space.template.4-13


 * Second Grade Agenda **

Planning date: 4/13 Questions for Mrs. Wilkes:

Market day- May 6 or 13? Benchmark scantrons and sign-in sheet. ** Data Analysis **
 * Business: **
 * Skill || Plan ||
 * Measurement test ||  ||

TEKS: (14) Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to: (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). In this session you will tell students that they will be teachers as well as writers; specifically, they will write to teach others how to do something. ||  || Your plan will be to help children understand the purpose and requirements of this genre by showing them that How-To writing must enable a reader to do what is being taught. || In this lesson, you will show how you tried to read one child's directions, how you encountered confusions, and how the author will revise his words and pictures to make them more explicit. || You will teach your children that as writers of How-To books, they probably want to give their readers "helpers," as you call the text features of this genre. || You will remind children that the world is full of a huge variety of How-To texts and that they can learn lessons for their own writing by studying these. || You will want to ask your children to select one text to publish. They will need to double-check their revisions of that book and then turn their attention to editing. A celebration will follow. ||  ||
 * Writing: How-To Books **
 * **Writing How-To Books** ||
 * Session I: || **Introducing How-To Books**
 * Session II: || **Checking for Clarity**
 * Session III: || **Revising Words and Pictures**
 * Session IV: || **Incorporating Features of How-To Writing**
 * Session V: || **Revising: Learning from a Variety of How-To Writing**
 * Session VI: || **Editing: Using Periods, Parentheses, and Colons**

** Additional activities: **
 * Reading: **
 * Objectives: **
 * TEKS: **
 * Monday ||  ||
 * Tuesday ||  ||
 * Wednesday ||  ||
 * Thursday ||  ||
 * Friday ||  ||


 * Math: **
 * Objectives: **
 * TEKS: **
 * 2.4A **//Model //**, **//create //**, and **//describe //** __multiplication situations__ in which equivalent sets of concrete objects are joined. **

** Assessment: **


 * **Monday ** || Review skip counting by counting out loud by 2’s, 5’s and 10’s. Investigate multiplication using arrays. 1. Show groups of simple objects in a random pile (ex. paper clips, markers, etc.) Ask how many. Then, line the objects up and show that the amount is still the same but they are organized in an array. Write the equation for each array. Next, use cubes to show arrays. Color each set on array paper and label with the equation. ||
 * **Tuesday ** || Review skip counting again. Continue arrays-vocabulary horizontal/vertical. Sts. work in pairs. Give 12 counters to each pair. One partner builds an array using all 12 counters. The other partner makes it going the opposite direction. Both partners draw the array on a piece of paper and describe it (ex. My array has 2 rows and 6 in each row). After they have made 4 arrays, sts. work together to make story problems for their arrays. (ex. Sam has 2 boxes with 6 doughnuts in each box. How many doughnuts does Sam have?) ||
 * **Wednesday ** || Read Multiplication Fair from the Envision big book. Sts. draw an illustration that shows __groups,__ in each group. Demonstrate how to write an equation to match the picture. Complete Envision 13-1 ||
 * **Thursday ** || Read: __Amanda Bean's Amazing Dream__. Repeated Addition and Multiplication- Sts. use cubes to show that repeated addition can equal multiplication. (with whole numbers) Complete Envision 13-2 ||
 * **Friday ** || Pattern block Multiplication Cards- Sts. use pattern blocks to make designs and create repeated addition/multiplication problems. ||


 * Notes: **

Teks: (A) explain how work provides income to purchase goods and services; B) explain the choices people in the U.S. free enterprise system can make about earning, spending, and saving money, and where to live and work (A) distinguish between producing and consuming; (B) identify ways in which people are both producers and consumers; (C) trace the development of a product from a natural resource to a finished product.
 * Social Studies/Science: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(2.9) ****<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Economics. The student understands the importance of work. Student is expected to: **
 * 2.10)<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;"> Economics. The student understands the roles of producers and consumers in the production of goods and services. Student is expected to: **

· <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">People in the U.S. can choose what work they want to do, how they will spend and save money and where they will live Discuss this with your students, share a personal story about how you chose your first job, and the things you had to pay for with your earned money. Watch United Streaming: Where we work, live and play: Business. ||  || Ext: in partners or as a class, the students use the Money Smart Scenarios to decide money smart/foolish ||   || <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">**Notes:suggested books:**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Assessment: **
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Monday <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Free enterprise is the freedom to start and run any kind of business
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Tuesday Read the short story Kids in Business. Brainstorm with the students different jobs they could do as kids. In partners, the students are to make their own business plans. Make sure this includes: What business should you start? What supplies would you need? How much will you charge? What would you do with the money you make? ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Wednesday (earning, spending, and saving money) Read the short story Responsible Spending. Discuss the difference between money smart and money foolish. Allow the students to share what they think they are in community circle. Have the students to make a list of 3 things they are saving for and how they are saving and/or 3 things they have spent money on and how they earned/got the money. Write/pair/share.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Thursday Read Arthurs Pet Business or Lemonade for Sale (blue cat book) discuss the kid business. Point out the producers, consumers, good/service. Have the students make an advertisement sign to go along with the business from the story. ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Friday Read Charlie needs a Cloak or The Goat in the Rug. Revisit the development of a product from a natural resource to a finished product. Tie this in with any of the activities the students have worked on this week and see if they can trace where their products began. Ex: lemonade story, or the business the students made up with partners. ||  ||
 * //__If You Made a Million__// by Kellogg, //__The Kids’ Money Book__// by McGillian, //__The Beloved Dearly__// by Cooney
 * //__Goods and Services__// by Adil, //__The American Economy: Government’s Role, Citizens’ Choice__// by Walker
 * //__Lemons and Lemonade: A Book about Supply and Demand__// by Loewen, //__Supply and Demand__// by Adil
 * //__Mr. Blue Jeans: A Story about Levi__ Strauss// by Weidt, //__Charlie Needs a Cloak__// by Tomie de Paola
 * //__The Giving Tree__// by Shel Silverstein, //__Arthur’s Pet Business__// by Marc Brown, //__Ant Cities__// by Arthur Dorros
 * //__The Goat in the Rug__// by Charles Blood and Martin Link, //__Uncle Jed’s Barbershop__// by Margaret King Mitchell