Education Assignment 3 AM

Theme

International Holidays

Duration

3 weeks

Materials Needed

Content Knowledge

Students should end the unit knowing:

· The Pilgrims sailed on the Mayflower.

· The voyage on the Mayflower was long and dangerous.

· The Native Americans were afraid and threatened by the Pilgrims.

· Many Pilgrims died during the long, hard winter and there was little food.

· Samoset and Squanto came to help the Pilgrims.

· The Native Americans taught the Pilgrims how to farm and hunt. 

· The Native Americans and the Pilgrims had a feast to celebrate their harvest. 

MS CCRS (there should be more than one)

Include RL, RI, L, W, RF

Michael Heggerty and Phonics should be taught BEFORE beginning vocabulary and comprehension lessons

Week 1:

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

W.2.2Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Week 2:

 RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

W.2.1  Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 

Week 3:

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

W.2.1  Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 

Phonemic Awareness: Michael Heggerty

Week # 13

Week # 14

Week #15 

Phonics: Saxon

Saxon Lesson # and Skill next to each day

Week 1: 

Monday: Lesson 56 Ghost Letter gn, kn,wr

Tuesday: Lesson 57 Digraph ou

Wednesday: Lesson 58 Digraph ow

Thursday: Lesson 59 Suffixes -er, -est, -y

Friday: Lesson 60 Assessment

Week 2: 

Monday: Lesson 61 Digraph ai

Tuesday: Lesson 62 Digraph ay

Wednesday: Lesson 63 c that sounds like s

Thursday: Lesson 64 Sight Words Part 4

Friday: Lesson 65 Assessment

Week 3: 

Monday: Lesson 66 The vccvccv pattern

Tuesday: Lesson 67 Spelling with Final Stable Syllables

Wednesday: Lesson 68 Digraph oi, oy

Thursday: Lesson 69 Suffixes -let, -ly

Friday: Lesson 70 Assessment

Vocabulary Words 

Vocabulary Routine:

Say word; provide motion for word

Clap syllables in the word

Give student friendly definition

Show image for vocabulary word

Use word in a sentence

Have students give sentences with the vocabulary word

Have students conduct motion when hearing the word in the text.

Story 1: The First Thanksgiving by Linda Hayward and A Plump and Perky Turkey by Teresa Bateman

voyage, deck, harbor, Pilgrims, Native Americans, treaty 

I ( Miss Shaw) shared them with Mrs. Hobart to hyperlink also with Miss Suggs

You can find the images here https://docs.google.com/presentation/u/0/?authuser=0&usp=slides_web (Hyperlink to vocabulary slides) 

Word: student friendly definition

Story 2: Nine Days to Christmas (A Story of Mexico) by Marie Halls Ets and Aurora Labastida and Merry Christmas Curious George by Margret and H. A. Rey’s 

 I ( Miss Shaw) shared them with Mrs. Hobart to hyperlink also with Miss Suggs

posado, pinata, mass, patio

You can find the images here (Hyperlink to vocabulary slides) 

Word: student friendly definition

Story3: Hanukkah in Alaska by Barbara Brown

You can find the images here (Hyperlink to vocabulary slides) 

Word: student friendly definition

Hanukkah-Festival of lights

dreidel

menorah

Aurora borealis

latkes

Story 4: 

You can find the images here (Hyperlink to vocabulary slides) 

Word: student friendly definition

Text to be Used:

· What Lessons/Unit from Curriculum?

· List additional texts/read alouds to be used

*Even though books are linked as YouTube videos, please mute the computer and conduct the read aloud.

Week 1 (Nov. 8-12 ): The First Thanksgiving by Linda Hayward and A Plump and Perky Turkey by Teresa Bateman

· Monday: Read pages 4-13 of The First Thanksgiving and discuss the author’s purpose and begin their sequence of events activity 

· Tuesday: Read pages 17-30 review of the author’s purpose to give examples of how the text informed us and add on to their sequence of events graphic organizer. 

· Wednesday: Read pages 31-48 Complete sequence of events chart. 

· Thursday: Read A Plump and Perky Turkey  discuss the author’s purpose and discuss key details from the text

· Friday: Assessment of standards taught using CASE.

*Anchor Chart: Author’s Purpose Main Idea and Details

Week 2 (Nov. 15-19): Nine Days to Christmas (A Story of Mexico) by Marie Halls Ets and Aurora Labastida and Merry Christmas Curious George by Margret and H. A. Rey’s

· Monday: Read pages 5-15  of Nine Days to Christmas discuss the Author’s Purpose and begin their sequence of events booklet. 

· Tuesday: Read pages 16-26 of Nine Days to Christmas allow students to elaborate on how the text is giving information. Add onto their sequence booklet

· Wednesday: Read pages 27-37 of Nine Days to Christmas allow students to elaborate on how the text is giving information. Add onto their sequence booklet for the days/events we read today

· Thursday: Read 38-48 of Nine Days to Christmas allow students to elaborate on how the text is giving information. Complete their sequence booklet

· Friday: Assessment of standards taught using CASE If time permits read Merry Christmas Curious George 

Week 3 (Nov.29- Dec. 3): Hanukkah in Alaska by Barbara Brown

· Monday: Read halfway of the text. Discuss the characters, the author’ purpose, and begin the sequence of events as a graphic organizer. 

· Tuesday: Continue reading the text to the end. Allow students to retell the events to a partner. Transferring the events onto their graphic organizer. 

· Wednesday: Allow students to watch Molly of Denali on www.pbskids.org to see the culture or Molly of Denali FULL EPISODE! | Culture Clash/Party Moose | PBS KIDS

· Thursday: Reread text then Create Paper Dreidels. (Simple Dreidels)

· Friday: Assessment of standards taught using CASE

Writing Mode:  Informative and Opinion

Writing Prompts:

**Be sure to reiterate that we are getting the information from the can/have/are chart from the text; refer back to the text to show students where the information is coming from

Week 1: Informative Writing: Based on “The First Thanksgiving,” write about how the First Thanksgiving came to be.

Monday: Explain informational writing (main idea, key details, introduce sequential order words)

Tuesday: Teacher models how to fill in a story map stating what happens first, next, then, last in the text as students read. 

Wednesday: Students will add on to their story map from what we have read today as well as begin on to their paragraph. 

Thursday: Students will continue to transfer the information from their story map into a paragraph making revision as needed.

Friday: Students publish their writing piece.

Week 2: Opinion writing: Based on “Nine Days to Christmas (A story of Mexico) write about which day/events in your opinion was the best in the text. 

Monday: Explain opinion writing ( states an opinion, reason, evidence) show the oreo strategy 

Tuesday: Teacher models the OREO strategy for her favorite day/event from Nine Days to Christmas

Wednesday: Students complete their OREO graphic organizer for the writing prompt

Thursday: Students transfer their opinions into a paragraph

Friday: Students publish their writing piece.

Week 3: Opinion: Based on the holidays and traditions we have read about, which one is your favorite and why?

Monday: Teacher models the OREO strategy for her favorite holiday/tradition.

Tuesday: Students complete their OREO graphic organizer for the writing prompt

Wednesday: Students transfer their opinions into a paragraph

Thursday: Students transfer their opinions into a paragraph and begin creating the final draft.

Friday: Students publish their writing and share with peers. 

Integration Across Subjects:

Math Standards

Science Standards

Social Studies Standards

· List standards, topics and planned thematic activities

· List centers, if applicable

Math:

Standards: 2.MD.8.a

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately

Week 1: 

Monday: Interactive tutorial /Introduction to Solving Word Problems with Money

Tuesday: Modeled and Guided Instruction to solving word problems using money on P.252-253

Wednesday: Guided Practice Activity on Pages 254-255

Thursday: Independent Practice on pages 256-257

Friday: Review and Lesson 25 Quiz

Week 2: 2.MD.8.b

Fluently use a calendar to answer simple real world problems such as “How many weeks are in a year?

Monday: The teacher will model for the students how to make a calendar for the month of December.  We will review the days of the week and the months of the year.

Tuesday: Introduction to solving word problems using a calendar

Wednesday: Modeled and Guided Instruction on solving word problems about years.

Thursday: Independent practice on solving word problems using calendars

Friday: Review/ Summative Assessment

Week 3: 2.G.1

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Monday: Sort polygons.  TSW compare and contrast similarities and differences among polygons. Students will identify polygons by name based upon their properties.

Tuesday: Modeled and Guided Instruction on naming and drawing polygons

Wednesday: Guided Practice on Recognizing and drawing shapes

Thursday: Independent Practice on Recognizing and drawing shapes on pages 278-279

Friday: Review/Lesson 26 Quiz

Social Studies: Geography ( Differentiating the different types of maps and investigating physical features of a regions)

Week 1: Differentiate between different types of maps. Utilize vocabulary related to map skills. Recognize characteristics of a local region including natural resources. 

Week 2:Examine how physical features affect human settlement.  

Week 3: Investigate different types of landforms and their characteristics. 

Science: L.2.1 Students will demonstrate an understanding of the classification of animals based on physical characteristics

Week 1: Compare and sort groups of animals with backbones (vertebrates) from groups of animals without backbones (invertebrates). 

Week 2: Classify vertebrates (mammals, fish, birds, amphibians, and reptiles) based on their physical characteristics. 

Week 3: Compare and contrast physical characteristics that distinguish classes of vertebrates (i.e., reptiles compared to amphibians)

Additional Activities, Projects, & Resources 

https://www.scholastic.com/scholastic_thanksgiving/resources/index.html

Integrated Literacy Centers

Check off Centers to be used, assign a standard & component of reading or writing: (phonological awareness, phonics, fluency, vocabulary, comprehension), & give brief description

Week 1: 

Week 2: 

Week 3

Teacher-led

Level Reader/ Phonics /Heggerty

Level Reader/ Phonics /Heggerty

Level Reader/ Phonics /Heggerty

Center #2

Vocab (Frayer Model) 4 Square Model

Vocab (Frayer Model) 4 Square Model

Vocab (Frayer Model) 4 Square Model

Center #3

Technology iReady /Study Island

Technology iReady /Study Island

Technology iReady /Study Island

Center #4

Independent Center MyOwn

Independent Center MyOwn

Independent Center MyOwn