Glenda Palomino - Planboard Week - Oct 6 2019

Glenda Palomino's Lesson Plans for the Week of Oct 7, 2019
Mon, Oct 7 (Day A) Tue, Oct 8 (Day B) Wed, Oct 9 (Day C) Thu, Oct 10 (Day D) Fri, Oct 11 (Day E)
PROTOCOL (8:30 AM - 8:45 AM) PROTOCOL (8:30 AM - 8:45 AM) PROTOCOL (8:30 AM - 8:45 AM) PROTOCOL (8:30 AM - 8:45 AM) PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM - MORNING MEETING (8:45 AM - MORNING MEETING (8:45 AM - MORNING MEETING (8:45 AM - MORNING MEETING (8:45 AM -
9:00 AM) 9:00 AM) 9:00 AM) 9:00 AM) 9:00 AM)
1. Enter the room with 1. Enter the room with 1. Enter the room with 1. Enter the room with 1. Enter the room with
Buenos Dias Buenos Dias Buenos Dias Buenos Dias Buenos Dias
2. In Lak'ech 2. In Lak'ech 2. In Lak'ech 2. In Lak'ech 2. In Lak'ech
3. Abuelito 3. Abuelito 3. Abuelito 3. Abuelito 3. Abuelito
4. Go over Schedule/ 4. Mana Creed 4. Mana Creed 4. Mana Creed 4. Mana Creed
Calendar 5. Go over Schedule/ 5. Go over Schedule/ 5. Go over Schedule/ 5. Go over Schedule/
6. Sharing with each other Calendar Calendar Calendar Calendar
what they did during the 5. Mindfulness Practice 5. Mindfulness Practice 5. Mindfulness Practice 5. Mindfulness Practice
weekend and write about it.
"Weekend News"
MATH 2 (9:00 AM - 10:30 AM) MATH 2 (9:00 AM - 10:30 AM) MATH 2 (9:00 AM - 10:30 AM) MATH 2 (9:00 AM - 10:30 AM) MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15 9:00 - 9:15 9:00 - 9:15 9:00 - 9:15 9:00 - 9:15
Dibels Comprehension Q’s Dibels Comprehension Q’s Dibels Comprehension Q’s Dibels Comprehension Q’s Dibels Comprehension Q’s
1.Teacher will present 4 1.Teacher will present 4 1.Teacher will present 4 1.Teacher will present 4 1.Teacher will present 4
types of questions that would types of questions that would types of questions that would types of questions that would types of questions that would
be present in the dibels math be present in the dibels math be present in the dibels math be present in the dibels math be present in the dibels math
test. test. test. test. test.
2.Teacher will review 2.Teacher will review 2.Teacher will review 2.Teacher will review 2.Teacher will review
strategies scholars can use strategies scholars can use strategies scholars can use strategies scholars can use strategies scholars can use
to solve each problem. to solve each problem. to solve each problem. to solve each problem. to solve each problem.
Glenda Palomino Page 1 of 14

3. Scholars will solve the 3. Scholars will solve the 3. Scholars will solve the 3. Scholars will solve the 3. Scholars will solve the
problems on their problems on their problems on their problems on their problems on their
whiteboards whiteboards whiteboards whiteboards whiteboards
9:15 - 9:25 9:15 - 9:25 9:15 - 9:25 9:15 - 9:25 9:15 - 9:25
Number of the Day Number of the Day Number of the Day Number of the Day Number of the Day
1. scholars have to draw a 1. scholars have to draw a 1. scholars have to draw a 1. scholars have to draw a 1. scholars have to draw a
number in base ten blocks, number in base ten blocks, number in base ten blocks, number in base ten blocks, number in base ten blocks,
write it in word form, write if write it in word form, write if write it in word form, write if write it in word form, write if write it in word form, write if
its even or odd, write it in its even or odd, write it in its even or odd, write it in its even or odd, write it in its even or odd, write it in
expanded form, write what is expanded form, write what is expanded form, write what is expanded form, write what is expanded form, write what is
10 more, write what is 10 10 more, write what is 10 10 more, write what is 10 10 more, write what is 10 10 more, write what is 10
less. less. less. less. less.
2. I will ask scholars to take 2. I will ask scholars to take 2. I will ask scholars to take 2. I will ask scholars to take 2. I will ask scholars to take
out their notebooks, write the out their notebooks, write the out their notebooks, write the out their notebooks, write the out their notebooks, write the
date, and write the number. date, and write the number. date, and write the number. date, and write the number. date, and write the number.
Then I will remind them what Then I will remind them what Then I will remind them what Then I will remind them what Then I will remind them what
they need to do for each they need to do for each they need to do for each they need to do for each they need to do for each
box. box. box. box. box.
3. scholars will then fill each 3. scholars will then fill each 3. scholars will then fill each 3. scholars will then fill each 3. scholars will then fill each
box as I walk around and box as I walk around and box as I walk around and box as I walk around and box as I walk around and
check their work. check their work. check their work. check their work. check their work.
4. I will then correct with 4. I will then correct with 4. I will then correct with 4. I will then correct with 4. I will then correct with
them. them. them. them. them.
Whole Classroom Centers Whole Classroom Centers Whole Classroom Centers 9:25 - 10:15 Whole Classroom Instruction
9:25 - 10:15 9:25 - 10:15 9:25 - 10:15 Final Chapter Test. 9:25 - 10:15
Scholars will practice Scholars will practice Scholars will practice Ms. Palomino
different skills in different different skills in different different skills in different STANDARDS

centers in order to review our centers in order to review our centers in order to review our Core
work. work. work. Standard:CCSS.Math.Conten
Utah Common
- Making hundreds out of - Making hundreds out of - Making hundreds out of Core State t.2.NBT.B.5
tens. tens. tens. Standards - Grade Learning Intention: I can use
2 - Mathematics my doubles facts to help me
- Adding and subtracting by - Adding and subtracting - Adding and subtracting by
10 and 100 by 10 and 100 10 and 100 add sums near doubles facts
CCS Count within
- Find the next two numbers - Find the next two - Find the next two numbers S.Mat 1000; skip- Rational: Scholars need to
in the pattern. numbers in the pattern. in the pattern. h.Co count by 5s, learn different adding
ntent 10s, and strategies to increase their
- Comparing three digit - Comparing three digit - Comparing three digit
.2.NB 100s. fluency.
numbers numbers numbers
T.A.2
- Writing a three digit number - Writing a three digit number - Writing a three digit Success criteria: If scholars
in its different forms. in its different forms. number in its different are able to memorize their
forms. doubles facts and recognize

(high group will be with Isela:
how this can be helpful to
Izaiah, Mika, Havea, Maya, (high group will be with Isela:
solve near doubles facts.
Angel, Matai, Tenisi, Anaya, Izaiah, Mika, Havea, Maya, (high group will be with Isela:
Nia, Makaio) Angel, Matai, Tenisi, Anaya, Izaiah, Mika, Havea, Maya,
Nia, Makaio) Angel, Matai, Tenisi, Anaya, Explicit Instruction:
Nia, Makaio) I do: I will introduce to
Final Chapter Test. scholars the idea of doubles

facts. I will explain that
STANDARDS
doubles facts are when you
Utah Common add the same number two

Core State times. We will watch the
Standards - Grade following video and begin
2 - Mathematics memorizing them. https://ww
w.youtube.com/watch?v=At0
CCS Read and
quRa90rs
S.Mat write numbers
h.Co to 1000 using I will explain that there is a
ntent base-ten pattern in the sums; they go
numerals, up by two every time. I will

then introduce how you can
.2.NB number use these double facts to add

T.A.3 names, and numbers that are near
expanded doubles facts. I will
form. demonstrate how you can
add numbers that are near
doubles facts.
We do: I will then have
scholars practice with me. I
will ask them to tell me the
doubles fact and I will show
how we can use the answer
the questions.
You do: Scholars will
practice solving some
addition problems on their
own
STANDARDS
Utah Common
Core State
Standards - Grade
2 - Mathematics
CCS Fluently add

S.Mat and subtract
h.Co within 100
ntent using
.2.NB strategies
T.B.5 based on
place value,

properties of
operations,
and/or the
relationship
between
addition and
subtraction.
LANGUAGE ARTS 2 (10:30 AM - LANGUAGE ARTS 2 (10:30 AM - LANGUAGE ARTS 2 (10:30 AM - LANGUAGE ARTS 2 (10:30 AM - LANGUAGE ARTS 2 (10:30 AM -
11:00 AM) 11:00 AM) 11:00 AM) 11:00 AM) 11:00 AM)
Introducing Essential Introducing Essential Introducing Essential Introducing Essential Introducing Essential
Question: “How do animals Question: “How do animals Question: “How do animals Question: “How do animals Question: “How do animals
survive?” (10:15 - 11:00) survive?” (10:30 - 11:00) survive?” (10:30 - 11:00) survive?” (10:30 - 11:00) survive?” (10:30 - 11:00)
Strategy: Strategy: Strategy: Strategy: Strategy:
Make, confirm, revise Make, confirm, revise Make, confirm, revise Make, confirm, revise Make, confirm, revise
predictions. predictions. predictions. predictions. predictions.
Tell children that as they Tell children that as they Tell children that as they Tell children that as they Tell children that as they
read, they can make read, they can make read, they can make read, they can make read, they can make
predictions about what will predictions about what will predictions about what will predictions about what will predictions about what will
happen next or what they will happen next or what they will happen next or what they will happen next or what they will happen next or what they will
learn about. Then they can learn about. Then they can learn about. Then they can learn about. Then they can learn about. Then they can
continue reading to find out if continue reading to find out if continue reading to find out if continue reading to find out if continue reading to find out if
their prediction was correct. their prediction was correct. their prediction was correct. their prediction was correct. their prediction was correct.
They can revise, or change, They can revise, or change, They can revise, or change, They can revise, or change, They can revise, or change,
any predictions that do not any predictions that do not any predictions that do not any predictions that do not any predictions that do not
match what they read. match what they read. match what they read. match what they read. match what they read.
Read Aloud Echo Read Read Aloud Partner Read
Genre: Realistic Fiction Genre: Realistic Fiction Genre: Realistic Fiction Echo Read Genre: Realistic Fiction
“A visit to the desert” “A visit to the desert” Sled Dogs Run Genre: Realistic Fiction Sled Dogs Run

-Students will introduce the -For today scholars will be -Students will introduce the Sled Dogs Run -For today scholars will do
title of the story, genre, and echo reading the story. I will title of the story, genre, and -For today scholars will be partner reading. They will
essential question. read about a paragraph at a essential question. echo reading the story. I will have to sit next to their
-Teacher will then read the time and scholars will repeat -Teacher will then read the read about a paragraph at a partner, read the story
story and ask comprehension as a group. story and ask comprehension time and scholars will repeat together, and discuss what
questions as students are -After the story is over we will questions as students are as a group. happened after each page.
following along with their go over the main idea and following along with their -After the story is over we will
fingers. details of the story. fingers. go over the main idea and STANDARDS
-At the end of the story we Vocabulary Wonders (11:30 -At the end of the story we details of the story.
Utah Common
will discuss how it relates to - 11:45) will discuss how it relates to Vocabulary Wonders (11:30
Core State
the essential question “How Adapt, climate, eager the essential question “How - 11:45) Standards - Grade
do animals survive?” do animals survive?” 2 - English
-Teacher will present three of shadows, silence
this week’s vocabulary Vocabulary Wonders (11:30 Language Arts
-Teacher will present three of
Vocabulary Wonders (11:30 words. - 11:45) this week’s vocabulary
CCS Ask and
- 12:45) Teacher will then ask freedom, fresh, sense words. S.EL answer such
Adapt, climate, eager, scholars what they know -Teacher will present two of Teacher will then ask A- questions as
freedom, fresh, sense, about the word. After this week’s vocabulary scholars what they know Liter who, what,
shadows, silence reviewing, teacher will words. acy.R where, when,
about the word. After
L.2.1 why, and how
We will introduce the present a sentence using the Teacher will then ask reviewing, teacher will
to
vocabulary words for the word. scholars what they know present a sentence using the demonstrate
week. We will think of a -scholars will have to do their about the word. After word. understanding
sentence that goes with the best in the writing the reviewing, teacher will -scholars will have to do their of key details
word and scholars will act out sentence on their present a sentence using the best in the writing the in a text.
the sentence. whiteboards. word. sentence on their
CCS Recount
-As scholars are writing their -scholars will have to do their whiteboards. S.EL stories,
STANDARDS sentences, teacher will walk best in the writing the -As scholars are writing their A- including
around the room to check sentence on their sentences, teacher will walk Liter fables and
Utah Common their work. whiteboards. acy.R folktales from
around the room to check
Core State L.2.2 diverse
-Teacher will then write out -As scholars are writing their their work.
Standards - Grade cultures, and
the sentence on the board sentences, teacher will walk

while spelling out the words. around the room to check -Teacher will then write out
scholars will repeat the their work. the sentence on the board
2 - English determine
Language Arts spelling. -Teacher will then write out while spelling out the words. their central
the sentence on the board scholars will repeat the message,
CCS Ask and while spelling out the words. spelling. lesson, or
STANDARDS
S.EL answer such moral.
scholars will repeat the
A- questions as
Utah Common spelling. STANDARDS
Liter who, what,
Core State
acy.R where, when,
Standards - Grade Utah Common
L.2.1 why, and how STANDARDS
2 - English Core State
to
Language Arts Standards - Grade
demonstrate Utah Common
understanding 2 - English
CCS Ask and Core State
of key details Language Arts
S.EL answer such Standards - Grade
in a text. A- questions as 2 - English
CCS Ask and
Liter who, what, Language Arts
S.EL answer such
acy.R where, when, A- questions as
L.2.1 why, and how CCS Ask and
Liter who, what,
to S.EL answer such
acy.R where, when,
demonstrate A- questions as
L.2.1 why, and how
understanding Liter who, what,
to
of key details acy.R where, when,
demonstrate
in a text. L.2.1 why, and how
understanding
to
of key details
CCS Recount demonstrate
in a text.
S.EL stories, understanding
A- including of key details
CCS Recount
Liter fables and in a text.
S.EL stories,
acy.R folktales from A- including
L.2.2 diverse Liter fables and
cultures, and acy.R folktales from
determine L.2.2 diverse
their central cultures, and
message, determine

lesson, or their central

moral. message,
lesson, or
moral.
LUNCH (11:00 AM - 11:30 AM) LUNCH (11:00 AM - 11:30 AM) LUNCH (11:00 AM - 11:30 AM) 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 - LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM -
12:45 PM) 12:45 PM) 12:45 PM) 12:45 PM) 12:45 PM)
11:40 - 12:00 11:40 - 12:00 10:30 - 11:00 10:30 - 11:00 Comprehension Test (11:30
Nouns Using commas in a series Writing Introduction: Writing Introduction: - 11:45)
I do: I will introduce that we I do: I will introduce to Scholars will be introduced Scholars will be introduced Vocabulary Test (11:45 -
will be learning about nouns scholars that when writing a that a paragraph should have that a paragraph should have 12:00)
and the different kinds of list of things you need to 4 important parts. A topic 4 important parts. A topic Spelling Test (12:00 - 12:20)
nouns. I will use this video to make sure to add commas in sentence, star ideas, details, sentence, star ideas, details, Lexia (12:20 - 12:45)
introduce https://www.youtub between each item in order and conclusion sentence. and conclusion sentence.
e.com/watch?v=tquecIG-Pw to separate them. I will use We will go over the different We will go over the different
s. this video to introduce the parts of a paragraph by parts of a paragraph by
We do: I will have scholars concept. identifying them in some identifying them in some
help me come up with https://www.youtube.com/wat sample paragraphs. We will sample paragraphs. We will
examples of nouns ch?v=cQOX3UdeAZI I will underline topic sentences underline topic sentences
depending on the category: then show an example of and conclusion sentences and conclusion sentences
people, place, thing. how I would use commas in a with green. Star Ideas with with green. Star Ideas with
You do: I will ask scholars to series. yellow. Details with red. As yellow. Details with red. As
write me examples of nouns We do: Scholars will help me we are underlining the we are underlining the
(or draw a picture). come up with a list of items different parts I will go over different parts I will go over
Depending on the category. that I could buy at a score. the differences between the the differences between the
Using their ideas I will different parts. different parts.
12:00 - 12:20

Lexia: Scholars will work on demonstrate how we can Lexia: Scholars will work on Lexia: Scholars will work on
their level of Lexia. ( I will pull write a list using commas. their level of Lexia. ( I will pull their level of Lexia. ( I will pull
some students back and You do: I will give scholars some students back and some students back and
work on skills they might three items and they will try work on skills they might work on skills they might
need help on) to write them in a list using need help on) need help on)
12:20 - 12:30 commas. 12:20 - 12:30 12:20 - 12:30
Readworks: Scholars will be Readworks: Scholars will be Readworks: Scholars will be
given an article that is 12:00 - 12:20 given an article that is given an article that is
specific to their reading level Lexia: Scholars will work on specific to their reading level specific to their reading level
and they will have to answer their level of Lexia. ( I will pull and they will have to answer and they will have to answer
some comprehension some students back and some comprehension some comprehension
questions. work on skills they might questions. questions.
12:30 - 12:50 need help on) 12:30 - 12:50 12:30 - 12:50
Your Turn Practice Book: 12:20 - 12:30 Your Turn Practice Book: Your Turn Practice Book:
Scholars will work on some Scholars will work on some Scholars will work on some
Readworks: Scholars will be
pages of their practice book pages of their practice book pages of their practice book
given an article that is
(practicing vocabulary, (practicing vocabulary, (practicing vocabulary,
specific to their reading level
sounds, and grammar) sounds, and grammar) sounds, and grammar)
and they will have to answer
Isela: A group of scholars will some comprehension Isela: A group of scholars will Isela: A group of scholars will
be with Isela working on questions. be with Isela working on be with Isela working on
reading skills (sight words, reading skills (sight words, reading skills (sight words,
12:30 - 12:50
word families, cvc reading) word families, cvc reading) word families, cvc reading)
Your Turn Practice Book:
Ms. T.: A couple of students Scholars will work on some Ms. T.: A couple of students Ms. T.: A couple of students
will be working on their letter pages of their practice book will be working on their letter will be working on their letter
names and letter sounds. (practicing vocabulary, names and letter sounds. names and letter sounds.
Sounding out cvc words. sounds, and grammar) Sounding out cvc words. Sounding out cvc words.
Isela: A group of scholars will

be with Isela working on STANDARDS STANDARDS
reading skills (sight words,

word families, cvc reading)

Ms. T.: A couple of students

will be working on their letter
Utah Common Utah Common
names and letter sounds. Core State Core State
Sounding out cvc words. Standards - Grade Standards - Grade
2 - English 2 - English
Language Arts Language Arts
CCS Ask and CCS Ask and

S.EL answer such S.EL answer such
A- questions as A- questions as
Liter who, what, Liter who, what,
acy.R where, when, acy.R where, when,
L.2.1 why, and how L.2.1 why, and how
to to
demonstrate demonstrate
understanding understanding
of key details of key details
in a text. in a text.
CCS Recount
S.EL stories,
A- including
Liter fables and
acy.R folktales from
L.2.2 diverse
cultures, and
determine
their central
message,
lesson, or
moral.
RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM)

SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES

(1:00 PM - 2:00 PM) (1:00 PM - 2:00 PM) (1:00 PM - 2:00 PM) (1:00 PM - 2:00 PM)
Core Standard: Science Core Standard: Science Core Standard: Social Core Standard: Standard 1
Standard 1 Standard 1 Studies Standard 2 Objective Objective 1
1
Learning Intention: I can Learning Intention: I can Learning Intention: Scholars

frame questions: Observe frame questions: Observe Learning Intention: Scholars can recognize there are
using senses, create a using senses, create a should be able to recognize different cultural heritages
hypothesis, and focus a hypothesis, and focus a the features of someone that within their community.
question that can lead to an question that can lead to an is a good citizen. Rational: Scholars should
investigation. investigation. Rational: Scholars that are in understand that their
Rational: Scholars are able to Rational: Scholars are able to this age are still learning community is made up of
use their different senses to use their different senses to about the world and what it people from different places
figure out the hidden object. figure out the hidden object. means to be part of it. I want and backgrounds and they
Success criteria: If a scholar Success criteria: If a scholar scholars to understand that it should all be valued.
is able to create a hypothesis is able to create a hypothesis is important that we are Success criteria: Scholar is
and discuss it with their and discuss it with their giving our best in our day to able to recognize their own
classmates. Their hypothesis classmates. Their hypothesis day lives. heritage and that of others.
needs to be based on their needs to be based on their Success criteria: Scholar is
observations. observations. able to figure out the features Explicit Instruction:
of a good citizen.
I do: I will introduce
Explicit Instruction: Explicit Instruction: scholars the different cultures
I do: I will first begin by I do: I will first begin by Explicit Instruction: that are present in their
explaining to students the explaining to students the I do: First, I will read community here in Utah. We
activity for the day. I will tell activity for the day. I will tell scholars a story that will go over statistics and
my expectations and we will my expectations and we will demonstrates having good show stories of people
model how the activity should model how the activity should citizenship. immigrating here.
look like. look like. We do: We will discuss the We do: I want scholars to
You do: Students will take You do: Students will take moral of the story and what think of the people in their life
time rotating from different time rotating from different they can take from it. I will and see if they recognize

sock stations. They will have sock stations. They will have ask scholars to first discuss their heritages. I will have
to stick their hands in and to stick their hands in and with their partners and then them discuss with their
guess what’s inside. They will guess what’s inside. They will to share we the whole class. partners and then share with
have to make notes of their have to make notes of their You do: We will engage on the class.
observations. How does it observations. How does it our cleanup project and go You do: Scholars will be
feel? What texture? How big feel? What texture? How big outside and clean the recess asked to write down their
is it? What is my guess? is it? What is my guess? area. heritage on a graphic
We do: Students will come We do: Students will come organizer and begin to
together and discuss their together and discuss their STANDARDS recognize what are some
hypothesis about what’s hypothesis about what’s unique aspects of their
inside the socks. Then they inside the socks. Then they Utah Core heritage. Scholars can write
will have to come up with will have to come up with Curriculum - down their answers as well
questions that would help questions that would help Grade 2 - Social as use pictures.
Studies
them narrow down their them narrow down their
answers. answers. 10. Identify and STANDARDS
participate in a
STANDARDS STANDARDS
local civic Utah Core
activity. (e.g. Curriculum -
Utah Core Utah Core community Grade 2 - Social
Standards - Grade Standards - Grade cleanup, Studies
2 - Science 2 - Science recycling,
walkathons, 1. Explain the
1. Framing 1. Framing voting). various
questions: questions: cultural
Observe using Observe using heritages
senses, create senses, create within their
a hypothesis, a hypothesis, community.
and focus a and focus a
question that question that
can lead to an can lead to an
investigation. investigation.

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)
2:10-2:30 2:10-2:30
Group 1 Will go with Ms. Group 1 Will go with Ms.
Isela to learn the rest of the Isela to learn the rest of the
verses from Abuelito. verses from Abuelito.
Group 2 Will stay with Ms. Group 2 Will stay with Ms.
Palomino: We will review Palomino: Scholars will be
information about the maya: introduced to the history and
https://www.youtube.com/wat traditions involving Dia de los
ch?v=RXgrcpmFXt0 Muertos. We will discuss its
Scholars will be introduced to indigenous origins and how
the Mayan Number System. the holiday was changed as
We will practice writing a result of colonization.
numbers up to 19. Scholars will be introduced to
their Dia de los Muertos
project.
2:30 - 2:50
Group 2 Will go with Ms.
Isela to learn the rest of the 2:30 - 2:50
verses from Abuelito. Group 2 Will go with Ms.
Group 1 Will stay with Ms. Isela to learn the rest of the
Palomino: We will review verses from Abuelito.
information about the maya: Group 1 Will stay with Ms.

https://www.youtube.com/wat Palomino: Scholars will be
ch?v=RXgrcpmFXt0 introduced to the history and
Scholars will be introduced to traditions involving Dia de los
the Mayan Number System. Muertos. We will discuss its
We will practice writing indigenous origins and how
numbers up to 19. the holiday was changed as

a result of colonization.
Scholars will be introduced to

their Dia de los Muertos

project.
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 - Planboard Week - Oct 6 2019

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Glenda Palomino's Lesson Plans for the Week of Oct 7, 2019

Glenda Palomino Page 1 of 14

Glenda Palomino Page 2 of 14

forms. doubles facts and recognize

Nia, Makaio) I do: I will introduce to

Final Chapter Test. scholars the idea of doubles

Utah Common add the same number two

Glenda Palomino Page 3 of 14

then introduce how you can

.2.NB number use these double facts to add

CCS Fluently add

Glenda Palomino Page 4 of 14

Glenda Palomino Page 5 of 14

Glenda Palomino Page 6 of 14

Glenda Palomino Page 7 of 14

lesson, or their central

Using their ideas I will different parts. different parts.

Glenda Palomino Page 8 of 14

Isela: A group of scholars will

reading skills (sight words,

Glenda Palomino Page 9 of 14

Ms. T.: A couple of students

CCS Ask and CCS Ask and

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SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES

Learning Intention: I can Learning Intention: I can Learning Intention: Scholars

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Glenda Palomino Page 12 of 14

verses from Abuelito. Group 2 Will go with Ms.

Palomino: We will review verses from Abuelito.

information about the maya: Group 1 Will stay with Ms.

Scholars will be introduced to traditions involving Dia de los

the Mayan Number System. Muertos. We will discuss its

We will practice writing indigenous origins and how

numbers up to 19. the holiday was changed as

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their Dia de los Muertos

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