Glenda Palomino's Lesson Plans for the Week of Sep 15, 2019
Mon, Sep 16 (Day A)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. I ku Mau Mau
4. Go over Schedule/
Calendar
5. Go over "How are you
doing today?" Chart
6. Sharing with each other
what they did during the
weekend and write about it.
"Weekend News"
MATH 2 (9:00 AM - 10:30 AM)
Reflex Math
9:00 - 9:15
Number of the Day
9:15-9:25
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
Glenda Palomino
Tue, Sep 17 (Day B)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. I ku Mau Mau
4. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
Reflex Math
9:00 - 9:15
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
Wed, Sep 18 (Day C)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. I ku Mau Mau
4. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
Reflex Math
9:00 - 9:15
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
Thu, Sep 19 (Day D)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. I ku Mau Mau
4. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
Reflex Math
9:00 - 9:15
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
Fri, Sep 20 (Day E)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. I ku Mau Mau
4. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
Reflex Math
9:00 - 9:15
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
Page 1 of 11
 Mon, Sep 16 (Day A)
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Computation and Concepts
Test
Scholars will practice taking
the dibels computation and
concepts test. They will be
timed. (9:25-9:45)
Whole Class Instruction
Ms. Palomino:
Ms. Palomino:
Core Standard:
CCSS.Math.Content.2.NBT.A
.3
Glenda Palomino
Tue, Sep 17 (Day B)
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:15 - 10:15
Ms. Palomino
Core Standard: 2.NBT.A.1a
Learning Intention: Scholars
can demonstrate a three digit
number using ones, tens,
and, hundred blocks and by
drawing a quick picture.
Rational: Scholars should be
able to recognize that the
digits in a number change in
value depending on it's place
value.
Wed, Sep 18 (Day C)
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:15 - 10:15
Ms. Palomino
Core Standard: 2.NBT.A.3,
2.NBT.A.1a
Learning Intention: Scholars
are able to recognize what
digit is in the ones, tens, and
hundreds place. They will
also recognize the value of
the digits.
Rational: Scholars should
understand that the value of
a digit changes depending on
the place value.
Thu, Sep 19 (Day D)
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:15 - 10:15
Ms. Palomino
Core Standard: 2.NBT.A.3
Learning Intention: Scholars
is able to tell you the value of
a digit depending on its place
value.
Rational: Scholars should
recognize that the value of a
digit can change depending
on the its place.
Success criteria: Scholar
knows if a number is in the
Fri, Sep 20 (Day E)
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:15 - 10:15
Ms. Palomino
Core Standard: 2.NBT.A.3
Learning Intention: Scholar
can read a 3 digit number
and write it in word form.
Rational: Scholars should be
able to read a 3 digit number
and also begin to practice
how to write it in word form.
Success criteria: If scholar
knows to read the number
starting with the hundreds
and then combining the tens
Page 2 of 11
 Mon, Sep 16 (Day A)
Learning Intention: "I can
recognize that 10 tens makes
100"
Rational: Scholars need to
understand that next place
values (hundreds) and that
similarly to 10 ones = 1 ten.
10 tens = 100.
Success criteria: Scholar is
able to count how many tens
there are as well as how
many hundreds that makes.
Explicit Instruction:
I do: We will review with
our place value song. We will
go over how make ones we
need to make a 10 and how
many 10's you need to make
100. Today we will continue
to make groups of 10's but
we might have some 10's left
over.
We do: Similarly to the day
before I will have scholars
make groups of tens; but I
will point out that we have
some 10's left over. Using a
place value chart we will
place how many hundreds
Glenda Palomino
Tue, Sep 17 (Day B)
Success criteria: If scholars
are able to recognize the
order of place value and use
the correct representation for
the digits.
Explicit Instruction:
I do: I will review with
scholars about our place
value house that includes for
now: ones, tens, and then
hundreds. I will review with
them what kinds of blocks we
use for each place value. I
will show pictorial
representations of this.
Scholars will then be handed
a graphic organizer and
some place value blocks.
We do: With guidance I will
demonstrate to scholars how
I would use the blocks to
represent a 3 digit number. I
will then have scholars try
some on their own. Once
they've gotten the hang of it, I
will demonstrate how to draw
a quick picture.
You do: Scholars will have
to show a 3 digit number
Wed, Sep 18 (Day C)
Success criteria: Scholar is
able to show the value of a
digit and write a 3 digit
number in expanded form.
Explicit Instruction
I do: We will begin by
reviewing the difference
between the ones, tens, and
hundreds place. Scholars will
practice drawing a quick
picture of 3 digit numbers. I
will then explain that by
looking at a drawing we can
see how many hundreds,
tens, and ones there are.
We do: Scholars will be
given representations of 3
digit numbers and they have
to fill out a graphic organizer
that asks how many
hundreds, tens, and ones
there are.
You do: On their own
scholars will have to figure
out the number by looking a
picture. Scholars will also
have to write down the 3 digit
number after getting clues
(i.e. this number has a 3 in
Thu, Sep 19 (Day D)
ones, tens, hundreds, and its
value.
Explicit Instruction:
I do: I will begin by
reviewing to scholars that we
have different place values
and that the value of a digit
will change depending where
it's at. For example 607 has 7
ones, 0 tens, and 6
hundreds. The Value of the
ones is 7, tens is 0, and 6 is
600.
We do: Together we will
write 3 digit numbers in their
expanded forms. I will
demonstrate to scholars with
a couple problems on the
whiteboard.
You do: Scholars will work
on writing the value of the
digits in 3 digit numbers.
They will have to write the
expanded form.
Standards/
Expectations:
CCSS.Math.Content.2.NBT.A.3
Fri, Sep 20 (Day E)
and ones. Is able to sound
out and write the number.
Explicit Instruction:
I do: I will begin by
explaining that when reading
a 3 digit number you have to
start with the hundreds place
and then combine the tens
and ones. We can then use
this knowledge to try to
sound our number and write
it in word form.
We do: I will pass out to
scholars a sheet that
includes the word form of
many numbers to help them
with their spelling. Together
we will then work on reading
3 digit numbers and then
writing them in word form.
You do: Scholar has to try
their best to write a 3 digit
number in word form on their
own.
Standards/
Expectations:
Page 3 of 11
 Mon, Sep 16 (Day A)
and tens we have to figure
out our final number.
You do: Scholars will have
to make groups of 10's to
make hundreds and then
recognize how many tens
they have left figuring out the
value of the digit.
Standards/
Expectations:
CCSS.Math.Content.2.OA.C.3
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
Introducing Essential
Question: “How do we care
for animals?” (10:15 - 11:00)
Strategy Ask and Answer
Q's:
Explain to scholars that as
they read they can ask
questions about the story and
then find the answers as they
read along.
Read Aloud
Genre: Narrative Nonfiction
“Taking care of Pepper”
Glenda Palomino
Tue, Sep 17 (Day B)
using quick pictures and
value blocks.
Standards/
Expectations:
CCSS.Math.Content.2.NBT.A.1a
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
Introducing Essential
Question: “How do we care
for animals?” (10:30 - 11:00)
Strategy Ask and Answer
Q's:
Explain to scholars that as
they read they can ask
questions about the story and
then find the answers as they
read along.
Echo Read
Genre: Narrative Nonfiction
“Taking care of Pepper”
Wed, Sep 18 (Day C)
the hundreds, 2 in the tens,
and 1 in the ones place).
Standards/
Expectations:
CCSS.Math.Content.2.NBT.A.3
CCSS.Math.Content.2.NBT.A.1a
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
Introducing Essential
Question: “How do we care
for animals?” (10:30 - 11:00)
Strategy Ask and Answer
Q's:
Explain to scholars that as
they read they can ask
questions about the story and
then find the answers as they
read along.
Read Aloud
Genre: Narrative Nonfiction
Thu, Sep 19 (Day D)
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
Introducing Essential
Question: “How do we care
for animals?” (10:30 - 11:00)
Strategy Ask and Answer
Q's:
Explain to scholars that as
they read they can ask
questions about the story and
then find the answers as they
read along.
Echo Read
Genre: Narrative Nonfiction
Fri, Sep 20 (Day E)
CCSS.Math.Content.2.NBT.A.3
LANGUAGE ARTS 2 (10:30 AM -
11:00 AM)
Introducing Essential
Question: “How do we care
for animals?” (10:30 - 11:00)
Strategy Visualize:
Explain to scholars that as
they read it helps to
summarize what they have
read by stating the most
important events and details
of the story in their own
words.
Partner Read
Genre: Narrative Nonfiction
Page 4 of 11
 Mon, Sep 16 (Day A)
-Students will introduce the
title of the story, genre, and
essential question.
-Teacher will then read the
story and ask comprehension
questions as students are
following along with their
fingers.
-At the end of the story we
will discuss how it relates to
the essential question “How
do we care for animals?”
Vocabulary Wonders (11:30
- 12:45)
Allowed, care, excited,
needs, roam, safe,
wandered, wild.
We will introduce the
vocabulary words for the
week. We will think of a
sentence that goes with the
word and scholars will act out
the sentence.
Standards/
Expectations:
CCSS.ELA-
Literacy.RL.2.1
Glenda Palomino
Tue, Sep 17 (Day B)
-For today scholars will be
echo reading the story. I will
read about a paragraph at a
time and scholars will repeat
as a group.
-After the story is over we will
go over the main idea and
details of the story.
Vocabulary Wonders (11:30
- 11:45)
Allowed, care, excited
-Teacher will present three of
this week’s vocabulary
words.
Teacher will then ask
scholars what they know
about the word. After
reviewing, teacher will
present a sentence using the
word.
-scholars will have to do their
best in the writing the
sentence on their
whiteboards.
-As scholars are writing their
sentences, teacher will walk
around the room to check
their work.
-Teacher will then write out
the sentence on the board
Wed, Sep 18 (Day C)
Lola and Tiva: An Unlikely
Friendship
-Students will introduce the
title of the story, genre, and
essential question.
-Teacher will then read the
story and ask comprehension
questions as students are
following along with their
fingers.
-At the end of the story we
will discuss how it relates to
the essential question “How
do we care for animals?”
Vocabulary Wonders (11:30
- 11:45)
needs, roam, safe
-Teacher will present two of
this week’s vocabulary
words.
Teacher will then ask
scholars what they know
about the word. After
reviewing, teacher will
present a sentence using the
word.
-scholars will have to do their
best in the writing the
sentence on their
whiteboards.
Thu, Sep 19 (Day D) Fri, Sep 20 (Day E)
Lola and Tiva: An Unlikely Lola and Tiva: An Unlikely
Friendship Friendship”
-For today scholars will be -For today scholars will do
echo reading the story. I will partner reading. They will
read about a paragraph at a have to sit next to their
time and scholars will repeat partner, read the story
as a group. together, and discuss what
-After the story is over we will happened after each page.
go over the main idea and
details of the story. Standards/
Expectations:
CCSS.ELA-
Vocabulary Wonders (11:30
Literacy.RL.2.1
- 11:45)
wandered, wild.
CCSS.ELA-
-Teacher will present two of Literacy.RL.2.2
this week’s vocabulary
words.
Teacher will then ask
scholars what they know
about the word. After
reviewing, teacher will
present a sentence using the
word.
-scholars will have to do their
best in the writing the
sentence on their
whiteboards.
-As scholars are writing their
sentences, teacher will walk
Page 5 of 11
 Mon, Sep 16 (Day A)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
Introduction to Centers
Isela: Scholars will be
working on skills in phonemic
awareness and high
frequency words (red 1 and
red 2). Scholars in (yellow
group) will focus more on
building their speed. High
frequency words, same
pattern repetition, and
partner reading. (Green, blue
Glenda Palomino
Tue, Sep 17 (Day B)
while spelling out the words.
scholars will repeat the
spelling.
Standards/
Expectations:
CCSS.ELA-
Literacy.RL.2.1
CCSS.ELA-
Literacy.RL.2.2
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
Introduction to Centers
Isela: Scholars will be
working on skills in phonemic
awareness and high
frequency words (red 1 and
red 2). Scholars in (yellow
group) will focus more on
building their speed. High
frequency words, same
Wed, Sep 18 (Day C)
-As scholars are writing their
sentences, teacher will walk
around the room to check
their work.
-Teacher will then write out
the sentence on the board
while spelling out the words.
scholars will repeat the
spelling.
Standards/
Expectations:
CCSS.ELA-
Literacy.RL.2.1
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
Introduction to Centers
Isela: Scholars will be
working on skills in phonemic
awareness and high
frequency words (red 1 and
red 2). Scholars in (yellow
group) will focus more on
building their speed. High
frequency words, same
Thu, Sep 19 (Day D) Fri, Sep 20 (Day E)
around the room to check
their work.
-Teacher will then write out
the sentence on the board
while spelling out the words.
scholars will repeat the
spelling.
Standards/
Expectations:
CCSS.ELA-
Literacy.RL.2.1
CCSS.ELA-
Literacy.RL.2.2
LUNCH (11:00 AM - 11:30 AM) LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM -
12:45 PM) 12:45 PM)
Introduction to Centers Comprehension Test (11:30
Isela: Scholars will be - 11:45)
working on skills in phonemic Vocabulary Wonders (11:45
awareness and high - 12:00)
frequency words (red 1 and Allowed, care, excited,
red 2). Scholars in (yellow needs, roam, safe,
group) will focus more on wandered, wild.
building their speed. High I will present scholars will a
frequency words, same sheet that will help them
pattern repetition, and review their vocabulary
partner reading. (Green, blue
Page 6 of 11
 Mon, Sep 16 (Day A)
1, and blue 2 groups) will
work on building their
comprehension. They will
read a story and answer
comprehension questions.
They will also work on
partner reading and timing
each other.
Ms Palomino: Scholars will
work on identifying the
"predicate" in a sentence.
I do: We will review subjects
from last week and I will
explain to my scholars that
the predicate is what the
subject is doing in the
sentence. For example: Sam
finds a kitten. "Sam" is the
subject and "Finds the kitten"
is the predicate.
We do: Together we will go
through some sentences and
find the subject and then
predicate.
You do: Scholars will be
given some sentences and
they will have to underline
the subject in red and
predicate in green.
Lexia: Scholars will work on
their level of Lexia.
Glenda Palomino
Tue, Sep 17 (Day B)
pattern repetition, and
partner reading. (Green, blue
1, and blue 2 groups) will
work on building their
comprehension. They will
read a story and answer
comprehension questions.
They will also work on
partner reading and timing
each other.
Ms Palomino: Scholars will
review inflectional endings (-
ed, -ing)
I do: We will review what
verbs are and why we add -
ed and -ing endings to
verbs.
We do: we will work on
adding -ed and -ing ending to
verbs.
You do: Scholars will have to
add the endings depending
on the tense of the
sentence.
Lexia: Scholars will work on
their level of Lexia.
Readworks: Scholars will
read various types of articles
and answer comprehension
questions.
Wed, Sep 18 (Day C)
pattern repetition, and
partner reading. (Green, blue
1, and blue 2 groups) will
work on building their
comprehension. They will
read a story and answer
comprehension questions.
They will also work on
partner reading and timing
each other.
Ms Palomino: We will review
how to find the root word in a
word.
I do: Scholars should
understand that words with
inflectional endings can have
those endings removed to
reveal the root word.
We do: We will practice
removing the ending of some
words to find the root word.
You do: Scholars will be
given certain words and they
will have to discuss the root
word.
Lexia: Scholars will work on
their level of Lexia.
Read to Self: Scholars will
have to read to themselves.
Thu, Sep 19 (Day D) Fri, Sep 20 (Day E)
1, and blue 2 groups) will words. They will have to
work on building their match a word with the correct
comprehension. They will definition.
read a story and answer
comprehension questions. Vocabulary Test (12:00 -
They will also work on 12:15)
partner reading and timing
Spelling Test (12:15 - 12:30)
each other.
Lexia (12:30 - 12:45)
Ms Palomino: Scholars will
be introduced to using
commas after a sequence
word.
I do: Scholars will be
introduced to different
sequence words we use in
our writing like first, next,
then, last. I will then explain
that we always use a a
comma after these words.
We do: We will practice
writing a step by step
instructions in how to make
scrambled eggs. We will
write our sentences together.
First, you have to ... Next,..
You do: Scholars will then
have to provide their own
instructions of something of
their choice using the
sequence words and
commas.
Page 7 of 11
 Mon, Sep 16 (Day A)
Readworks: Scholars will
read various types of articles
and answer comprehension
questions.
Read to Self: Scholars will
have to read to themselves.
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Learning Intention: Scholars
understand the structure of
college, different degrees you
can get, and the different
amount of colleges present.
Rational: Scholars should be
able to recognize how
college works.
Success criteria: Based on
their conversations I will
notice if scholars understand
how different college is from
K-12.
Explicit Instruction:
I do: I will begin by
introducing our topic for the
day: College 101. I will
Glenda Palomino
Tue, Sep 17 (Day B)
Read to Self: Scholars will
have to read to themselves.
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Learning Intention: Scholars
understand the structure of
college, different degrees you
can get, and the different
amount of colleges present.
Rational: Scholars should be
able to recognize how
college works.
Success criteria: Based on
their conversations I will
notice if scholars understand
how different college is from
K-12.
Explicit Instruction
I do: For today we will dive
into different facts about the
school that we chose. We will
Wed, Sep 18 (Day C)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
https://mysteryscience.com/bi
odiversity/mystery-1/biodiver
sity-classification-patterns/17
4?r=53763086#slide-id-0
"How many different kinds of
animals are there?"
Core Standard: Standard 3
Learning Intention: Scholars
will practice using
observations to come up with
answers to a question.
Scholars will know that the
sun moves across the sky
from dawn until dusk.
Rational: Scholars need to
practice being able to come
up with hypotheses to
problems/questions.
Thu, Sep 19 (Day D) Fri, Sep 20 (Day E)
Lexia: Scholars will work on
their level of Lexia.
Readworks: Scholars will
read various types of articles
and answer comprehension
questions.
Read to Self: Scholars will
have to read to themselves.
RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Core Standard: Science
Standard 1
Learning Intention: I can
frame questions: Observe
using senses, create a
hypothesis, and focus a
question that can lead to an
investigation.
Rational: Scholars are able to
use their different senses to
figure out the hidden object.
Success criteria: If a scholar
is able to create a hypothesis
and discuss it with their
classmates. Their hypothesis
needs to be based on their
observations.
Page 8 of 11
 Mon, Sep 16 (Day A)
explain to scholars that today
we will be talking about all
things college. I will begin by
talking about my experience
attending the U. I will then
have scholars ask me
questions about my
experience. I will then show
them some videos about
what school is like and some
of the different colleges in the
state. https://www.youtube.co
m/watch?v=U6jw-KvIIMU
https://www.youtube.com/wat
ch?v=bAdZLGtppgU
https://www.youtube.com/wat
ch?v=J0v7IH2_sHw
https://www.youtube.com/wat
ch?v=E-mpmqgr-bI
https://www.youtube.com/wat
ch?v=dxQmmrS8Aac
We do: I will introduce our
project: We have to pick a
college of our choice and
then decorate our door with
things about that college. I
want them to choose one of
the colleges that we showed
or a different college they
might have in mind. We will
make our decision together.
Glenda Palomino
Tue, Sep 17 (Day B)
look into their website and
get details about the history,
their logos, degrees, clubs,
and location.
We do: Scholars will ask
questions about the school
and we will work on finding
the answers about it.
You do: Scholars will have
to finish up their decorations
for our door.
Wed, Sep 18 (Day C)
Success criteria: I will
determine their
understanding from the
conversations they have.
Explicit Instruction:
I do: We will introduce how
in the past when we didn't
have much technology;
scientists had to use their
observations (drawings and
writing) to explain new
animals that they discovered.
They also began to sort
animals together by their
characteristics.
We do: Scholars will have
to discuss with their partners
how they would describe
different animals and group
them.
You do: Scholars will be
given animal cards (with
some characteristics) and
they will have to give it a shot
a grouping them. Scholars
will have to explain their
thinking. We will then go
through together and discuss
what characteristics
scientists use to organize
Thu, Sep 19 (Day D) Fri, Sep 20 (Day E)
Explicit Instruction:
I do: I will first begin by
explaining to students the
activity for the day. I will tell
my expectations and we will
model how the activity should
look like.
You do: Students will take
time rotating from different
sock stations. They will have
to stick their hands in and
guess what’s inside. They will
have to make notes of their
observations. How does it
feel? What texture? How big
is it? What is my guess?
We do: Students will come
together and discuss their
hypothesis about what’s
inside the socks. Then they
will have to come up with
questions that would help
them narrow down their
answers.
Standards/
Expectations:
1.
Page 9 of 11
 Mon, Sep 16 (Day A) Tue, Sep 17 (Day B) Wed, Sep 18 (Day C) Thu, Sep 19 (Day D) Fri, Sep 20 (Day E)

You do: Scholars will have animals. (i.e. bones/no

to decorate a banner; with bones, how young are born,
what they would like to do fur/scales etc.).
when they are older and use
the colors from the school. Standards/
Expectations:
Standards/ 3.
Expectations:

2. 1.

LATINX STUDIES (2:00 PM - 2:50 MUSIC/DANCE (2:00 PM - 2:50 LATINX STUDIES (2:00 PM - 2:50 MUSIC/DANCE (2:00 PM - 2:50
PM) PM) PM) PM)

Go over protocol for Culture. Go over protocol for Culture.

(2:00 - 2:10) (2:00 - 2:10)
Stand in line quietly. Arms to Stand in line quietly. Arms to
the side, Face forward. Line the side, Face forward. Line
leader and line checker. leader and line checker.
Walk in quietly in a circle and Walk in quietly in a circle and
practice monthly chants. practice monthly chants.
2:10 - 2:30 Art Activity: I want 2:10 - 2:30 Art Activity: I want
scholars to review with me scholars to review with me
the legend of the Aztec the legend of the Aztec
Creation Story. Using motifs Creation Story. Using motifs
from the story scholars will from the story scholars will
create an art piece. We will create an art piece. We will
focus on the creation of the focus on the creation of the
sun and moon. Scholars will sun and moon. Scholars will
make two drawings; one make two drawings; one
focused on the sun and the focused on the sun and the
other on the moon. They will other on the moon. They will

Glenda Palomino Page 10 of 11

 Mon, Sep 16 (Day A) Tue, Sep 17 (Day B) Wed, Sep 18 (Day C) Thu, Sep 19 (Day D) Fri, Sep 20 (Day E)

then cut the paper into strips then cut the paper into strips
and glue their strips into and glue their strips into
another piece of paper another piece of paper
alternation between the sun alternation between the sun
and moon drawings. They and moon drawings. They
will then fold their paper will then fold their paper
accordion style. accordion style.
Aztec legends & Review Aztec legends & Review
Song (Group 2) Song (Group 2)
2:30 - 2:50 Art Activity: I want 2:30 - 2:50 Art Activity: I want
scholars to review with me scholars to review with me
the legend of the Aztec the legend of the Aztec
Creation Story. Using motifs Creation Story. Using motifs
from the story scholars will from the story scholars will
create an art piece. We will create an art piece. We will
focus on the creation of the focus on the creation of the
sun and moon. Scholars will sun and moon. Scholars will
make two drawings; one make two drawings; one
focused on the sun and the focused on the sun and the
other on the moon. They will other on the moon. They will
then cut the paper into strips then cut the paper into strips
and glue their strips into and glue their strips into
another piece of paper another piece of paper
alternation between the sun alternation between the sun
and moon drawings. They and moon drawings. They
will then fold their paper will then fold their paper
accordion style. accordion style.
Aztec legends & Review Aztec legends & Review
Song (Group 1) Song (Group 1)

CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM)

Glenda Palomino Page 11 of 11