Glenda Palomino's Lesson Plans for the Week of Jan 13, 2020
Mon, Jan 13 (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. Sharing with each other
what they did during the
weekend and write about it.
"Weekend News"
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)
9:00 - 9:15
Daily Math
Scholars have math
questions that they need to
Glenda Palomino
Tue, Jan 14 (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. Writing Prompt: Write
about a time you felt really
happy. What happened?
What made you feel happy?
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)
9:00 - 9:15
Daily Math
Scholars have math
questions that they need to
Wed, Jan 15 (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. Writing Prompt: Imagine
what would happen if
someone shrunk you down to
be only 1″ tall. How would
your life change?
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)
9:00 - 9:15
Daily Math
Scholars have math
questions that they need to
Thu, Jan 16 (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. Go over Schedule/
Calendar (Spanish)
3. In Lak'ech
4. Writing Prompt:If you were
in charge of the whole world,
what would you do to make
the world a happier place?
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)
9:00 - 9:15
Daily Math
Scholars have math
questions that they need to
Fri, Jan 17 (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. Go over Schedule/
Calendar (Spanish)
3. In Lak'ech
4. Writing Prompt: If you
were in charge of planning
the school lunch menu, what
foods would you serve each
day?
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)
9:00 - 9:15
Daily Math
Scholars have math
questions that they need to
Page 1 of 15
 Mon, Jan 13 (Day A)
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
quick students from
shutting everyone else
Glenda Palomino
Tue, Jan 14 (Day B)
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
quick students from
shutting everyone else
Wed, Jan 15 (Day C)
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
quick students from
shutting everyone else
Thu, Jan 16 (Day D)
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
quick students from
shutting everyone else
Fri, Jan 17 (Day E)
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
quick students from
shutting everyone else
Page 2 of 15
 Mon, Jan 13 (Day A)
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.
Students explain (from
their seat) while the
Glenda Palomino
Tue, Jan 14 (Day B) Wed, Jan 15 (Day C)
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.
Students explain (from Students explain (from
their seat) while the their seat) while the
Thu, Jan 16 (Day D)
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.
Students explain (from
their seat) while the
Fri, Jan 17 (Day E)
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.
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.
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
Page 3 of 15
 Mon, Jan 13 (Day A)
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 subtract using the
standard algorithm.
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.
Explicit Instruction:
Glenda Palomino
Tue, Jan 14 (Day B)
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 subtract using the
standard algorithm.
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.
Explicit Instruction:
Wed, Jan 15 (Day C)
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 .9
Learning Intention: I can
rewrite a subtraction problem
and solve.
Rational: Scholars need to
learn the difference between
a vertical and horizontal
subtraction problems.
Success criteria: Scholars
are able to rewrite the
subtraction problem and
solve.
Explicit Instruction:
Thu, Jan 16 (Day D)
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
Learning Intention: I can
count up the number I am
subtracting to find the
difference.
Rational: Scholars can use
different strategies to solve
subtraction problems.
Success criteria: Scholars
are able to use a number line
to count up and find the
difference in a subtraction
problem.
Fri, Jan 17 (Day E)
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: I can use
different strategies to solve
subtraction word problems.
Rational: Scholars need to
be exposed to different
strategies in solving word
problems.
Success criteria: Scholars
are able to use the different
strategies to solve.
Explicit Instruction:
Page 4 of 15
 Mon, Jan 13 (Day A)
I do: First, I will introduce to
scholars the objective and
vocabulary for the lesson. I
will then explain that we will
continue working on
subtraction problems but this
time using the standard
algorithm. 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.
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
Glenda Palomino
Tue, Jan 14 (Day B)
I do: First, I will introduce to
scholars the objective and
vocabulary for the lesson. I
will then explain that we will
continue working on
subtraction problems but this
time using the standard
algorithm. 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.
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
Wed, Jan 15 (Day C)
I do: I will begin by
introducing the objective for
our lesson and then
introduce vocabulary. I will
then demonstrate how
scholars can rewrite a
subtraction problem from
horizontal to vertical. Then, I
will then explain that we will
continue working on
subtraction problems but this
time using the standard
algorithm. 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.
Thu, Jan 16 (Day D)
Explicit Instruction:
I do: I will begin the lesson
by explaining the objective
and by showing academic
vocabulary. I will then
demonstrate the relationship
between subtraction and
addition. When subtracting
you are taking away from a
number but you can also take
the second subtrahend and
add up to the first number to
find the difference. For today
they will be counting up
rather than using the
standard algorithm. I will
explain that this strategy
mainly works when the
numbers are close in
proximity to each other. I will
demonstrate with a couple
problems.
We do: Scholars will have to
help me solve some
problems. They will have to
replicate the steps that I
explained. I will have
scholars go up to the board
and solve.
You do: Scholars will have to
solve problems on their own
Fri, Jan 17 (Day E)
I do: I will introduce to
scholars our objective and
academic vocabulary. I will
then explain that for today we
will be solving a word
problem but use different
strategies to solve it (i.e.
using a picture, tally marks, a
number line). I will give them
an example problem and
solve it as they follow along
step by step.
We do: Together, we will
solve another problem but
scholars will help lead how to
solve it.
You do: Scholars will have to
solve a problem on their own
using the different strategies.
I will give them a chance to
solve and I will correct and
continue with each step.
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
Page 5 of 15
 Mon, Jan 13 (Day A) Tue, Jan 14 (Day B) Wed, Jan 15 (Day C) Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)

using the new strategy. I will

10:00 - 10:20 be walking around the room

Prodigy: Scholars will giving feedback and helping

practice their math skills on scholars.

the site.
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.

STANDARDS

Utah Common
Core State
Standards - Grade
2 - Mathematics

CCS Explain why

S.Mat addition and
h.Co subtraction
ntent strategies
.2.NB work, using
T.B.9 place value
and the
properties of
operations.

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 Introducing Essential Introducing Essential Introducing Essential Introducing Essential
Question: Question: Question: Question: Question:

Glenda Palomino Page 6 of 15

 Mon, Jan 13 (Day A)
“What makes different parts
of the world different?”
(10:30 - 10:45)
Strategy:
Reread
Explain to scholars that when
they come across a word or
information that is unclear
when they are reading, they
can go back and reread part
of the text. This can help
them understand what’s
happening
Read Aloud
Genre: Expository Text
“Alaska a Special Place”
-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 “What
makes different parts of the
world different?”
Glenda Palomino
Tue, Jan 14 (Day B)
“What makes different parts
of the world different?”
(10:30 - 10:45)
Strategy:
Reread
Explain to scholars that when
they come across a word or
information that is unclear
when they are reading, they
can go back and reread part
of the text. This can help
them understand what’s
happening
Echo Read
Genre: Expository Text
“Alaska a Special Place”
-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)
Growth, layers, lively,
location, region, seasons,
temperate, eerie
Wed, Jan 15 (Day C)
“What makes different parts
of the world different?”
(10:30 - 10:45)
Strategy:
Reread
Explain to scholars that when
they come across a word or
information that is unclear
when they are reading, they
can go back and reread part
of the text. This can help
them understand what’s
happening
Read Aloud
Genre: Expository Text
“Rain forests”
-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 “What
makes different parts of the
world different?”
Thu, Jan 16 (Day D)
“What makes different parts
of the world different?”
(10:30 - 11:00)
Strategy:
Reread
Explain to scholars that when
they come across a word or
information that is unclear
when they are reading, they
can go back and reread part
of the text. This can help
them understand what’s
happening
Echo Read
Genre: Expository Text
“Rain forests”
-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)
Growth, layers, lively,
location, region, seasons,
temperate, eerie
Fri, Jan 17 (Day E)
“What makes different parts
of the world different?”
(10:30 - 11:00)
Strategy:
Reread
Explain to scholars that when
they come across a word or
information that is unclear
when they are reading, they
can go back and reread part
of the text. This can help
them understand what’s
happening
Individual Reading
Genre: Expository Text
“Rain forests”
-For today scholars will read
on their own. They will have
to read the story and then
practice retelling with a
partner.
STANDARDS
Utah Common
Core State
Standards - Grade
2 - English
Language Arts
Page 7 of 15
 Mon, Jan 13 (Day A) Tue, Jan 14 (Day B) Wed, Jan 15 (Day C) Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)

Vocabulary Wonders (10:45 Scholars will be given Vocabulary Wonders (10:45 Scholars will have to think of
- 11:00) sentences that go along with - 11:00) actions that go along with the CCS Ask and
Growth, layers, lively, the words. They will have to Growth, layers, lively, words and we will act them S.EL answer such
location, region, seasons, match the words to the location, region, seasons, out. A- questions as
temperate, eerie sentences. temperate, eerie Liter who, what,
acy.R where, when,
We will introduce the Scholars will have sentences STANDARDS
L.2.1 why, and how
vocabulary words for the STANDARDS that have words missing; to
week. Scholars will be given Utah Common
scholars will have to figure demonstrate
Utah Common Core State
a sentence and pictures that out the right word that goes understanding
Core State Standards - Grade
go along with the words. with the right sentence. of key details
Standards - Grade 2 - English
in a text.
2 - English Language Arts
STANDARDS Language Arts STANDARDS CCS Recount
CCS Ask and
S.EL stories,
Utah Common CCS Ask and Utah Common S.EL answer such
A- including
Core State S.EL answer such Core State A- questions as
Liter fables and
Standards - Grade A- questions as Standards - Grade Liter who, what,
acy.R folktales from
2 - English Liter who, what, 2 - English acy.R where, when,
L.2.2 diverse
Language Arts acy.R where, when, Language Arts L.2.1 why, and how
cultures, and
L.2.1 why, and how to
determine
CCS Ask and to CCS Ask and demonstrate
their central
S.EL answer such demonstrate S.EL answer such understanding
message,
A- questions as understanding A- questions as of key details
lesson, or
Liter who, what, of key details Liter who, what, in a text.
moral.
acy.R where, when, in a text. acy.R where, when,
L.2.1 why, and how L.2.1 why, and how CCS Recount
to CCS Recount to S.EL stories,
demonstrate S.EL stories, demonstrate A- including
understanding A- including understanding Liter fables and
of key details Liter fables and of key details acy.R folktales from
in a text. acy.R folktales from in a text. L.2.2 diverse
L.2.2 diverse cultures, and
cultures, and determine
determine their central

Glenda Palomino Page 8 of 15

 Mon, Jan 13 (Day A)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:35 - 12:00
Capitalization of Proper
Nouns
We will review what a noun is
as a group. I will ask students
to talk in their groups.
I will then call on students to
share what they know about
nouns.
I will then ask if they
remember what a proper
noun is.
We will review that names of
places are specific so they
are proper nouns, because of
this we have to use capital
letters.
I will write the following
sentences on the board. I will
have the scholars identify
Glenda Palomino
Tue, Jan 14 (Day B)
their central
message,
lesson, or
moral.
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:35 - 12:00
Prefixes/Suffixes
Un, dis, re, pre
We will review what a prefix
is and what un-, dis-, and re-
will do to a word.
Scholars will read a passage
and find any words with the
prefix un- dis- re- or pre-
Then they will have to identify
what would be the definition
of that word based on the
prefix.
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.
Wed, Jan 15 (Day C)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:35 - 12:00
Combining and
Rearranging Sentences
Tell scholars that they can
combine two simple
sentences with similar ideas
into one longer sentence.
They can do this by
connecting the two
sentences with a comma and
a word such as and, but, or,
and so. Display the following
sentences:
We get some paint.
We make a mural.
Model how to combine the
two sentences.
Think aloud: these two
simple sentences are both
Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)
message,
lesson, or
moral.
LUNCH (11:00 AM - 11:30 AM) LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM -
12:45 PM) 12:45 PM)
11:35 - 12:00 Comprehension Test (11:30
Compound Words - 11:45)
As a class we will review Vocabulary Test (11:45 -
what a compound word is. 12:00)
Scholars will get a chance to Spelling Test (12:00 - 12:20)
talk with their tables. Then Lexia (12:20 - 12:45)
they will share.
Scholars will then be given a
set of words that they can
match up to create
compound words.
Scholars will try to record as
many words as they can
come up with on a piece of
paper.
Sets of words will be rotated
from table to table as
scholars decipher all
compound words.
Page 9 of 15
 Mon, Jan 13 (Day A)
each proper noun and rewrite
it correctly.
We visited florida.
Trenton is the capital of new
jersey.
We will practice with more
examples.
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
Glenda Palomino
Tue, Jan 14 (Day B)
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
Epic Reader
12:10 - 12:20
Word Work
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, Jan 15 (Day C)
about making a mural. I can
combine them with a comma
and the word and.
We get some paint and we
make a mural.
Display other sentences:
Kate wants to dance. She
turns on some music.
Mike will sing at the show.
Hannah will play the flute.
Scholars will then practice on
a graphic organizer.
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
Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)
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
Iready: Scholars will work on
different skills on the site.
Ms Palomino:
Scholars will be part of 4
different centers:
12:00 - 12:10
Epic Reader
12:10 - 12:20
Page 10 of 15
 Mon, Jan 13 (Day A) Tue, Jan 14 (Day B) Wed, Jan 15 (Day C) Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)

Iready: Scholars will work on
different skills on the site.
Ms Palomino:
Scholars will be part of 4
different centers:
12:00 - 12:10
Iready: Scholars will work on
different skills on the site.
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
Word Work
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)

Epic Reader different skills on the site. 12:35 - 12:50

12:10 - 12:20 Iready: Scholars will work on

Word Work Ms Palomino: different skills on the site.

Scholars will be part of 4
12:20 - 12:35
different centers: STANDARDS
Lexia: Scholars will work on
12:00 - 12:10
their level of Lexia. ( I will pull
Utah Common
some students back and Epic Reader
Core State
work on skills they might 12:10 - 12:20 Standards - Grade
need help on) Word Work 2 - English
12:35 - 12:50 12:20 - 12:35 Language Arts

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

STANDARDS CCS Recount

S.EL stories,

Glenda Palomino Page 11 of 15

 Mon, Jan 13 (Day A) Tue, Jan 14 (Day B) Wed, Jan 15 (Day C) Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)

Utah Common A- including

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

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 Learning Intention: Examine Weather Chart Weather Chart

Learning Intention: Examine
and identify cultural
differences within the
community.
Rational: Scholars need to be
able to understand the
experiences of all different
people.
and identify cultural
differences within the
community.
Rational: Scholars need to be
able to understand the
experiences of all different
people.
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.
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.

Glenda Palomino Page 12 of 15

 Mon, Jan 13 (Day A)
Success criteria: Scholars
are able to fill out a reflective
questionnaire with
information about the text.
Explicit Instruction:
I do: I will introduce scholars
the objective for the lesson. I
will then be reading a picture
book that introduces scholars
to a cultural difference. I will
ask scholars comprehension
questions as I am reading the
story.
We do: I will introduce to
scholars the questionnaire
they need to fill out to show
what they learned from the
story, any connections they
can make, questions they
have about the text, picture
about the story, and the
author's purpose.
I do: Scholars will have to fill
out the form on their own.
Glenda Palomino
Tue, Jan 14 (Day B)
Success criteria: Scholars
are able to fill out a reflective
questionnaire with
information about the text.
Explicit Instruction:
I do: I will introduce scholars
the objective for the lesson. I
will then be reading a picture
book that introduces scholars
to a cultural difference. I will
ask scholars comprehension
questions as I am reading the
story.
We do: I will introduce to
scholars the questionnaire
they need to fill out to show
what they learned from the
story, any connections they
can make, questions they
have about the text, picture
about the story, and the
author's purpose.
I do: Scholars will have to fill
out the form on their own.
Wed, Jan 15 (Day C)
Rational: Scholars need to
understand the process of
different rock formations.
Success criteria: Scholars
are able to explain how rocks
can change over time.
Explicit Instruction:
I do: I will explain to
scholars that our objective for
the day's lesson is to
understand how erosion can
change rock formations
through a series of real life
examples. https://www.youtu
be.com/watch?v=qqsTS67B
KmA&t=38s First, we will
discuss what is erosion? and
how this affects the earth's
landforms.
We do:
(https://www.youtube.com/wa
tch?v=ZNJe6hrdL3M)
Scholars will be put into
groups of six. Each group will
have a tin of metal, sand, and
water. They will be
conducting different types of
examples of erosion to see
how these affect the sand
Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)
Rational: Scholars need to
understand the process of
different rock formations.
Success criteria: Scholars
are able to explain how rocks
can change over time.
Explicit Instruction:
I do: First, I will introduce
what is the objective for the
lesson. I will explain that we
will be discussing how water
flows in our water. They will
introduced to a scenario of
rivers. First scholars will
discuss what makes the
water move? Then they will
be shown a map of rivers in
the U.S. and shown the
direction of the river flow.
They will have to discuss
what do they all have in
common? Then they will
cover an experiment to help
them figure out why water
flows in rivers and the
features of the land.
We do: Scholars will have
to partner up and make a
landform out of paper. They
will then scribble with
Page 13 of 15
 Mon, Jan 13 (Day A)
LATINX STUDIES (2:00 PM - 2:50
PM)
2:00-2:20
Group 1 Will go with Ms.
Isela to learn Days fo the
Week, Months, Introduction
in Spanish
Group 2 Scholars will be
introduced to the Inca. They
will learn about where they
lived and some of their
beliefs of the beginning of the
world. They will be
introduced to the history of
colonization in the Americas
2:20 - 2:40
Group 2 Will go with Ms.
Isela to learn Days fo the
Week, Months, Introduction
in Spanish
Glenda Palomino
Tue, Jan 14 (Day B)
MUSIC/DANCE (2:00 PM - 2:50
PM)
Wed, Jan 15 (Day C) Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)
(land forms). I will explain to markers the tops of their
them what steps they need to peaks. Then they will spray
take and they will will follow it their landforms to see how
on their own. the water is flowing.
You do: On a worksheet You do:. Scholars will have
scholars will have to draw/ to explain to a partner why
explain the before and after water flows a certain way.
of each experience they work
on.
LATINX STUDIES (2:00 PM - 2:50 MUSIC/DANCE (2:00 PM - 2:50
PM) PM)
2:00-2:20
Group 1 Will go with Ms.
Isela to learn Days fo the
Week, Months, Introduction
in Spanish
Group 2 Scholars will be
introduced to the Inca. They
will learn about where they
lived and some of their
beliefs of the beginning of the
world. They will be
introduced to the history of
colonization in the Americas
2:20 - 2:40
Group 2 Will go with Ms.
Isela to learn Days fo the
Week, Months, Introduction
in Spanish
Page 14 of 15
 Mon, Jan 13 (Day A) Tue, Jan 14 (Day B) Wed, Jan 15 (Day C) Thu, Jan 16 (Day D) Fri, Jan 17 (Day E)

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

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