Glenda Palomino's Lesson Plans for the Week of Dec 16, 2019
Mon, Dec 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. Go over Schedule/
Calendar (Spanish)
3. In Lak'ech
4. Practice: tonantzin
6. Sharing with each other
what they did during the
weekend and write about it.
"Weekend News"
MATH 2 (9:00 AM - 10:20 AM)
9:00 - 9:15
Daily Math
Glenda Palomino
Tue, Dec 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. Go over Schedule/
Calendar (Spanish)
3. In Lak'ech
4. Practice: Tonantzin
5. Writing Prompt: Which is
better, winter or summer?
Write about the reasons why
you think winter or summer is
better.
6. Practice Retell: Scholars
will be timed for one minute;
after they are done reading
they will have to retell to a
partner.
MATH 2 (9:00 AM - 10:20 AM)
9:00 - 9:15
Daily Math
Wed, Dec 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. Go over Schedule/
Calendar (Spanish)
3. In Lak'ech
4. Practice: Tonantzin
5. Writing Prompt: Write
about what would it be like if
you had an alligator as a pet.
6. Practice Retell: Scholars
will be timed for one minute;
after they are done reading
they will have to retell to a
partner.
MATH 2 (9:00 AM - 10:20 AM)
9:00 - 9:15
Daily Math
Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)
PROTOCOL (8:30 AM - 8:45 AM) PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM - MORNING MEETING (8:45 AM -
9:00 AM) 9:00 AM)
1. Enter the room with End of Year Assembly
Buenos Dias
2. Go over Schedule/
Calendar (Spanish)
3. In Lak'ech
4. Practice: Tonantzin
5. Practice Retell: Scholars
will be timed for one minute;
after they are done reading
they will have to retell to a
partner.
MATH 2 (9:00 AM - 10:20 AM) MATH 2 (9:00 AM - 10:20 AM)
9:00 - 9:15 End of Year Assembly
Daily Math
Page 1 of 15
 Mon, Dec 16 (Day A)
Scholars have math
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Wednesday, Thursday, and
Friday. We will go through the
questions one by one. I will
read the questions and they
will answer. I will then explain
the answers for the
problems.
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
number sentence; as long
as it is appropriate as a
mental math problem for
the class.
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
Glenda Palomino
Tue, Dec 17 (Day B)
Scholars have math
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Wednesday, Thursday, and
Friday. We will go through the
questions one by one. I will
read the questions and they
will answer. I will then explain
the answers for the
problems.
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
number sentence; as long
as it is appropriate as a
mental math problem for
the class.
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
Wed, Dec 18 (Day C)
Scholars have math
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Wednesday, Thursday, and
Friday. We will go through the
questions one by one. I will
read the questions and they
will answer. I will then explain
the answers for the
problems.
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
number sentence; as long
as it is appropriate as a
mental math problem for
the class.
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
Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)
Scholars have math
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Wednesday, Thursday, and
Friday. We will go through the
questions one by one. I will
read the questions and they
will answer. I will then explain
the answers for the
problems.
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
number sentence; as long
as it is appropriate as a
mental math problem for
the class.
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
Page 2 of 15
 Mon, Dec 16 (Day A)
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
the problem even after
they have the answer.
3. Students share their 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 4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Glenda Palomino
Tue, Dec 17 (Day B) Wed, Dec 18 (Day C)
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
the problem even after the problem even after
they have the answer. they have the answer.
3. Students share their
answers. After enough answers. After enough
time has passed that time has passed that
everyone or nearly everyone or nearly
everyone has a solution, everyone has a solution,
the teacher asks students the teacher asks students
what their solution are. what their solution are.
She writes down all She writes down all
solutions; none are given solutions; none are given
preferential treatment, preferential treatment,
and she doesn’t and she doesn’t
say whether they are right say whether they are right
or wrong. or wrong.
4. Students explain their
thinking. Once all thinking. Once all
solutions are written solutions are written
down, the teacher asks down, the teacher asks
students to explain how students to explain how
they got their solution. they got their solution.
Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)
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
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.
Page 3 of 15
 Mon, Dec 16 (Day A)
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.
Whole Classroom Instruction
9:25 - 10:00
End of Chapter 4 Test
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
STANDARDS
Utah Common
Core State
Standards - Grade
2 - Mathematics
Glenda Palomino
Tue, Dec 17 (Day B)
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.
Whole Classroom Instruction
9:25 - 10:00
Core Standard:
CCSS.Math.Content.2NBT.B.
5 5
Learning Intention: I can
break apart the subtrahend to
solve a subtraction problem.
Rational: Scholars need to
learn different strategies to
subtract.
Success criteria: Scholars
are able to break apart the
subtrahend and then
subtract.
Wed, Dec 18 (Day C)
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.
Whole Classroom Instruction
9:25 - 10:00
Core Standard:
CCSS.Math.Content.2NBT.B.
Learning Intention: I can
break apart the subtrahend to
solve a subtraction problem.
Rational: Scholars need to
learn different strategies to
subtract.
Success criteria: Scholars
are able to break apart the
subtrahend and then
subtract.
Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)
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.
Whole Classroom Instruction
9:25 - 10:00
Core Standard:
CCSS.Math.Content.2.NBT.B
.9
Learning Intention: Scholar
can use quick pictures to
subtract two digits
Rational: Scholar is able to
use regrouping and no
regrouping to solve
subtraction problems.
Success criteria: Scholar is
able to recognize when they
need to regroup and then
subtract.
Page 4 of 15
 Mon, Dec 16 (Day A) Tue, Dec 17 (Day B)
Explicit Instruction:
CCS Add up to four I do: I will begin by
S.Mat two-digit introducing the objective for
h.Co numbers our lesson and then
ntent using introduce vocabulary. I will
.2.NB strategies
then demonstrate the
T.B.6 based on
strategy we will be using to
place value
and properties solve. First they will need to
of operations. match the ones from the first
subtrahend and then figure
out how much is left. Then
they subtract in two parts.
First, where you get to the
nearest ten and then subtract
the other number. I will
demonstrate how to do this
with two problems.
We do: Scholars will be given
some problems and together
we will solve. They need to
follow my instructions step by
step.
You do: Scholars will then
solve some problems on their
own. I will check their work
and if they are doing it
correctly.
10:00 - 10:20
Glenda Palomino
Wed, Dec 18 (Day C)
Explicit Instruction:
I do: I will begin by
introducing the objective for
our lesson and then
introduce vocabulary. I will
then demonstrate the
strategy we will be using to
solve. First, they will need to
divide the subtrahend into
tens and ones. They will
need to match the ones from
the first subtrahend and then
figure out how much is left.
Then they subtract in three
parts. First, they have to
subtract ten. Then, where
you get to the nearest ten
and then subtract the other
number. I will demonstrate
how to do this with two
problems.
We do: Scholars will be given
some problems and together
we will solve. They need to
follow my instructions step by
step.
You do: Scholars will then
solve some problems on their
own. I will check their work
and if they are doing it
correctly.
Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)
Explicit Instruction:
I do: First, I will introduce to
scholars the objective and
vocabulary for the lesson. I
will then explain that when it
comes to subtracting using
pictures we only draw the big
number. We then take away
the amount that we are
subtracting. Scholars have to
realize that sometimes you
need to regroup in order to
be able to subtract. Scholars
will learn a rhyme "More on
top, no need to stop. More on
the floor, go next door and
get ten more." I will
demonstrate how to solve
with a couple of problems.
We do: Scholars will then
solve a few problems along
with me. They will need to
follow step by step.
You do: Scholars will get a
change to solve some
problems on their own while I
walk around and check on
their work.
Page 5 of 15
 Mon, Dec 16 (Day A) Tue, Dec 17 (Day B) Wed, Dec 18 (Day C) Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)

Prodigy: Scholars will 10:00 - 10:20

practice their math skills on 10:00 - 10:20 Prodigy: Scholars will
the site. Prodigy: Scholars will practice their math skills on
practice their math skills on the site.
STANDARDS the site.
STANDARDS
Utah Common
Core State Utah Common
Standards - Grade Core State
2 - Mathematics Standards - Grade
2 - Mathematics
CCS Fluently add
S.Mat and subtract CCS Explain why
h.Co within 100 S.Mat addition and
ntent using h.Co subtraction
.2.NB strategies ntent strategies
T.B.5 based on .2.NB work, using
place value, T.B.9 place value
properties of and the
operations, properties of
and/or the operations.
relationship
between
addition and
subtraction.

LANGUAGE ARTS 2 (10:20 AM - LANGUAGE ARTS 2 (10:20 AM - LANGUAGE ARTS 2 (10:20 AM - LANGUAGE ARTS 2 (10:20 AM - LANGUAGE ARTS 2 (10:20 AM -
11:00 AM) 11:00 AM) 11:00 AM) 11:00 AM) 11:00 AM)

Introducing Essential
Question:
“How does weather affect
us?”
(10:30 - 10:45)
Introducing Essential Introducing Essential Introducing Essential Comprehension Test (11:20
Question: Question: Question: - 10:30)
“How does weather affect “How does weather affect “How does weather affect Vocabulary Test (10:30 -
us?” us?” us?” 10:45)
(10:30 - 10:45) (10:30 - 10:45) (10:30 - 11:00) Spelling Test (10:45 - 11:00)

Glenda Palomino Page 6 of 15

 Mon, Dec 16 (Day A)
Strategy:
Ask and answer Questions
Remind scholars that they
can ask themselves
questions before, during, and
after they read a text. This
can help them to better
understand the information
Read Aloud
Genre: Expository Text
“Tornado!”
-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
does weather affect us?”
Vocabulary Wonders (10:45
- 11:00)
Damage, dangerous, destroy,
event, harsh, prevent,
warning, weather
Glenda Palomino
Tue, Dec 17 (Day B) Wed, Dec 18 (Day C) Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)
Strategy: Strategy: Strategy:
Ask and answer Questions Ask and answer Questions Ask and answer Questions STANDARDS
Remind scholars that they Remind scholars that they Remind scholars that they
Utah Common
can ask themselves can ask themselves can ask themselves
Core State
questions before, during, and questions before, during, and questions before, during, and
Standards - Grade
after they read a text. This after they read a text. This after they read a text. This 2 - English
can help them to better can help them to better can help them to better Language Arts
understand the information understand the information understand the information
CCS Ask and
Echo Read Read Aloud Echo Read
S.EL answer such
Genre: Expository Text Genre: Expository Text Genre: Expository Text A- questions as
“Tornado!” “Wild Weather” “Wild Weather” Liter who, what,
-For today scholars will be -Students will introduce the -For today scholars will be acy.R where, when,
L.2.1 why, and how
echo reading the story. I will title of the story, genre, and echo reading the story. I will
to
read about a paragraph at a essential question. read about a paragraph at a demonstrate
time and scholars will repeat -Teacher will then read the time and scholars will repeat understanding
as a group. story and ask comprehension as a group. of key details
-After the story is over we will questions as students are -After the story is over we will in a text.
go over the main idea and following along with their go over the main idea and
CCS Recount
details of the story. fingers. details of the story. S.EL stories,
Vocabulary Wonders (10:45 -At the end of the story we Vocabulary Wonders (10:45 A- including
- 11:00) will discuss how it relates to - 11:00) Liter fables and
the essential question “How acy.R folktales from
Damage, dangerous, destroy, Across, borrow, countryside,
L.2.2 diverse
event, harsh, prevent, does weather affect us?” idea, insists, lonely, solution, cultures, and
warning, weather Vocabulary Wonders (10:45 villagesDamage, dangerous, determine
Scholars will be given - 11:00) destroy, event, harsh, their central
sentences that go along with Damage, dangerous, destroy, prevent, warning, weather message,
lesson, or
the words. They will have to event, harsh, prevent, Scholars will have to think of
moral.
match the words to the warning, weather actions that go along with the
sentences. Scholars will have sentences words and we will act them
that have words missing; out.
Page 7 of 15
 Mon, Dec 16 (Day A) Tue, Dec 17 (Day B) Wed, Dec 18 (Day C) Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)

We will introduce the scholars will have to figure

vocabulary words for the STANDARDS out the right word that goes STANDARDS
week. Scholars will be given with the right sentence.
a sentence and pictures that Utah Common Utah Common
go along with the words. Core State Core State
STANDARDS
Standards - Grade Standards - Grade
2 - English 2 - English
STANDARDS
Utah Common
Language Arts Language Arts
Core State
Utah Common Standards - Grade
CCS Ask and CCS Ask and
Core State 2 - English
S.EL answer such S.EL answer such
Standards - Grade Language Arts
A- questions as A- questions as
2 - English Liter who, what, Liter who, what,
CCS Ask and
Language Arts acy.R where, when, acy.R where, when,
S.EL answer such
L.2.1 why, and how L.2.1 why, and how
CCS Ask and A- questions as
to to
S.EL answer such Liter who, what,
demonstrate demonstrate
A- questions as acy.R where, when,
understanding understanding
Liter who, what, L.2.1 why, and how
of key details of key details
acy.R where, when, to
in a text. in a text.
L.2.1 why, and how demonstrate
to understanding
CCS Recount CCS Recount
demonstrate of key details
S.EL stories, S.EL stories,
understanding in a text.
A- including A- including
of key details Liter fables and Liter fables and
in a text. 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)

Glenda Palomino Page 8 of 15

 Mon, Dec 16 (Day A)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
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.
Glenda Palomino
Tue, Dec 17 (Day B)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
Abbreviations
Students will be introduced to
abbreviations with this video.
https://www.youtube.com/wat
ch?v=3HIFhXGT5QY
Students will then get to
match titles/dates with the
correct abbreviation.
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)
Wed, Dec 18 (Day C)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
Synonyms
Teacher will introduce the
definition of a synonym and
with this video.
https://www.youtube.com/wat
ch?v=hFFW9zKJ5os
Scholars will then be given a
series of words and they will
have to find the synonym that
goes along with it.
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
Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)
LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM -
12:45 PM) 12:45 PM)
11:30 - 12:00 Winter Party Celebration
Past and future Tense
Verbs
Review with scholars the
three different tenses that we
talked about last week.
Help scholars recall that
there are three tenses;
present tense, past tense,
and future tense.
Present tense means that the
verb is happening right now.
Introduce past-tense and
future-tense verbs.
Past tense tells you
something that happened
already and future-tense tells
about something that will
happen. Past tense verbs
often end in -ed and we often
add will before the verb when
it’s talking about the future.
Write and read the word loan.
Work with scholars to form
the past and future tense of
loan. (loaned and will loan).
Have scholars practice
writing the past and future
Page 9 of 15
 Mon, Dec 16 (Day A) Tue, Dec 17 (Day B) Wed, Dec 18 (Day C) Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)

Centers: Isela will work with a 12:35 - 12:50 work on skills they might tense of verbs on their white
group of ten students. Iready: Scholars will work on need help on) boards
12:00 - 12:10 different skills on the site. 12:35 - 12:50
Fluency Reading: Scholars Iready: Scholars will work on Centers: Isela will work with a
will do a timed reading for 1 Ms Palomino: different skills on the site. group of ten students.
minute and answer few Q's Scholars will be part of 4 12:00 - 12:10
from the passage. different centers: Ms Palomino: Fluency Reading: Scholars
12:10 - 12:20 12:00 - 12:10 Scholars will be part of 4 will do a timed reading for 1
Comprehension Epic Reader different centers: minute and answer few Q's
Reading: Scholars will read 12:10 - 12:20 12:00 - 12:10 from the passage.
a passage and answer Epic Reader 12:10 - 12:20
Word Work
comprehension questions. Comprehension
12:20 - 12:35 12:10 - 12:20
12:20 - 12:35 Reading: Scholars will read
Lexia: Scholars will work on Word Work
Lexia: Scholars will work on a passage and answer
their level of Lexia. ( I will pull 12:20 - 12:35
their level of Lexia. ( I will pull comprehension questions.
some students back and Lexia: Scholars will work on
some students back and 12:20 - 12:35
work on skills they might their level of Lexia. ( I will pull
work on skills they might Lexia: Scholars will work on
need help on) some students back and
need help on) their level of Lexia. ( I will pull
12:35 - 12:50 work on skills they might
12:35 - 12:50 some students back and
Iready: Scholars will work on need help on)
Iready: Scholars will work on work on skills they might
different skills on the site. 12:35 - 12:50
different skills on the site. need help on)
Iready: Scholars will work on
12:35 - 12:50
different skills on the site.
Ms Palomino: Iready: Scholars will work on
Scholars will be part of 4 different skills on the site.
different centers:
STANDARDS
12:00 - 12:10 Ms Palomino:
Epic Reader Utah Common Scholars will be part of 4
12:10 - 12:20 Core State different centers:
Standards - Grade 12:00 - 12:10
Word Work

Glenda Palomino Page 10 of 15

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

12:20 - 12:35 Epic Reader

Lexia: Scholars will work on 2 - English 12:10 - 12:20
their level of Lexia. ( I will pull Language Arts Word Work
some students back and 12:20 - 12:35
work on skills they might CCS Ask and
S.EL answer such Lexia: Scholars will work on
need help on)
A- questions as their level of Lexia. ( I will pull
12:35 - 12:50 Liter who, what, some students back and
Iready: Scholars will work on acy.R where, when, work on skills they might
different skills on the site. L.2.1 why, and how
need help on)
to
demonstrate 12:35 - 12:50
. understanding Iready: Scholars will work on
of key details different skills on the site.
in a text.

STANDARDS

Utah Common
Core State
Standards - Grade
2 - English
Language Arts

CCS Ask and

S.EL answer such
A- questions as
Liter who, what,
acy.R where, when,
L.2.1 why, and how
to
demonstrate
understanding
of key details
in a text.

Glenda Palomino Page 11 of 15

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

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)

Weather Chart Weather Chart Weather Chart Weather Chart

Learning Intention: I can
compare the difference
between maps and globes.
Rational: Scholars need to
understand the different uses
between maps and globes.
Success criteria: If scholar is
able to tell the difference
between a map and globe
and how they are different.
Learning Intention: I can
understand the tradition of
Hanukkah and how people
celebrate.
Rational: Scholars need to
understand the different
celebrations around the
world.
Success criteria: Scholar is
able to explain what
Hanukkah is and how people
celebrate.
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 describe and model
different types of clouds.
Rational: Scholars need to
understand how clouds can
Core Standard: I can explain
how smaller rocks come from
the breakage and weathering
of larger rocks.
Learning Intention: Scholars
will describe the rock cycle.
Rational: Scholars need to
understand the process of
different rock formations.
Success criteria: Scholars
are able to explain how rocks
can change over time.

Glenda Palomino Page 12 of 15

 Mon, Dec 16 (Day A)
Explicit Instruction:
I do: Scholars will be asked
about their previous
knowledge about globes and
maps.
Teacher will ask: What are
they used for?
What can you see in them?
How are they alike and
different?
We do: Scholars will then
create a booklet all about the
differences between map and
globes; they will also be
introduced to the cardinal
directions. Scholars will also
get to create maps of their
classroom and bedroom
using different symbols.
I do: Scholars will be asked
to find a country in the globe
that is on the map.
Glenda Palomino
Tue, Dec 17 (Day B)
Explicit Instruction:
I do: I will introduce scholars
to the history of Hanukkah
and what people do to
celebrate. We will watch the
following videos.
https://www.youtube.com/wat
ch?v=nnyE9FFZkaQ
https://www.youtube.com/wat
ch?v=sGd7XOi3V5M
https://www.youtube.com/wat
ch?v=IlKrj1PXfEA
We do: Scholars will have
some activities related to
Hanukkah to help remember
what it is all about.
Wed, Dec 18 (Day C) Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)
show what kind of weather it
is. Explicit Instruction:
Success criteria: Scholars I do: We will begin by
are able to display each gaging students knowledge
different type of cloud. about rocks by filling out a
KWL chart together. Students
Explicit Instruction: will then be introduced to this
I do: Scholars will be objective through the
presented with 4 different story“The Big Rock.” We will
types of clouds. Cumulus have a discussion about how
cloud, rocks can change throughout
time through weathering and
Cumulonimbus cloud, stratus
breakage.
cloud, and cirrus cloud.
We do: Students will then
-Teacher will tell the scholars
be introduced to the Rock
that these clouds all have
Cycle. https://www.youtube.c
different names and that they
om/watch?v=EGK1KkLjdQY
are all signs of different types
of weather. - You do: Students will fill
out a graphic organizer
We do: Teacher will then
related to the Rock Cycle.
show class pictures of the
different clouds and read
cards to the class one at a
time and work together to
match the description from
the card with the cloud
picture.
-We will then have a
discussion about whether
scholars have seen these
clouds and when.
Page 13 of 15
 Mon, Dec 16 (Day A) Tue, Dec 17 (Day B) Wed, Dec 18 (Day C) Thu, Dec 19 (Day D) Fri, Dec 20 (Day E)

You do: Scholars will get

to make a model of the
different clouds using
construction paper, glue, and
cotton balls.
-Teacher will give each
scholar a blue piece of
construction paper and have
them fold it into four
sections.
-Scholars will label each
section and use the cotton
balls to create each type of
cloud to its likeness.

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 Isela to learn the song
"Tonantzin" "Tonantzin"
Group 2 Scholars will be Group 2 Scholars will be
introduced to the Inca. They introduced to the Inca. They
will learn about where they will learn about where they
lived and some of their lived and some of their
beliefs of the beginning of the beliefs of the beginning of the
world. They will be world. They will be
introduced to the history of introduced to the history of
colonization in the Americas colonization in the Americas

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

2:20 - 2:40 2:20 - 2:40

Group 2 Will go with Ms. Group 2 Will go with Ms.
Isela to learn the song Isela to learn the song
"Tonantzin" "Tonantzin"
Group 1 Scholars will be Group 1 Scholars will be
introduced to the Inca. They introduced to the Inca. They
will learn about where they will learn about where they
lived and some of their lived and some of their
beliefs of the beginning of the beliefs of the beginning of the
world. They will be world. They will be
introduced to the history of introduced to the history of
colonization in the Americas colonization in the Americas

2:40 Sing Tonantzin as a 2:40 Sing Tonantzin as a

whole class. 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