Teresa Carey Week of Feb.

10-14 Teacher Preparation Program Lesson plan Reading & Writing Trophies: Cool Ali Content Objectives: M: Students will able to demonstrate understanding of the story elements, vocabulary, and spelling pattern. T: Students will able to recall vocabulary and learn from others while buddy reading. W: Students will be able to demonstrate understanding of story, vocabulary, and spelling pattern. Th: Students will be able to complete assessment on the story and their spelling pattern F: NO SCHOOL Language Objectives: Students will be introduced to the main idea of a story by using reading, writing, speaking, and listening skills. Reading skills will be used while reading the story Cool Ali as a class and to their reading partner. Speaking and listening skills will be used when discussing topics/ideas during reading and filling out the story map as a class and during partner reading and team work exercises. Writing skills will be display in their worksheets to guide and assess comprehension. The skills will be further used during reading groups. Standards: CCSS.ELA-Literacy.RL/I.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text CCSS.ELA-Literacy.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Vocabulary: Admired: liked something or someone Fussed: Acted upset about something Haze: Misty or dusty air, such as you might see on a very hot day Mimicked: copied what someone else said or did Notice: to see or pay attention to Pale: light in color

Lesson Sequence: (8:10 am-9:00a daily) Warm-up: Students will complete their daily reading log questions. Day 1: Monday Engage [5 min]: Prior Knowledge: teacher will conduct an open discussion on summer days and have students discuss what kinds of things they think about or do on a hot day to keep them cool. As students discuss, they will fill out the K section on a KWL chart. Explore: [10 min] Leading from discussion, the teacher will conduct a picture walk, students will think-pair-share with their partners about what events they believe are going on in the story. As students discuss, they will fill out the W section with predictions, guesses to what vocabulary words meant, and/or questions. [10-15min]: Students will read along as the story is played (on tape). After the story is finished they will have time to fill out the L section with information such as story elements, events, and actual vocabulary definition. Explain/Evaluate: [10min]: story elements recall: students will get out their white boards and answer basic story element questions, either in words or pictures. Expand: [10 min] Students will break off into groups and find plural words in their story, they will then separate the plurals ending in ves Teacher will explain and model how words ending in f become plural by replacing the f with ves Closure: Teacher will close the lesson, by stating the objective students are learning, and their activities for tomorrow. Engage [5 min]: Notecard match! Students will play notecard match, in which they must match their notecard to the corresponding notecard, notecards will contain story element questions, vocabulary review, and spelling pattern review. -Once every one has found their match students will read off their question and answer. Explore: [15-20 min] With the classmates already in pairs now students, students will buddy read and complete pg.1 of their packet. [5min] Teacher will pose a few questions to check for understanding and having different groups respond. Students will then thank their partners and return to their seats. CHEF FOR KIDS 9-930 Engage: [10min]: Vocabulary books: Students will make their own mini vocabulary words, in which they will write each vocabulary word and a picture or word that helps them remember what it means.

Day 2: Tuesday

Closure: Teacher will close the lesson, by stating the objectives met yesterday and today, explain tomorrows events, and ask basic story comprehension questions. Day 3: Wednesday Warm-up: PowerPoint: review spelling pattern TIME TO PLAY IT OUT ! Students will begin the day by getting into groups and sequencing events from the story into order. Once groups have completed doing so and have turned in their posters, the teacher will go over the story elements with the students. The groups will then have a discussion on character feelings, the teacher will scaffold by asking students how they thought Ali felt at the beginning/middle/ and end of the story. To conclude the lesson, students will go outside and will have a chance to draw on the playground pavement with sidewalk chalk. They will put themselves in Alis shoes and draw pictures that would cool them down on a summer day. Day 4: Thursday REVIEW Engage: Around the world: story elements/vocabulary Explore: PowerPoint: Cool Ali Explain: Students can work alone or in pairs to complete reading packets Test Day Finish early Students who finish early can work on their reading packet

Day 5: Friday