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 * Second Grade Agenda **

Planning date: 2/9/10 Questions for Mrs. Wilkes:

V-day party on Friday at 8:15 girls- clorox boys- nonalcoholic hand sanitizer unperforated spiral** Math stuff from contact- make copy if you want it. Common assessment- SS Research paper 1/2 day planning **Data Analysis **
 * Business: **
 * School supplies- changes below, all else the same
 * Skill || Plan ||
 * SST: **
 * Students || Interventions ||

**Writing: Poetry ** TEKS: (11) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts. The student is expected to: (A) distinguish different forms of texts, including lists, newsletters, and signs and the functions they serve (K-3);  (G) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, and information books (K-2); (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). Tell the students that you want them to use all of their senses, plus hearts and minds and imaginations to take in the details of their lives in a fresh, new way. Use everyday objects and look at in a new way. Examples - a pencil sharpener and the accompanying poem, the ceiling and accompanying poem. Students work individually to create lists about a variety of objects. || Discuss the objects studied in day one and share some lists made while looking with poet's eyes. Have students study a safety pin and describe using a poet's view. Read the accompanying poem and discuss. Link a poet's description to an artist's drawing. A pencil drawing of a stick figure is not going to have the same details as a portrait of someone. At this time you may either have students draw a picture of something or continue observing and listing descriptions for objects. || Write a poem on the board. Engage students in a discussion about how it looks different from regular writing. Intro the concept of line breaks and music. Cut the fireworks poem into words and have students work in groups to lay out and incorporate line breaks. Share with class. Students will then work independently on the lists made on Monday, creating line breaks and poetry. || Use the winter poem, read both the first and second drafts. Ask students which they prefer and why. Discuss why poems are more powerful when WOW words are used. Students work on previous poems, adding WOW words. Share in small groups. ||
 * Monday || **Seeing the World With Poet's Eyes** (see LC-pg1 for details)
 * Tuesday || **Seeing the World With Poet's Eyes** day two
 * Wednesday || **Listening for Line Breaks** (see LC-pg11 for details)
 * Thursday || **Adding WOW Words to Our Poetry**
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 12pt; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';">Friday || **Writing Prompt** - a sad memory ||

<span style="font-size: 18pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri;">**Reading:**Comprehension Strategies Continued - Vocabulary Student will find the meaning of unknown words in reading groups, and whole groups by using their context clue strategies. No School ||  || Choose one word out of your read aloud, to write on the board. Make sure it is an unknown word that most students do not know. Tell the students that the goal today is to listen for that word and think of it's meaning. Read your story. Discuss the word, and what they think the meaning is. Look it up in the dictionary to find the definition. Define context clues. In groups, or individually work on the context clues practice page. ||  || Choose a word from your read aloud. Read, discuss what the word means. Have students complete the example/non-example of the word. You can use the page given or use the same concept in their readers response journal. This practice page is great for reading groups. ||  || Choose a word from your read aloud. Read, discuss what the words means. Discuss if the clues given were focusing on restating, compare/contrasting or the definition is within the text. (Capturing Context Clues) The students can choose a word from their reading in independent reading time to complete this sheet. ||  || Reading TAKS practice ||   || **<span style="font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri;">Additional activities: **
 * Objectives: **
 * <span style="font-size: 18pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri;">TEKS: ** **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">2.5B **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-family: 'Times New Roman'; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US;">use context to determine the relevant meaning of unfamiliar words or multiple-meaning words
 * <span style="font-family: Calibri; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: Calibri;">Monday
 * <span style="font-family: Calibri; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: Calibri;">Tuesday
 * <span style="font-family: Calibri; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: Calibri;">Wednesday
 * <span style="font-family: Calibri; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: Calibri;">Thursday
 * <span style="font-family: Calibri; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msohansifontfamily: Calibri;">Friday

<span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman';">**Objectives:** Student will regroup when subtracting. Please do these lessons over the next two weeks.
 * <span style="font-size: 18pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-hansi-font-family: Calibri;">Math: **

B- Play the regrouping game from yesterday. Lesson 8-6. Do inside w/ kids using models if needed reminding kids that you do not always regroup. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">A- Students will do lesson 8-7 on own for assessment. || ** Day 1- ** Essential question: Can you estimate a difference by subtracting tens and then looking at the ones? <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman';">Mats- dimes and pennies or tens and ones, wb 9-1 B- do the lesson on page 258 of TE unit 9 D- Do guided practice w/ the kids, then have kids do rest on their own. A-Answer essential question, problem: 87-48 is more or less then 40? Have kids not only answer BUT explain how they came up w/ the answer. ** Day 2- ** Essential question- How do you know when you need to regroup when subtracting? <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman';">Mats- wkb 9-2, tens and ones B- Do the lesson on page 263 of TE. D- Do guided practice and have the kids do the rest of the wkb on their own. A- Answer essential question. Have them solve AND explain how they solved 26-8 ** Day 3 ** <span style="font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';">Essential Question: How do you know when you need to regroup when subtracting? <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontfamily: Arial; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman';">Mats- Tens and one, envision wkb. 9-3, math journal B- The kids have 10 and ones in front of them. Tell them to think about how we regrouped for additon. Then put 23-6= on the board. How could we use what we learned last week to solve this? How would we show that regrouped. D- Continue w/ doing lesson 9-3, possible the whole work book together. A- In your math journal make a list of two ways that you can use regrouping in your life. Answer essential question. ** Day 4 **<span style="font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';">Essential question: How do you use paper and pencil to subtract a one-digit number from a two-digit number? Mats- tens and ones, number cards and dice, math journal, wkb 9-4 <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontfamily: Arial; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman';">B- You have learned to subtract using tens and ones and record that in subtraction frames. Today you will learn how to use a pencil and paper to subtract. D- Teach the kids the game-Have them flip over two number cards (discard 10s and wild cards). Write this number first. Then have them roll the dice, write this number in the ones place. Subtract. Then check work w/ addition. Do you always regroup? What if you get stuck? A- Do guided practice in wk. lesson 9-4, than have kids complete rest on own as an assessment. Answer essential question. || || ** Day 5 ** Essential question- How do you model subtraction of a two digit-numbers from a two-digit numbers with and without regrouping? Mats- tens and ones, number cards and dice, wkb 9-5 B- Warm up w/ the game that the kids played yesterday. <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontfamily: Arial; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman';">D- You have learned to subtract two-digit from one-digit. Today you will learn to subtract two-digit from two digit. Follow the instructions on page 275 on Envision 9-5. Do the whole workbook as guided practice if needed. A -Answer essential question. When might you use regrouping two-digits from two-digits in your life? ** Day 6 and 7- **<span style="font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';">I combined lesson 9-6 (game) w/ 9-7. If your kids need it, do lesson 9-6 as the TE states. <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontfamily: Arial; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman';">Essential Question- How can you use addition to check subtraction? Mats- tens and ones, number cards, wkb 9-7 B- Do the warm up on page 283. D- Play game- Each kids will flip over cards. They will see which one is larger and subtract the smaller one from that using their math journal to record. Show them how to check w/ addition as you are modeling it. Remember to discard 10's and wild cards. <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-family: Calibri; mso-bidi-font-weight: bold; msobidifontfamily: Calibri; msobidifontweight: bold; msolist: Ignore;">A- <span style="font-family: Calibri; font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontfamily: Arial; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman';">Have kids do the rest of the workbook 9-7 as an assessment. Answer the essential question. ** Day 8 **<span style="font-size: 12pt; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman';">Warm up with playing the game from yesterday reminding them to check w/ addition. Students will be tested on topic 8 and 9 with the workbook assessment. |  SOCIAL STUDIES: <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">A describe the order of events by using designations of time periods such as ancient times and modern times; B use vocabulary related to chronology, including past, present, and future; C create and interpret timelines <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">D describe and measure calendar time by days, weeks, months, and years. <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">A name several sources of information about a given period or event; and B compare various interpretations of the same time period using evidence such as photographs and interviews || <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">A obtain information about a topic using a variety of oral sources such as conversations, interviews, and music; B obtain information about a topic using a variety of visual sources such as pictures, graphics, television, maps, computer software, literature, reference sources, and artifacts; C use various parts of a source, including the table of contents, glossary, and index, as well as keyword computer searches, to locate information; D sequence and categorize information; E interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and contrasting. <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">A express ideas orally based on knowledge and experiences; and B create written and visual material such as stories, poems, maps, and graphic organizers to express ideas. <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">A use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision || __ NOTE: BE SURE TO ASSIGN THURGOOD MARSHALL, FLORENCE NIGHTINGALE, AMELIA EARHART, AND SOJOURNER TRUTH. If you read Paul Revere and Henrietta King and save Robert Fulton for inventors, you will have covered all of the assigned people for second grade. __
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Monday ** || <span style="font-family: 'Times New Roman','serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman';">Mats: Tens and ones, wkb 8-6, wkb 8-7
 * Essential question:** How can you use place-value models to add two digit numbers w/ two digit numbers?
 * **//<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">2.2 History. The student understands the concepts of time and chronology. The student is expected to //****<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">: **
 * <span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">2//.3 History. The student understands how various sources provide information about the past. The student is expected to:// **
 * **//<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">2.17 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to //**//<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">: //
 * //<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">2.18 Social studies skills //**//<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">. **The student communicates in written, oral, and visual forms. The student is expected to:** //
 * //<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">2.19 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to //****<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 10pt;">: **

Monday Show the students the Time Life book cover about Robert Fulton. Ask them to infer anything they can from the cover. Tell them we are going to be studying famous people from the past, but we need to decide what we would like to learn about them. Have students brainstorm questions they think would be important to know to understand the lives of people in the past. Have them work in small groups to come up with a list, then get together to compile. Tell them that character qualities can often be seen in peoples’ lives that cause them to become successful. Read SS p. 82 Jackie Robinson and discuss the character trait of Individualism.

Tuesday Read a book about Paul Revere. As you read, let students look at the recording sheet they will be using for their research. Stop at important places and have students locate a spot on their paper that information could be recorded. Model on your recording sheet and discuss note taking. At the end read SS p. 83 on his character trait of Patriotism and I would include Loyalty.

Wednesday Read a biography of George Washington. Have students take notes about his life. Discuss his character traits. Read SS p83 Sojourner Truth and discuss Honesty. Show Library video of Big 3 research skills.

Thursday Read SS83 Susan B. Anthony and trait. Students will receive their assigned historical person and take notes from a book source.

Friday Read SS84 Florence Nightingale and character trait. Computer lab: Using online resources, students will locate their famous person, print out one article, and continue to take notes on their recording sheet. Teacher will copy each child’s research and send home today with a letter and a rubric explaining the project.

Monday Read SS p84 Helen Keller and character trait Read a biography of Harriet Tubman. Discuss character traits. Have students draw a scene from her life and write about how life was different for African Americans during slavery.

Tuesday Read SSp85 Mother Teresa and trait Read a biography of Abraham Lincoln. Students take notes. Discuss character traits

Wednesday Read SS 85 Cesar Chavez and trait Computer Lab: compare lives of Lincoln and Washington in Kidspiration, using notes they took.

Thursday Read SS86 Condoleezza Rice and trait Tell the students they will be conducting an interview of one of the oldest people they know to compare olden days to modern days. What things in their lives might be different from in the olden days? Probe for transportation (SS P 227 and 232), communication (SS p. 198 and clocks on 217), shopping, clothing, etc. Buddies will make up a list of questions they might ask. Get back together and compile questions to be sent home as homework assignment. You could do Henrietta King’s life today (see next week) if you can fit it in.

Friday Computer Lab: create a timeline of their famous person’s life

Monday-Friday of third week Students will use their notes to complete newspaper project and share them with the class. On Friday they will present their homework assignment on what life was like during the early days of their interviewee’s life. One day read information about Henrietta King’s life, discuss her character traits, and have students make a poster about her life (railroad, new kind of cattle and grass, donating land for hospital and schools, etc.)