Guam District Level Lesson Plan Quarter 3€¦ · Guam District Level Lesson Plan Quarter 3...
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Guam District Level Lesson Plan Quarter 3 Teachers: S. Avilez, K. Castro, R. Castro, R. Doculan, C. Galvez and L. Terre Room: C Quad/D-103 Content: Social Studies Grade: 2 nd Timeline: WEEK 1 GDOE Standard: 2.1.1 Describe traditional food, customs, sports and games, music of the place they came from with the help of family members or other adults. 2.1.2 Give examples of traditions or customs from other countries that can be found on Guam and the United States today. Common Core State Standard: 2.RI.1 Ask and answer questions as who, what, where, when, why and how to demonstrate understanding of key details in a text. 2.RI.4 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject area. 2.RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Lesson Overview: This lesson emphasizes the diversity in our country. It describes a mosaic of people of different ages, colors, interests, jobs, and talents who come from different cultures. It also teaches the importance of respecting differences. Lesson Objectives/I CAN: Lesson 1 • Explore the diversity of the United States • Define culture • Compare and contrast people’s work, interests, and talents. Lesson 2 • Recognize how explorers led the way for settlement in new places. • Discuss the role of pioneers in settling our country. • Explain how immigrants bring new ideas when they move. Vocabulary: unique culture explorer pioneer immigrant Focus Question: How are family members, friends, neighbors, and even people on television alike? How are they different? Description of Lesson Unit 4 Lesson 1 Our Country of Many People pages 168-169 Unit 4 Lesson 2 People on the Move pages 172-175 Anticipatory Set: Have students share what makes them unique. You may model an example about yourself.
Transcript of 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.
GuamDistrictLevelLessonPlanQuarter3
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.1Askandanswerquestionsaswho,what,where,when,whyandhowtodemonstrateunderstandingofkeydetailsinatext.
2.RI.2Identifythemaintopicofamultiparagraphtextaswellasfocusofspecificparagraphswithinthetext.
2.W.2Writeinformative/explanatorytextsinwhichtheyintroduceatopic,usefactsanddefinitionstodeveloppoints,andprovideaconcludingstatementorsection.
LessonOverview:Inlesson3,readersmeetchildrenwithdifferentculturalbackground.Theylearnthatknowledgeandideasarepassedfromonegenerationto
anotherthroughmemories,experiences,andthesharingofspecialtraditions.Inlesson4,childrenwilllearnaboutholidayscelebratedindifferent
communitiesandbydifferentcultures.
LessonObjectives/ICAN:Lesson3
• 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-
45.
GuidedPractice:ReadaBarGraphSkillpage184-185
HavestudentslocateLouisianaandNewOrleansonamap.TellchildrenthatthebiggestMardiGrascelebrationontheUnitedStatesoccursinNewOrleans.
FormativeAssessment:LessonReviewspages183and189
UnitReviewsandTestPreparationpages204-207UnitAssessmentsStandardTest
AssessmentProgrampages13-15IndividualPerformanceTaskAssessmentProgrampage16
IndependentPractice:GeographyThemeQuestionswithinlessonsofPupilBook
IndividualEnd-of-ProjectChecklistAssessmentProgrampageviiiGroupEnd-of-ProjectChecklistAssessmentpageix
IndividualEnd-of-UnitChecklistAssessmentProgrampagex
Accommodation/Modifications:ExtendandEnrichpage182,184,&188ReteachtheLessonpage183,185&188
ExtensionActivitiesforHomeandSchoolpage183A,185A&189a
Resources(TextbookandSupplemental):PupilBook/UnitBigBookpages178-183
WordCardsV51-V54ActivityBookPage44-46
ReadingandVocabularyTransparency4-4/4-5SkillTransparency4-3
Internet/OnlineResources:www.education.com
https://www.teachervision.compinterest.comReflection
GuamDistrictLevelLessonPlanQuarter3
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.1Askandanswerquestionsaswho,what,where,when,whyandhowtodemonstrateunderstandingofkeydetailsinatext.
2.RI.2Identifythemaintopicofamultiparagraphtextaswellasthefocusofspecificparagraphswithinthetext.
2.RI.4DeterminethemeaningofwordsandphrasesinatextrelevanttoGrade2topicandsubjectarea.LessonOverview:
Lesson5-Thislessonfocusesonwayspeopleexpresstheirculturaltraditionsthroughlanguage,
artandarchitecture,music,anddance.Lesson6-Thislessonfocusesonwaysthatpeoplehavesharedideasthroughtheagesandonthe
toolstheyhaveusedtocommunicatetheseideas.
LessonObjectives/ICAN:Lesson5
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
FormativeAssessment:LessonReviewspages195and199
UnitReviewsandTestPreparationpages204-207UnitAssessmentsStandardTest
AssessmentProgrampages13-15IndividualPerformanceTaskAssessmentProgrampage16
IndependentPractice:GeographyThemeQuestionswithinlessonsofPupilBook
IndividualEnd-of-ProjectChecklistAssessmentProgrampageviiiGroupEnd-of-ProjectChecklistAssessmentpageix
IndividualEnd-of-UnitChecklistAssessmentProgrampagex
Resources(TextbookandSupplemental):PupilBook/UnitBigBookpages209-219
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
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.
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
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.
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:
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachers
Ms.Avilez,Mr.K.Castro,Mrs.R.Castro,Mr.R.
Doculan,Mrs.C.GalvezandMs.L.Terre
Room:CQuad
Content:SocialStudies
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:
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachers
Ms.Avilez,Mr.K.Castro,Mrs.R.Castro,Mr.R.
Doculan,Mrs.C.GalvezandMs.L.Terre
Room:CQuad
Content:SocialStudies
Grade:2nd
Timeline:WEEK9
March7-11,2016
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,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:
GuamDistrictLevelLessonPlanQuarter3Name:2ndGradeTeachers
Ms.Avilez,Mr.K.Castro,Mrs.R.Castro,Mr.R.
Doculan,Mrs.C.GalvezandMs.L.Terre
Room:CQuad
Content:SocialStudies
Grade:2nd
Timeline:WEEK10
March14-18,2016
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,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:
