space.template.2-16

Planning date: 2-17 Questions for Mrs. Wilkes:
 * Second Grade Agenda **

Whose doing math problems? Planning for next week. Any questions?
 * Business: **

** Data Analysis **
 * Skill || Plan ||
 * Science Test over Night Sky ||  ||
 * SST: **

TEKS: See last week (11-A,G and 14-A,B,C,D) - Read and discuss different ways to read "Things" - Encourage to read poems aloud to listen for music || - finding BIG feelings and add small details || - Revisit poems discusses in the past week and find the BIG feelings from the author - Share in small groups - Can create list of "ingredients" || - Discuss getting rid of tired words... how do we show our big feelings instead of just saying "I like it"? - Remind about analogies to reach our audience ||
 * Writing: Poetry **
 * Monday || __Adding Musuc - LC 21__
 * Tuesday || __Powerful Thoughts in Tiny Packages - LC 30__
 * Wednesday || __Finding Ingredients for a Poem - LC 39__
 * Thursday || __Showing, Not Telling - LC 47__
 * Friday || __Writing Prompt__ - Write about a sad memory ||

Start a Word Wizard board! Choose two unfamiliar words from your read aloud. Write them on the board. Discuss the meaning, and write the definition. Have the students tally (throughout the week) how many times they use the word, read the word, or hear the word being used. ||  ||
 * Reading: Context Clues **
 * Objectives: **
 * TEKS: **
 * || Monday

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. ||  ||   ||
 * Tuesday

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. ||  ||   ||
 * Wednesday

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. ||  ||   || Firday- Practice TAKS passages Math: Fractions TEKS: 2.2A Use concrete models to represent and name fractional parts of a whole object with denominators of 12 or less. 2.2B Use concrete models to represent and name fractional parts of a set of objects with denominators of 12 or less. 2.2C Use concrete models to determine if a fractional part of a whole is closer to 0, ½, or 1. Books: Eating Fractions, Piece, Part, Portion, Apple Fractions, Fraction Action, Gator Pie Vocab: equal, unequal, halves, thirds, fourths, fraction, set Day 1 Obj:Use concrete models to represent and name parts of whole Mat:Eating Fractions, manila paper, 10-1,wkst recog. Equal parts Proc: Read book, discuss how fractions are equal parts of a whole. Emphasize difference between a part and equal part. Hand out paper. How can we fold into 2 equal parts? Four? Label parts. Continue with Lesson 10-1. Wkst. If time independently. Vocab:equal, unequal, halves, thirds, fourths, Day 2 Obj:Naming parts of whole Mat: pattern blocks, 10-2 Proc: Distribute blocks. Can you find two that equal a yellow? Three? These are fractions of whole. Use blocks to complete 10-2. (I use the terms numerator and denominator) Day 3 Obj: Naming parts of whole Mat: Pattern blocks, Hexagon cookies pg. 10-3 Proc: Students will work in small groups to find as many ways to complete a whole as possible. Stop after a while and compare papers and give fraction names to the parts-label on papers. Lesson 10-3
 * Thursday

Day 4 Obj: Estimate fractional amounts Mat:10-4, containers close to full, half full, empty, trsp. of Estimate Parts of Whole, Fraction pie-man game Proc: Reinforce yesterday’s lesson with Fractions 3 sheet. They may work with partner to complete-then check accuracy. Display containers. Discuss if they are closer to empty, half full or full. How can you tell? Use tsp. and discuss what part of whole. Lesson 10-4 When finished, teach to play fraction pie-man. Day 5 Obj: Identify fraction of pie, use graph Mat:pie graph, fract. Page, survey Proc: Sts. will survey class on fav. Pie, tally info, record on graph, complete fraction sheet.

Day 1 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.
 * Social Studies/Science: **

Day 2 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.

Day 3 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.

Day 4 Read SS83 Susan B. Anthony and trait. Students will receive their assigned historical person and take notes from a book source.

Day 5 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.

Day 6 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.

Day 7 Read SSp85 Mother Teresa and trait Read a biography of Abraham Lincoln. Students take notes. Discuss character traits

Day 8 Read SS 85 Cesar Chavez and trait Computer Lab: compare lives of Lincoln and Washington in Kidspiration, using notes they took.

Day 9 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.

Day 10 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.) **Social Studies book schedule (starting 2-16) Be sure to send the books to the teacher after you by their time. **
 * 8:00 Jeanine 11:30 Tracey **
 * 8:30 Trella 12:00 Vicki **
 * 9:45 Marie 12:30 Sunny **
 * 10:15 Rachel **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Assessment: Newspaper Article **