Glenda Palomino's Lesson Plans for the Week of Feb 24, 2020
Mon, Feb 24 (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.
Glenda Palomino
Tue, Feb 25 (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: What is
your favorite movie and
why?
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.
Wed, Feb 26 (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
could design a school
uniform, what types of
clothes would you
suggest? What colors
would they 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:
Thu, Feb 27 (Day D) Fri, Feb 28 (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 Assembly
Buenos Dias
2. Go over Schedule/
Calendar (Spanish)
3. In Lak'ech
4. Writing Prompt: If you
could be an animal, which
one would you be and
why?
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.
Page 1 of 18
 Mon, Feb 24 (Day A)
• 3 reasons.
• Conclusion Sentence
• 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.
Glenda Palomino
Tue, Feb 25 (Day B)
• Conclusion Sentence
• 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.
Wed, Feb 26 (Day C)
• Introduction sentence.
• 3 reasons.
• Conclusion Sentence
• 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.
Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)
• 3 reasons.
• Conclusion Sentence
• 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.
Page 2 of 18
 Mon, Feb 24 (Day A)
MATH 2 (9:00 AM - 10:20 AM)
9:10 - 9:20
Xtramath: Scholars will work
on their mental adding skills.
9:20 - 9:30
Computation Practice
Scholars will practice solving
addition and subtraction
problems with 1 and 2 digit
answers.
9:30 - 9:40
Concepts Practice
Scholars will solve several
different types of problems
using the skills they have
learned so far.
Whole Classroom Instruction
9:40 - 10:05
Core Standard:
CCSS.Math.Content.NBT.B.7
Learning Intention: Scholar
can subtract solve words with
a missing addend.
Rational: It is important to
know how to solve different
types of word problems.
Glenda Palomino
Tue, Feb 25 (Day B)
MATH 2 (9:00 AM - 10:20 AM)
9:10 - 9:20
Xtramath: Scholars will work
on their mental adding skills.
9:20 - 9:30
Computation Practice
Scholars will practice solving
addition and subtraction
problems with 1 and 2 digit
answers.
9:30 - 9:40
Concepts Practice
Scholars will solve several
different types of problems
using the skills they have
learned so far.
Whole Classroom Instruction
9:35 - 10:05
Core Standard:
CCSS.Math.Content.NBT.B.7
Learning Intention: Scholar
can subtract 3 digit
subtraction word problems.
Rational: In our lives we
encounter problems that
might require us to subtract
Wed, Feb 26 (Day C)
MATH 2 (9:00 AM - 10:20 AM)
9:10 - 9:20
Xtramath: Scholars will work
on their mental adding skills.
9:20 - 9:30
Computation Practice
Scholars will practice solving
addition and subtraction
problems with 1 and 2 digit
answers.
9:30 - 9:40
Concepts Practice
Scholars will solve several
different types of problems
using the skills they have
learned so far.
Whole Classroom Instruction
9:35 - 10:05
Core Standard:
CCSS.Math.Content.2.NBT.B
.7
Learning Intention: I can
solve subtraction problems
with regrouping.
Rational: Scholars need to
understand how to subtract
Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)
MATH 2 (9:00 AM - 10:20 AM) MATH 2 (9:00 AM - 10:20 AM)
Whole Classroom Instruction Assembly
9:00 - 9:40
Core Standard:
CCSS.Math.Content.2.NBT.B
.7
Learning Intention: I can
solve subtraction problems
with regrouping.
Rational: Scholars need to
understand how to subtract
problems where you might
need to regroup. This will
expand the types of problems
they can solve. They can
apply their subtraction skills
to real life problems.
Success criteria:
• Scholar starts subtracting
with the ones.
• Scholar checks if they
need to regroup or not.
• Scholar regroups correctly
if needed.
• Scholar continues on with
the tens and ones.
Explicit Instruction:
I do: We will begin the lesson
by stating the objective,
Page 3 of 18
 Mon, Feb 24 (Day A)
Success criteria:
• Scholars recognize that
there is a missing addend
in the story problem.
• Scholars understand that
you can find the missing
addend by subtracting the
first addend from the total.
• Scholars can solve
correctly.
Explicit Instruction:
I do: I will begin the lesson by
introducing the objective,
rationale, and success
criteria. I will introduce any
vocabulary they need to
know to solve these
problems. I will then
introduce number sentences
where there is a missing
addend (i.e 6 + ____ = 13)
and explain how you can use
subtraction to find the
missing addend ( i.e. 13 - 6 =
) Scholars will practice with
smaller numbers and with
bigger numbers (i.e. 19 +
____ = 23). I will
demonstrate with different
types of problems. I will also
Glenda Palomino
Tue, Feb 25 (Day B)
bigger numbers. It is
important to learn how to
understand what a question
is asking and then knowing
what skills to use.
Success criteria:
• Understand what
information you have been
given.
• Understand what
information you need to
solve for.
• Use the correct strategy to
solve.
• Solve slowly and
correctly.
Explicit Instruction:
I do: I will present to scholars
the objective for the lesson,
rationale, and success
criteria. I will introduce that
there are different types of
problems where you might
need to subtract to find the
answer. We will go over each
problem; find the information
we know and the information
we need to find. I will then
model how I would subtract a
3 digit problem; starting with
Wed, Feb 26 (Day C)
problems where you might
need to regroup. This will
expand the types of problems
they can solve.
Success criteria:
• Scholar starts subtracting
with the ones.
• Scholar checks if they
need to regroup or not.
• Scholar regroups correctly
if needed.
• Scholar subtracts.
Explicit Instruction:
I do: We will begin the lesson
by stating the objective,
rationale, and success
criteria. 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.
Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)
rationale, and success
criteria. 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. I will
show them a visual example
of what is happening with the
problem when you are
regrouping.
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. I will begin by
subtracting with the ones
(regroup if needed) and
move on with then tens, and
hundreds.
https://www.coolmath4kids.co
m/manipulatives/base-ten-blo
cks
We do: Scholars will then
solve a few problems on their
own. I will explain that after
they are finished solving they
Page 4 of 18
 Mon, Feb 24 (Day A)
show that you can check if
your answer is correct by
plugging the number back in
the equation, adding, and
see if you get the total given.
We do: I will display a couple
of similar problems on the
board and I will have
scholars go up and solve for
the answer. I will then have
scholars solve problems on
their own and share their
work with partners in their
table. They may compare
answers and discuss how
they solved.
You do: Scholars will have to
solve some problems on their
own while I walk around and
give feedback.
10:05 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
STANDARDS
Utah Common
Core State
Glenda Palomino
Tue, Feb 25 (Day B)
the ones, tens, and then
hundreds and regrouping if
needed.
We do: Scholars will be
presented with a similar
problem. They will work on
the problem and conference
with others around them to
see if they solved in a similar
way; why they may have the
same or different answers.
You do: Scholars will then be
presented with another
similar problem and get a
chance to solve some
problems on their own.
10:05 - 10:20
Prodigy: Scholars will
practice their math skills on
the site.
STANDARDS
Utah Common
Core State
Standards - Grade
2 - Mathematics
CCS Add and
S.Mat subtract within
Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)
We do: Scholars will then need to compare their work
solve a few problems on their with the people around them.
own and after they are done They should ask each other
they need to compare their questions such as? Did we
work with the people around the same answer? Why are
them. our answers different? Did
You do: Scholars will get a you regroup? Did you
change to solve some subtract correctly? I will be
problems on their own while I walking around the room
walk around and check on checking on their work and
their work. progress.
You do: Scholars will then get
10:05 - 10:20 a chance to solve some
problems on their own where
Prodigy: Scholars will
they will need to show their
practice their math skills on
full work. I will be walking
the site.
around the room checking on
their work and giving
STANDARDS
feedback.
Utah Common
Core State 9:40 - 9:50
Standards - Grade Computation Practice
2 - Mathematics
Scholars will practice solving
CCS Add and addition and subtraction
S.Mat subtract within problems with 1 and 2 digit
h.Co 1000, using answers.
ntent concrete
.2.NB models or
T.B.7 drawings and 9:50 - 10:00
strategies Concepts Practice
based on
Page 5 of 18
 Mon, Feb 24 (Day A) Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)

Scholars will solve several

h.Co 1000, using different types of problems

Standards - Grade place value,
2 - Mathematics ntent concrete properties of using the skills they have
.2.NB models or operations, learned so far.
CCS Add and T.B.7 drawings and and/or the
S.Mat subtract within strategies relationship
10:00 - 10:10
h.Co 1000, using based on between
ntent concrete place value, addition and Xtramath: Scholars will work
.2.NB models or properties of subtraction; on their mental adding skills.
T.B.7 drawings and operations, relate the
strategies and/or the strategy to a
based on relationship written
place value, between method. 10:10 - 10:20
properties of addition and Understand Prodigy: Scholars will
operations, subtraction; that in adding
practice their math skills on
and/or the relate the or subtracting
relationship strategy to a the site.
three-digit
between written numbers, one
addition and method. adds or STANDARDS
subtraction; Understand subtracts
relate the that in adding hundreds and Utah Common
strategy to a or subtracting hundreds, Core State
written three-digit tens and tens, Standards - Grade
method. numbers, one ones and 2 - Mathematics
Understand adds or ones; and
that in adding subtracts sometimes it CCS Add and
or subtracting hundreds and is necessary S.Mat subtract within
three-digit hundreds, to compose or h.Co 1000, using
numbers, one tens and tens, decompose ntent concrete
adds or ones and tens or .2.NB models or
subtracts ones; and hundreds. T.B.7 drawings and
hundreds and sometimes it strategies
hundreds, is necessary based on
tens and tens, to compose or place value,
ones and decompose

Glenda Palomino Page 6 of 18

 Mon, Feb 24 (Day A) Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)

ones; and tens or properties of

sometimes it hundreds. operations,
is necessary and/or the
to compose or relationship
decompose between
tens or addition and
hundreds. subtraction;
relate the
strategy to a
written
method.
Understand
that in adding
or subtracting
three-digit
numbers, one
adds or
subtracts
hundreds and
hundreds,
tens and tens,
ones and
ones; and
sometimes it
is necessary
to compose or
decompose
tens or
hundreds.

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)

10:20 - 10:30 10:20 - 10:30 10:20 - 10:30 10:20 - 10:30 10:20 - 10:30

Glenda Palomino Page 7 of 18

 Mon, Feb 24 (Day A)
Daily Language Arts
Scholars have grammar
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Tuesday. 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
questions.
Phonics: (10:30 - 10:40)
Build Fluency: Sound
Spellings Display the Word-
Building Cards: ou, ow, are,
air, ear, ere, or, ore, oar, ar,
eer, ere, ear, er, ir, ur,
or. Have the children say
each sound.
Phonics: oy, oi
Skill: Phoneme Blending
Have scholars blend sounds
to form a word.
Foil, toy, soil, joy, spoil, soy,
voice, join, hoist, coin
Vocabulary Wonders (10:40
- 11:00)
Glenda Palomino
Tue, Feb 25 (Day B)
Daily Language Arts
Scholars have grammar
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Tuesday. 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
questions.
Spelling: (10:30 - 10:40)
After dictation, pronounce
each spelling word. Read the
sentence and pronounce the
word again. Ask children to
say each word softly,
stretching the sounds, before
writing it. After the pretest,
display the spelling words
and write each word as you
say the letter names. Have
children check their words.
soil I planted a
flower in
the soil.
Wed, Feb 26 (Day C)
Daily Language Arts
Scholars have grammar
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Tuesday. 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
questions.
Introducing Essential
Question:
“How do People Get Along?”
(10:30 - 10:45)
Strategy:
Visualize
Explain to scholars that as
they read they can visualize
the characters, setting, and
events. This can help them
better understand the story.
Read Aloud
“Once Upon a Baby Brother”
-Students will introduce the
title of the story, genre, and
essential question.
Thu, Feb 27 (Day D)
Daily Language Arts
Scholars have grammar
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Tuesday. 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
questions.
Introducing Essential
Question:
“How do People Get Along?”
(10:30-10:45)
Strategy:
Visualize
Explain to scholars that as
they read they can visualize
the characters, setting, and
events. This can help them
better understand the story.
Echo Read
“Once Upon a Baby Brother”
-For today scholars will be
echo reading the story. I will
read about a paragraph at a
Fri, Feb 28 (Day E)
Daily Language Arts
Scholars have grammar
questions that they need to
answer daily. They will need
to pull out their sheet and
answer questions for
Tuesday. 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
questions.
Introducing Essential
Question:
“How do People Get Along?”
(10:30 - 10:45)
Strategy:
Visualize
Explain to scholars that as
they read they can visualize
the characters, setting, and
events. This can help them
better understand the story.
Individual Reading
“Once upon a Baby Brother”
-For today scholars will read
on their own. They will have
to read the story and then
Page 8 of 18
 Mon, Feb 24 (Day A)
Amused, cooperate,
describe, entertained,
imagination, interact, patient,
peaceful
We will introduce the
vocabulary words for the
week.
Use the Define/Example/
Ask routine to introduce the
Oral Vocabulary words
below. Prompt children to use
the words as they discuss
ways people get along.
Oral Vocabulary Routine
Define: An audience is a
group of people gathered to
hear or see something.
Example: The audience
clapped loudly at the end of
the play.
Ask: Tell about a time you
were in an audience. What
did you see? How did you
act?
STANDARDS
Utah Common
Core State
Glenda Palomino
Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)
-Teacher will then read the time and scholars will repeat practice retelling with a
broil To cook
the fish, story and ask comprehension as a group. partner.
broil it in questions as students are -After the story is over we will Vocabulary Wonders (10:45
the oven. following along with their go over the main idea and - 11:00)
fingers. details of the story. Amused, cooperate,
moist The
-At the end of the story we Vocabulary Wonders (10:45 describe, entertained,
sponge
will discuss how it relates to - 11:00) imagination, interact, patient,
feels
moist. the essential question peaceful
Amused, cooperate,
“How do People Get Along?” describe, entertained, -Teacher will present three of
point Will you
Vocabulary Wonders (10:45 imagination, interact, patient, this week’s vocabulary
point to
- 11:00) peaceful words.
the correct
answer? Amused, cooperate, -Teacher will present three of Teacher will then ask
describe, entertained, this week’s vocabulary scholars what they know
toil He will toil imagination, interact, patient, words. about the word. After
for hours peaceful reviewing, teacher will
Teacher will then ask
to plant
-Teacher will present with a scholars what they know present a sentence using the
the
worksheet that will have about the word. After word.
garden.
scholars feel in the blank. reviewing, teacher will -scholars will have to do their
oil We need They need to math the word present a sentence using the best in the writing the
oil for the with the correct definition. word. sentence on their
car. whiteboards.
-scholars will have to do their
best in the writing the -As scholars are writing their
toy Did you
get a new STANDARDS sentence on their sentences, teacher will walk
toy for whiteboards. around the room to check
your Utah Common -As scholars are writing their their work.
birthday? Core State
sentences, teacher will walk -Teacher will then write out
Standards - Grade
around the room to check the sentence on the board
joy It is a joy 2 - English
Language Arts their work. while spelling out the words.
to play
-Teacher will then write out scholars will repeat the
spelling.
the sentence on the board
Page 9 of 18
 Mon, Feb 24 (Day A) Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)

while spelling out the words.

with my
dog. CCS Ask and scholars will repeat the
Standards - Grade STANDARDS
2 - English S.EL answer such spelling.
Language Arts coin What can I A- questions as Utah Common
buy with Liter who, what, Core State
STANDARDS
CCS Ask and this coin? acy.R where, when, Standards - Grade
S.EL answer such L.2.1 why, and how 2 - English
Utah Common
A- questions as noise Do you to Language Arts
Core State
Liter who, what, hear the demonstrate
Standards - Grade
acy.R where, when, noise? understanding CCS Ask and
2 - English
L.2.1 why, and how of key details S.EL answer such
Language Arts
to in a text. A- questions as
demonstrate Liter who, what,
CCS Ask and
understanding Vocabulary Wonders (10:40 acy.R where, when,
S.EL answer such
of key details L.2.1 why, and how
- 11:00) A- questions as
in a text. to
Amused, cooperate, Liter who, what,
demonstrate
acy.R where, when,
describe, entertained, understanding
L.2.1 why, and how
imagination, interact, patient, of key details
to
peaceful in a text.
demonstrate
We will introduce the understanding
CCS Recount
vocabulary words for the of key details
S.EL stories,
in a text.
week. Scholars will be given A- including
a sentence and pictures that Liter fables and
CCS Recount
go along with the words. acy.R folktales from
S.EL stories,
L.2.2 diverse
Scholars will fill out a A- including
cultures, and
worksheet and match the Liter fables and
determine
acy.R folktales from
word with the correct their central
L.2.2 diverse
vocabulary. message,
cultures, and
lesson, or
determine
moral.
their central
message,
STANDARDS

Glenda Palomino Page 10 of 18

 Mon, Feb 24 (Day A) Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)

Utah Common lesson, or

Core State moral.
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.

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)

Pronouns: I and Me, We
and Us
First we will review; what are
pronouns?
I will ask scholars to turn and
talk and discuss what they
remember and if they can
give me an example of a
pronoun.
11:35 - 12:00
Pronouns with -self and -
selves
First we will review; what are
pronouns?
I will ask scholars to turn and
talk and discuss what they
remember and if they can
11:35 - 12:00
Writing Main Idea - Write
Objective: I can include three
details about the
informational text. I can use
transition words before each
detail.
Scholars will practice writing
a topic sentence and
11:35 - 12:00
Writing Main Idea - Write
Objective: I can include three
details about the
informational text. I can use
transition words before each
detail.
Scholars will practice writing
a topic sentence and
Comprehension Test (11:30
- 11:45)
Vocabulary Test (11:45 -
12:00)
Spelling Test (12:00 - 12:20)
Lexia (12:20 - 12:45)

Glenda Palomino Page 11 of 18

 Mon, Feb 24 (Day A)
I will explain to the scholars
that a pronoun is a word that
takes the place of one or
more nouns. When you write
about yourself, you use the
pronouns I and me.
When you write about
yourself with other, you use
the pronouns we and us.
When I write about myself as
the subject of the sentence, I
use the pronoun I. “I work
with the team.” When I wrote
about myself in the predicate
I use the pronoun me.
“The team works with me.”
Similarly that happens with
we and us.
If talking about me and
someone else in the subject
it is we. “We talk to my
mom.”
If in the predicate we use us.
“My mom talks to us”
I will have scholars practice
going back and forth between
I and Me, and We and Us.
Glenda Palomino
Tue, Feb 25 (Day B)
give me an example of a
pronoun.
I will remind scholars that
pronouns are words that
replace a noun or nouns in a
sentence. When you use a
pronoun in the predicate of
the sentence and the
pronoun describes an action
you do for or by yourself, you
add -self to make myself and
selves to make ourselves.
I couldn’t do the chores
myself.
We helped ourselves to
snacks.
We will practice choosing
myself and ourselves and
different sentence situations.
Scholars will have to fill in the
sentence with the right
pronoun.
Centers: Isela will work with a
group of ten students.
12:00 - 12:10
Fluency Reading: Scholars
will do a timed reading for 1
Wed, Feb 26 (Day C)
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
work on skills they might
need help on)
12:35 - 12:50
Iready: Scholars will work on
different skills on the site.
Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)
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
work on skills they might
need help on)
12:35 - 12:50
Iready: Scholars will work on
different skills on the site.
Page 12 of 18
 Mon, Feb 24 (Day A) Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)

Centers: Isela will work with a minute and answer few Q's Ms Palomino: Ms Palomino:
group of ten students. from the passage. Scholars will be part of 4 Scholars will be part of 4
12:00 - 12:10 12:10 - 12:20 different centers: different centers:

Fluency Reading: Scholars Comprehension 12:00 - 12:10 12:00 - 12:10

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
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)
Epic Reader
12:10 - 12:20
Teacher: Scholars will meet
with me to work on different
skills: Phonics, phonemic
awareness skills, high
frequency words, reading
practice, and
comprehension.
Epic Reader
12:10 - 12:20
Teacher: Scholars will meet
with me to work on different
skills: Phonics, phonemic
awareness skills, high
frequency words, reading
practice, and
comprehension.

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
12:35 - 12:50
Iready: Scholars will work on
different skills on the site.
Ms Palomino:
Scholars will be part of 4
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)
12:20 - 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)

Iready: Scholars will work on different centers: 12:35 - 12:50 12:35 - 12:50
different skills on the site. 12:00 - 12:10 Iready: Scholars will work on Iready: Scholars will work on

Epic Reader different skills on the site. different skills on the site.

Ms Palomino: 12:10 - 12:20

Scholars will be part of 4 Teacher: Scholars will meet
STANDARDS STANDARDS
different centers: with me to work on different
Utah Common Utah Common
12:00 - 12:10 skills: Phonics, phonemic Core State Core State
Epic Reader awareness skills, high Standards - Grade Standards - Grade
12:10 - 12:20 frequency words, reading 2 - English 2 - English
Language Arts Language Arts

Glenda Palomino Page 13 of 18

 Mon, Feb 24 (Day A) Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)

Teacher: Scholars will meet practice, and

with me to work on different comprehension. CCS Ask and CCS Ask and
skills: Phonics, phonemic 12:20 - 12:35 S.EL answer such S.EL answer such
awareness skills, high Lexia: Scholars will work on A- questions as A- questions as
frequency words, reading Liter who, what, Liter who, what,
their level of Lexia. ( I will pull
practice, and acy.R where, when, acy.R where, when,
some students back and
L.2.1 why, and how L.2.1 why, and how
comprehension. work on skills they might to to
12:20 - 12:35 need help on) demonstrate demonstrate
Lexia: Scholars will work on 12:35 - 12:50 understanding understanding
their level of Lexia. ( I will pull of key details of key details
Iready: Scholars will work on
in a text. in a text.
some students back and different skills on the site.
work on skills they might
CCS Recount CCS Recount
need help on) S.EL stories, S.EL stories,
STANDARDS
12:35 - 12:50 A- including A- including
Liter fables and Liter fables and
Iready: Scholars will work on Utah Common
acy.R folktales from acy.R folktales from
different skills on the site. Core State
L.2.2 diverse L.2.2 diverse
Standards - Grade
cultures, and cultures, and
2 - English
determine determine
Language Arts
their central their central
CCS Ask and message, message,
S.EL answer such lesson, or lesson, or
A- questions as moral. moral.
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 14 of 18

 Mon, Feb 24 (Day A)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
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 picks a prominent
figure from the civil rights
movement or chicano
movement to research.
• Scholar researches
information about their
figure.
• Scholar presents
information to class.
Explicit Instruction:
I do: I will introduce to
scholars that we will continue
our talks about the civil rights
movement and the people
who were involved as well as
Glenda Palomino
Tue, Feb 25 (Day B)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
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 picks a prominent
figure from the civil rights
movement or chicano
movement to research.
• Scholar researches
information about their
figure.
• Scholar presents
information to class.
Explicit Instruction:
I do: I will introduce to
scholars that we will continue
our talks about the civil rights
movement and the people
who were involved as well as
Wed, Feb 26 (Day C)
RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Core Standard: Observe and
record recognizable objects
and patterns in the night sky.
Observe, describe, and
record patterns in the
appearance and apparent
motion of the moon in the
night sky.
Learning Intention: Scholars
understand why the moon
changes how it looks over
time.
Rational: We see the moon
every day and it is a part of
our lives. It is important to
understand how the moon
moves around the Earth and
why it changes.
Success criteria:
• Scholars watch videos and
read articles about the
movement of the moon.
• Scholars can see that the
sun affects how much of
the moon we can see.
Explicit Instruction:
Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)
RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES
(1:00 PM - 2:00 PM)
Core Standard: Observe and
record recognizable objects
and patterns in the night sky.
Observe, describe, and
record patterns in the
appearance and apparent
motion of the moon in the
night sky.
Learning Intention: Scholars
understand why the moon
changes how it looks over
time.
Rational: We see the moon
every day and it is a part of
our lives. It is important to
understand how the moon
moves around the Earth and
why it changes.
Success criteria:
• Scholars watch videos and
read articles about the
movement of the moon.
• Scholars can see that the
sun affects how much of
the moon we can see.
Explicit Instruction:
Page 15 of 18
 Mon, Feb 24 (Day A)
introduce the chicano civil
rights movement to them. We
will go over the history and
background of how the U.S.
functioned back then and
why there was a need for the
civil rights movement. We will
discuss this with the chicano
movement as well. I will also
introduce the asian american
civil rights movement and
asian americans who were
involved in different
movements. I want them to
understand how all of these
movements overlapped and
how people from different
backgrounds collaborated
with each other.
Glenda Palomino
Tue, Feb 25 (Day B)
introduce the chicano civil
rights movement to them. We
will go over the history and
background of how the U.S.
functioned back then and
why there was a need for the
civil rights movement. We will
discuss this with the chicano
movement as well. I will also
introduce the asian american
civil rights movement and
asian americans who were
involved in different
movements. I want them to
understand how all of these
movements overlapped and
how people from different
backgrounds collaborated
with each other.
Wed, Feb 26 (Day C)
I do: I will introduce
scholars the objective,
rationale, and success
criteria for the lesson. I will
begin by explaining that we
will begin learning about the
movement of the moon and
stars in the sky. I will begin
our unit by asking scholars if
they have certain questions
about either of these topics
so we can explore them
further. We will then move on
to having a science talk
where scholars will discuss
their theories for why the
shape of the moon changes
over time. Lastly, I will show
scholars a video showing the
revolution of the moon
around the sun and how that
affects the different phases of
the moon
We do: Scholars will do an
activity where they will make
the different phases of the
moon on black paper with
white crayon and then
transfer the same idea on
oreo cookies.
Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)
I do: I will introduce
scholars the objective,
rationale, and success
criteria for the lesson. I will
begin by explaining that we
will begin learning about the
movement of the moon and
stars in the sky. I will begin
our unit by asking scholars if
they have certain questions
about either of these topics
so we can explore them
further. We will then move on
to having a science talk
where scholars will discuss
their theories for why the
shape of the moon changes
over time. Lastly, I will show
scholars a video showing the
revolution of the moon
around the sun and how that
affects the different phases of
the moon
We do: Scholars will do an
activity where they will make
the different phases of the
moon on black paper with
white crayon and then
transfer the same idea on
oreo cookies.
Page 16 of 18
 Mon, Feb 24 (Day A) Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)

You do: Scholars will be You do: Scholars will be

asked to explain why the asked to explain why the
moon changes as it goes moon changes as it goes
around the sun. around the sun.

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 - 2:50 pm Scholars will practice their

Scholars will be split up into positioning, speech and
two groups; one group will go poem for the assembly on
with Isela and another will Friday.
stay in the room.
Objective: Writing Standard 5
With guidance and support
from adults and peers, focus
on a topic and strengthen
writing as needed by revising
and editing.
Rationale: Scholars need to
our support in order to
strengthen their writing
process. Writing is always
going to be an act of revising
and editing and scholars
need to understand that there
is always room for
improvement.
Success Criteria:
Scholars find the relevant
information needed for the
person they have chosen.

Glenda Palomino Page 17 of 18

 Mon, Feb 24 (Day A) Tue, Feb 25 (Day B) Wed, Feb 26 (Day C) Thu, Feb 27 (Day D) Fri, Feb 28 (Day E)

Scholars check with Ms. Isela

or I to see if their information
is correct and written
correctly.
Scholars will revise if
needed.
I do: We will begin by
showing scholars what
websites they can use to find
information on their figure
and what information they
need to write down on their
worksheet. We will also show
how they need to write whole
sentences when finding
information. They should also
try to use different types of
sources.
You do: Scholars will find
information about their key
figures using web searches
as Isela and I help students
find information.

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 18 of 18