a discussion after.
Advance Prep:
Writing Prompts
Tues 5-4: Review concepts discussed yesterday. Show students another picture
graph to analyze together as a class, answering questions about the data
collected. (X has how many more/fewer balloons than Y, X needs however
many things to have as many as Y has, how many things altogether?, two
people read 7 books which two people read?) Draw puzzle penguin mistake
on paper to show students its important that our pictures on our graphs
have to be lined up (so we can easily and accurately read our data). Have
students return to seats then individually do journal pages 223 and 224,
check with a partner, then choose which differentiation card theyd like to
do together.
Advanced Prep:
Differentiation cards
Wed 5-5: Todays lesson focuses on turning picture graphs into bar graphs. Start
with a penny graph like the picture graphs students created in lesson 3
(James has 7 pennies, Roberto has 3, Melanie has 8, and Sonia has 5). Show
students how the number are added at the bottom of the graph on the x-axis
and make the connection that the numbers at the bottom of the graph are
like a rule, with zero included. Show students how to turn their picture
graphs into bar graphs by filling in all the squares until the last one for each
category. Also, tell students how they can quickly read the totals for each
category by finding the end of the bar and seeing what number is under it.
Survey students about their favorite pizza toppings to do journal page 235
together, then have students individually complete pg. 236. Check with
partners then choose differentiation cards to do with their partners.
Advanced Prep:
Thurs 5-6: We will begin by looking at the horizontal and vertical bar graphs
found in student journals on page 237. Discuss similarities and differences
between graphs, then ask students other discussion questions found in
lesson. Have students individually complete journal page 238 after, then go
over question altogether as a class. Be sure to point out the changes students
need to make in order to change bar graphs from a horizontal format to a
vertical format (scale, labels). Have students work with their table partners
to answer questions about the bar graphs on pg. 238 (I will display these
questions on the board) and have a whole-class discussion after. Have
students do writing prompts as an extension at end. Give Quick Quiz 2 at
end of lesson.
Advanced Prep:
Fri Math Activity- Differentiation Fridays
From the Quick Quiz given yesterday, I will group students into groups
based on ability (advanced, on level, and low). The low group needs extra
support and will be working with me, reviewing the basic bar graphs
concepts weve been learning this week and completing a worksheet on
their own. The on-level and advanced group will be able to complete their
tasks individually. The on-level group will complete differentiation cards
that are at their level, while the advanced group will complete the challenge
activity.
Advanced Prep:
Differentiation cards, worksheets
Materials SMARTboard, Doc Cam, math journals
Homework Homework Pages 5-3 and 5-5
Subject Common Core State Standards
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.
Reading CCSS.ELA-LITERACY.L.2.2.D: Generalize learned spelling patterns when writing
words (e.g., cage badge; boy boil).
Objectives
Answer the question of the week: How do changes in the weather affect us?
Learn about -oo, -ue, -ew, and -ui digraphs
Learn how good readers identify plot/theme in stories, then monitoring and
clarifying after they read
Instructional Strategy
Mon Unit 4, Week 3: After the Spelling pre-test, students will come to the floor
to watch the Reading Street weekly concept video. We will go over the
amazing words in the video and then sing the weekly Reading Street song.
Then well go over the sound cards, which focus on -oo, -ue, -ew, and -ui
digraphs and do a worksheet relating to that concept (RWN pg. 337). Then
we will blend words on pg. 156 and do the I Can Read on pg. 157. I will
play the video for the readers strategy of the week, which is about
identifying plot/theme and monitoring/clarifying after we read. Then Ill
read a story to students and theyll answer questions about the story (The
Grasshopper and the Ant), practicing the readers skills of the week.
Questions:
How do changes in weather affect us?
Advanced Prep:
Look over RS week video and vocabulary words, download all worksheets
for the week
Tues Students will start at the floor and sing the song of the week. Students will
do the high frequency words worksheet (RWN pg. 338) together then listen
to the audio that goes with the story The First Tortilla (pg. 162) in order to
build background knowledge. After that, well read the story altogether,
with me asking discussion/comprehension questions as we go.
Advanced Prep:
Read story and identify which questions I will ask while reading the
story
Wed Students will join me at the front of the room and sing the song of the week.
We will read a selection about prefixes (pg. 160-161), a multiple- meaning
word worksheet (RWN pg.) and a plot/theme worksheet (RWN pg. 347).
Then students will return to their seats, independently completing the
spelling worksheet of the week.
Advanced Prep:
Look over spelling worksheet to make sure there are no
tricky/confusing parts for students
Thurs After library, students will get with their reading buddies and re-read the
story of the week (The First Tortilla, pg. 162). Then they will answer
comprehension questions at the end of the story.
Fri After reading with our fifth grade buddies, students will join me at the floor
for the weekly song. Then, we will read a guide comprehension passage
(Wind) and answer comprehension questions together as a class. Then,
well read the Sleuth section and students will answer the provided
questions with their partners (turn and talk).
Advanced Prep:
Read Sleuth selection and GR passage ahead of time, looking over
those questions
Key Vocabulary Condition
Predict
Terrifying
Breeze
Whip
Sparkle
Funnel
Swirl
Materials SMARTboard, worksheets, spelling word lists, Reading Street book, spelling paper
Subject Standards
CCSS.ELA-LITERACY.W.2.5- With guidance and support from adults and peers,
focus on a topic and strengthen writing as needed by revising and editing.
Writing
Objectives
Write and revise writing pieces focusing on the realistic fiction genre.
Instructional Strategy
Mon Weve discussed before about how its important to revise as we write and
not wait until the very end. Today, I want to remind you that writers are
always revising and trying to write their best work, which they do by
revising. When we revise, two strategies we can use are adding more or
taking away. Writers add more when they need to add more detail to make
things clear, or to draw importance to something in our writing. (Show
example of previous revision about adding more in Beckys dogs piece).
Writers take out things in their writing when it is not needed or repeated.
(Show example of Beckys dog that I create). Now weve practiced together
adding in and taking out, I want you to go back through your old writing
and look for revisions you can make. Focus on pieces that you think youd
like to publish. Send students back to seats to revise then write.
Advanced Prep:
Example writing to be revised by taking things out
Tues Yesterday we practiced how to revise our writing by adding in or taking
out things. Today, we will practice this skill even more, but with the help of
our writing partners. Our partners can help us see things we miss, such as
things we could add in or things we should take out. Before I send us back
to seats to get our writing folders and decide with piece were sharing with
our partners, I want you to make eye contact with your partner and decided
who is partner A and who is partner B. Partner A will share their story first
for feedback from partner B, then youll switch roles. Send students back
to gather writing and find a place in the room to revise. Then have students
come back to seats to write independently.
Advanced Prep:
Review students writing pairs
Wed Students use laptops to type up stories.
Advanced Prep:
Get laptops before children come in from afternoon recess
Thurs After discussing how to revise our writing to make it our best, there is
another way to revise our work. That way is to take the most important part
of our story, or the heart of our story, and stretch it out. This is the heart
or most emotional, important part to our story. Stretching that part out is
like turning the doorknob example we discussed earlier in class. We took
one moment and stretched it out by adding in more detail, reliving the
moment to our readers. As you go back through your writing, ask yourself
what is the most important part of my writing that I want readers to really
focus on and relive? When you find that part, you can mark a heart on the
top of the page, so you know to go back and revise that part of our story
(the heart of our stories). This will add to our writing and make it that
much better. Read mentor text and have students identify what the heart
of the story is. Send students back to seats to write.
Advanced Prep:
Find mentor text to bring in and read
Fri Weekly Spelling Test- No Writing
Materials Paper, Doc Cam, writing sample, conference sheet, mentor texts
Subject Standards
2-ESS2-3 Obtain information to identify where water is found on Earth and
that it can be solid or liquid
Science Objectives:
Students obtain data from investigations done in class and communicate their
findings to each other about the path water travels
Students will be able to answer the driving question (how do we get the water
that we use every day?)
Students will be able to compare/contrast freshwater bodies of water vs. ocean
water
Students will build knowledge about how animals and plants get and use water
Instructional Strategy
Mon iPads- No Science
Tues Finish up journal pages from Lesson 11 (pgs. 37-38)
Lesson 12
Key Questions:
How do plants and animals in the wild get the water they need
to survive?
Before this lesson, I will set up celery stalks in dyed water and cut carrot
tops in water as well. Both will be investigations used for students to see
how plants take up water, but well need to view the results about 2-3
days later. Well have a discussion then about what happened, what
changed, what we noticed, and make the connection that plants do need
water and they take water up from their roots to the rest of the plant. For
todays lesson, start with the question, Do plants need water? Why?
How do you know?. Have a whole-class discussion about this and
show the celery and carrots to students. Record student predictions for
both investigations and have students do the same in their journals.
Advanced Prep:
Cut up celery and carrots; bring in dye for the water.
Wed Lesson 13
Key Questions:
How do groundwater and bodies of water become polluted?
What can be done to protect and conserve water sources?\
I will set up a model showing a neighborhood with four wells in it, along
with all the layers of Earth weve discussed and modeled so far (rocks,
pebbles, sand, soil. Straws will represent the wells. I will pose the
questions What would happen if groundwater became polluted? What
if lakes and rivers were polluted? I will then do the demo and add in
pollutants (colored water) to show how those pollutants go through all
the layers of the ground and then seep into our drinking water from the
wells. We will discuss as a whole-class more types of pollution and why
pollution is so harmful to our water supplies. We will end the discussion
with how we can help protect and conserve clean water supplies
(conserve water usage in your home, only wash full loads of dishes and
clothes, dont litter, recycle, dont dump any harmful substances in
lakes/rivers).
Advanced Prep:
Set up pollution model ahead of time
Thurs Lesson 12- Pt. 2
See above box for what we will be discussing here. Have students fill
our corresponding journal pages about their predictions and what
happened in the experiment.
Fri iPads- No Science
Materials
