Glenda Palomino's Lesson Plans for the Week of Oct 14, 2019
Mon, Oct 14 (Day A)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. Abuelito
4. Go over Schedule/
Calendar
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)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 5
types of questions that would
be present in the dibels math
test.
2.Teacher will review
strategies scholars can use
to solve each problem.
Glenda Palomino
Tue, Oct 15 (Day B)
PROTOCOL (8:30 AM - 8:45 AM)
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 5
types of questions that would
be present in the dibels math
test.
2.Teacher will review
strategies scholars can use
to solve each problem.
Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)
PROTOCOL (8:30 AM - 8:45 AM)
FALL BREAK FALL BREAK
MORNING MEETING (8:45 AM -
9:00 AM)
1. Enter the room with
Buenos Dias
2. In Lak'ech
3. Abuelito
4. Mana Creed
5. Go over Schedule/
Calendar
5. Mindfulness Practice
MATH 2 (9:00 AM - 10:30 AM)
9:00 - 9:15
Dibels Comprehension Q’s
1.Teacher will present 5
types of questions that would
be present in the dibels math
test.
2.Teacher will review
strategies scholars can use
to solve each problem.
Page 1 of 14
 Mon, Oct 14 (Day A)
3. Scholars will solve the
problems on their
whiteboards.
9:15 - 9:25
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:25 - 10:15
Ms. Palomino
Glenda Palomino
Tue, Oct 15 (Day B)
3. Scholars will solve the
problems on their
whiteboards
9:15 - 9:25
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:25 - 10:15
Ms. Palomino
Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)
3. Scholars will solve the
problems on their
whiteboards
9:15 - 9:25
Number of the Day
1. scholars have to draw a
number in base ten blocks,
write it in word form, write if
its even or odd, write it in
expanded form, write what is
10 more, write what is 10
less.
2. I will ask scholars to take
out their notebooks, write the
date, and write the number.
Then I will remind them what
they need to do for each
box.
3. scholars will then fill each
box as I walk around and
check their work.
4. I will then correct with
them.
Whole Classroom Instruction
9:25 - 10:15
Ms. Palomino
Page 2 of 14
 Mon, Oct 14 (Day A)
Core
Standard:CCSS.Math.Conten
t.2.NBT.B.5
Learning Intention: I can use
my doubles facts to help me
add sums near doubles facts
Rational: Scholars need to
learn different adding
strategies to increase their
fluency.
Success criteria: If scholars
are able to memorize their
doubles facts and recognize
how this can be helpful to
solve near doubles facts.
Explicit Instruction:
I do: I will introduce to
scholars the idea of doubles
facts. I will explain that
doubles facts are when you
add the same number two
times. We will watch the
following video and begin
memorizing them. https://ww
w.youtube.com/watch?v=At0
quRa90rs
I will explain that there is a
pattern in the sums; they go
up by two every time. I will
Glenda Palomino
Tue, Oct 15 (Day B)
Core
Standard:CCSS.Math.Conten
t.2.NBT.B.5
Learning Intention: I can use
my doubles facts to help me
add sums near doubles facts
Rational: Scholars need to
learn different adding
strategies to increase their
fluency.
Success criteria: If scholars
are able to memorize their
doubles facts and recognize
how this can be helpful to
solve near doubles facts.
Explicit Instruction:
I do: We will begin by
having scholars are
reviewing and memorizing
their doubles facts. https://ww
w.youtube.com/watch?v=At0
quRa90rs I will the review our
strategy for solving problems
that are near doubles facts.
We do: Schlars will then
get to practice on their own
whiteboards the strategy.
They will be given an
example such as
Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)
Core Standard:
CCSS.Math.Content.2.NBT.B
.5
Learning Intention: Scholars
can change the order of the
addends and use the
strategy counting on to add.
Rational: Scholars need to
learn different adding
strategies in order to improve
their fluency.
Success criteria: Scholars
recognize that you can
change the order of the
addends and get the same
answer. Scholars can use the
strategy counting on to help
them add.
Explicit Instruction:
I do: https://www.youtube.c
om/watch?v=FtjkzSnZ4G4
Students will be introduced to
the strategy of changing the
order of the addends along
with the strategy of counting
on. Where if you know 4 + 4
= 8 Then 4 + 5 = 9.
We do: In order to
practice these two strategies
Page 3 of 14
 Mon, Oct 14 (Day A) Tue, Oct 15 (Day B) Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)

then introduce how you can
use these double facts to add
numbers that are near
doubles facts. I will
demonstrate how you can
add numbers that are near
doubles facts.
We do: I will then have
scholars practice with me. I
will ask them to tell me the
doubles fact and I will show
how we can use the answer
the questions.
You do: Scholars will
3 + 4 = They will have to
write 3 + 3 + 1 = 3 + 3 = 6 +1
= 7. To show that they
understand the strategy.
You do: Scholars then get
to keep practicing on their Go
Math Books. I will be walking
around the room checking on
their progress.
Prodigy
Scholars get to practice their
math skills on prodigy.
students will using cubes so
they can get a visual
representation of how it
works. We will start with
changing the addends and
then with counting on.
Scholars will have their
whiteboards and use the
cubes as a representation of
the digits. Then they will write
the number sentence that
goes along with it. Scholars
will switch the addends and
see that they get the same

practice solving some answer. Then they will

STANDARDS practice counting on. Doing
addition problems on their
own problems such as 4 + 1 = 5,
Utah Common
4 + 2 = 6, etch.
Core State
Standards - Grade You do: After
Prodigy
2 - Mathematics understanding the concepts
Scholars get to practice their
students will practice solving
math skills on prodigy. CCS Fluently add
the problems on their go
S.Mat and subtract
math books. I will walk
h.Co within 100
STANDARDS around the room checking
ntent using
.2.NB strategies their progress.
Utah Common
T.B.5 based on
Core State
place value,
Standards - Grade Prodigy
properties of
2 - Mathematics Scholars get to practice their
operations,
and/or the math skills on prodigy.
CCS Fluently add
relationship
S.Mat and subtract

Glenda Palomino Page 4 of 14

 Mon, Oct 14 (Day A) Tue, Oct 15 (Day B) Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)

h.Co within 100 between

ntent using addition and STANDARDS
.2.NB strategies subtraction.
T.B.5 based on Utah Common
place value, Core State
properties of Standards - Grade
operations, 2 - Mathematics
and/or the
relationship CCS Fluently add
between S.Mat and subtract
addition and h.Co within 100
subtraction. ntent using
.2.NB strategies
T.B.5 based on
place value,
properties of
operations,
and/or the
relationship
between
addition and
subtraction.

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)

Introducing Essential Introducing Essential Introducing Essential

Question: “What can
animals in stories teach us?”
(10:15 - 11:00)
Strategy:
Make, confirm, revise
predictions.
Question: “What can
animals in stories teach us?”
(10:30 - 11:00)
Strategy:
Make, confirm, revise
predictions.
Question: “What can
animals in stories teach us?”
(10:30 - 11:00)
Strategy:
Make, confirm, revise
predictions.

Glenda Palomino Page 5 of 14

 Mon, Oct 14 (Day A)
Tell children that as they
read, they can make
predictions about what will
happen next or what they will
learn about. Then they can
continue reading to find out if
their prediction was correct.
They can revise, or change,
any predictions that do not
match what they read.
Read Aloud
Genre: Fable
"The Wolf Who Cried Wolf"
-Students will introduce the
title of the story, genre, and
essential question.
-Teacher will then read the
story and ask comprehension
questions as students are
following along with their
fingers.
-At the end of the story we
will discuss how it relates to
the essential question “What
can animals in stories teach
us?”
Vocabulary Wonders (11:30
- 12:45)
Glenda Palomino
Tue, Oct 15 (Day B)
Tell children that as they
read, they can make
predictions about what will
happen next or what they will
learn about. Then they can
continue reading to find out if
their prediction was correct.
They can revise, or change,
any predictions that do not
match what they read.
Echo Read
Genre: Fable
"The Boy Who Cried Wolf"
-For today scholars will be
echo reading the story. I will
read about a paragraph at a
time and scholars will repeat
as a group.
-After the story is over we will
go over the main idea and
details of the story.
Vocabulary Wonders (11:30
- 11:45)
Believe, delicious, feast,
fond, lessons, remarkable,
snatch, stories
Scholars will be given a list of
the definitions of the words
and they will have to match
Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)
Tell children that as they
read, they can make
predictions about what will
happen next or what they will
learn about. Then they can
continue reading to find out if
their prediction was correct.
They can revise, or change,
any predictions that do not
match what they read.
Read Aloud
Genre: Fable
Wolf! Wolf!
-Students will introduce the
title of the story, genre, and
essential question.
-Teacher will then read the
story and ask comprehension
questions as students are
following along with their
fingers.
-At the end of the story we
will discuss how it relates to
the essential question “What
can animals in stories teach
us?”
Vocabulary Wonders (11:30
- 11:45)
Page 6 of 14
 Mon, Oct 14 (Day A) Tue, Oct 15 (Day B) Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)

Believe, delicious, feast, the right word with the right Believe, delicious, feast,
fond, lessons, remarkable, meaning. fond, lessons, remarkable,
snatch, stories snatch, stories
We will introduce the STANDARDS Scholars will be given a list of
vocabulary words for the sentences that has a word
week. We will think of a Utah Common missing. They need to find
Core State
sentence that goes with the the correct vocabulary that
Standards - Grade
word and scholars will act out fits in the blanks.
2 - English
the sentence. Language Arts
STANDARDS
STANDARDS
CCS Ask and
S.EL answer such Utah Common
Utah Common A- questions as Core State
Core State Liter who, what, Standards - Grade
Standards - Grade acy.R where, when, 2 - English
2 - English L.2.1 why, and how Language Arts
Language Arts to
demonstrate CCS Ask and
CCS Ask and understanding S.EL answer such
S.EL answer such of key details A- questions as
A- questions as in a text. Liter who, what,
Liter who, what, acy.R where, when,
acy.R where, when, CCS Recount L.2.1 why, and how
L.2.1 why, and how S.EL stories, to
to A- including demonstrate
demonstrate Liter fables and understanding
understanding acy.R folktales from of key details
of key details L.2.2 diverse in a text.
in a text. cultures, and
determine
their central
message,
lesson, or
moral.

Glenda Palomino Page 7 of 14

 Mon, Oct 14 (Day A)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:30 - 12:00
Writing Introduction:
Scholars will be introduced
that a paragraph should have
4 important parts. A topic
sentence, star ideas, details,
and conclusion sentence.
We will go over the different
parts of a paragraph by
identifying them in some
sample paragraphs. We will
underline topic sentences
and conclusion sentences
with green. Star Ideas with
yellow. Details with red. As
we are underlining the
different parts I will go over
the differences between the
different parts.
12:00 - 12:15
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:15 - 12:30
Glenda Palomino
Tue, Oct 15 (Day B)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:30 - 12:00
Writing Introduction:
Scholars will be introduced
that a paragraph should have
4 important parts. A topic
sentence, star ideas, details,
and conclusion sentence.
We will go over the different
parts of a paragraph by
identifying them in some
sample paragraphs. We will
underline topic sentences
and conclusion sentences
with green. Star Ideas with
yellow. Details with red. As
we are underlining the
different parts I will go over
the differences between the
different parts.
12:00 - 12:15
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:15 - 12:30
Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)
LUNCH (11:00 AM - 11:30 AM)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
10:30 - 11:00
Writing Introduction:
Scholars will be introduced
that a paragraph should have
4 important parts. A topic
sentence, star ideas, details,
and conclusion sentence.
We will go over the different
parts of a paragraph by
identifying them in some
sample paragraphs. We will
underline topic sentences
and conclusion sentences
with green. Star Ideas with
yellow. Details with red. As
we are underlining the
different parts I will go over
the differences between the
different parts.
12:00 - 12:15
Lexia: Scholars will work on
their level of Lexia. ( I will pull
some students back and
work on skills they might
need help on)
12:15 - 12:30
Page 8 of 14
 Mon, Oct 14 (Day A)
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
12:30 - 12:45
6 minute Solution
Scholars will partner up and
test their reading skills . They
will be timed for one minute
while their partner checks
their reading. They will jot
down their reading score and
then switch roles.
Your Turn Practice Book:
Scholars will work on some
pages of their practice book
(practicing vocabulary,
sounds, and grammar)
Glenda Palomino
Tue, Oct 15 (Day B)
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
12:30 - 12:45
6 minute Solution
Scholars will partner up and
test their reading skills . They
will be timed for one minute
while their partner checks
their reading. They will jot
down their reading score and
then switch roles.
Your Turn Practice Book:
Scholars will work on some
pages of their practice book
(practicing vocabulary,
sounds, and grammar)
Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
12:30 - 12:45
6 minute Solution
Scholars will partner up and
test their reading skills . They
will be timed for one minute
while their partner checks
their reading. They will jot
down their reading score and
then switch roles.
Your Turn Practice Book:
Scholars will work on some
pages of their practice book
(practicing vocabulary,
sounds, and grammar)
STANDARDS
Utah Common
Core State
Standards - Grade
2 - English
Language Arts
CCS Ask and
S.EL answer such
Page 9 of 14
 Mon, Oct 14 (Day A) Tue, Oct 15 (Day B) Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)

A- questions as
Liter who, what,
acy.R where, when,
L.2.1 why, and how
to
demonstrate
understanding
of key details
in a text.

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 - 1:30 Core Standard: Standard 1

Art: Objective 1 Core Standard: Designing
Scholars will work on their art investigations: Consider
skills as they follow a guided Learning Intention: Scholars reasons that support ideas,
video. can recognize there are identify ways to gather

different cultural heritages information that could test

within their community. ideas, design fair tests, share

Social Studies
designs with peers for input
1:30 - 2:00 Rational: Scholars should
and refinement.
I will read to scholars stories understand that their

about the importance of community is made up of

people from different places Learning Intention: Scholars
being honest. I will go over
and backgrounds and they are able to design a plan,
the stories and have scholars
should all be valued. execute their plan and then
reflect on the lessons of the
Success criteria: Scholar is test their idea. Using the
stories.
able to recognize their own results of their plan they are

heritage and that of others.

Glenda Palomino Page 10 of 14

 Mon, Oct 14 (Day A) Tue, Oct 15 (Day B)
Explicit Instruction:
I do: I will introduce
scholars the different cultures
that are present in their
community here in Utah. We
will go over statistics and
show stories of people
immigrating here.
We do: I want scholars to
think of the people in their life
and see if they recognize
their heritages. I will have
them discuss with their
partners and then share with
the class.
You do: Scholars will be
asked to write down their
heritage on a graphic
organizer and begin to
recognize what are some
unique aspects of their
heritage. Scholars can write
down their answers as well
as use pictures.
STANDARDS
Utah Core
Curriculum -
Glenda Palomino
Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)
able to learn and better their
idea for next time.
Rational: Scholars need to
learn that scientist have to
test out their ideas all of the
time and then use the data
from their "failures" to help
them build better models.
Success criteria: Scholars
are able to work in a team.
Scholars are able to design
an idea on paper. Scholars
are able to build it. Scholars
are able to test their idea.
Scholars are able to reflect
on their design.
Explicit Instruction:
I do: I will begin by
introducing scholars to the
objective for the day and our
project. I will show scholars
pictures of bridges and we
will discuss what we think
helps the bridges stay up.
Then I will ask scholars that
they will have to design their
own bridges.
Page 11 of 14
 Mon, Oct 14 (Day A) Tue, Oct 15 (Day B) Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)

Step 1: Put students into

groups (randomizer) 4 per
Grade 2 - Social
Studies group
Step 2: Introduce the
1. Explain the materials to students
various
Step 3: Have students
cultural
brainstorm how they could
heritages
within their use the materials to build the
community. bridge
Step 4: Have them draw their
idea (decide one as a team)
Raise their hands to show
me their plans before
building.
Step 5: Ask Q’s like: What is
this that you’ve drawn? How
are you going to use these
materials? (Understand their
design)
Step 6: Start building. Except
we check in every 7 minutes.
Have all students stop
working and ask them to talk
in their groups. How do we
like what we’ve done so far?
Is there anything that needs
to change?
Also give them some weight
materials so they can test out
how their bridge is doing so
far.

Glenda Palomino Page 12 of 14

 Mon, Oct 14 (Day A) Tue, Oct 15 (Day B) Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)

Step 7: Group discussion

about how the process has
gone so far.

STANDARDS

Utah Core
Standards - Grade
2 - Science

2. Designing
investigations:
Consider
reasons that
support ideas,
identify ways
to gather
information
that could test
ideas, design
fair tests,
share designs
with peers for
input and
refinement.

LATINX STUDIES (2:00 PM - 2:50 MUSIC/DANCE (2:00 PM - 2:50 LATINX STUDIES (2:00 PM - 2:50
PM) PM) PM)

2:10-2:30
Group 1 Will go with Ms.
Isela to learn the rest of the
verses from Abuelito.

Glenda Palomino Page 13 of 14

 Mon, Oct 14 (Day A) Tue, Oct 15 (Day B) Wed, Oct 16 (Day C) Thu, Oct 17 (Off-Day) Fri, Oct 18 (Off-Day)

Group 2 Will stay with Ms.

Palomino: We will review
information about the maya:
https://www.youtube.com/wat
ch?v=RXgrcpmFXt0
Scholars will be introduced to
the Mayan Number System.
We will practice writing
numbers up to 19.

2:30 - 2:50
Group 2 Will go with Ms.
Isela to learn the rest of the
verses from Abuelito.
Group 1 Will stay with Ms.
Palomino: We will review
information about the maya:
https://www.youtube.com/wat
ch?v=RXgrcpmFXt0
Scholars will be introduced to
the Mayan Number System.
We will practice writing
numbers up to 19.

CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM) CLEAN UP (2:50 PM - 3:00 PM)

Glenda Palomino Page 14 of 14