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 * Second Grade Agenda **

Planning date: 5/4/10 Questions for Mrs. Wilkes:

Volunteer Tea Interventions for Benchmark Planning- TEKS that have not been covered.
 * Business: **

** Data Analysis ** 6.A - paired numbers 6.C - number patterns 7.A - attributes of a shape || 17.c 21.B 22.B.i
 * Skill || Plan ||
 * Math Benchmark || 3.C - value of a group of coins
 * Reading/Writing Benchmark || 3.A
 * cover title during teacher read aloud and give options for titles
 * daily passage with title questions
 * plug in a sentence that doesn't belong in teacher write-to's
 * can create connections by beginning with pictures and moving to sentences in paragraphs
 * spelling sentences for each verb tense when applicable
 * past, present, future chart - build on continually
 * daily sentence correction
 * noun chart (person, place, thing, proper, etc)
 * hmwk - collect proper nouns and categorize
 * highlighting in newspapers ||

** 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 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!**
 * Day One: What is persuasive writing?

** Additional activities: **
 * Reading: **
 * Objectives: **
 * TEKS: **
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** Assessment: **
 * Math: **
 * Objectives: **
 * TEKS: **


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 * Notes: **

I'm doing week of 5/17 **Social Studies/Science:** Students use the concept of conflict to study how science and technology have affected life, past and present. TEKS:**//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. 2.16 Science, technology, and society. The student understands how science and technology have affected life, past and present. 2.18 Social studies skills. The student communicates in written, oral, and visual forms. 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 ARRC wants us to tie in natural resources with technology. So the first week will be a natural resource review along w/ a power point for natural resources.
 * Monday || Today will be used to review natural resouces and to introduce technology. Tell the children that technology is Read __How Cars Changed the World​__ . What natural resources are used to make cars? How do cars help us w/ natural resources? (By transporting them). ||
 * Tuesday || Review natural resources. Read the __Great Kapok Tree__. What resources are found there? How do those resources, such as cashews, to other places (transportation). Remind the children that transportation is a type of technology. ||
 * Wednesday || Have students pick a natural resource. They will go to the computer lab and make a power point on the resource. They will need a definition, a picture, how we use it and what technology is used to make or get it. ||
 * Thursday || Present the power point to the children. Tell students that today they will focus on how technology such as transportation has changed. Brainstorm some ideas. Then have students read pages 26 - 29 and 216 -219. Next have them fill out in the Social Studies journal 3 types of technology and how they have changed. For example- cameras- used to have to take to be devoloped and now images appear on cameras. For a closing- what did people do long ago if they wanted a natural resource from anothe continent vs. what they do now? ||
 * Friday || Read __Now and Ben. ​__ Lead a discussion on how we write to others now? Lead into email. How did they do it longs ago? Watch Brain Pop Jr. on emails. It is under technology. What are the advantages on being able to send an email? What are some disadvantages to having this technonolgy? What other types of technology has changed? ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Notes: **