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I can demonstrate application of addition and subtraction rules by applying the rules to complete 6 frames and arrows problems. 2.0a.1 | I can demonstrate application of addition and subtraction by solving 5 “What’s my Rule?” problems. 2.0a.1 | I can demonstrate application of subtraction by constructing five subtraction stories. 2.OA.2 | I can demonstrate application of subtraction by modeling -9 and -8 subtraction facts using a ten frame chart and listing five -9 and -8 facts. 2.OA.2 | I can demonstrate application of subtraction by applying what I’ve learned this week about subtraction facts and completing 3 math games from this week. 2.OA.2 |
| Language
Objectives: |
I will solve frame and arrow problems by writing the missing numbers. | I will solve “what’s my rule?” problems by writing the missing numbers. | I can write five subtraction stories in my math journal using numbers 1-20. | I can orally explain the -9 and -8 rule using the stem: “If -8__= ___, then I know -9__=___. | I can listen and demonstrate how to play three subtraction based math games that we learned this week. |
| Pre-Assessment: | Frames and arrows | Function machine, what’s my rule, | subtraction | -9 and -8 rule, ten frame chart, | Addition, addition stories, Facts chart, doubles facts +10 rule, +9 rule, ten frame chart, Doubles facts |
| Post-Assessment: | Frames and arrows | What’s my rule problems | Math journal subtraction stories | Sentence stem | Practice of math games |
| Dolch Words/Content Vocabulary:
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Frame and arrows, | Function machine, | Subtraction stories | -9 and -8 rule, ten frame chart, | |
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I can demonstrate analysis of describing character responses by inferring the cause and effect in one story. RL. 2.3 | I can demonstrate comprehension of differences in character views by explaining the point of view of two different characters in a book. RL2.6 | I can demonstrate knowledge of answering question to determine key details by recognizing why the characters are behaving the way they do. RL.2.1 | I can demonstrate knowledge of answering question to determine key details by recognizing how the problem is solved in the story. RL.2.1 | I can demonstrate knowledge of answering question to determine key details by recognizing the problem in the story. RL.2.1 |
| Language
Objectives: |
I can write a reflection about the character’s response to an event in a story. | I can share differences in character’s view by discussing with the group the point of view of two different characters. | I can orally explain why the character makes certain choices by completing the sentence stem: I think the character is doing____because _____. | I can orally explain how the problem is solved by completing the sentence stem: The problem was solved by ____because _____. | I can orally explain what the problem is in the story, by completing the sentence stem: The problem in the story is _______. |
| Pre-Assessment: | Discussion | Discussion | Discussion | Discussion | Discussion |
| Post-Assessment: | Reflection writing | discussion | Sentence stem | Sentence stem | Sentence stem |
| Dolch Words/Content Vocabulary:
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Reflection, event
Response, character |
Point of view, | choices | Problem, solution | problem |
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I can demonstrate application of prewriting by using the prewriting map as a guide to begin my writing about my favorite part of the field trip. W.2.3 | I can demonstrate application of drafting by using the drafting map as a guide to continue my writing. 2.nbt.4 | I can demonstrate application of revising by applying four suggestions of others’ to revise my writing. 2.nbt.4 | I can demonstrate application of editing by using the symbols (capitalize, caret, period) to make changes. 2.nbt.4 | I can demonstrate application of publishing by developing a published piece that includes a beginning middle and end. 2.nbt.4 |
| Language
Objectives: |
I can begin to prewrite my narrative by using the prewriting template format. | I can write a three sentence paragraph by including details from my map. | I will listen to my partner’s writing and complete the sentence stems. “Can you tell me more about ___?” “Who, where what why how” | I can read and record changes that should be made to my writing by using editing marks (capitalize, caret, period). | I will write a paragraph using my structured narrative map, which includes a beginning, middle and end. |
| Pre-Assessment: | Discussion | Prewriting template | Discussing revisions | Identify editing marks | Revised paper |
| Post-Assessment: | Prewriting template | Three sentence paragraph | Sentence stems | Use of editing marks in writing | Published piece with BME |
| Dolch Words/Content Vocabulary:
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prewriting | Paragraph, sentence details | Revise, | Editing marks, caret, capitalize, period | Beginning middle end |
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I can demonstrate knowledge of bodies of water by recalling the bodies of water that we visited on the field trip. E.FE.02.22 | I can demonstrate knowledge of bodies of water by labeling and matching bodies of water to their names. E.FE.02.22 | I can demonstrate synthesis of bodies of water by creating a model of landforms showing how bodies of water are formed. E.FE.02.22 | ||
| Language
Objectives: |
I can draw and label the pond, river, and waterfall that I visited on the field trip. | I can write a paragraph about a body of water that I have visited. | I can write a reflection about what happened when I poured the water over the various landforms. | ||
| Pre-Assessment: | Discussion | Matching on flipchart | Discussion and practice | ||
| Post-Assessment: | Drawing and labeling | Paragraph | reflection | ||
| Dolch Words/Content Vocabulary:
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Bodies of water, pond, river, waterfall | Ocean, lake stream sea pond waterfall river swamp | Landform, bodies of water | ||
| Materials: | Tarp or shower curtain, cups of water | ||||
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I can demonstrate knowledge of the three branches of government by recognizing the 3 local branches of government. | I can demonstrate synthesis of the three branches of local government by planning and acting out the duties of the local government. | |||
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Objectives: |
I can complete a tree map by writing in the 3 local branches of government, and discussing each with the group. | I can orally represent my assigned branch of government by acting out the responsibilities. | |||
| Pre-Assessment: | discussion | discussion | |||
| Post-Assessment: | writing | performance | |||
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Government
Branches, judge(court), police (mayor), citizens, city council, |
Government
Branches, judge(court), police (mayor), citizens, city council, |
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| Materials: | https://bensguide.gpo.gov/k-2/index.html | Labels for students | |||
| Activities: | Creating a mock community government | ||||
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