Glenda Palomino's Lesson Plans for the Week of Jan 27, 2020
Mon, Jan 27 (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"
Learning Intention: Scholar
can write an opinion piece,
supply reasons, use linking
words, and provide a
concluding statement or
section.
Rational: Students need to
be able to provide reasons
for a statement. Will make
their statement stronger.
Success Criteria: Writing has:
• Introduction sentence.
• 3 reasons.
• Conclusion Sentence
• Uses transition words.
Glenda Palomino
Tue, Jan 28 (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 your favorite sport and
why you like it so much.
Learning Intention: Scholar
can write an opinion piece,
supply reasons, use linking
words, and provide a
concluding statement or
section.
Rational: Students need to
be able to provide reasons
for a statement. Will make
their statement stronger.
Success Criteria: Writing has:
• Introduction sentence.
• 3 reasons.
• Conclusion Sentence
• Uses transition words.
Wed, Jan 29 (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: If you had
one wish, what would it be?
Learning Intention: Scholar
can write an opinion piece,
supply reasons, use linking
words, and provide a
concluding statement or
section.
Rational: Students need to
be able to provide reasons
for a statement. Will make
their statement stronger.
Success Criteria: Writing has:
• Introduction sentence.
• 3 reasons.
• Conclusion Sentence
• Uses transition words.
• Uses capital letters and
periods.
Thu, Jan 30 (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: You are
walking through the forest
when one of the trees starts
talking to you. What does it
say? What do you do?
Learning Intention: Scholar
can write an opinion piece,
supply reasons, use linking
words, and provide a
concluding statement or
section.
Rational: Students need to
be able to provide reasons
for a statement. Will make
their statement stronger.
Success Criteria: Writing has:
• Introduction sentence.
• 3 reasons.
• Conclusion Sentence
Fri, Jan 31 (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: The
weather forecast is calling for
a blizzard in the middle of the
summer. What do you do?
Learning Intention: Scholar
can write an opinion piece,
supply reasons, use linking
words, and provide a
concluding statement or
section.
Rational: Students need to
be able to provide reasons
for a statement. Will make
their statement stronger.
Success Criteria: Writing has:
• Introduction sentence.
• 3 reasons.
• Conclusion Sentence
• Uses transition words.
Page 1 of 14
 Mon, Jan 27 (Day A)
• Uses capital letters and
periods.
5. Practice Retell: Scholars
will be timed for one minute;
after they are done reading
they will have to retell to a
partner.
Learning Intention: I can
answer the questions, who
what, where, when, why, and
how to show I understood the
story.
Rational: It is important to
understand what we are
reading. We can use the
information we read to
answer questions, reflect,
and learn.
Success Criteria:
• Scholars read the story.
• Scholars were able to
retell to their partner.
MATH 2 (9:00 AM - 10:20 AM)
9:00 - 9:15
Glenda Palomino
Tue, Jan 28 (Day B)
• Uses capital letters and
periods.
5. Practice Retell: Scholars
will be timed for one minute;
after they are done reading
they will have to retell to a
partner.
Learning Intention: I can
answer the questions, who
what, where, when, why, and
how to show I understood the
story.
Rational: It is important to
understand what we are
reading. We can use the
information we read to
answer questions, reflect,
and learn.
Success Criteria:
• Scholars read the story.
• Scholars were able to
retell to their partner.
MATH 2 (9:00 AM - 10:20 AM)
9:00 - 9:15
Wed, Jan 29 (Day C)
5. Practice Retell: Scholars
will be timed for one minute;
after they are done reading
they will have to retell to a
partner.
Learning Intention: I can
answer the questions, who
what, where, when, why, and
how to show I understood the
story.
Rational: It is important to
understand what we are
reading. We can use the
information we read to
answer questions, reflect,
and learn.
Success Criteria:
• Scholars read the story.
• Scholars were able to
retell to their partner.
MATH 2 (9:00 AM - 10:20 AM)
Daily Math
Thu, Jan 30 (Day D)
• Uses transition words.
• Uses capital letters and
periods.
5. Practice Retell: Scholars
will be timed for one minute;
after they are done reading
they will have to retell to a
partner.
Learning Intention: I can
answer the questions, who
what, where, when, why, and
how to show I understood the
story.
Rational: It is important to
understand what we are
reading. We can use the
information we read to
answer questions, reflect,
and learn.
Success Criteria:
• Scholars read the story.
• Scholars were able to
retell to their partner.
MATH 2 (9:00 AM - 10:20 AM)
Daily Math
Fri, Jan 31 (Day E)
• Uses capital letters and
periods.
5. Practice Retell: Scholars
will be timed for one minute;
after they are done reading
they will have to retell to a
partner.
Learning Intention: I can
answer the questions, who
what, where, when, why, and
how to show I understood the
story.
Rational: It is important to
understand what we are
reading. We can use the
information we read to
answer questions, reflect,
and learn.
Success Criteria:
• Scholars read the story.
• Scholars were able to
retell to their partner.
MATH 2 (9:00 AM - 10:20 AM)
Daily Math
Page 2 of 14
 Mon, Jan 27 (Day A)
Daily Math
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
Glenda Palomino
Tue, Jan 28 (Day B)
Daily Math
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
Wed, Jan 29 (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, Jan 30 (Day D)
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
Fri, Jan 31 (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 3 of 14
 Mon, Jan 27 (Day A)
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
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
Glenda Palomino
Tue, Jan 28 (Day B) Wed, Jan 29 (Day C)
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 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.
Thu, Jan 30 (Day D)
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.
Fri, Jan 31 (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.
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.
Page 4 of 14
 Mon, Jan 27 (Day A)
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.
Whole Classroom Instruction
9:25 - 10:00
Core Standard:
CCSS.Math.Content.2.NBT.B
.9
Learning Intention: Scholars
can use drawing pictures as
a strategy to solve word
problems.
Rational: It is important to
know that there is more than
one way to solve a problem.
Different strategies our valid.
Success criteria:
Glenda Palomino
Tue, Jan 28 (Day B)
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.
Whole Classroom Instruction
9:25 - 10:00
Core Standard:
CCSS.Math.Content.2.NBT.B
.9
Learning Intention: Scholars
can use the bar model to
solve word problems.
Rational: It is important to
use different strategies to
solve word problems.
Success criteria:
• Scholar knows which kind
of bar model they need to
use
Wed, Jan 29 (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.2.NBT.B
.9
Learning Intention: I can write
a number sentence for a
word problem.
Rational: scholars can use
different strategies to solve
word problems.
Success criteria:
• Scholar is able to figure
out what parts of the
number sentence they
have been provided.
Thu, Jan 30 (Day D)
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: Scholars
can use the bar model to
solve multi step word
problems.
Rational: Scholars can use
different strategies to solve
word problems.
Success criteria:
• Scholar can figure out the
first step of the world
problem.
Fri, Jan 31 (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
Chapter 5 Test
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
Page 5 of 14
 Mon, Jan 27 (Day A)
• Scholar is able to draw an
accurate picture that goes
with the word problem.
• Scholar is able to use
picture to solve the
problem.
• Scholar finds the answer.
Explicit Instruction:
I do: I will begin by
introducing the objective for
the lesson as well as any
academic vocabulary they
need to know. I will then
explain that we will continue
working on solving word
problems, but we will be
focusing on using drawings
to solve them. I will
demonstrate a type of
subtraction word problem
and how I would use pictures
to solve this problem. I will be
giving them step by step
instructions.
We do: I will present another
similar problem but this time
scholars will help me solve
using the steps I previously
used.
Glenda Palomino
Tue, Jan 28 (Day B)
• Scholar is able to fill out
bar model
• Scholar is able to use bar
model to find the answer
to the problem
Explicit Instruction:
I do: I will begin by
introducing the objective for
the lesson as well as any
academic vocabulary they
need to know. I will then
explain that we will continue
working on solving word
problems, but we will be
focusing on using the bar
model. I will explain some
key words that let us know if
we are subtracting or adding
when solving word problems.
Once we know if we are
subtracting or adding we can
fill out our bar model. We can
then solve our problem by
using the standard
algorithm.
We do: Scholars will
demonstrate how to fill out
the bar model for the problem
and find the answer on their
Wed, Jan 29 (Day C)
• Scholar is able to begin
writing the number
sentence.
• Scholar is able to use the
correct strategy to find the
missing parts.
• Scholar is able to find the
answer to the problem.
Explicit Instruction:
I do: I will begin by
introducing the objective for
the lesson as well as any
academic vocabulary they
need to know. I will then
explain that we will continue
working on solving word
problems, but we will be
focusing on writing a number
sentence for it. I will explain
some key words that let us
know if we are subtracting or
adding when solving word
problems. I will also explain
that when you are subtracting
there can be different types
of problems such as take
away and comparing. We will
start writing our number
sentence depending on what
information we have been
Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)
• Scholar uses the bar
model to solve the first
part of the problem.
• Scholar can figure out the
second step of the world
problem.
• Scholar uses their bar
model to solve the word
problem.
Explicit Instruction:
I do: I will begin by
introducing the objective for
the lesson as well as any
academic vocabulary they
need to know. I will then
explain that we will continue
working on solving word
problems, but we will be
focusing on using the bar
model. I will explain some
key words that let us know if
we are subtracting or adding
when solving word problems.
Once we know if we are
subtracting or adding we can
fill out our bar model. We can
then solve our problem by
using the standard algorithm.
We will then repeat the steps
Page 6 of 14
 Mon, Jan 27 (Day A)
You do: I will provide scholars
another similar problem and
then they will have to solve it
using the strategy I've
shown.
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
LANGUAGE ARTS 2 (10:20 AM -
11:00 AM)
Phonics: /or/ or, ore, oar,
ar/ ar
Remind scholars that
rhyming words end with the
same sounds. Say: I will say
two words, then you will
repeat the words: park, bark.
The words park and bark
rhyme. They both end in
/ark/. Now I will try to make
Glenda Palomino
Tue, Jan 28 (Day B)
own. They may share their
work with a partner and
review answers.
You do: I will read problems
to the students and they will
have to solve on their own.
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
LANGUAGE ARTS 2 (10:20 AM -
11:00 AM)
Introducing Essential
Question:
“How are kids around the
world different ?”
(10:30 - 10:45)
Strategy:
Ask and answer Questions
Remind scholars that they
can ask themselves
Wed, Jan 29 (Day C)
given. I will demonstrate how
to find the missing answer.
We do: Scholars will
demonstrate how to use the
information from the word
problem to write their number
sentence. They may begin to
solve the problem. They may
share their work with a
partner and review answers.
You do: I will read problems
to the students and they will
have to solve on their own.
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
LANGUAGE ARTS 2 (10:20 AM -
11:00 AM)
Introducing Essential
Question:
“How are kids around the
world different?”
(10:30 - 10:45)
Strategy:
Visualize
Explain to scholars that as
they read they can visualize
Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)
again to finish up the
problem.
We do: Scholars will
demonstrate how to fill out
the bar model for the problem
and find the answer on their
own. They may share their
work with a partner and
review answers.
You do: I will read problems
to the students and they will
have to solve on their own.
10:00 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
LANGUAGE ARTS 2 (10:20 AM - LANGUAGE ARTS 2 (10:20 AM -
11:00 AM) 11:00 AM)
Introducing Essential Introducing Essential
Question: Question: “How are kids
“How are kids around the around the world different?”
world different?” (10:30 - 11:00)
(10:30 - 11:00) Strategy:
Strategy: Visualize
Visualize Explain to scholars that as
Explain to scholars that as they read they can visualize
they read they can visualize the characters, setting, and
Page 7 of 14
 Mon, Jan 27 (Day A)
another word that ends in
/ark/. /dark/.
Now listen to these word
pairs. If the words rhyme, say
the words. If the words don’t
rhyme remain silent.
Harm, farm
Born, board
Court, cart
Sort, port
Bar, jar
Dart, chart
Irregular Verbs: go, do
We will review what a verb is
and what we usually do to
make a past verb. (i.e.
adding -es)
I will introduce that there are
some verbs that you can’t
just add -es, (i.e. go and do)
What is the past tense of go?
What is the past tense of
did?
We will practice using the
past tense of these verbs
with a graphic organizer.
Glenda Palomino
Tue, Jan 28 (Day B)
questions before, during, and
after they read a text. This
can help them to better
understand the information
Read Aloud
Genre: Realistic Fiction
“Happy New Years”
-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
are kids around the world
different?”
Vocabulary Wonders (10:45
- 11:00)
Common, costume, customs,
favorite, parades,
surrounded, travels, wonder
Scholars will be given
sentences that go along with
the words. They will have to
match the words to the
sentences.
Wed, Jan 29 (Day C)
the characters, setting, and
events. This can help them
better understand the story.
Read Aloud
Genre: Realistic Fiction
“Dear Primo”
-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
are kids around the world
different?”
Vocabulary Wonders (10:45
- 11:00)
Common, costume, customs,
favorite, parades,
surrounded, travels, wonder
Scholars will have sentences
that have words missing;
scholars will have to figure
out the right word that goes
with the right sentence.
Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)
the characters, setting, and events. This can help them
events. This can help them better understand the story.
better understand the story. Individual Reading
Echo Read Genre: Realistic Fiction
Genre: Realistic Fiction “Dear Primo”
“Dear Primo” -For today scholars will read
-For today scholars will be on their own. They will have
echo reading the story. I will to read the story and then
read about a paragraph at a practice retelling with a
time and scholars will repeat partner.
as a group.
-After the story is over we will STANDARDS
go over the main idea and
details of the story. Utah Common
Core State
Vocabulary Wonders (10:45
Standards - Grade
- 11:00) 2 - English
Language Arts
Cheered, concert,
instrument, movements,
CCSS.ELA-
music, rhythm, sounds,
Literacy.RL.2.1
understand
Scholars will have to think of
CCSS.ELA-
actions that go along with the
Literacy.RL.2.2
words and we will act them
out.
STANDARDS
Utah Common
Core State
Standards - Grade
Page 8 of 14
 Mon, Jan 27 (Day A) Tue, Jan 28 (Day B) Wed, Jan 29 (Day C) Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)

Then have students blend

the sounds of the following STANDARDS STANDARDS 2 - English
words: for, north, corn, score, Language Arts
wore, board, oar, cart, mark Utah Common Utah Common
Core State Core State CCSS.ELA-
Vocabulary Wonders (10:45
Standards - Grade Standards - Grade Literacy.RL.2.1
- 11:00)
2 - English 2 - English
Common, costume, customs, Language Arts Language Arts
favorite, parades, CCSS.ELA-
surrounded, travels, wonder CCSS.ELA- CCSS.ELA- Literacy.RL.2.2
Literacy.RL.2.1 Literacy.RL.2.1
We will introduce the
vocabulary words for the
week. Scholars will be given CCSS.ELA-
a sentence and pictures that Literacy.RL.2.2

go along with the words.

STANDARDS

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

CCSS.ELA-
Literacy.RL.2.1

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)

11:35 - 12:00 11:35 - 12:00 11:35 - 12:00 11:35 - 12:00

Glenda Palomino Page 9 of 14

 Mon, Jan 27 (Day A)
Similes
We will practice writing some
similes on our white boards. I
will give them a sentence
starter such as
It is as cold as________.
I will also display some
similes on the board and ask
the scholars to find the two
things that are being
compared.
12:00 - 12:10
Centers
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
Glenda Palomino
Tue, Jan 28 (Day B)
Compare and Contrast
As a way to review the
concept of compare and
contrast, scholars will use the
examples from the text and
Compare and Contrast
American New Years and
Chinese New Years.
I will ask scholars what
comparing mean and what
contrasting is before starting.
Then I will have the discuss
ideas with the people in their
tables. Then I will have them
share.
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
Wed, Jan 29 (Day C)
Plot Sequence
As a class we will go over the
sequence of the story. What
happened at the beginning of
the story, the middle of the
story and then the end.
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.
Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)
Writing Main Idea - Write Comprehension Test (11:30
Objective: I can include three - 11:45)
details about the Vocabulary Test (11:45 -
informational text. I can use 12:00)
transition words before each Spelling Test (12:00 - 12:20)
detail. Lexia (12:20 - 12:45)
Scholars will practice writing
a topic sentence and
supporting sentences using a
graphic organizer. We will
read an expository text as
students practice writing their
topic sentence and two key
details.
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
Page 10 of 14
 Mon, Jan 27 (Day A) Tue, Jan 28 (Day B) Wed, Jan 29 (Day C) Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)

work on skills they might Lexia: Scholars will work on Ms Palomino: work on skills they might
need help on) their level of Lexia. ( I will pull Scholars will be part of 4 need help on)
12:35 - 12:50 some students back and different centers: 12:35 - 12:50
Iready: Scholars will work on work on skills they might 12:00 - 12:10 Iready: Scholars will work on
different skills on the site. need help on) Epic Reader different skills on the site.
12:35 - 12:50 12:10 - 12:20
Ms Palomino: Iready: Scholars will work on Word Work Ms Palomino:
Scholars will be part of 4 different skills on the site. Scholars will be part of 4
12:20 - 12:35
different centers: Lexia: Scholars will work on different centers:
12:00 - 12:10 Ms Palomino: their level of Lexia. ( I will pull 12:00 - 12:10
Epic Reader Scholars will be part of 4 some students back and Epic Reader
different centers: work on skills they might
12:10 - 12:20 12:10 - 12:20
12:00 - 12:10 need help on)
Word Work Word Work
Epic Reader 12:35 - 12:50
12:20 - 12:35 12:20 - 12:35
12:10 - 12:20 Iready: Scholars will work on
Lexia: Scholars will work on Lexia: Scholars will work on
their level of Lexia. ( I will pull Word Work different skills on the site. their level of Lexia. ( I will pull
some students back and 12:20 - 12:35 some students back and
work on skills they might Lexia: Scholars will work on work on skills they might
need help on) their level of Lexia. ( I will pull STANDARDS need help on)
12:35 - 12:50 some students back and 12:35 - 12:50
work on skills they might Utah Common
Iready: Scholars will work on Iready: Scholars will work on
Core State
different skills on the site. need help on) different skills on the site.
Standards - Grade
12:35 - 12:50 2 - English
. Iready: Scholars will work on Language Arts STANDARDS
different skills on the site.
CCSS.ELA- Utah Common
Literacy.RL.2.1 Core State
Standards - Grade

Glenda Palomino Page 11 of 14

 Mon, Jan 27 (Day A)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Weather Chart
Learning Intention: I
understand having a growth
mindset and the power of
"YET"
Rational: Scholars need to be
able to understand that the
most important part of their
learning is not getting the
correct answers right away
but the process itself. Our
brains grow and make more
connections when we make
mistakes and try to solve our
mistakes.
Success criteria:
Glenda Palomino
Tue, Jan 28 (Day B)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
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. We live in a diverse
world and it is important to
respect other experiences.
Success criteria:
Scholar will fill out a
questionnaire that includes:
Wed, Jan 29 (Day C)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Weather Chart
Learning Intention: I can
explain how smaller rocks
come from the breakage and
weathering of larger rocks.
Rational: Scholars need to
understand the process of
different rock formations.
Success criteria:
• Activity is followed step
by step
• Student can explain
where the rocks from
beaches come from
Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)
2 - English
Language Arts
CCSS.ELA-
Literacy.RL.2.1
CCSS.ELA-
Literacy.RL.2.2
RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Weather Chart
Learning Intention: I can
explain how smaller rocks
come from the breakage and
weathering of larger rocks.
Rational: Scholars need to
understand the process of
different rock formations.
Success criteria:
• Scholar is able to follow
activity step by step
• Scholars are able to
explain how rocks can
change over time
Page 12 of 14
 Mon, Jan 27 (Day A)
• Scholar learns that
mistakes help our brains
grow!
• Scholars know mistakes
can be turned into
something new
• Scholar uses the word
YET more. I can't do this
YET
Explicit Instruction:
I do: I will introduce scholars
the objective for the lesson. I
will explain that today we will
be talking about growth
mindset. I will be showing
them a couple of videos
about this and will have
students share their
reflections.
We do: Scholars will engage
in an activity where they will
make a mistake, and then
another student will use their
"Mistake" so make it into
something new.
You do: Scholars will reflect
on what they learned today
by writing a short paragraph
Glenda Palomino
Tue, Jan 28 (Day B)
• Something they've
learned
• Connections to the their
own lives.
• Any questions they have
• Picture of their favorite
part
• Author's purpose
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 29 (Day C)
• Student can explain why
beaches are different
colors
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 and
make beaches. Scholars will
explore the idea through an
activity.
We do: They will be
working in teams. Each team
will get a printout of a river
coming down a mountain
along with construction
paper. The construction
paper will be turned into
boulders at the top of the
river. As the "boulders" travel
down the river into the beach
they will be getting smaller
and smaller showing how the
sand from beaches is
formed.
You do: On a worksheet
scholars will have to draw/
explain what happened to the
boulders in the activity.
Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)
Explicit Instruction:
I do: First, I will introduce
what is the objective for the
lesson. I will explain that
today we will be working on
seeing how a canyon is
formed. First they will discuss
what they believe makes a
canyon. They will be shown
pictures of the grand canyon
and other types of canyons
and discuss in their groups
what they think might have
formed it.
We do: Scholars will have
to partner up and make a
plateau out of a mix then they
will have a drip of water
come down and change the
"landform". They will have to
observe how their plateau
changes from beginning to
end.
You do: Scholars will have
to draw what happened
before and after and explain
what has changed.
Page 13 of 14
 Mon, Jan 27 (Day A) Tue, Jan 28 (Day B) Wed, Jan 29 (Day C) Thu, Jan 30 (Day D) Fri, Jan 31 (Day E)

on why mistakes are

important to make.

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 Days fo the Isela to learn Days fo the
Week, Months, Introduction Week, Months, Introduction
in Spanish in Spanish
Group 2 Scholars will be Group 2 Scholars will be
introduced to the language of introduced to the language of
the Incas: quecchua. They the Incas: quecchua. They
will go over some common will go over some common
words, phrases. words, phrases.
2:20 - 2:40 2:20 - 2:40
Group 2 Will go with Ms. Group 2 Will go with Ms.
Isela to learn Days fo the Isela to learn Days fo the
Week, Months, Introduction Week, Months, Introduction
in Spanish in Spanish
Group 1 Scholars will be Group 1 Scholars will be
introduced to the language of introduced to the language of
the Incas: quecchua. They the Incas: quecchua. They
will go over some common will go over some common
words, phrases. words, phrases.

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 14 of 14