space.template.3-2


 * Second Grade Agenda **

Planning date: 3/2 __Questions for Mrs. Wilkes:__

Planning for next week: Math - Plans below are for two weeks. Prefixes, suffixes, reading response- Vicki or Rachel Plants- Two weeks - Trella Writing- poetry
 * Business: **

Specials 1st 2nd 3rd

Open House We need to stay until after PTA meeting.

Alton (Collier)
 * SST: **

Alton's writing is finally becoming readable some of the time. He is becoming quicker to change inappropriate spelling when I point problems out to him (short i and e, th, ch, sh, wh). He is beginning to place words on the page correctly some of the time. I do not believe that his family is making his writing a priority even though I have talked to them about it. As often as possible I stand right beside him or pull him aside to assist one on one

** Writing: Complete Poetry Unit ** TEKS: Please see last week ** Notes: **
 * Monday ||  ||
 * Tuesday ||  ||
 * Wednesday ||  ||
 * Thursday ||  ||
 * Friday ||  ||

__ ** Mat:Monkey Business plus Any one of idiom books ** __ __ ** In A Pickle ** __ __ ** Mad As A Wet Hen ** __ __ ** You’re Clean As A Whistle ** __ __ ** Punching The Clock ** __ __** It’s Raining Cats and Dogs **__ **Proc: Read Monkey Business and emphasize how confusing the expressions are. Brainstorm what they mean.** **Mat: Any of the books, idiom list cut apart** **Proc: Share more of the idioms with class. Discuss how silly they would be if literal. Have sts. Draw an idiom from list.** IP: Sts. Will each create a page for a class booklet of **idioms. Illustrate literal meaning of idiom they draw from list.** **Mat: writing spirals** **Proc: Define antonym, do page 3 together. Have sts. list any other antonyms they can think of. Explain antonym domino game. Sts will do pg 5, then play game to reinforce.** **Mat:Synonyms p 6, 8** **Proc:Define and review synonyms. List common syn. We use frequently.** ** Additional activities: **
 * Reading: **
 * Objectives: Idioms/Prefixes/Suffixes/Antonyms/Synonyms **
 * TEKS: **
 * 2.5A **** use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow) **
 * 2.5B **** use context to determine the relevant meaning of unfamiliar or multiple-meaning words **
 * 2.5C ****identify and use common words that are opposite or similar in context **
 * Monday || **Obj:Define and explain figure of speech**
 * Explain that Idioms are expressions that don’t mean what they say. Use any of the other books to give examples and some history. Have class offer expressions they have heard but didn’t understand. Have them be watching for idioms in reading.**
 * Eval: TO, participation ** ||
 * Tuesday || **Obj: using idioms**
 * GP: Discussion **
 * Eval: Completed page ** ||
 * Wednesday || **Obj: Using idioms in writing**
 * Proc: Sts will write short paragraph using an idiom in writing. Share with class. ** ||
 * Thursday || **Obj: Antonyms**
 * Mat: Wkst. Pg3,5,Domino game, **
 * GP:Discussion**
 * IP:Pg. 5 then Sts will play Antonym dominoes with partner ** ||
 * Friday || **Obj: Synonyms**
 * GP: GP page 6.**
 * IP: Pg. 8. Have sts. start keeping record of syn. From indepent. Reading on page in journal. ** ||


 * Math: **

Geometry Math TEKS/SE **// 2.7 Geometry and spatial reasoning. The student //**// uses //** attributes ****// to //**// identify //** two-and three-dimensional ** ** geometric figures ****//. The student //**// compares **and** contrasts //** two- and three-dimensional geometric ** ** figures ****// or both. //**
 * 2.7A **// Describe //** __attributes__ the number of vertices, faces, edges, sides of two-dimensional and three-dimensional geometric figures, such as circles, polygons, spheres, cones, cylinders, prisms and pyramids, etc. **
 * 2.7B ** //Use// **__attributes__ to** //describe// **how __2 two-dimensional__ __figures__ or __2 three-dimensional geometric figures__ (are alike or different.)**
 * 2.7C **// Cut //**__ two-dimensional geometric figures __**** apart and **// identify //** the new geometric figures formed. **

** 2.12A **// Identify // ** the __mathematics__ in everyday situations. **
 * //2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of the school. //**
 * 2.12B **// Solve //** __problems__ with guidance that //incorporates// the processes of understanding the problem, **// making //** a plan, **// carrying //** out the plan, and **// evaluating //** the __solution__ for reasonableness. **
 * 2.12C **// Select //**// or //**// develop //** __an appropriate problem-solving plan or strategy__ including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem. **
 * 2.12D **// Use //** __tools__ such as real objects, manipulatives, and technology __to__ **//__ solve __//**__ problems __**** . **

** 2.13A **// Explain //**// and //**// record //** __observations__ using objects, ** ** 2.13B **// Relate // **__ informal language __**** to mathematical language and symbols. **
 * //2.13 Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. //**
 * words, pictures, numbers, and technology. **
 * // 2.14 Underlying processes and mathematical tools. The student //**// uses //**__ logical reasoning __****// . //**** The student is expected to **// justify //** __his or her thinking__ **// using //** objects, words, pictures, numbers, and technology. **
 * Interpret the TEKS with these including statements: **

· Describes polygons such as triangle, square, rectangle, trapezoid, rhombus, pentagon, hexagon, octagon, and parallelogram. · Relates real life objects to two and three dimensional figures and justifies the relationship. · Uses mathematical language to describe 2-D and 3-D figures. · Identifies additional attributes such as round bottoms, curved or straight sides, and numbers of corners. · Describes and compares numbers of edges and vertices. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Describes and compares numbers of sides. Describes and compares shapes of faces and bases. G1. How could you relate real life objects to two and three-dimensional objects? G1. What attributes can be used to describe two and three-dimensional geometric figures? G1. What are some ways that you could compare two-dimensional objects? G1. What are some ways that you could compare three-dimensional objects? G1. What new figures could you create by cutting a rectangle? || Be sure to use the words: **attribute and vertices**
 * ** Essential Questions ** || G1. How could you use mathematical language to describe 2-D and 3-D figures?

Mats: Lesson 15-2, pre-made word wall words, **//Greedy Traingle//** Word Wall words: see lesson 15-2 B- Teacher reads **//Greedy Triangle//** D- Review the polygons in the book, while doing so add those words to words wall, use polygon rather that shapes. Then open open lesson 15-1 and read the top to the kids, adding the 3-D words to word wall. Do guided practice together, then have have kids complete the rest on their own. A- CGI: There are 6 and 8 _ __how many vertices. (For higher level use 3-d shapes such as rectangular prisms) Enrichment- Venn Diagram for Square and Rectangle Prism and Riddle (Roads to Reasoning pg. 11)__
 * Day 1 **

Mats: Lesson 15-1, pre-made words wall words Word Wall Words – see lesson 15-1 B- Introduce the Honey Comb game. Have kids play. D- Do introduction for lesson 15-1. Have kids complete wkb. A- Have kids use the word wall words to answer- How are a rectangular prism and a square pyramid alike? Enrichment- riddle books: kids make (1 day), then create their own (2 days).
 * Day 2 **

Mats: pattern blocks, lesson 15-3, pre-made word wall words, Ways to Fill In stations ready w/ pattern blocks. B- Do intro to lesson 15-3, then have kids play Ways To Fill In. A- Have kids complete workbook as an assessment.
 * Day 3 **

Mats: pattern blocks, lesson 15-4, Assessment- **//Is It a Rectangle,//** Cover and Count Game stations ready to play B- Intro and play Cover and Count D- intro to lesson 15-4, then have kids complete workbook A- Assessment- **//Is It a Rectangle?//**
 * Day 4 **

Mats: shapes for kids to use to help solve riddles, Concentration Cards B- Have kids pair up and play Concentration. D- What is a riddle? Intro to lesson 15-5 Guided practice together, then have students do finish wkb. A – Have students write their own riddle Enrichment- kids make 3-D shapes
 * Day 5 **

Mats- Riddles from yesterday B- Answer kids riddles from yesterday. D- Assessment- Topic !5
 * Day 6 **

Regrouping and problem solving Sign up for computer lab for two days. Have kids go to **Math Playground**, then **Word Problems** and last to **<span style="color: #000066; font-family: 'Arial','sans-serif';">Add/Sub/Mult/Div/Ratios - Grades 2 to 7 ** Have students chose what is best for them. You can modify high or low.
 * Day 7 and 8 **

Mats: Bag It (1 per pair, divided w/ tens and ones, 9 cubes inside back, paper to record) Work on problem solving w/ 2 digit regrouping in CGI book. Bag It Put 9 cubes in a bag Blow up Shake Record where cubes land Repeat Add numbers Check w/ subtraction Use models if not matching
 * Day 9 -10 **

<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">**Science: Living/Nonliving and Plants**

**2.5 Know that organisms, objects, and events have properties and patterns** __<span style="font-family: 'TimesNewRomanPSMT','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">**2.5A //classify and sequence//** __organisms, <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">objects, and events __<span style="font-family: 'TimesNewRomanPSMT','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;"> **(based on properties and patterns) [life cycles]** ** 2.7 Know that many types of change occur ** ** 2.7A //<span style="font-family: 'TimesNewRomanPSMT','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">observe, measure, record, analyze, predict and illustrate //** changes **__(in size, mass,__** temperature, color, position, quantity, sound, **and movement). [life cycles]** ** 2.8 Distinguish between living organisms and nonliving objects. ** ** 2.9 Know that living organisms have basic needs ** **2.9A //identify//** the external characteristics **__(of different kinds of__** plants and **animals that allow their needs to be met)** **2.9B // compare and //**// give // __examples__ (of the ways living organisms depend on each other and on their environments)
 * <span style="font-family: 'TimesNewRomanPSMT','sans-serif'; mso-bidi-font-family: TimesNewRomanPSMT;">2. 5B //identify, predict, replicate, and create// **__patterns** __(including those seen in charts, graphs, and numbers) [life cycles]__ **
 * 2.6 Know that systems have parts and are composed of organisms and objects **
 * 2.6A //Manipulate, predict, and identify// **parts** __(that when separated from the whole, may result in the part or the whole not working) [animal parts]__ **
 * 2.6C //observe and record// **the functions** __(of plant parts)__ **
 * 2.8A Identify characteristics of living organisms. 2.8B Identify characteristics of nonliving objects. **


 * NOTE: Teacher will purchase 4 tomato plants and provide flower blooms to observe parts and take apart (petunias work fine), 1 long stemmed carnation/food coloring, lima beans and other seeds to weigh, and seeds of your choice to plant for each student. (I am requesting funds),**

__**Day 1 Living and Nonliving**__ **2.5A, 2.8A,B**
 * Give out a mix of pictures of living and nonliving things (or magazines to cut out). Have small groups sort and a recorder write down how they decided (All living objects….. All nonliving things…..) Each group reports to the group and T. records. Then read Science book A5-A7. Groups will take their nonliving objects and check to see if it grows, needs food, changes, comes from living things. Have each student choose one picture and move to the side of the room designated for living or nonliving. T. takes a quick look and tells how many students need to move and let the group figure out who it is using characteristics to justify. If they cut out pictures, glue pictures to chart.**


 * __Day 2__ Take digital camera for students to take pictures, or give each student an index card to draw on. Take a scavenger hunt outside. Each student will record one living and one nonliving object. Glue card into science journal and write justification for how they know it is living or nonliving.**


 * __Day 3 Plants__ 2.7A, 2.6A,C, 2.9A (teacher will have put each tomato plant into a cup but don’t allow students to observe ahead of time, one for control, one for no water, one for no light, one for no air)**
 * Have small groups of students get together to design an experiment that will prove that plants need water, food, air. Each group reports to the class and Teacher helps decide which one is appropriate for an experiment (talk about control group and “fairness” of experiment). Students record in the Science journal the problem, each child’s hypothesis, materials, and record measurements for each plant.**

__Day 4__ Show students a picture of a plant and allow students to name parts and suggest what they think each part is for. **Put single carnation in colored water to observe purpose of stem later. Put limas in a clear cup with a wet paper behind them and a crumpled piece of paper to hold everything in place in the center of the cup. Place the limas in various positions to observe what the roots will do when they emerge upside down or sideways. Ask students to predict what will happen and to justify their thinking.**
 * Today we will focus on __Seeds__. 2.9A Give each student a lima bean, write their initials on it with a sharpie, describe and measure their seed in the Seed booklet. Put limas in a cup of water to soak for tomorrow.**
 * Provide the seeds listed on the last page of the Seed Booklet and have students weigh a variety of seeds at centers with balance scales. Provide other times during the coming days for students to look up seed vocab in dictionary (in seed booklet). **

**See other possibilities of activities on Day 9. I recommend that students read __Flowers, Fruits, and Seeds__ and answer the questions provided.**
 * __Day 5__ Students will take apart their lima and label parts in seed booklet and answer questions.**
 * Plant seeds of your choice in milk cartons or other containers.**
 * __ Flowers __ 2.6A,C, 2.9A Either today or as a warmup tomorrow, have students read the passage A Bird’s-eye View and color as appropriate. This is a read and follow directions page. **