Académique Documents
Professionnel Documents
Culture Documents
Tuesday-Doctor
-Hand out the charts to -Hand out the charts to -Hand out the charts to -Hand out the charts to
the students.
the students.
the students.
the students.
Wednesday-Farmer
Thursday-Chef
Friday-Firefighter
-Ask students as a
group to recall
something that they
learned from this story,
or something that
surprised them about
being a doctor. Have
them add one new
word that they
learned.
being a chef in
general (ex. Cook,
bake, spatula, mix).
-Read the story to the
students
-Ask the students to
discuss anything that
they learned from this
story about being a
chef. Can anyone be
a chef (at any age)?
Ask the students to
write down one
vocabulary word that
they would like to
remember.
-Collect the charts to
respond to questions.
Monday
Tuesday
Wednesday
Thursday
Friday
Homework- Each
student should draw a
picture of something
that they remember
happening in the story,
or of their favorite part
of the story. The
student may look at
their book while they
create their drawing,
but should no copy the
illustrations from the
book.
Homework-Each
student should read
the story aloud to a
family member, and
have them sign off that
they have done so.
Homework-Each
student should make a
list of what they would
include in their book
box and why. They
should choose five
items to represent their
story.
Independent Reading
Objectives
-The students will select appropriate books for their reading level to explore.
-The student will spend the duration of the time reading. (They may choose more than one book if they finish the first one)
Standards of Learning
-2.6 The student will use semantic clues and syntax to expand vocabulary when reading.
a) Use information in the story to read words
d) Re-read and self correct
-2.8/2.9 The student will read and demonstrate comprehension of fiction/nonfiction texts.
d) Set purpose for reading (exploration, enjoyment)
Monday
Tuesday
Wednesday
Thursday
Friday
Writing (This will be whole class writing instruction with a mini-lesson, independent writing, and sharing for approximately 3040 minutes each day).
Objectives
- The students will write legibly.
- The students will utilize mini-lessons in their independent writing.
- The students will practice different types of writing, and edit their work for correct punctuation and spelling.
Standards of Learning
- 2.11 The students will maintain legible printing.
- 2.12 The students will write stories, letters, and simple explanations.
a) Generate ideas before writing.
d) Revise writing for clarity.
-2.13 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a) Recognize and use complete sentences.
b) Use and punctuate declarative, interrogative, and exclamatory sentences.
c) Capitalize all proper nouns and the word I.
h) Use correct spelling of commonly used sight words, including compound words and regular plurals.
Monday-Journals
Tuesday-Poems
Wednesday-Letter
Writing
Thursday-Editing
Friday-Sharing
Mini-Lesson (15
minutes):
Talk about what a
Journal is. Journals are
a good tool to use to
document things that
you have done or
would like to
remember. Explain
that students can write
a journal for fun or for
school. Has anyone
Mini-Lesson (15
minutes): Read a
poem to the class
(preferably one with
rhyming). Poems are
stories or ideas that are
composed with a
rhythm, and often
include rhyme. Read
the poem again and
clap along with the
rhythm to help the
Mini-Lesson (15
minutes):
Talk about what a
letter is. There can be
a friendly or personal
letter, one written to a
friend, or a professional
letter, which is more
formal. There are five
different parts to a
letter:
1) Heading (date)
Mini-Lesson (15
minutes): Talk about
what it means to edit
something. Write a
sentence on the board
that has errors in
spelling, capitalization,
and punctuation, and
ask the students to
point them out. Ask
students why they think
it is important to edit
Mini-Lesson (10
minutes): This minilesson will detail the
importance of sharing
ones work. Explain
that the students
should take pride in
what they have
written. Also explain
constructive
feedback. Give
examples of
students understand.
Ask if the students
have written a poem
before? Can a poem
be about anything?
Explain that a poem
needs a title.
2) Greeting (Dear,)
3) Body (the info)
4) Closing (Sincerely,)
5) Signature
Has anyone ever
written a letter? Read
an example of a letter.
Independent Writing
(20 minutes): This may
be a longer time than
the students need, but
this time allows for
them to think through
the rhyme of a poem,
and come up with
rhyming words. Have
each student write
their poem about
themselves, or about
something that they
have done, so that
they have a topic that
is familiar to them. Ask
that they use at least
two pairs of rhyming
words in their poems.
Have them come up
with a title for their
poem. The teacher
will walk around the
classroom assisting the
students with writing
their poems if
Independent Writing
(20 minutes): Ask all of
the students to write a
friendly letter to
someone that they
know. This can be a
friend of theirs or a
family member. Have
all of the parts of the
letter on the board for
the students to
reference while writing.
Have them include all
of the parts of the
letter in their writing.
They may write about
whatever they wish,
but the teacher may
give suggestions and
guidance if the
student needs it.
Sharing (5 minutes):
Have the students
share who they wrote
their letter to, they do
something. Do they
make mistakes
sometimes? Would it
be important to fix
these mistakes before
showing others their
writing? Talk about the
different symbols to
use when editing for
adding capitalization
and punctuation.
constructive feedback
as well as nonexamples. Does
anyone get nervous to
share his or her work?
Has anyone ever
shared what he or she
has written before?
necessary.
Sharing (5 minutes):
Have the students take
turns reading their
poems aloud to their
table groups. They
should challenge their
classmates to find the
rhyming words that
they used in the
poems.
check in on the
students, asking if they
are finding things to
correct.
particular student is
very uncomfortable
they should not be
forced to do so, or
they could be given
Sharing (5 minutes):
the option of sharing
The students should
their work with a
look at what they have buddy beside them to
edited, and share 2 of make them more
the corrections that
comfortable.
they made to their
original work.
Profession
Vocabulary Word to
Remember
Teacher
Doctor
Farmer
Chef
Firefighter
(End of the week) What do you want to be when you grow up?__________________________________________________________