Guam District Level Lesson Plan Quarter 3€¦ · Guam District Level Lesson Plan Quarter 3...

GuamDistrictLevelLessonPlanQuarter3

Teachers:

S.Avilez,K.Castro,R.Castro,R.Doculan,C.GalvezandL.Terre

Room:CQuad/D-103Content:SocialStudies

Grade:2nd

Timeline:WEEK1

GDOEStandard:2.1.1Describetraditionalfood,customs,sportsandgames,musicoftheplacetheycamefrom

withthehelpoffamilymembersorotheradults.2.1.2GiveexamplesoftraditionsorcustomsfromothercountriesthatcanbefoundonGuam

andtheUnitedStatestoday.CommonCoreStateStandard:

2.RI.1Askandanswerquestionsaswho,what,where,when,whyandhowtodemonstrateunderstandingofkeydetailsinatext.

2.RI.4DeterminethemeaningofwordsandphrasesinatextrelevanttoaGrade2topicorsubjectarea.

2.RI.5Knowandusevarioustextfeatures(e.g.,captions,boldprint,subheadings,glossaries,indexes,electronicmenus,icons)tolocatekeyfactsorinformationinatextefficiently.

LessonOverview:Thislessonemphasizesthediversityinourcountry.Itdescribesamosaicofpeopleofdifferentages,colors,interests,jobs,and

talentswhocomefromdifferentcultures.Italsoteachestheimportanceofrespecting

differences.

LessonObjectives/ICAN:Lesson1

• ExplorethediversityoftheUnitedStates

• Defineculture• Compareandcontrastpeople’swork,

interests,andtalents.Lesson2

• Recognizehowexplorersledthewayforsettlementinnewplaces.

• Discusstheroleofpioneersinsettlingourcountry.

• Explainhowimmigrantsbringnewideaswhentheymove.

Vocabulary:uniquecultureexplorerpioneer

immigrant

FocusQuestion:Howarefamilymembers,friends,neighbors,andevenpeopleontelevisionalike?Howare

theydifferent?

DescriptionofLessonUnit4Lesson1OurCountryofManyPeoplepages168-169

Unit4Lesson2PeopleontheMovepages172-175AnticipatorySet:

Havestudentssharewhatmakesthemunique.Youmaymodelanexampleaboutyourself.

InstructionandStrategies:Directchildrentoexaminethepicturesinlesson1.HavethempredictwhattheBigIdeaofthelessonis.Encouragethemtoreadthelessontofindoutiftheywerecorrect.Studentswillindividuallytaketurnsreadingthelesson.Studentswillthensummarizehowpeoplearealikeandhowpeoplearedifferent.Studentswilltakenotehowpeople,culturesandideasspreadtonewplaces.Studentswillreadanddiscusspage173.TheywillbeabletoexplainthatwhenpeoplelearnedabouttheAmericas,somedecidedtostartanewlifethere.Theysailedacross

theoceanandsettlednearthecoasts.Theyclearedland,builthomes,andgrewcrops.Eventually,farms,townsandcitiesgrewupalongthecoast.Explainthatpioneersarepeople

whomakethefirsthomesinanewplace.

GuidedPractice:IntroductionofGraphicOrganizer(HelpStudentscompletetheK-W-Lchartandusethechart

tosummarizethelesson.)DemocraticValues(IndividualRights)-Explainthatculturediversitymakesourcountryunique.DiscusshowtheUnitedStatesprovideequalopportunitiesandmanyfreedomstopeoplewho

havecometolivehere.

FormativeAssessment:LessonReviewspages169and175

UnitReviewsandTestPreparationpages204-207UnitAssessmentsStandardTest

AssessmentProgrampages13-15IndividualPerformanceTaskAssessmentProgrampage16

IndependentPractice:GeographyThemeQuestionswithinlessonsofPupilBook

IndividualEnd-of-ProjectChecklistAssessmentProgrampageviiiGroupEnd-of-ProjectChecklistAssessmentpageix

IndividualEnd-of-UnitChecklistAssessmentProgrampagex

Accommodations/Modifications:ExtendandEnrichpage168,175

ReteachtheLessonpage169,175AExtensionActivitiesforHomeandSchoolpage169A

Resources(TextbookandSupplemental):PupilBook/UnitBigBookpages168-175

WordCardsV47-V50ActivityBookPage40-42

ReadingandVocabularyTransparency4-2/4-3SkillTransparency4-1

Internet/OnlineResources:www.education.com

https://www.teachervision.compinterest.comReflection

Mystudentsdidwellinteractingwithoneanothertalkingabouttheirculture,beliefsandtraditions.KidsenjoyedthislessonbutIwishIaddedmorevisualslikeapowerpoint

presentationpertainingmycultureasanintroductiontomystudents.

Teachers:S.Avilez,K.Castro,

R.Castro,R.Doculan,C.GalvezandL.Terre

Room:CQuad&D-103

Content:SocialStudies

Grade:2nd

Timeline:WEEKS2-3

GDOEStandards:2.1.1Describetraditionalfood,customs,sportsandgames,musicoftheplacetheycamefromwiththe

helpoffamilymembersorotheradults.2.1.2GiveexamplesoftraditionsorcustomsfromothercountriesthatcanbefoundonGuamandthe

UnitedStatestoday.CommonCoreStateStandard:

2.RI.2Identifythemaintopicofamultiparagraphtextaswellasfocusofspecificparagraphswithinthetext.

2.W.2Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.

LessonOverview:Inlesson3,readersmeetchildrenwithdifferentculturalbackground.Theylearnthatknowledgeandideasarepassedfromonegenerationto

anotherthroughmemories,experiences,andthesharingofspecialtraditions.Inlesson4,childrenwilllearnaboutholidayscelebratedindifferent

communitiesandbydifferentcultures.

• Recognizethateveryfamilyhasitsownheritage.

• Giveexamplesoffamilytraditions.• Appreciatethevalueoflearningfromfamily

members.Lesson4

• Identifyculturalholidays.• Describecustomsassociatedwithcultural

holidays.• Explaintheoriginsofholidaytraditions.

Vocabulary:heritagereligiontraditionancestor

holidaycustom

FocusQuestion:Howdofamiliespasstheirculturefromparentsand

grandparentstochildren.

DescriptionofLessonUnit4,Lesson3,FamilyHeritagepages178-183

Unit4,Lesson4,CommunityCelebrationspages186-189AnticipatorySet:

Havestudentsthinkofsomeofthespecialdayscelebratedintheircommunity.Brainstormonchalkboardandhavestudentssharewiththeirclassmates.

InstructionandStrategies:Havestudentsreadeachlesson.AstheyreadthelessonhavethestudentsfindatleastonesentencethatsupportstheBigIdea.Studentswillmeetfourfamiliesinthislessonandyoumayaskthemwhatthey

mightlearnaboutthesechildrenandtheirfamilies.Createawebtoshowtheirresponses.Askstudentstonamesometraditionsthattheirfamilieshave.Studentswillsummarizekeycontentonpage183intheTEisagreatexample.Studentswillthenanswerlessonreviewquestionsandworkonactivitybookpages42-

GuidedPractice:ReadaBarGraphSkillpage184-185

HavestudentslocateLouisianaandNewOrleansonamap.TellchildrenthatthebiggestMardiGrascelebrationontheUnitedStatesoccursinNewOrleans.

Accommodation/Modifications:ExtendandEnrichpage182,184,&188ReteachtheLessonpage183,185&188

ExtensionActivitiesforHomeandSchoolpage183A,185A&189a

WordCardsV51-V54ActivityBookPage44-46

ReadingandVocabularyTransparency4-4/4-5SkillTransparency4-3

Internet/OnlineResources:www.education.com

https://www.teachervision.compinterest.comReflection

Name:2ndGradeTeachers

S.Avilez,K.Castro,R.Castro,R.Doculan,C.GalvezandL.Terre

Room:CQuad&D-103Content:SocialStudies

Grade:2nd

Timeline:WEEK4

GDOEStandards:2.1.1Describetraditionalfood,customs,sportsandgames,musicoftheplacetheycamefromwiththe

helpoffamilymembersorotheradults.2.1.2GiveexamplesoftraditionsorcustomsfromothercountriesthatcanbefoundonGuamandthe

UnitedStatestoday.CommonCoreStateStandard:

2.RI.2Identifythemaintopicofamultiparagraphtextaswellasthefocusofspecificparagraphswithinthetext.

2.RI.4DeterminethemeaningofwordsandphrasesinatextrelevanttoGrade2topicandsubjectarea.LessonOverview:

Lesson5-Thislessonfocusesonwayspeopleexpresstheirculturaltraditionsthroughlanguage,

artandarchitecture,music,anddance.Lesson6-Thislessonfocusesonwaysthatpeoplehavesharedideasthroughtheagesandonthe

toolstheyhaveusedtocommunicatetheseideas.

Identifyandexplainexpressionsofcultureinthecommunity.

Identifystoriesfromdifferentcultures.Identifyandexplainartformsindifferentcultures.

Lesson6Explainhowideasandculturespreadfromoneplace

toanother.Describehowscienceandtechnologyhavechanged

communication.Compareoldandnewformsofcommunication.

Vocabulary:language

communication

FocusQuestion:Whatareoldandnewwayspeopleshareideaswith

oneanother?

DescriptionofLesson:Unit4,Lesson5,ExpressionsofCulturepages190-195Unit4,Lesson6,SpreadingCulturepages196-199

AnticipatorySet:Explainandbrainstormofideasandwaysthatpeopleofdifferentculturescreatestories,artworks,and

eventypesofbuildingsthatreflecttheirculture.

InstructionandStrategies:Lesson5

Havestudentsreadeachlesson.AstheyreadthelessonhavethestudentsfindatleastonesentencethatsupportstheBigIdea.Aschildrencontinueontoread,askstudentstopayattentiontodetailsaboutwhat

artformstellaboutaculture.Lesson6

Studentswillexaminethepicturesonpages196-199anddiscusstheBigIdeaofthelesson.Studentswilllearnhowpeoplesharedideasinthepastandhowtheydothistoday.Aschildrenread,havethem

compareoldandnewwaysofsharingidea.Studentswillthendefinevocabularywordsandanswerlessonreviewquestionsonpages195and199andworkonactivitybookpages47-49.

GuidedPractice:ReadingSocialStudiesPersonalResponsepages190A,195

ReadingCinderellapage191LanguageArts-DescriptiveWritingpage193

Music-MusicfromAroundtheWorldpage194

WordCardsV57-V58ActivityPatternP9

ActivityBookPage52ReadingandVocabularyTransparency5-2

SkillTransparency5-2Internet/OnlineResources

www.education.comhttps://www.teachervision.com

pinterest.comReflection

GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersMs.Avilez,Mr.K.Castro,Mrs.R.Castro,Mr.R.Doculan,Mrs.C.GalvezandMs.L.TerreRoom:CQuad/D-103Content:SocialStudies

Grade:2nd

Timeline:WEEK5

GuamStandards:2.3.1LocateGuamandtheUnitedStatesonaworldmap.2.3.2Readglobesandmapsandfollownarrativeaccountsusingthem.2.3.3Constructanddevelopsimplemapswithtitles,maplegends,andcompassroses.2.3.4ReadandinterpretamapofGuam,itssurroundingislands,andtheU.S.2.3.5LocateGuam,itssurroundingislands,theU.S.,selectedcountries,oceans,andcontinents,oceans,andcontinentsonmapsandglobes.2.3.6Drawmapstoshowfamiliarplacesandwritesimpledirections.CommonCoreStateStandard:2.RI.6Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,anddescribe.2.RI.7Explainhowspecificimages(adiagramshowinghowamachineworks)contributetoandclarifyatext.2.W.3Writenarrativesinwhichtheyrecountawell-elaboratedeventorshortsequenceofevents,includedetailstodescribeactions,thoughts,andfeelings,usetemporalwordstosignaleventorder,andprovideasenseofclosure.

LessonOverviewThislessonfocusesongoodsandservicesandonthepeopleincommunitieswhoprovidethem.

ICanStatement:• Icandistinguishbetweengoodsand

services.• Icanidentifypeoplewhoprovide

goodsandservicestothecommunity.

Vocabulary:goodsservices

FocusQuestion:Namethingsyoucanbuyinastore.Identifythatthosearecalledgoods.

DescriptionofLesson:Unit6,Lesson1,GoodsandServicespages272-275

AnticipatorySet:Askthequestiondoesateacherprovidegoodsorservices?

InstructionandStrategies:Directstudentstoexaminethepicturesinthelesson.HavethempredictwhattheythinkistheBigIdeaofthelesson.Encouragethemtoreadthelessontofindoutiftheywerecorrect.HaveavolunteerreadaloudtheBigIdeastatementbeforechildrenbeginthelesson,encouragethemtothinkaboutgoodsandservicestheyuseordependoneveryweek.GuidedPractice:PupilBook/UnitBigBookpages272-275WordCardsV71-V72ActivityBookpage65ReadingandVocabularyTransparency6-2InternetResources

FormativeAssessment:StandardTestUnit6AssessmentProgrampage21(Vocabulary)StandardTestUnit6AssessmentProgrampage22(MainIdeas)StandardTestUnit6AssessmentProgrampage23(Skills)StandardTestUnit6AssessmentProgrampage24(PerformanceTask)GraphicOrganizer6-2ReadingandVocabularyTransparencypage272A(TE)EndofLesson1QuizIndependentPractice:Reading:SocialStudiesGraphicOrganizerpage272A,275Mathematics:WhatDoStoresEarn?Page273LanguageArts:AdvertisementVocabularyDefinitionsandEndofLessonReviewActivityWorkbookpage65Accommodations/Modifications:EnglishasaSecondLearner:pages273ExtendandEnrichpage274ReteachtheLessonpage275ExtensionActivitiesforHomeandSchoolpage275AInternetResourcesResources:SocialStudiesWorkbook,Textbook,UnitBigBook,WordCards,ActivityBook,ReadingVocabularyTransparency,VisualAids/Illustrationsofgoodsandservices,RubricsforScoring,AssessmentProgramWorkbook.OnlineResources:kids.govteachers.cr.k12.de.us

www.time4learning.com

Reflection:

GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersMs.Avilez,Mr.K.Castro,Mrs.R.Castro,Mr.R.Doculan,Mrs.C.GalvezandMs.L.TerreRoom:CQuadContent:SocialStudies

Grade:2nd

Timeline:WEEK5-6ContinuationfromFeb.8-12,andFebruary15-192016

GuamStandards:2.5.2Giveexamplesofpeopleintheschoolandcommunitywhoarebothproducersandconsumers.CommonCoreStateStandard:2.RI.6Identifythemainpurposeofatext,includingwhattheauthorwantstoanswer,explain,anddescribe.2.RI.7Explainhowspecificimages(adiagramshowinghowamachineworks)contributetoandclarifyatext.2.W.3Writenarrativesinwhichtheyrecountawell-elaboratedeventorshortsequenceofevents,includedetailstodescribeactions,thoughts,andfeelings,usetemporalwordstosignaleventorder,andprovideasenseofclosure.

LessonOverviewUnit6Lesson2-Thislessonusesimaginarystudententrepreneurstofocusonpeoplewhoproducegoodsandservicesandontheconsumerswhobuythem.Unit6Lesson3-Thislessonfocusesonatomatocanningfactory.Itdescribesmanypeopleandmachinesinvolvedinprovidingmanufacturedgoodsforsale.

ICanStatements:Lesson2

• Icandistinguishbetweenproducingandconsuming.

• Icanidentifywaysinwhichpeoplearebothproducersandconsumers.

• Icanrecognizewhatisneededtorunabusiness.

Lesson3• Icanidentifythreekindsof

resourcesneededtoproducegoods.• Icandescribethejobsoffactory

workers.• Icanrecognizethattechnology

affectsthewaypeoplework.

Vocabulary:Lesson2-business,producer,consumerLesson3-rawmaterial,factory,manufacture

FocusQuestion:Namethingsyoucanbuyinastore.Identifythatthosearecalledgoods.

DescriptionofLesson:Unit6,Lesson2&3,pages276-283Lesson2ProducersandConsumerspages276-279Lesson3AVisittoaFactorypages280-283AnticipatorySet: Lesson2-Whoareproducers?Whoareconsumersinourcommunity?Lesson3-Whatthingsinourclassroomismadeinafactory?InstructionandStrategies:Unit6,Lesson2Directstudentstoexaminethepicturesinthelessononpages276-279.UsethepicturestodiscusstheBigIdeainthelesson.HaveavolunteerreadaloudtheBigIdeastatementbeforechildrenbeginthelesson.Thenparaphraseit:Businessesneedbothpeoplewhoareproducersandconsumersinourcommunity.Studentswillreadthelesson,definethethreevocabularywordsandanswerquestionsonLesson2Reviewpage279.Unit6,Lesson3HavestudentsreadtheBigIdeaofthelesson.ThenhavethemreadthelessonandfindatleastonesentencethatsupportstheBigIdea.HaveavolunteerreadaloudtheBigIdeastatement.Reviewthatresourcesarerawmaterials,workers,andmachines.Tellchildrentolookforexamplesoftheseresourcesastheyreadaboutatomatocanningfactory.Studentswillreadthelesson,definethethreevocabularywordsandanswerquestionsonLesson3Reviewpage283GuidedPractice:Unit6,Lesson2PupilBook/UnitBigBookpages276-279WordCardsV71-V74ActivityBookpage66ReadingandVocabularyTransparency6-3InternetResourcesUnit6,Lesson3PupilBook/UnitBigBookpages280-283WordCardsV73-V74ActivityBookpage67ReadingandVocabularyTransparency6-4InternetResourcesIndependentPractice:Unit6,Lesson2Reading:AnticipationGuidepages276A,279Summarizepage276ReadingSocialStudies:UseContextCluespage276VocabularyDefinitionsandEndofLessonReviewActivityWorkbookpage66

Unit6,Lesson3ReadingSocialStudies:MakeaPredictionpages280A,283VocabularyDefinitionsandEndofLessonReviewActivityWorkbookpage67

Accommodations/Modifications:Unit6,Lesson2AuditoryLearnerspage277ExtendandEnrichpage278ReteachtheLessonpage279ExtensionActivitiesforHomeandSchoolpage279AInternetResourcesUnit6,Lesson3EnglishasaSecondLanguagepage281TactileLearners,page282ExtendandEnrichpage282ReteachtheLessonpage283ExtensionActivitiesforHomeandSchoolpage283AArtCreateCanLabelspage280ScienceTechnologypage280Resources:SocialStudiesWorkbook,Textbook,UnitBigBook,WordCards,ActivityBook,ReadingVocabularyTransparency,VisualAids/Illustrationsofproducersandconsumers,RubricsforScoring,AssessmentProgramWorkbook.InternetResources:https://www.time4learning.comwww.softschools.comReflection:

GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachers

Ms.Avilez,Mr.K.Castro,Mrs.R.Castro,Mr.R.

Doculan,Mrs.C.GalvezandMs.L.Terre

Room:CQuadContent:SocialStudies

Grade:2nd

Timeline:WEEK6-7ContinuationfromFebruary15-19,throughFebruary22-26,2016

LessonOverviewUnit6Lesson4-Thislessonfocusesonwaysthatpeopleearnanduseincome.Unit6Lesson5-Thislessonfocuseswaysvolunteersservetheircommunity.

ICanStatements:Lesson4

• Icanexplainhowworkprovidesincometopurchasegoodsandservices.

• IcanexplainthechoicespeopleintheUnitedStatesfreeenterprisesystemmakeaboutspendingandsavingmoney.

Lesson5• Icandistinguishvolunteersfrom

otherkindsofworkers.• Icanidentifycommunityvolunteers.

Vocabulary:Lesson4-income,bank,freeenterpriseandinterestLesson5-volunteer

FocusQuestion:Discusswithstudentswhattheymightdowithmoneyiftheyearnedandgotpaid$20.

DescriptionofLesson:Unit6,Lesson4&5Lesson4WorkandIncomepages286-289,Lesson5PeopleMakeaDifferencepages296-297AnticipatorySet: Lesson4-Whataresomewayspeopleearnmoney?Lesson5-Whoarevolunteersandwhatdotheydo?InstructionandStrategies:Unit6,Lesson4Havestudentsskimthelessontofindthemeaningofthelessonvocabularywords.EncouragechildrentotellhoweachwordrelatestotheBigIdeaofthelesson.HavechildrenreadtheBigIdeastatementbeforestartingthelesson.Pointoutthatearnmeanstogetsomething,suchasmoney,forwhatyoudoandthatspendmeanstogivemoneytobuythings.Remindchildrentolookfordetailsthatsupportthemainideaastheyread.StudentswilllastlyanswerLesson4ReviewQuestionsonpage289.Unit6,Lesson5HavestudentsreadtheBigIdeaofthelesson.ThenhavethemreadthelessonandfindatleastonesentencethatsupportstheBigIdea.HaveavolunteerreadaloudtheBigIdeastatementbeforestartingthelesson.Astheyreadanddiscussthelesson,encouragethemtolookforwaysvolunteershelptheircommunity.Studentswillreadthelesson,definethevocabularywordvolunteerandanswerquestionsonLesson5ReviewQuestionsonpage297.GuidedPractice:Unit6,Lesson4PupilBook/UnitBigBookpages286-289WordCardsV75-V78ActivityBookpage69ReadingandVocabularyTransparency6-5InternetResourcesUnit6,Lesson5PupilBook/UnitBigBookpages296-297WordCardsV79-V80ActivityBookpage71ReadingandVocabularyTransparency6-6InternetResources

FormativeAssessment:Unit6,Lesson4&5StandardTestUnit6AssessmentProgrampage21(Vocabulary)StandardTestUnit6AssessmentProgrampage22(MainIdeas)StandardTestUnit6AssessmentProgrampage23(Skills)StandardTestUnit6AssessmentProgrampage24(PerformanceTask)EndofLesson4&5QuizIndependentPractice:Unit6,Lesson4ReadingSocialStudies:StudyQuestionspages286A,289Reading:BooksAboutMoneypage287Mathematics:HowMuchisLeft?Page287VocabularyDefinitionsandEndofLessonReviewActivityWorkbookpage69Unit6,Lesson5ReadingSocialStudies:GraphicOrganizer,pages296A,297VocabularyDefinitionsandEndofLessonReviewActivityWorkbookpage71Accommodations/Modifications:Unit6,Lesson4AuditoryLearnerspage286ExtendandEnrichpage288ReteachtheLessonpage289ExtensionActivitiesforHomeandSchoolpage289AInternetResourcesUnit6,Lesson5ExtendandEnrichpage296ReteachtheLessonpage297ExtensionActivitiesforHomeandSchoolpage297AResources:SocialStudiesWorkbook,Textbook,UnitBigBook,WordCards,ActivityBook,ReadingVocabularyTransparency,InternetResources,VisualAids/Illustrationsofproducersandconsumers,RubricsforScoring,AssessmentProgramWorkbook.InternetResources:https://www.time4learning.comwww.softschools.comReflection:

GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachersMs.Avilez,Mr.K.Castro,Mrs.R.Castro,Mr.R.Doculan,Mrs.C.GalvezandMs.L.TerreRoom:CQuadContent:SocialStudies

Grade:2nd

Timeline:WEEK6-7ContinuationfromFebruary15-19,throughFebruary22-26,2016

LessonOverviewUnit6Lesson6-Thislessonfocusesonwaysthatcountriesdependononeanotherforgoods.Itexploresformsoftransportationusedtomovethesegoodsfromoneplacetoanother.Unit6LessonReviewandTestPreparation

LessonObjectives:• Icanexplainthatpeoplearoundthe

worlddependononeanotherfortrade.

• Icandescribehowscienceandtechnologyhavechangedtransportation.

• Icanidentifyhistoricfigureswhohaveexhibitedaloveofindividualismandinventiveness.

Vocabulary:tradetransportation

FocusQuestion:Askchildrentolookattheobjectsaroundthem.Havechildrenspeculateabouthowtheobjectsweremovedfromoneplacestheyweremadetotheclassroom.

DescriptionofLesson:Unit6,Lesson6GoodsfromNearandFar,pages298-303

AnticipatorySet: Askstudentsthequestionhowarewaysgoodsaretradedaroundtheworld?

InstructionandStrategies:HavestudentsreadtheBigIdeaofthelessonoutaloud.Thenhavethemreadthelessonandfindatleastonesentencethatsummarizesthelesson.Helpchildrendefineeachvocabularywordandwritethedefinitiontotherightoftheword.Rewritethemainidea,usingthesedefinitions.Studentswillreadthelesson,definethetwovocabularywordsandanswerquestionsonLesson3Reviewpage303.GuidedPractice:PupilBook/UnitBigBookpages298-303WordCardsV79-V80ActivityBookpage72ActivityPatterP12ReadingandVocabularyTransparency6-7InternetResourcesFormativeAssessment:Unit6StandardTestUnit6AssessmentProgrampage21(Vocabulary)StandardTestUnit6AssessmentProgrampage22(MainIdeas)StandardTestUnit6AssessmentProgrampage23(Skills)StandardTestUnit6AssessmentProgrampage24(PerformanceTask)EndofLessons6QuizPostTestforSocialStudiesIndependentPractice:ReadingSocialStudies:GraphicOrganizerpages298A,303Summarizepage302Languages:ProductInformation,page298LanguageArts:WriteaPoempage299

Accommodations/Modifications:Below-LevelLearnerspage298AuditoryLearnerspage300EnglishasaSecondLanguagepage301ExtendandEnrichpage302ReteachtheLessonpage303ExtensionActivitiesforHomeandSchoolpage303A

Resources:SocialStudiesWorkbook,Textbook,UnitBigBook,WordCards,ActivityBook,ReadingVocabularyTransparency,InternetResources,VisualAids/Illustrationsofproducersandconsumers,RubricsforScoring,AssessmentProgramWorkbook.InternetResources:https://www.time4learning.comwww.softschools.comReflection:

Room:CQuad

Grade:2nd

Timeline:WEEK8

February29-March4,2016

GuamStandards:2.5.1Describenaturalresources(e.g.,water,soil,wood,coal),humanresourcese.g.,peopleatwork),andcapitalresources(e.g.,machines,tools,buildings).2.3.7Explainandidentifywayspeopledependonthephysicalenvironmentandnaturalresources.CommonCoreStateStandard:2.RI.9Compareandcontrastthemostimportantpointspresentedbytwotextsonthesametopic.2.W.7Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoproduceareport;recordscienceobservations).2.W.8Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.

LessonOverviewUnit3,Lesson4-Thislessonfocusesonwaysthatpeopleusenaturalresourcessuchaswater,air,trees,andsoiltomeettheirneedsforfood,clothing,andshelterandforotheruses.

ICanStatements:• Icanexplainhowpeopledependon

thephysicalenvironmentanditsnaturalresourcestosatisfytheirbasicneeds.

• Icanlistnaturalresourcesandgiveexamplesoftheiruse.

• Idescribehownaturalresourcesaffectactivities.

Vocabulary:naturalresourcecrop

FocusQuestion:Whatarenaturalresources?Examplesarewater,air,trees,andsoil

DescriptionofLesson:Unit3,Lesson4,UsingNaturalResourcespages128-133

AnticipatorySet:Askchildrentodescribewayswater,air,trees,andsoilhelpthemeveryday.

InstructionandStrategies:Studentswillskimthelessontofindthemeaningsofthelessonvocabularywords.EncouragechildrentotellhoweachwordrelatestotheBigIdeaofthelesson.StudentswillthenreadtheBigIdeastatementbeforestartingthelesson.Astheyreadanddiscussthelesson,havechildrenexamthepicturesonpages128-133.UsethepicturestodiscusstheBigIdeaofthelesson.FollowthroughassessmentwouldbeLesson4ReviewSection,UnitReviewandTestPreparation,SummarizeKeyContent,AnticipationGuide,ReadingSocialStudies,andActivityBookpage32whichisalllocatedintheTeacherEditionpages.

GuidedPractice:PupilBook/UnitBigBookpages128-133ActivityBookpage32WordCardsV39-V40ReadingandVocabularyTransparency3-5FormativeAssessment:MakeaTable-NaturalResourcesandHowWeUseThemReadingSocialStudies-MakeaPredictionDrawaPicture-Writewater,air,treesandsoil.Drawapicturethatincludesalltheseresources.UnitAssessments-LessonReview,StandardTestAssessmentProgrampages9-12,RubricsforScoringpage97Q(TE),AssessmentProgrampage9-12IndependentPractice:DrawaPicturepage128MakeaWindSockpage130Reading,ReadaBookpage131Accommodations/Modifications:EnglishasaSecondLanguagepage128KinestheticLearnerspage129AdvancedLearnerspage131ExtendandEnrichpage132ReteachtheLessonpage133ExtensionActivitiesforHomeandSchoolpage133AResources:SocialStudiesStudentWorkbook,AssessmentProgramWorkbook,Textbook,UnitBigBook,WordCards,ActivityBook,ReadingVocabularyTransparency,InternetResources,VisualAids/IllustrationsofLandforms,RubricsforScoring,FlashcardsonNaturalResources

OnlineResources:http://www.education.com/worksheets/second-grade/social-studies/https://www.teachervision.com/social-studies/teacher-resources/43744.htmlReflection:

Room:CQuad

Grade:2nd

Timeline:WEEK9

March7-11,2016

LessonOverviewUnit3,Lesson5-focusesonwaysland,water,weather,andnaturalresourcesaffectwhereandhowpeoplelive.Itdescribeshowpeopleadapttoandsometimeschangetheirenvironment.

ICanStatements:• Icandescribehowweatherpatterns,

naturalresources,seasonalpatterns,andnaturalhazardsaffectactivitiesandsettlementpatterns.

• Icanidentifywaysinwhichpeoplehavemodifiedthephysicalenvironment,suchasbuildingroads,clearinglandforurbandevelopment,andminingcoal.

• Icanrecognizeinteractionbetweenpeopleandtheirphysicalenvironment.

Vocabulary:forest,fuel,climate,tornado,andblizzard

FocusQuestion:Howhavepeoplechangedthelandtobuildschoolsinourcommunity?

DescriptionofLesson:Unit3,Lesson5,pages140-145

AnticipatorySet:Howdoesatyphoonaffectourisland?Howdoesclimatechangeaffectourisland?SuchashotweathertolongrainyseasonsInstructionandStrategies:Havepairsofchildrenreadthelessontogether.Thenaskthemtowriteasummarysentenceforthelesson.BigIdea-Peopleaffecttheplacestheylive,andtheplacesaffectthepeople.Studentswillreadpages140-154andreadandrespondtocheckforunderstanding.FollowthroughassessmentwouldbeLesson5ReviewSection,SummarizeKeyContent,AnticipationGuide,ScienceandTechnology:PredictingNaturalHazards,SummarizeKeyContentandActivityBookpage34PeopleandPlaces.

GuidedPractice:PupilBook/UnitBigBookpages140-145ActivityBookpage34WordCardsV41-V44ReadingandVocabularyTransparency3-6InternetResourcesFormativeAssessmentReadingSocialStudies-PersonalResponsepage140A,145ReadingSocialStudies-Summarizepage141UnitAssessments-LessonReview,StandardTestAssessmentProgrampages9-12,RubricsforScoringpage97Q(TE),AssessmentProgrampage9-12IndependentPractice:LanguageArts-ExpressiveWritingPage140Science-ReadingaWeatherMappage144Accommodations/Modifications:AuditoryLearnerspage140AdvancedLearnerspage143KinestheticLearnerspage144ExtendandEnrichpage144ReteachtheLessonpage145ExtensionActivitiesforHomeandSchoolpage145AResources:SocialStudiesStudentWorkbook,AssessmentProgramWorkbook,Textbook,UnitBigBook,WordCards,ActivityBook,ReadingVocabularyTransparency,InternetResources,VisualAids/IllustrationsofLesson5VocabularyWordssuchasforest,fuel,climate,tornadoandblizzard,andRubricsforScoring

OnlineResources:http://www.education.com/worksheets/second-grade/social-studies/https://www.teachervision.com/social-studies/teacher-resources/43744.htmlReflection:

Room:CQuad

Grade:2nd

Timeline:WEEK10

March14-18,2016

LessonOverviewUnit3,Lesson6-focusesonwaystocareforEarth’snaturalresources.Itofferssuggestionsforconservingresources,recycling,andavoidingpollution.

ICanStatements:• Icanidentifywayspeoplecan

conserveandreplenishnaturalresources.

• Icanexplorewaystorecycle.• Icandefinepollution.• Icanrecognizetheimportanceof

caringforresources.

Vocabulary:conservationrecyclepollution

FocusQuestion:Whataresomewaysforconservingresources,recycling,andavoidingpollution?

DescriptionofLesson:Unit3,Lesson6,pages148-151

AnticipatorySet:Beforereadingthelessonwithchildren,askthemtodescribewaysthatcanhelptheenvironment.Askstudentstoshareitemsthattheycanrecycleathome.InstructionandStrategies:Directstudentstoexaminethepicturesinthelesson.HavethempredictwhattheythinktheBigIdeaofthelessonis.Encouragethemtoreadthelessontofindoutiftheywerecorrect.StudentswillthenreadtheBigIdeastatementbeforestartingthelesson.Astheyreadanddiscussthelesson,askthemtonamesomeofEarth’snaturalresources.BigIdea-Wecanconserveandprotectournaturalresources.Studentswillreadpages148-151andreadandrespondtocheckforunderstanding.FollowthroughassessmentwouldbeLesson6ReviewSection,SummarizeKeyContent,AnticipationGuide,ReadingSocialStudies,andActivityBookpage36whichisallintheTeacherEdition.

GuidedPractice:PupilBook/UnitBigBookpages148-151ActivityBookpage36WordCardsV45-V46ReadingandVocabularyTransparency3-7ActivityPatternpage37FormativeAssessment:Math:WhatisaBillionpage148LanguageArtsWritingCaptionspage149UnitAssessments-LessonReview,StandardTestAssessmentProgrampages9-12,RubricsforScoringpage97Q(TE),AssessmentProgrampages9-12IndependentPractice:ReadingSocialStudies:StudyQuestionspage148A,151Categorizepage150Accommodations/Modifications:ExtendandEnrichpage150ReteachtheLessonpage151ExtensionActivitiesforHomeandSchoolpage151AEnglishasaSecondLanguagepage148Resources:SocialStudiesStudentWorkbook,AssessmentProgramWorkbook,Textbook,UnitBigBook,WordCards,ActivityBook,ReadingVocabularyTransparency,InternetResources,VisualAids/Illustrationsofconservation,recycleandpollution,RubricsforScoring,FlashcardsforVocabularyWords.OnlineResources:http://www.education.com/worksheets/second-grade/social-studies/https://www.teachervision.com/social-studies/teacher-resources/43744.html

Reflection:

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