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 * Second Grade Agenda **

Planning date: 4/27 Questions for Mrs. Wilkes:

Technology- Tracey Math ? Writing- teacher plans (persuasvie) Reading- DRA/TPRI
 * Business: **
 * Planning**

** Data Analysis **
 * Skill || Plan ||
 * Math Benchmark ||  ||

** Writing: Persuasive Unit ** TEKS: (14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to: (A) write to record ideas and reflections (K-3); (B) write to discover, develop, and refine ideas (1-3); (C) write to communicate with a variety of audiences (1-3); and (D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3). (18) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: (A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3); (B) develop drafts (1-3); (C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); (D) edit for appropriate grammar, spelling, punctuation, and features of polished writings (2-3); (E) use available technology for aspects of writing, including word processing, spell checking, and printing (2-3); and (F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form and "publishing" them for audiences (2-3). (19) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to: (A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); (B) respond constructively to others' writing (1-3); (C) determine how his/her own writing achieves its purposes (1-3); (D) use published pieces as models for writing (2-3); and (E) review a collection of his/her own written work to monitor growth as a writer (2-3). (20) Writing/inquiry/research. The student uses writing as a tool for learning and research. The student is expected to: (A) write or dictate questions for investigating (2-3); (B) record his/her own knowledge of a topic in various ways such as by drawing pictures, making lists, and showing connections among ideas (K-3); (C) take simple notes from relevant sources such as classroom guests, information books, and media sources (2-3); and (D) compile notes into outlines, reports, summaries, or other written efforts using available technology (2-3).

Day One: What is persuasive writing? Day Two: Elements of persuasive writing Day Three: Drafting a persuasive piece Day Four: Reviewing models of persuasive writing Day Five: Revising persuasive pieces for trait language Day Six: Publishing persuasive pieces Day Seven: Author's chair
 * Please see packet for in depth plans for this unit!

Reading: DRA and TPRI testing

Math: Objectives: TEKS:



Assessment:

Real life investigation: If possible, open a new pack of crayons. Tell the class you want to give 12 students an equal amount of crayons. Sts. solve the problem by drawing the groups. Do the same with 6 students, 4 sts. Explain equal groups. Show sts. how to write the equation for each of their drawings. Complete Envision 14-1 || Division Practice Listen and Learn Center activity 14-1 – Sts. use cubes to model division. Envision 14-2 || Listen and Learn Center activity 14-2- Sts. use cubes to model division. Envision 14-3 || CGI problem solving book- Sts. glue CGI problems in a booklet and solve. They must write an equation with each illustration. || Envision Multiplication/Division Test ||
 * Monday ||
 * Tuesday ||
 * Wednesday ||
 * Thursday ||
 * Friday ||

Notes:

Science: Shadows 2.7Know that many types of change occur · 2.7A //observe, measure, record, analyze, predict and illustrate// __changes__ (in size, mass, temperature, color, po sition, quantity, sound, and movement). · The student understands that Changes in light and shadows follow a predictable pattern.

Day 1 ENGAGE (P. 3,4 of Me and My Shadow) Day 2 EXPLORE (P. 6) · Provide groups of students with **flashlight, squares of foil, wax paper, index card, tissue paper, plastic, and data sheets C and D** · Students will test each of the materials to find out if it lets light go through it and how dark the shadow looks. · Use an overhead to discuss the data sheets and demonstrate how to record. Stress keeping the testing FAIR.
 * Take students on a shadow hunt outside. Take plastic bears with you. Give each student an index card to record observations they notice about shadows.
 * Challenge students to make their own shadow shake and also stand very still.
 * Follow instruction #2 on page 3 to discover that shadows always point away from the sun.
 * Give each child a plastic bear to put on the ground and follow instructions on #3.
 * Return to the classroom to discuss what they have discovered. Then use pictures of sun, dog, and bone to apply what they have learned to align correctly.

Day 3 EXPLAIN (p. 9,10) · Discuss results of previous day’s experiments, recording on overhead. Classify according to no light going through, some light going through, and bright light going through. **Vocab: transparent** · Review 4 things we need to see a shadow. · Make a list of observations discovered about shadows (see p. 10)

Day 4 ELABORATE (P. 12, 14)

Go outside 3 times during the day. Have the same student stand in exactly the same place each time by tracing his feet. Students will draw the sun, the shadow maker, and the shadow. on Master F. Teacher will measure and record the length of the shadow and students will record on their drawing each time. On the second and third visit, ask the questions on page 14. Read __Moonbear’s Shadow__ and discuss questions on p. 14 Havstudents work in groups to sequence the Changing Shadow cards and match each picture with a Time Card.

Day 5 EVALUATE (P. 21) Students will use Masters K and L. Teacher will place 4 objects (plastic square, coin, gauze, wax paper) on the overhead in the teacher overhead of master J for students to complete the top of Master K. Then complete the rest of K and L.