J. M. J colegio Villa María Miraflores



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J.M.J

Colegio Villa María Miraflores






Grade: 2nd Unit: 1.4 “Treasures” Story: ”The Dot”

Date Begun: August 31 st 2010 Date Completed:

Name of Unit Designer: Bruna Jaguande


STAGE 1 – DESIRED RESULTS

Goal (s)-

  • Build background

  • Recognize high frequency words

  • Identify the theme of a story.

  • Identify features of nonfiction

  • Identify adjectives for colors and shapes.

  • Write sentences using adjectives

  • Use structural cues to decode words with inflected endings (spelling change: y to i).

  • Blend, read, and sort long e: ea words and words with inflected endings (spelling change: y to i).

  • Associate the sound /e/ with ea

  • Blend, read and build regular long e:ea words

  • Spell words with long e:ea

  • Review long a:ai, ay and possessives.

  • Answer questions in complete sentences

  • Use a clock suitable to tell time

  • Use the simple present tense with I, you, he, she

  • Use adjectives and nouns to describe things.

Essential Question (s):


  • What do we treasure?

  • How can a surprise be a treasure?

  • What treasures can we create?

At the end of the unit students will know…

  • How to decode, pronounce and spell long e:ea, words and inflected endings (spelling change:y to i).

  • Spelling of new words

  • What a theme is

  • The use of long e:ea , words and inflected endings when writing

  • HFWs: draw, colors, over, drew, great, sign, show

  • Adjectives for color and shape

  • How to write using correct punctuation

  • How to apply adjectives when they speak

and in their written productions

  • The author’s purpose for writing the story

At the end of the unit students will be able to …

  • Spell and build words with long e:ea words and inflected endings

  • Build long e:ea words and inflected endings

  • Use vocabulary words in context

  • Identify contractions with not

  • Recognize HFWs

  • Read sentences with long e:ea words and HFWs

  • Recognize the theme of a story

  • Follow oral and written directions.

  • Write using correct punctuation




STAGE 2 – ASSESMENT EVIDENCE

Pre-Assessment

  • Chalkboard for writing comparatives endings –er, -est and /j/ dge words


  • Use Power Point Presentations for Daily Routine, as well as for teaching

  • Spelling Pre-test – 10 words – Not scored


Assessment

  • Observation Oral participation

  • Quiz/Test Attention

  • Informal checklist





Unit: 1.4 “Treasures” Story: “The Dot”



Overall Objectives:

  • Build background

  • Recognize high frequency words

  • Identify the theme of a story.

  • Identify features of nonfiction

  • Monitor reading and fix up difficulties in understanding

  • Read aloud fluently with expression at an appropriate rate.



READING


Day # 1:


  • Build background - Talk about surprising treasures. - Reader p. 44-45

  • Do web organizer, label the middle circle “Created Treasures” on chalkboard.

  • Introduce HFWs – Reader p.46

    • Say and spell the HFWs: draw, colors, over, drew, great, ,sign, show

    • Build sentences using HFWs.

    • Read aloud sentences on p.47

    • Add words to the “Word Wall” the HFWs.

  • Ss will make a picture walk and try to predict what is going on in the story.
    • Do folder: Complete each sentence using HFWs. (Pb. p. 76)



Day # 2:


  • Recall HFWs building oral sentences, reading list.

  • Figure out the big idea of the story , SS recall the story “Mamas Birthday Present”

  • Ss will identify clues that support the theme of the story. Ex. What did Francisco learn in this story?

  • Practice Book 1.2 p. 74

  • Ss will make a picture walk and try to predict what is going on in the story.

  • Read “The Dot” – Reader pp.48-65

    • Guiding comprehension: main characters, time, location, sequence, summarize (What has happened in the story so far?)

    • Think and share p.66

    • Meet the author p.67



Day # 3:


  • Recall HFWs: draw, colors, over, drew, great, sign, show - building oral sentences using flashcards.

  • Read “ The Dot” Reader pp. 48-65

  • Listen to the story, following the reading on the CD.

    • Read with accuracy and fluency.

    • Retell the story – Use pictures to tell the order in which things happen in the story. Reader pp. 66-67

    • Answer comprehension questions about the story.

  • Ten important sentences (ws) – paste in copybook – circle in red HFWs

  • Homework: Ss will study Reading List N 8

Day # 4:

  • Recall sentences HFWs – draw, colors, over, drew, great, sign, show

  • Read with expression and attention to punctuation.


  • Say and spell the HFWs.

  • Demonstrate meaning. Tell a sentence using the HFWs.

  • Complete the sentence with the correct HFWs

  • Practice Book 1.2 p. 77

  • Ten important sentences – cut, scramble, order and paste them (folder)

  • Remind Ss. that authors often give details or small pieces of information, about what is happening in a story.

  • Homework: Study vocabulary for test.


Day # 5:

  • Recall sentences HFWs – colors, draw, drew, great, over, show, sign

  • Point to each HFW say and spell it.

  • Have children say and spell the HFWs.

  • Check high-frequency words.

  • Listen to the story, following the reading on the CD.

  • Students will answer orally comprehension questions about the story.


Day # 6:

  • Recall HFWs: colors, draw, drew, great, over, show, sign

  • Read “The Dot” – Reader pp. 48-65and answer the questions.

  • Story chart – title, author, illustrator, beginning, middle and ending.


Unit: 1.4 “Treasures” Story: “The Dot”



Overall Objectives:

  • Identify adjectives for colors and shapes.

  • Write sentences using adjectives


GRAMMAR / WRITING

Day # 1:
  • Review adjectives; remind SS that an adjective is a word that describes a person, animal place or thing.


  • SS will name colors and shapes, write them on the chalkboard

  • Ss will make sentences using the adjectives.

  • Display grammar transparency p. 20



Day # 2:


  • Write blue paint on the chalkboard. Ask SS to identify the adjectives that tells about the color or shape of things

  • Make them repeat and use name cards sending them to the board to write sentences with them. Copybook

  • Read the sentence with the class.

  • Grammar and Writing Practice Book p. 77



Day # 3:

  • Recall the concept

  • Gather several pictures of food. SS will give an adjective that describes the color and shape of the food item.

  • Write ribbon and box on the chalkboard. SS will say adjectives to describe the color and shape of each of these nouns.

  • Homework: Grammar and writing practice book p. 80


Day # 4:

  • Independent writing - writing folder

- Write complete sentences telling things they like about painting and things they dislike about painting.

- Recall and encourage Ss. to use words from the word wall and the amazing

Words -chalkboard

-SS will write sentences using adjectives.



Unit: 1.4 “Treasures”” Story:”The Dot”


Overall Objectives:

  • Use structural cues to decode words with inflected endings (spelling change: y to i).
  • Blend, read, and sort long e: ea words and words with inflected endings (spelling change: y to i).


  • Associate the sound /e/ with ea

  • Blend, read and build regular long e:ea words

  • Spell words with long e:ea

  • Review long a:ai, ay and possessives.



SPELLING / PHONICS

Day # 1:

  • Sing song “Doodle Art”

  • Listen to the sound in she and sheep

  • Will look at the Screen projector and identify line by line each -ea sound.

  • Copy the words with the ea sound on the chalkboard.

  • Say the sounds of the letters and blend the words together.

  • Pre test –long e:ea – eat, sea, each, team, please, dream, treat, beach, clean, lean

  • Phonics and Spelling Practice Book p. 73

Day # 2:

  • Sing song “New Art”, while they sing they will pronounce each word with the correct sound.

  • Ss will blend the words heat, sea, peak, mean, tease, feast use the Blending Strategy Routine.

  • Identify words with Long e: ea they will write in their copybooks a list of words with these sounds.

  • Read decodable reader 39 “Home by the sea ”

-Relate to long e:ea

  • SS will locate and circle the words with Long e: ea in the story.

  • Spelling sentences list N 8 – paste in copybook

  • Homework : Study Spelling List N 8



Day # 3:


  • Sing song “New Art”, while they sing they will pronounce each word with the correct sound.
  • Chalkboard- write base word, -ed and –es as heading on a chart. SS will read each base word and add the endings to make new words, use name cards.


  • Remind Ss to change the y to i before adding the ending.

  • Phonics and Spelling Practice Book 1.2 p. 75

  • Read decodable reader 40 “Bill’s Yard Sale”

-Related to possessives

  • Review Spelling sentences- copybook

  • Homework :Practice Book p. 78


Day # 4:


  • Sing song “New Art”

  • Follow along on the chart as they sing.

  • Ss will identify long e:ea words with inflected endings

  • Use name cards and ask children to read each sentence and underline the long e words and the letters that stand for /e/

  • Spelling and Practice Book p. 78

  • Homework: : Study Spelling List N 8

Day # 5:


  • Review long a:ai, ay and possessives. Use name cards and call names of Ss to go and write words on the chalkboard.

  • Identify long a:ai, ay words and possessives

  • Practice Book p. 79

  • Ss will do exercises of filling in the blanks. Phonics and Spelling book p. 79

  • We all check together the answers on the board.

  • Review Spelling List # 8 for contest

  • Homework: Study Spelling list N 8

Day # 6:

  • Read spelling sentences:

    • Read with accuracy

    • Read for fluency

  • Spelling sentences contest – chalkboard.



Unit: 1.4 “Treasures” Story: “The Dot”


Overall Objectives:

  • Use Physical response to show understanding of daily activities.

  • Use a clock suitable to tell time

  • Use the simple present tense with I, you, he, she

  • Use adjectives and nouns to describe things.

  • Answer questions in complete sentences

1
ORAL LANGUAGE



Day # 1:

  • Play a Show Me game using daily activities. Ss will go to the front of the class and point to the card.

  • Do Spin p. 53-55



Day # 2:

  • Play a Show Me game using daily activities. Ss will go to the front of the class and point to the card.

  • Do Spin p. 57-59


FLEXIBLE GROUPING


  1. Reading/ library - The Dot

  2. Word work -play build a pyramid

  3. Computer - Online reader or Rosetta Stone

  4. Writing -Write Spelling list n 8

  5. Miss Bruna/ -Oral reading (Monitoring pages)

Miss Rocio

Unit: 1.4 “Treasures” Story: The Dot”


Overall Objectives:

  • Review long a:ai, ay

  • Review adjectives
  • Practice Spelling List N 8


  • Review HFWs recognition

  • Build oral vocabulary

  • Review possessives

  • Review comparatives endings and dge/j/

  • Review verbs for now and for the past

1
DAILY ROUTINE



Day # 1:


  • Question of the day: What treasures can we create?

  • Identify words with long a:ai, ay

  • Amazing word: create

  • DAILY FIX-IT

Day # 2:


  • Question of the day: What do you dream about finding along a beach?

  • Introduce new Spelling words: eat, sea, each, team, please

  • Exercise with adjectives

  • Amazing word: doodle

  • DAILY FIX-IT :


Day # 3:

  • Question of the day: What treasures have you created in art class?

  • Introduce HFWs: draw, colors, over, drew, great, sign, show

  • Amazing word: imagination

  • Exercise with comparatives endings dge /j/

  • Spelling List words: dream, treat, beach, clean, lean



Day # 4:

  • Question of the day: What other shapes might artists use?

  • Exercise on new spelling words

  • Exercise on possessives

  • Amazing word: create, doodle, imagination

  • DAILY FIX-IT


Day # 5:


  • Question of the day: What treasures can you create with your imagination?

  • Exercise with HFWs

  • Meanings of new HFWs
  • Exercise with comparative endings


  • Amazing word: carve

  • DAILY FIX-IT :


Day # 6:

  • Question of the day: What treasures can we create?

  • Exercise adjectives

  • DAILY FIX-IT

  • Meanings of Spelling List N 8

  • Amazing word: hobby



Day # 7:


  • Question of the day: Do you enjoy surprises?

  • Exercise with long a:ai, ay

  • Review verbs for now and the past

  • Exercise with HFWs

  • Amazing word: inspiration

Day # 8:


  • Question of the day: What treasures have you created in art class?

  • Review meanings of HFWs

  • Review verbs that do not add –s

  • DAILY FIX-IT

  • Amazing word: carve, hobby, inspiration


Day # 9:


  • Question of the day: Do you enjoy surprises?

  • Exercise on new spelling list

  • Review long a:ai, ay

  • Amazing word: masterpiece


Day # 10:


  • Question of the day: What treasures can you create with your imagination?

  • Exercise with possessives

  • Exercise verbs for now and the past

  • DAILY FIX-IT



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