Glenda Palomino's Lesson Plans for the Week of Nov 18, 2019
Mon, Nov 18 (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. Abuelito
4. Go over Schedule/
Calendar
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)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 5
types of questions that would
be present in the dibels math
test.
2.Teacher will review
strategies scholars can use
to solve each problem.
Glenda Palomino
Tue, Nov 19 (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. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 5
types of questions that would
be present in the dibels math
test.
2.Teacher will review
strategies scholars can use
to solve each problem.
Wed, Nov 20 (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. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 5
types of questions that would
be present in the dibels math
test.
2.Teacher will review
strategies scholars can use
to solve each problem.
Thu, Nov 21 (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. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Test
9:15 - 9:25
Number Talk
1. The teacher writes a
problem on the board. It
can be as simple as
showing a ten frame or
Fri, Nov 22 (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. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 5
types of questions that would
be present in the dibels math
test.
2.Teacher will review
strategies scholars can use
to solve each problem.
Page 1 of 15
 Mon, Nov 18 (Day A) Tue, Nov 19 (Day B) Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)

3. Scholars will solve the 3. Scholars will solve the 3. Scholars will solve the number sentence; as long 3. Scholars will solve the
problems on their problems on their problems on their as it is appropriate as a problems on their
whiteboards whiteboards whiteboards mental math problem for whiteboards
the class.

9:15 - 9:25 9:15 - 9:25
Number Talk Number Talk
1. The teacher writes a 1. The teacher writes a
problem on the board. It
can be as simple as
showing a ten frame or
number sentence; as long
as it is appropriate as a
mental math problem for
the class.
2. Students mentally solve 2. Students mentally solve
the problem. They show
the teacher whether they
have the answer by
(quietly) giving a thumbs
up at their chest. This
prevents a small batch of
quick students from
shutting everyone else
down. If students can
come up with a second
way to solve the problem,
they hold up a second
finger at their chest.
This means that everyone
can keep thinking about
9:15 - 9:25
Number Talk
1. The teacher writes a
problem on the board. It problem on the board. It
can be as simple as can be as simple as
showing a ten frame or showing a ten frame or
number sentence; as long number sentence; as long
as it is appropriate as a as it is appropriate as a
mental math problem for mental math problem for
the class. the class.
2. Students mentally solve
the problem. They show the problem. They show
the teacher whether they the teacher whether they
have the answer by have the answer by
(quietly) giving a thumbs (quietly) giving a thumbs
up at their chest. This up at their chest. This
prevents a small batch of prevents a small batch of
quick students from quick students from
shutting everyone else shutting everyone else
down. If students can down. If students can
come up with a second come up with a second
way to solve the problem, way to solve the problem,
they hold up a second they hold up a second
finger at their chest. finger at their chest.
This means that everyone This means that everyone
can keep thinking about can keep thinking about
2. Students mentally solve 9:15 - 9:25
the problem. They show
Number Talk
the teacher whether they
1. The teacher writes a
have the answer by
problem on the board. It
(quietly) giving a thumbs
can be as simple as
up at their chest. This
showing a ten frame or
prevents a small batch of
number sentence; as long
quick students from
as it is appropriate as a
shutting everyone else
mental math problem for
down. If students can
the class.
come up with a second
2. Students mentally solve
way to solve the problem,
the problem. They show
they hold up a second
the teacher whether they
finger at their chest.
have the answer by
This means that everyone
(quietly) giving a thumbs
can keep thinking about
up at their chest. This
the problem even after
prevents a small batch of
they have the answer.
quick students from
3. Students share their
shutting everyone else
answers. After enough
down. If students can
time has passed that
come up with a second
everyone or nearly
way to solve the problem,
everyone has a solution,
they hold up a second
the teacher asks students
finger at their chest.
what their solution are.
This means that everyone
She writes down all
can keep thinking about

Glenda Palomino Page 2 of 15

 Mon, Nov 18 (Day A)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Glenda Palomino
Tue, Nov 19 (Day B)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Wed, Nov 20 (Day C)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Thu, Nov 21 (Day D)
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
End of Chapter Test
Fri, Nov 22 (Day E)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Page 3 of 15
 Mon, Nov 18 (Day A)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Core Standard:
CCSS.Math.Content.2.OA.C.
4 4
Learning Intention: Scholar is
able to look at any array and
recognize how many rows of
__ there are.
Rational: Scholars should
understand that an array is
also a representation of
repeated addition.
Success criteria: Scholar is
able to write a number
sentence for the array.
Explicit Instruction:
I do: I will introduce
scholars to an array. I will
explain the difference
between rows and columns. I
will demonstrate how you can
figure out how many rows
there are and how many are
Glenda Palomino
Tue, Nov 19 (Day B)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Core Standard:
CCSS.Math.Content.2.OA.C.
Learning Intention: Scholar is
able to look at any array and
recognize how many rows of
__ there are.
Rational: Scholars should
understand that an array is
also a representation of
repeated addition.
Success criteria: Scholar is
able to write a number
sentence for the array.
Explicit Instruction:
I do: I will introduce
scholars to an array. I will
explain the difference
between rows and columns. I
will demonstrate how you can
figure out how many rows
there are and how many are
Wed, Nov 20 (Day C)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Core Standard:
CCSS.Math.Content.2.OA.B.
2 .1a
Learning Intention: Scholars
are able to divide an even
number into it's two halves.
Rational: Scholars should
recognize that all even
numbers are made up of
double facts.
Success criteria:Scholar is
able to make two equal
groups for an even number.
Explicit Instruction:
I do: I will explain to
scholars that a good strategy
for dividing a number equally
is by making a drawing and
by making two groups. Once
your drawing is finished you
can count how many is in
Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Core Standard:
CCSS.Math.Content.2.NBT.A
Learning Intention: Scholar
can form groups of ones to
make a ten to help them
add.
Rational: Scholars can use a
visual representation to help
them solve multi digit addition
problems.
Success criteria: If scholar is
able to draw an accurate
quick picture, make a group
of ten, and add correctly.
Explicit Instruction:
I do: I will introduce to my
scholars that today we will be
adding bigger digits and the
strategy we will be using
involves us drawing a quick
picture. I will first review with
Page 4 of 15
 Mon, Nov 18 (Day A) Tue, Nov 19 (Day B) Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)

in each row. I will then in each row. I will then each group and write the them how to draw a quick
explain how you can use that explain how you can use that correct number sentence. picture. Then I will display
knowledge to write a number knowledge to write a number We do: I will have scholars how we can use the ones to
sentence. sentence. come up to the board and make a group of ten and use
We do: Together we will We do: Together we will help me out with creating that to help us find the
figure out how many are in figure out how many are in equal groups. Together we answer; by counting the tens
each row in some array each row in some array will count how many end up and ones.
examples and what types of examples and what types of in each group and write our We do: On their
number sentences we can number sentences we can number sentences. whiteboards I will have
write. write. You do: Scholars will have scholars draw a quick picture
You do: Scholars will have You do: Scholars will have to answer story problems that of the two addends. I will
to figure it out problems on to figure it out problems on rely on them making equal then have them circle and
their own. Then they will their own. Then they will groups. ones to make a group of ten.
create their own array in part create their own array in part Then they will count how
of an art project. of an art project. many ones and tens they
STANDARDS
have to find their answer. I
Utah Common will be walking around the
STANDARDS STANDARDS
Core State room checking on their work
Utah Common Utah Common Standards - Grade and correcting the problems
Core State Core State 2 - Mathematics to show them an example of
Standards - Grade Standards - Grade how to find the answer.
CCS Fluently add
2 - Mathematics 2 - Mathematics
S.Mat and subtract You do: Scholars will have
CCS Use addition CCS Use addition h.Co within 20 to do the work on their own.
S.Mat to find the S.Mat to find the ntent using mental They will solve some addition
h.Co total number h.Co total number .2.OA strategies. By problems by drawing quick
ntent of objects ntent of objects .B.2 end of Grade
pictures, making groups, and
.2.OA arranged in .2.OA arranged in 2, know from
memory all counting the tens and ones in
.C.4 rectangular .C.4 rectangular
sums of two their picture. I will be giving
arrays with up arrays with up
to 5 rows and to 5 rows and one-digit feedback and helping.
up to 5 up to 5 numbers.

Prodigy

Glenda Palomino Page 5 of 15

 Mon, Nov 18 (Day A) Tue, Nov 19 (Day B) Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)

Scholars will practice their

math skills on the math
columns; write columns; write
an equation to an equation to program.
express the express the
total as a sum total as a sum STANDARDS
of equal of equal
addends. addends. Utah Common
Core State
Standards - Grade
2 - Mathematics

CCS 100 can be

S.Mat thought of as
h.Co a bundle of
ntent ten tens —
.2.NB called a
T.A.1 "hundred."
a

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
Question: “How do the
Earth’s forces affect us?
(10:30 - 10:45)
Strategy:
Reread
Explain to scholars that as
they read, they can stop at
any time to reread something
that they are unsure about.
This will help them better
Introducing Essential
Question:
“How do the Earth’s forces
affect us?
(10:30 - 10:45)
Strategy:
Reread
Explain to scholars that as
they read, they can stop at
any time to reread something
that they are unsure about.
Introducing Essential
Question:
“How do the Earth’s forces
affect us?
(10:30 - 10:45)
Strategy:
Reread
Explain to scholars that as
they read, they can stop at
any time to reread something
that they are unsure about.
Introducing Essential
Question:
“How do the Earth’s forces
affect us?
(10:30 - 11:00)
Strategy:
Reread
Explain to scholars that as
they read, they can stop at
any time to reread something
that they are unsure about.
Introducing Essential
Question: “How do the
Earth’s forces affect us?
(10:30 - 11:00)
Strategy:
Reread
Explain to scholars that as
they read, they can stop at
any time to reread something
that they are unsure about.
This will help them better

Glenda Palomino Page 6 of 15

 Mon, Nov 18 (Day A)
understand the information in
the selection.
Read Aloud
Genre: Expository Text
"Magnets Work!"
-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 the Earth’s forces
affect us?
Vocabulary Wonders (10:45
- 11:00)
Amazing, force, measure,
objects, proved, speed, true,
weight
We will introduce the
vocabulary words for the
week. Scholars will be given
a sentence an pictures that
go along with the words.
Glenda Palomino
Tue, Nov 19 (Day B)
This will help them better
understand the information in
the selection.
Echo Read
Genre: Expository Text
“Magnet's Work"
-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 (10:45
- 11:00)
Amazing, force, measure,
objects, proved, speed, true,
weight
Scholars will be given
sentences that go along with
the words. They will have to
match the words to the
sentences.
STANDARDS
Utah Common
Core State
Standards - Grade
Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)
This will help them better This will help them better understand the information in
understand the information in understand the information in the selection.
the selection. the selection. Partner Reading
Read Aloud Echo Read Genre: Expository Text
Genre: Expository Text Genre: Expository Text “I Fall Down"
“I Fall Down" “I Fall Down" -For today scholars will do
-Students will introduce the -For today scholars will be partner reading. They will
title of the story, genre, and echo reading the story. I will have to sit next to their
essential question. read about a paragraph at a partner, read the story
-Teacher will then read the time and scholars will repeat together, and discuss what
story and ask comprehension as a group. happened after each page.
questions as students are -After the story is over we will
following along with their go over the main idea and STANDARDS
fingers. details of the story.
Utah Common
-At the end of the story we Vocabulary Wonders (10:45
Core State
will discuss how it relates to - 11:00)
Standards - Grade
the essential question Amazing, force, measure, 2 - English
“How do the Earth’s forces objects, proved, speed, true, Language Arts
affect us? weight
CCS Ask and
Vocabulary Wonders (10:45 Scholars will have to think of
S.EL answer such
- 11:00) actions that go along with the A- questions as
Amazing, force, measure, words and we will act them Liter who, what,
objects, proved, speed, true, out. acy.R where, when,
L.2.1 why, and how
weight
to
Scholars will have sentences STANDARDS
demonstrate
that have words missing; understanding
Utah Common of key details
scholars will have to figure
Core State in a text.
out the right word that goes
Standards - Grade
with the right sentence.
Page 7 of 15
 Mon, Nov 18 (Day A) Tue, Nov 19 (Day B) Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)

STANDARDS 2 - English STANDARDS 2 - English CCS Recount

Language Arts Language Arts S.EL stories,
Utah Common Utah Common A- including
Core State CCS Ask and Core State CCS Ask and Liter fables and
Standards - Grade S.EL answer such Standards - Grade S.EL answer such acy.R folktales from
2 - English A- questions as 2 - English A- questions as L.2.2 diverse
Language Arts Liter who, what, Language Arts Liter who, what, cultures, and
acy.R where, when, acy.R where, when, determine
CCS Ask and L.2.1 why, and how CCS Ask and L.2.1 why, and how their central
S.EL answer such to S.EL answer such to message,
A- questions as demonstrate A- questions as demonstrate lesson, or
Liter who, what, understanding Liter who, what, understanding moral.
acy.R where, when, of key details acy.R where, when, of key details
L.2.1 why, and how in a text. L.2.1 why, and how in a text.
to to
demonstrate CCS Recount demonstrate CCS Recount
understanding S.EL stories, understanding S.EL stories,
of key details A- including of key details A- including
in a text. Liter fables and in a text. Liter fables and
acy.R folktales from acy.R folktales from
L.2.2 diverse L.2.2 diverse
cultures, and cultures, and
determine determine
their central their central
message, message,
lesson, or lesson, or
moral. 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 11:30 - 12:00 11:40 - 12:00 11:30 - 12:00

Glenda Palomino Page 8 of 15

 Mon, Nov 18 (Day A)
Author's Purpose
I do: I will Introducing
author’s purpose.
Persuade - is the author
trying to get you to do
something or believe what
they are saying?
Inform - is the author trying to
give you information or teach
you something?
Entertain - is the author
telling you a story you will
enjoy?
We do:
Introduce the difference
between each and ask what
was the author’s purpose for
“Magnets Work!” I will have
scholars discuss with their
tables and they will need to
respond to the sentence
stem "I believe the author's
purpose is ____ because
_____"
Centers: Isela will work with a
group of ten students.
12:00 - 12:10
Fluency Reading: Scholars
will do a timed reading for 1
Glenda Palomino
Tue, Nov 19 (Day B)
Similes
I do:
Students will be introduced to
similes - a type of figurative
language that uses the word
like or as to compare two
different things.
Ex: He runs as as fast as a
cheetah.
https://www.youtube.com/wat
ch?v=ROmKMtLWY14
We do:
Then they will be given a
series of sentences where
they will have to fill the
missing comparison from a
series of pictures.
Ex: The baby ate like a ___
and made a huge mess..
Options: pig, rock, knife
Centers: Isela will work with a
group of ten students.
12:00 - 12:10
Fluency Reading: Scholars
will do a timed reading for 1
minute and answer few Q's
from the passage.
12:10 - 12:20
Wed, Nov 20 (Day C)
Contractions ‘s ‘re ‘ll ‘ve
He is - he’s
Who is - who’s
You are - you’re
They are - they’re
We will - we’ll
She will - she’ll
I will - I’ll
You have - you’ve
I have - I’ve
They have - they’ve
I do:
https://www.youtube.com/wat
ch?v=gubPH3WEurg
Scholars will be introduced to
contractions and how they
work. They will look at each
type of contractions and
discuss if they see any
patterns when writing them.
We do: On their whiteboards
scholars will work on writing
contractions for different
examples.
Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)
Action Verbs Comprehension Test (11:30
I do: Explain that an action - 11:45)
verb is a word that shows Vocabulary Test (11:45 -
action. Action verbs tell what 12:00)
someone or something is Spelling Test (12:00 - 12:20)
doing. You can identify the
Lexia (12:20 - 12:45)
action verb in a sentence by
asking, “ What is the person
or thing in the sentence
doing?” Display the following
sentences:
Chad jumps rope.
Sarah sings a song.
Model identifying the action
verb in the first sentence.
https://www.youtube.com/wat
ch?v=nxtaLqImKH4
You do: Scholars will work in
sorting between nouns and
verbs.
Centers: Isela will work with a
group of ten students.
12:00 - 12:10
Fluency Reading: Scholars
will do a timed reading for 1
minute and answer few Q's
from the passage.
12:10 - 12:20
Page 9 of 15
 Mon, Nov 18 (Day A)
minute and answer few Q's
from the passage.
12:10 - 12:20
Comprehension
Reading: Scholars will read
a passage and answer
comprehension questions.
12:20 - 12:35
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:35 - 12:50
Iready: Scholars will work on
different skills on the site.
Ms Palomino:
Scholars will be part of 4
different centers:
12:00 - 12:10
Read to Self
12:10 - 12:20
Fluency Reading with
Partner
12:20 - 12:35
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
Glenda Palomino
Tue, Nov 19 (Day B)
Comprehension
Reading: Scholars will read
a passage and answer
comprehension questions.
12:20 - 12:35
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:35 - 12:50
Iready: Scholars will work on
different skills on the site.
Ms Palomino:
Scholars will be part of 4
different centers:
12:00 - 12:10
Read to Self
12:10 - 12:20
Fluency Reading with
Partner
12:20 - 12:35
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:35 - 12:50
Wed, Nov 20 (Day C)
Centers: Isela will work with a
group of ten students.
12:00 - 12:10
Fluency Reading: Scholars
will do a timed reading for 1
minute and answer few Q's
from the passage.
12:10 - 12:20
Comprehension
Reading: Scholars will read
a passage and answer
comprehension questions.
12:20 - 12:35
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:35 - 12:50
Spelling City: Scholars will
practice their spelling words.
Ms Palomino:
Scholars will be part of 4
different centers:
12:00 - 12:10
Read to Self
12:10 - 12:20
Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)
Comprehension
Reading: Scholars will read
a passage and answer
comprehension questions.
12:20 - 12:35
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:35 - 12:50
Spelling City: Scholars will
practice their spelling words.
Ms Palomino:
Scholars will be part of 4
different centers:
12:00 - 12:10
Read to Self
12:10 - 12:20
Fluency Reading with
Partner
12:20 - 12:35
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:35 - 12:50
Page 10 of 15
 Mon, Nov 18 (Day A) Tue, Nov 19 (Day B) Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)

work on skills they might Iready: Scholars will work on Fluency Reading with Spelling City: Scholars will
need help on) different skills on the site. Partner practice their spelling words.
12:35 - 12:50 12:20 - 12:35
Iready: Scholars will work on Lexia: Scholars will work on
different skills on the site. their level of Lexia. ( I will pull STANDARDS
some students back and
work on skills they might Utah Common
.
Core State
need help on)
Standards - Grade
12:35 - 12:50 2 - English
Spelling City: Scholars will Language Arts
practice their spelling words.
CCS Ask and
S.EL answer such
A- questions as
Liter who, what,
STANDARDS acy.R where, when,
L.2.1 why, and how
Utah Common to
Core State demonstrate
Standards - Grade understanding
2 - English of key details
Language Arts in a text.

CCS Ask and CCS Recount

S.EL answer such S.EL stories,
A- questions as A- including
Liter who, what, Liter fables and
acy.R where, when, acy.R folktales from
L.2.1 why, and how L.2.2 diverse
to cultures, and
demonstrate determine
understanding their central
message,

Glenda Palomino Page 11 of 15

 Mon, Nov 18 (Day A)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Learning Intention: Scholar is
able to recognize the
different ways that you can
make a friend.
Rational: Scholars need to
develop their social
emotional development.
Success criteria: If scholar is
able to share the ways in
which you can make a friend
Explicit Instruction:
I do: I will first begin by
introducing the objective for
the lesson. We will discuss
friends/friendship and what it
means to be a good friend.
We will discuss that it is
important to learn how to
make a friend as well.
We do: Together we will
come up with strategies for
Glenda Palomino
Tue, Nov 19 (Day B)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Learning Intention: I can
describe ways in which
people have changed the
environment in a community
(e.g., building roads, clearing
land for homes, and mining).
Rational: Scholars need to
understand that influence
that we have in the
environment.
Success criteria: If scholar is
able to share some ways in
which humans and animals
affect the environment.
Explicit Instruction:
I do: As an introduction
teacher will show a timelapse
video of cities changing over
time.
https://earthengine.google.co
m/timelapse/
Wed, Nov 20 (Day C)
of key details
in a text.
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Core Standard: Observe,
describe, and measure
seasonal weather patterns
and local variations.
Compare and contrast the
seasonal weather patterns
during the school year.
Learning Intention: Scholars
will learn about the patterns
of weather present in our
world and what creates our
different seasons.
Rational: Scholars need to
understand that weather is
related to the earth's relation
to the sun.
Success criteria: Scholar
knows that seasons are
related to the sun.
Explicit Instruction:
Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)
lesson, or
moral.
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: Observe,
describe, and measure
seasonal weather patterns
and local variations.
Compare and contrast the
seasonal weather patterns
during the school year.
Learning Intention: Scholars
will learn about the patterns
of weather present in our
world and what creates our
different seasons.
Rational: Scholars need to
understand that weather is
related to the earth's relation
to the sun.
Success criteria: Scholar
knows that seasons are
related to the sun.
Explicit Instruction:
Page 12 of 15
 Mon, Nov 18 (Day A)
how to make a friend. I will
then give them a graphic
organizer that provides some
ideas as well. We will then
follow a graphic organizer
with do's and don'ts in
making a friend.
Glenda Palomino
Tue, Nov 19 (Day B)
After watching the video
teacher will ask a few
questions: How are the cities
changing? What are humans
adding? What are humans
building? What happens to
the land that was there
before?
Teacher will then show
examples of ways in which
we change our environment.
https://www.youtube.com/wat
ch?v=cTP57dCUPlI
https://www.youtube.com/wat
ch?v=nM97CxVV_kc
https://www.youtube.com/wat
ch?v=jOY3gVV_KRE
We will also have a
discussion on how other
species; like animals; also
change the environment.
We do: I will ask scholars.
Do animals change our
environment too? What are
some examples?
We will then watch these
videos:
Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)
I do: In order to begin our I do: We will continue our
investigation on weather; we discussion on what causes
will begin with scholars the different seasons in our
sharing about what their planet. We will read an
favorite type of weather is. expository text.
(First, we will share examples We do: Scholars will fill out
of different kinds of weather) a graphic organizer with
I will give each student a vocabulary related to the
sticky note and ask them to different seasons.
write their favorite kind of You do: Students will then
weather on it. I will call up be introduced to the Weather
each student and develop a Tracker activity. Scholars will
bar graph to show what types start keeping track of the
of weather your students like weather for the next few
by sticking the sticky notes in weeks and we will see if
columns. We will then there any patterns, changes.
discuss what seasons each etc.
type of weather usually
occurs.
We do: We will talk about
each different season and
what are the different things
we experience during each
season.
You do: I will have scholars
draw pictures of things that
remind them of each season.
Science Talk: What causes
the different seasons to
happen?
Page 13 of 15
 Mon, Nov 18 (Day A) Tue, Nov 19 (Day B) Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)

https://www.youtube.com/wat
ch?v=CyE4_D6Fb_w
https://www.youtube.com/wat
ch?v=1fkGqO0Xk94

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)

2:00-2:20 2:00-2:20
Group 1 Will go with Ms. Group 1 Will go with Ms.
Isela to learn the song "La Isela to learn the song "La
Llorona" Llorona"
Group 2 Will stay with Ms. Group 2 Scholars will be
Palomino: We will review introduced to the Inca. They
information about the maya: will learn about where they
https://www.youtube.com/wat lived and some of their
ch?v=RXgrcpmFXt0 beliefs of the beginning of the
Scholars will be introduced to world.
the Mayan Number System. 2:20 - 2:40
We will practice writing Group 2 Will go with Ms.
numbers up to 19. Isela to learn the song "La
Llorona"
2:20 - 2:40 Group 1 Scholars will be
Group 2 Will go with Ms. introduced to the Inca. They
Isela to learn the song "La will learn about where they
Llorona" lived and some of their

Group 1 Will stay with Ms. beliefs of the beginning of the

Palomino: We will review world.

information about the maya:

https://www.youtube.com/wat 2:40 Sing La llorona as a
ch?v=RXgrcpmFXt0 whole class.

Glenda Palomino Page 14 of 15

 Mon, Nov 18 (Day A) Tue, Nov 19 (Day B) Wed, Nov 20 (Day C) Thu, Nov 21 (Day D) Fri, Nov 22 (Day E)

Scholars will be introduced to

the Mayan Number System.
We will practice writing
numbers up to 19.

2:40 Sing La llorona as a

whole class.

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 15 of 15