Sep 1 2019

Glenda Palomino's Lesson Plans for the Week of Sep 1, 2019
Mon, Sep 2 (Off-Day) Tue, Sep 3 (Day B) Wed, Sep 4 (Day C) Thu, Sep 5 (Day D) Fri, Sep 6 (Day E)
PROTOCOL (8:30 AM - 8:45 AM) PROTOCOL (8:30 AM - 8:45 AM) PROTOCOL (8:30 AM - 8:45 AM) PROTOCOL (8:30 AM - 8:45 AM)
LABOR DAY
MORNING MEETING (8:45 AM - MORNING MEETING (8:45 AM - MORNING MEETING (8:45 AM - MORNING MEETING (8:45 AM -
9:00 AM) 9:00 AM) 9:00 AM) 9:00 AM)
1. Enter the room with 1. Enter the room with 1. Enter the room with 1. Enter the room with
Buenos Dias Buenos Dias Buenos Dias Buenos Dias
2. In Lak'ech 2. In Lak'ech 2. In Lak'ech 2. In Lak'ech
3. I ku Mau Mau 3. I ku Mau Mau 3. I ku Mau Mau 3. I ku Mau Mau
4. Go over Schedule/ 4. Go over Schedule/ 4. Go over Schedule/ 4. Go over Schedule/
Calendar Calendar Calendar Calendar
5. Explain Consequences to 5. Introduce Lunch Numbers 5. Go over how they are 5. Go over how they are
Rules feeling feeling
6.Sharing with each other
what they did during the
weekend and write about it.
"Weekend News"
MATH 2 (9:00 AM - 10:30 AM) MATH 2 (9:00 AM - 10:30 AM) MATH 2 (9:00 AM - 10:30 AM) MATH 2 (9:00 AM - 10:30 AM)
Reflex Math Reflex Math Reflex Math Computation and Concepts

9:00 - 9:15 9:00 - 9:15 9:00 - 9:15 Test
9:15 - 10:15 Scholars will practice taking
Math Centers Math Centers Whole Class the dibels computation and
concepts test. They will be
9:15 - 10:15 9:15 - 10:15 9:15 - 10:15
timed. (9:00 - 9:20)
Ms. Palomino: Ms. Palomino: Ms. Palomino:
Glenda Palomino Page 1 of 11

Core Standard: Core Standard: Core Standard: Whole Class Instruction

CCSS.Math.Content.2.NBT.A CCSS.Math.Content.2.NBT.A CCSS.Math.Content.2.NBT.A 9:20 - 10:20
.3 .3 .3 Ms. Palomino:
Learning Intention: "I can Learning Intention: "I can Learning Intention: "I can Core Standard:
describe a number by write a two digit number in describe a number by CCSS.Math.Content.2.NBT.A
drawing a quick picture, in word form" drawing a quick picture, in .3
tens and ones, and in Rational: Scholars should be tens and ones, and in
Learning Intention: "I can
expanded form" able to write their numbers in expanded form"
recognize patterns within
Rational: Scholars should be written form. I will be Rational: Scholars should be 100"
able to recognize the value of necessary for their future able to recognize the value of
Rational: Scholars should be
a digit changes depending on writing. a digit changes depending on
able to recognize the
the place value. Success criteria: Scholar is the place value.
different patterns present in a
Success criteria: Scholar is able to write a number in Success criteria: Scholar is 100 number chart. Counting
able to draw a quick picture word form in the exit ticket. able to draw a quick picture by 1's. Counting by 5's.
of a two digit number, They use their phonetic of a two digit number, Counting by 10's.
describe it in tens and one knowledge to write the best describe it in tens and one
Success criteria: Scholar is
and write it in expanded form. they can. and write it in expanded form.
able to find the next number
Scholars will be given an exit Explicit Instruction: Scholars will be given an exit
when counting by 1's, 5's, or
ticket. I do: I will explain to ticket.
10's. Scholars will be given
Explicit Instruction: scholars that we will be an exit ticket.
I do: I will go over the practicing how to write our Explicit Instruction: Explicit Instruction:
difference between one and numbers in word form. I will
I do: I will pass out 100
tens. I will explain to scholars explain that there is a pattern I do: (In the carpet) I will charts to all of my scholars.
how we can draw a quick once you get past 19 and explain to scholars how we We will first focus on talking
picture to represent the that it is important to know can draw a quick picture to about counting by 1's. I will
number. We will count their numbers from 1-19 and represent the number. We then have them count every
together how many ones we then the tens up to 90. will count together how many five numbers and circle those
have and how many tens. We do: We will spell out ones we have and how many on their 100's chart. They will
We will then go over the our numbers up to twenty tens. We will then go over the then circle the numbers for
value of each digit. I will and then do all the tens up to when counting by 10's. I will

solve 2 problems on my own 90. I will have scholars value of each digit and write also show them a video a
on the board. writing their numbers on their a number sentence. practice counting together.
We do: Scholars will have whiteboards. They will use We do: Scholars will use a https://www.youtube.com/wat
a graphic organizer to also their best knowledge to spell graphic organizer to give ch?v=5FaBDqOmiyI
follow along with. They will their words and then we will them space to draw their (counting by 5's)
help me solve two problems correct together. We will then picture, write how many tens https://www.youtube.com/wa
together. I will ask for their practice writing different two and ones, and write a tch?v=-gmEe0-_ex8 (Counts
feedback. digit numbers. number sentence. First by 10s)
You do: Scholars will have You do: Scholars will have scholars will just practice We do: Scholars will
a couple of problems they will to write a couple different drawing drawing a quick practice counting by 5's and
have to do on their own as I numbers in word form. I will picture for different two digit 10's using these songs.
walk around and give them also give them an exit ticket numbers. Scholars will solve
You do: Scholars will have
feedback. I will also give at the end of the lesson. 4 problems like that. Scholars
a couple of problems they will
them an exit ticket at the end will then practice drawing
have to do on their own
of the lesson. Ms. T: Scholars will be their picture and also writing
where they have to continue
practicing the skill of making how many tens and ones.
on with the number pattern if
a ten as well as how to count Lastly, scholars will practicing
Ms. T: Scholars will be counting by 1's, 5's, or 10's. I
on to get to the next sum. ex. just drawing their picture and
practicing the skill of making will also give them an exit
7 + ? = 13. Scholars that writing a number sentence. I
a ten as well as how to count ticket at the end of the
master this skill will practice will be walking around the
on to get to the next sum. ex. lesson.
the "making a ten" strategy to room checking on scholars
7 + ? = 13. Scholars that
add two numbers. and their work.
master this skill will practice
the "making a ten" strategy to You do: I will give scholars an
Standards/
add two numbers. exit ticket with two problems Expectations:
Isela: Practice Questions
on there.
based from Dibels. Scholars CCSS.Math.Content.2.NBT.A.2
Isela: Practice Questions will review how to make an
based from Dibels. Scholars addition sentence from an
will review how to make an array. They will also practice
addition sentence from an finding how many equal parts
array. They will also practice something is divided on.
Difficulty will increase

finding how many equal parts depending on

something is divided on. understanding. Standards/
Difficulty will increase Expectations:
Reflex Math
depending on CCSS.Math.Content.2.NBT.A.3
understanding.
Reflex Math
Standards/
Expectations:
CCSS.Math.Content.2.NBT.A.3
Standards/
Expectations:
CCSS.Math.Content.2.NBT.A.3
LANGUAGE ARTS 2 (10:30 AM - LANGUAGE ARTS 2 (10:30 AM - LANGUAGE ARTS 2 (10:30 AM - LANGUAGE ARTS 2 (10:30 AM -
11:00 AM) 11:00 AM) 11:00 AM) 11:00 AM)
Introducing Essential Introducing Essential Introducing Essential Introducing Essential

Question: “How are families Question: “How are families Question: “How are families Question: “How are families
around the world the same around the world the same around the world the same around the world the same
and different?” (10:30 - and different?” (10:30 - and different?” (10:30 - and different?” (10:30 -
11:00) 11:00) 11:00) 11:00)
Strategy Visualize: Strategy Visualize: Strategy Visualize: Strategy Visualize:
Explain to scholars that as Explain to scholars that as Explain to scholars that as Explain to scholars that as
they read it helps to they read it helps to they read it helps to they read it helps to
summarize what they have summarize what they have summarize what they have summarize what they have
read by stating the most read by stating the most read by stating the most read by stating the most
important events and details important events and details important events and details important events and details
of the story in their own of the story in their own of the story in their own of the story in their own
words. words. words. words.
Read Aloud Echo Read Read Aloud Echo Read

Genre: Realistic Fiction Genre: Realistic Fiction Genre: Realistic Fiction Genre: Realistic Fiction
“Maria Celebrates Brazil” “Maria Celebrates Brazil” “Big Red Lollipop” “Big Red Lollipop”
-Students will introduce the -For today scholars will be -Students will introduce the -For today scholars will be
title of the story, genre, and echo reading the story. I will title of the story, genre, and echo reading the story. I will
essential question. read about a paragraph at a essential question. read about a paragraph at a
-Teacher will then read the time and scholars will repeat -Teacher will then read the time and scholars will repeat
story and ask comprehension as a group. story and ask comprehension as a group.
questions as students are -After the story is over we will questions as students are -After the story is over we will
following along with their go over the main idea and following along with their go over the main idea and
fingers. details of the story. fingers. details of the story.
-At the end of the story we -At the end of the story we
will discuss how it relates to will discuss how it relates to Standards/
Expectations:
the essential question “How Standards/ the essential question “How
are families around the world Expectations: are families around the world CCSS.ELA-
different?” different?” Literacy.RL.2.1
CCSS.ELA-
Literacy.RL.2.1
CCSS.ELA-
Literacy.RL.2.2
CCSS.ELA- Standards/
Literacy.RL.2.2 Expectations:
Standards/
Expectations: CCSS.ELA-
CCSS.ELA- Literacy.RL.2.1
Literacy.RL.2.1
LUNCH (11:00 AM - 11:30 AM) LUNCH (11:00 AM - 11:30 AM) LUNCH (11:00 AM - 11:30 AM) LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM -
12:45 PM) 12:45 PM) 12:45 PM) 12:45 PM)
Vocabulary Wonders (11:30 Vocabulary Wonders (11:30 Vocabulary Wonders (11:30 Comprehension Test (11:30
- 12:45) - 11:45) - 11:45) - 11:45)
aside, culture, fair invited, language, plead scurries, share

-Teacher will present three of -Teacher will present three of -Teacher will present two of Vocabulary Wonders (11:45
this week’s vocabulary this week’s vocabulary this week’s vocabulary - 12:00)
words. words. words. aside, culture, fair, invited,
Teacher will then ask Teacher will then ask Teacher will then ask language, plead, scurries,
scholars what they know scholars what they know scholars what they know share
about the word. After about the word. After about the word. After I will present scholars will a
reviewing, teacher will reviewing, teacher will reviewing, teacher will sheet that will help them
present a sentence using the present a sentence using the present a sentence using the review their vocabulary
word. word. word. words. They will have to
-scholars will have to do their -scholars will have to do their -scholars will have to do their match a word with the correct
best in the writing the best in the writing the best in the writing the definition.
sentence on their sentence on their sentence on their
whiteboards. whiteboards. whiteboards. Vocabulary Test (12:00 -
-As scholars are writing their -As scholars are writing their -As scholars are writing their 12:15)
sentences, teacher will walk sentences, teacher will walk sentences, teacher will walk Spelling Test (12:15 - 12:30)
around the room to check around the room to check around the room to check
Lexia (12:30 - 12:45)
their work. their work. their work.
-Teacher will then write out -Teacher will then write out -Teacher will then write out
the sentence on the board the sentence on the board the sentence on the board
while spelling out the words. while spelling out the words. while spelling out the words.
scholars will repeat the scholars will repeat the scholars will repeat the
spelling. spelling. spelling.
Introduction to Centers Introduction to Centers Introduction to Centers

Isela: Scholars will be Isela: Scholars will be Isela: Scholars will be
working on skills in phonemic working on skills in phonemic working on skills in phonemic
awareness and high awareness and high awareness and high
frequency words (red 1 and frequency words (red 1 and frequency words (red 1 and
red 2) (4x a week). Scholars red 2) (4x a week). Scholars red 2) (4x a week). Scholars
in (yellow group) will focus in (yellow group) will focus in (yellow group) will focus

more on building their speed. more on building their speed. more on building their speed.
High frequency words, same High frequency words, same High frequency words, same
pattern repetition, and pattern repetition, and pattern repetition, and
partner reading (4x a week). partner reading (4x a week). partner reading (4x a week).
(Green, blue 1, and blue 2 (Green, blue 1, and blue 2 (Green, blue 1, and blue 2
groups) will work on building groups) will work on building groups) will work on building
their comprehension. They their comprehension. They their comprehension. They
will read a story and answer will read a story and answer will read a story and answer
comprehension questions. comprehension questions. comprehension questions.
They will also work on They will also work on They will also work on
partner reading and timing partner reading and timing partner reading and timing
each other. (1x a week) each other. (1x a week) each other. (1x a week)
Ms Palomino: Scholars will Ms Palomino: Scholars will Ms Palomino: Scholars will
work on learning the work on grammar skills work on grammar skills
difference between including inflectional endings including root words with
commands and -s, -es. endings -ed and -ing.
exclamations. I do: I will review with I do: I will review with
I do: I will review with scholars the difference scholars that we add -ed and
scholars the characteristics between singular and plural. I -ing to verbs to show that
of a sentence that is a will ask scholars what they they are happening now or in
command and a sentence remember and the rule about the past. I will explain that
that is an exclamation. adding an -s at the end. I will when you get rid of the -ed or
We do: Scholars will help me introduce a new rule, words -ing ending you are left with
come up with examples of that end in s, sh, ch, or x the root word. I will give show
sentences that are need and -es at the end not them examples and give
commands and sentences and -s. I will show them them directions for figuring
that are exclamations. different examples of this out the root word in a word.
You do: Scholars will be rule. We do: With my scholars we

given different sentences and We do: We will practice will practice taking the root
they have to put the right together making words plural. word from a word.
punctuation (period or

exclamation mark). Scholars Words that end in s, sh, ch, You do: Scholars will be
will also write their own or x, and words that don't. given words with inflectional
examples of sentences. You do: Scholars will have to endings and they will have to
Lexia: Scholars will work on sort words between words write the root word on their
their level of Lexia. that end in s, sh, ch, or x, and own.
Readwords: Scholars will words that don't. They will Lexia: Scholars will work on
read various types of articles then add the appropriate their level of Lexia.
and answer comprehension endings. Readwords: Scholars will
questions. Lexia: Scholars will work on read various types of articles
their level of Lexia. and answer comprehension
Readwords: Scholars will questions.
read various types of articles
and answer comprehension
questions.
RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM)
SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES

(1:00 PM - 2:00 PM) (1:00 PM - 2:00 PM) (1:00 PM - 2:00 PM)
1:00 - 1:10 1:00 - 1:50 https://mysteryscience.com/s

Practice Classroom Rules Core Standard: Social ky/mystery-3/sun-daily-patter
Studies Standard 2. ns/81?r=53763086#slide-id-0
Identify the roles that people "How can the sun help you if
Objective: I learned
have in the school and you are lost"
something new about my
classmates. explain the importance of Core Standard: Science
each member. Standard 2 - Consider
1:10 pm - 1:30 pm
reasons that support ideas.
All About Me Activity
Learning Intention: Scholars
Scholars will fill out a graphic
will recognize the different Learning Intention: Scholars
organizer that tells more
will practice using

about them and their roles of people in our school observations to come up with
interests. and their importance. answers to a question.
I do: First I will show scholars Rational: Scholars need to Scholars will know that the
an example of my All About understand how a community sun moves across the sky
Me and how I wrote my works and how everyone has from dawn until dusk.
answers down but also a role. Rational: Scholars need to
included drawings if I wanted Success criteria: I will practice being able to come
to. determine their up with hypotheses to
We do: Scholars will begin to understanding from their oral problems/questions.
work on their All About Me. responses. Success criteria: I will
I'll walk around the room and determine their
help with any ideas they Explicit Instruction: understanding from the
have. conversations they have.
I do: I will introduce to
You do: Scholars will walk scholars that everyone has a
around the room with music different role and we all work Explicit Instruction:
on and as the music stops together to make the school I do: Scholars will be told a
they will find a partner. Once work.I will then hang different story about following the sun
they get with a partner they school positions around the to get to a certain direction.
have to share one thing from room. (e.g. principal, vice They will then have to find
their All About Me. principal, front desk, the answer to a problem. If
1:30 - 1:50 custodian, teacher, librarian, the person goes back home
• Read a book to the class special education,) in the afternoon should they
on Respect We do: I will have students follow the sun, go opposite,
◦ The Snatchabook write what they know these or go a whole new way.
◦ Horrible Bear people do for the school in Scholars will learn about how
sticky notes and post them the sun appears to move
on the corresponding place. from right to left everyday
We will then go through the We do: Scholars will
sticky notes and have a discuss with a partner what
discussion about people’s their hypothesis is on regards

answers. I will also ask to wether they should follow

students to think about what the sun. They will have a
it would be like if we didn’t sentence starter "Our
have a principal or a hypothesis is that they should
custodian. What would ________ because _____.
happen? and they will have to write
You do: Scholars will then their hypothesis on a
come up with one question whiteboard. I will ask a
that they have about a couple partners to share to
person's role in the school. the class.
You do: Scholars will make
a Sun finder that will help
Standards/ them cement the idea that
Expectations: the sun travels through out
the day.
12.
Standards/
Expectations:
2.
MUSIC/DANCE (2:00 PM - 2:50 LATINX STUDIES (2:00 PM - 2:50 MUSIC/DANCE (2:00 PM - 2:50
PM) PM) PM)
Go over protocol for Culture.

(2:00 - 2:10)
Stand in line quietly. Arms to
the side, Face forward. Line
leader and line checker.
Walk in quietly in a circle and
practice monthly chants.

2:10 - 2:30 Aztecs Activity -

Introduction to Nahuatl.
Scholars will be introduced to
Nahuatl vocabulary and we
will use role playing to start
practicing the vocabulary.
Introduction to Nahuatl Song
(Group 2)
2:30 - 2:50 Aztecs -
Introduction to Nahuatl.
Scholars will be introduced to
Nahuatl vocabulary and we
will use role playing to start
practicing the vocabulary.
Introduction to Nahuatl Song
(Group 1)
CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM)

Sep 1 2019

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Glenda Palomino's Lesson Plans for the Week of Sep 1, 2019

Reflex Math Reflex Math Reflex Math Computation and Concepts

9:15 - 10:15 Scholars will practice taking

Glenda Palomino Page 1 of 11

Core Standard: Core Standard: Core Standard: Whole Class Instruction

Glenda Palomino Page 2 of 11

Glenda Palomino Page 3 of 11

finding how many equal parts depending on

Introducing Essential Introducing Essential Introducing Essential Introducing Essential

Glenda Palomino Page 4 of 11

Glenda Palomino Page 5 of 11

Introduction to Centers Introduction to Centers Introduction to Centers

Glenda Palomino Page 6 of 11

You do: Scholars will be rule. We do: With my scholars we

Glenda Palomino Page 7 of 11

SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES SCIENCE/SOCIAL STUDIES

1:00 - 1:10 1:00 - 1:50 https://mysteryscience.com/s

Glenda Palomino Page 8 of 11

Glenda Palomino Page 9 of 11

answers. I will also ask to wether they should follow

Go over protocol for Culture.

Glenda Palomino Page 10 of 11

2:10 - 2:30 Aztecs Activity -

Glenda Palomino Page 11 of 11

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