HSAGarland2ndGrade

ELAandSmallGroupLessonPlans
Unit/Topic:ELADay/Date:11.30/12.4
TEKS:2.2b(v)2.2

Unit/Topic:ELA/SmallGroups
Day/Date:M1130/124

TEKS:2.2b(v).2.2G.2.42.21A,2.2D,2.3B
ELPS:.5b,3.4d.C2.0a,

ELPS:

Icananalyze,evaluateandsummarizetexttomakeconclusions.
Icanspellwordswithly,fulendings.
Icancreatealistpoem.

Icananalyze,evaluateandsummarizetexttomakeconclusions.
Icanspellwordswithly,fulendings.
Icancreatealistpoem.

LessonStructure:

LessonStructure:

Time8:308:35

Introductionof
Topic/Hookof
the
lesson/Building
Background
Knowledge
Introduce
Vocabularywith
pictures/sentence
s.(KeyVoc.

yarnstrands
spinningdye
weave
sharpen
duplicated
delicious)
Introduce
spellingwords
withpictures
whenpossible.

Time9:009:15
Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T

Time9:159:30

Time9:309:45

Introductionof
Topic/Hookof
the
lesson/Building
Background
Knowledge
AskWheredoes
thewoolweuse
inclothingand
blanketscome
from?Discuss
Readleveled
books.Review
sounds
chart/blending
T211

MainContent
(modelingfor
studentsand
checkfor
understanding)
Readleveled
books.Review
Soundschart.
BlendingT211
Conclusion(re
teach)

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier1Textiles
FromAroundThe
World

Differentiation
(ESL,GT,SPed,
BelowLevel)
Tier2Wool

Time8:358:55

MainContent
(modelingfor
studentsand
checkfor
understanding)
Studentscopy
Spellingand
Vocabularywords
intointeractive
journals.Key
Voc.yarn

strands
spinningdye
weave
sharpen
duplicated
delicious)
Introduce
spellingwords
withpictures
whenpossible.

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modifications
according
to individual
IEPs.
*Picture
vocabulary for
ELLs.
*Enrichment
opportunities
for G/T

Readaloud
NothingButA
QuiltT206
Discuss.Ask
Comprehensio
nQuestions.
Time8:559:00

Conclusion(re
teach)

Journeys

Differentiation
(ESL,GT,SPed,
BelowLevel)

Check
Interactive
journalsfor
accuracy.

*Modifications
according
to individual
IEPs.

ReviewPhonics
(lyful)
andVocabulary
Wordsby
askingstudents
touseSpelling
wordsin
sentences.Ask
studentsVoc.
questionson
T220

*Picture
vocabulary for
ELLs.

Resources:

Reteachas
needed.Review
soundschart
again.

*Enrichment
opportunities
for G/T

Time9:4510:00

Readleveled
books.Review
sounds
chart.Blending
T211

Resources:Journeys
Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests
MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier3FromSheep
ToSweaters

ELL:How
weUseWool

Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests
MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

HigherOrderQuestions:
Vocabulary:Usethiswordinaquestion
sentence.Couldthiswordhaveanother
meaning?Howdoyouknow?

HigherOrderQuestions:Howarethedetailsof
astoryimportantwhendrawingconclusions?
Howmightthisstoryhaveendeddifferently?
Whatconclusionscanweseeattheendof
thesetwopages.Whatdetailssupportthis?

Assessment(IndependentPractice,Formal,orInformal

Assessment(IndependentPractice,Formal,orInformal

Assessment)

Assessment)

CheckInteractiveJournals

GrabnGoDetail/ConclusionMap

Unit/Topic:ELA

TEKS:

Day/Date:12.1.15Tuesday
ELPS:

Unit/Topic:SmallGroups/ELA
12.1.15

TEKS: ELPS:

Day/Date:Tuesday

Icanspellwordswithly,fulendings.
Icancreatealistpoem.

Icananalyze,evaluateandsummarizetexttomakeconclusions.
Icanspellwordswithly,fulendings.
Icancreatealistpoem.

LessonStructure:

LessonStructure:

Icananalyze,evaluateandsummarizetexttomakeconclusions.

Time8:208:30

Introductionof

Time9:009:15

Introductionof

Topic/Hookof
the
lesson/Building
Background
Knowledge
Explainthatyou
seeaNative
Americanman
weavingarugon
thefrontcoverof
thestory.
Haveclassmake
predictionsusing
picturesandtitle
astowhatstory
mightbeabout.
Discusswith
partner/then
teacher.

Topic/Hookof
the
lesson/Building
Background
Knowledge
AskWheredoes
thewoolweuse
inclothingand
blanketscome
from?Discuss
Readleveled
books.Review
sounds
chart/blending
T211

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T

Time9:159:30

Time9:309:45
Time8:308:55

MainContent
(modelingfor
studentsand
checkfor
understanding)
ReadThe
GoatInThe
Rugvia
internet.
Ask
comprehension
questionevery
2pages.
Filloutanchor
chartusing
GoatinThe
Rugwith
students.(3
details,1
conclusion)

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T

Time9:45
10:00

MainContent
(modelingfor
studentsand
checkfor
understanding)
Readleveled
books.Review
Soundschart.
BlendingT211
Conclusion(re
teach)Reteach
asneeded.
Reviewsounds
chartagain.
Readleveled
books.Review
Soundschart.
BlendingT218

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier1Textiles
FromAroundThe
World

Differentiation
(ESL,GT,SPed,
BelowLevel)
Tier2Wool

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier3FromSheep
ToSweaters

ELL:How
weUseWool

Resources:Journeys
Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests
MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

Time8:559:00

Conclusion(re
teach)
Havestudents
copyanchor
chartformat
intojournals
andfillout
usingteacher
Read
Aloud.Nothing
ButaQuilt

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T

Resources:Journeys
Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests
MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

HigherOrderQuestions:

HigherOrderQuestions:

Assessment(IndependentPractice,Formal,orInformal

Assessment(IndependentPractice,Formal,orInformal

Assessment)

Assessment)

CheckAnchorchartsinInteractiveJournals

Askcomprehensionquestions.

Unit/Topic:ELA

TEKS:

Unit/Topic:ELA

TEKS:

Day/Date:12.2.15
ELPS:

Day/Date:Wednesday12.2.15
ELPS:

Icananalyze,evaluateandsummarizetexttomakeconclusions.
Icanspellwordswithly,fulendings.
Icancreatealistpoem.

Icananalyze,evaluateandsummarizetexttomakeconclusions.
Icanspellwordswithly,fulendings.
Icancreatealistpoem.

LessonStructure:

LessonStructure:

Time8:208:30

Introductionof
Topic/Hookof
the
lesson/Building
Background
Knowledge
Explainthatyou
seeaNative
Americanman
weavingarugon
thefrontcoverof
thestory.
Haveclassmake
predictionsusing
picturesandtitle
astowhatstory
mightbeabout.
Discusswith
partner/then
teacher.

Introductionof
Topic/Hookof
the
lesson/Building
Background
Knowledge
Readleveled
books.Review
sounds
chart/blending
T211

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es

Time

Time

MainContent
(modelingfor
studentsand
checkfor
understanding)
Readleveled
books.Review
Soundschart.
BlendingT211
Conclusion(re
teach)Reteach

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier1Textiles
FromAroundThe
World

Differentiation
(ESL,GT,SPed,
BelowLevel)
Tier2Wool

for G/T

Time8:308:55

Time8:559:00

MainContent
(modelingfor
studentsand
checkfor
understanding)
ReadThe
GoatInThe
Rugvia
internet.
Ask
comprehension
questionevery
2pages.
Filloutanchor
chartusing
GoatinThe
Rugwith
students.(3
details,1
conclusion)

Conclusion(re
teach)
Havestudents
copyanchor
chartformat
intojournals
andfillout
usingteacher
Read
Aloud.Nothing
ButaQuilt

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T
Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for

asneeded.
Reviewsounds
chartagain.
Readleveled
books.Review
Soundschart.
BlendingT211

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier3FromSheep
ToSweaters

ELL:How
weUseWool

Resources:
Journeys
Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests
MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

ELLs.
*Enrichment
opportuniti
es
for G/T

HigherOrderQuestions:

HigherOrderQuestions:

Assessment(IndependentPractice,Formal,orInformal

Assessment(IndependentPractice,Formal,orInformal

Assessment)

Assessment)

Unit/Topic:Day/Date:

TEKS: ELPS:

Unit/Topic:Day/Date:Thursday12.3.15

TEKS: ELPS:

LessonObjectives:

LessonObjectives:

LessonStructure:

LessonStructure:

Time

Introductionof
Topic/Hookof
the
lesson/Building
Background
Knowledge

Time
Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according

Introductionof
Topic/Hookof
the
lesson/Building
Background
Knowledge
Readleveled
books.Review
Soundschart.
BlendingT218

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier1Textiles
FromAroundThe
World

to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T

Time

MainContent
(modelingfor
studentsand
checkfor
understanding)

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T
Time

Conclusion(re
teach)

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according

Time

Time

MainContent
(modelingfor
studentsand
checkfor
understanding)
Readleveled
books.Review
Soundschart.
BlendingT218
Conclusion(re
teach)Reteach
asneeded.
Reviewsounds
chartagain.
Readleveled
books.Review
Soundschart.
BlendingT218

Differentiation
(ESL,GT,SPed,
BelowLevel)
Tier2Wool

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier3FromSheep
ToSweaters

ELL:How
weUseWool

Resources:Journeys
Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests
MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T

Resources:Journeys
Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests
MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

HigherOrderQuestions:

HigherOrderQuestions:

Assessment(IndependentPractice,Formal,orInformal

Assessment(IndependentPractice,Formal,orInformal

Assessment)

Assessment)

Unit/Topic:ELA

Day/Date:12.4.15

Unit/Topic:Day/Date:Friday/12.4.15

TEKS:

ELPS:

TEKS:

ELPS:

Icananalyze,evaluateandsummarizetexttomakeconclusions.
Icanspellwordswithly,fulendings.
Icancreatealistpoem.

Icananalyze,evaluateandsummarizetexttomakeconclusions.
Icanspellwordswithly,fulendings.
Icancreatealistpoem.

LessonStructure:

LessonStructure:

Time

Introductionof
Topic/Hookof
the
lesson/Building
Background
Knowledge

Time
Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T

Time

MainContent
(modelingfor
studentsand
checkfor
understanding)

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to

Time

Time

Introductionof
Topic/Hookof
the
lesson/Building
Background
Knowledge
Readleveled
books.Review
Soundschart.
BlendingT218

MainContent
(modelingfor
studentsand
checkfor
understanding)
Readleveled
books.Review
Soundschart.
BlendingT218
Conclusion(re
teach)Reteach
asneeded.
Reviewsounds
chartagain.
Readleveled
books.Review
Soundschart.
BlendingT218

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier1Textiles
FromAroundThe
World

Differentiation
(ESL,GT,SPed,
BelowLevel)
Tier2Wool

Differentiation
(ESL,GT,SPed,
BelowLevel)

Tier3FromSheep
ToSweaters

ELL:How
weUseWool

Resources:

individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T
Time

Conclusion(re
teach)

Differentiation
(ESL,GT,SPed,
BelowLevel)

*Modificatio
ns
according
to
individual
IEPs.
*Picture
vocabulary
for
ELLs.
*Enrichment
opportuniti
es
for G/T

Resources:
Journeys
Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests

Journeys
Kamicowriting
EmpoweringWriters
ReadingEggs
A/R/Tests
MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

MentoringMindsReading
SentenceaDay
SmallGroups
Dailyfive

HigherOrderQuestions:

HigherOrderQuestions:

Assessment(IndependentPractice,Formal,orInformal

Assessment(IndependentPractice,Formal,orInformal

Assessment)

Assessment)