Glenda Palomino's Lesson Plans for the Week of Oct 28, 2019
Mon, Oct 28 (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 29 (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 30 (Day C)
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.
Thu, Oct 31 (Day D)
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.
Fri, Nov 1 (Day E)
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.
Page 1 of 15
 Mon, Oct 28 (Day A) Tue, Oct 29 (Day B) Wed, Oct 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)

3. Scholars will solve the 3. Scholars will solve the 3. Scholars will solve the 3. Scholars will solve the 3. Scholars will solve the
problems on their problems on their problems on their problems on their problems on their
whiteboards whiteboards whiteboards whiteboards whiteboards

9:15 - 9:25 9:15 - 9:25 9:15 - 9:25 9:15 - 9:25 9:15 - 9:25
Number Talk Number Talk Number Talk Number Talk Number Talk
1. The teacher writes a 1. The teacher writes a 1. The teacher writes a 1. The teacher writes a 1. The teacher writes a
problem on the board. It problem on the board. It problem on the board. It problem on the board. It problem on the board. It
can be as simple as can be as simple as can be as simple as can be as simple as can be as simple as
showing a ten frame or showing a ten frame or showing a ten frame or showing a ten frame or showing a ten frame or
number sentence; as long number sentence; as long number sentence; as long number sentence; as long number sentence; as long
as it is appropriate as a as it is appropriate as a as it is appropriate as a as it is appropriate as a as it is appropriate as a
mental math problem for mental math problem for mental math problem for mental math problem for mental math problem for
the class. the class. the class. the class. the class.
2. Students mentally solve 2. Students mentally solve 2. Students mentally solve 2. Students mentally solve 2. Students mentally solve
the problem. They show the problem. They show the problem. They show the problem. They show the problem. They show
the teacher whether they the teacher whether they the teacher whether they the teacher whether they the teacher whether they
have the answer by have the answer by have the answer by have the answer by have the answer by
(quietly) giving a thumbs (quietly) giving a thumbs (quietly) giving a thumbs (quietly) giving a thumbs (quietly) giving a thumbs
up at their chest. This up at their chest. This up at their chest. This up at their chest. This up at their chest. This
prevents a small batch of prevents a small batch of prevents a small batch of prevents a small batch of prevents a small batch of
quick students from quick students from quick students from quick students from quick students from
shutting everyone else shutting everyone else shutting everyone else shutting everyone else shutting everyone else
down. If students can down. If students can down. If students can down. If students can down. If students can
come up with a second come up with a second come up with a second come up with a second come up with a second
way to solve the problem, way to solve the problem, way to solve the problem, way to solve the problem, way to solve the problem,
they hold up a second they hold up a second they hold up a second they hold up a second they hold up a second
finger at their chest. finger at their chest. finger at their chest. finger at their chest. finger at their chest.
This means that everyone This means that everyone This means that everyone This means that everyone This means that everyone
can keep thinking about can keep thinking about can keep thinking about can keep thinking about can keep thinking about

Glenda Palomino Page 2 of 15

 Mon, Oct 28 (Day A)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Glenda Palomino
Tue, Oct 29 (Day B)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Wed, Oct 30 (Day C)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Thu, Oct 31 (Day D)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Fri, Nov 1 (Day E)
the problem even after
they have the answer.
3. Students share their
answers. After enough
time has passed that
everyone or nearly
everyone has a solution,
the teacher asks students
what their solution are.
She writes down all
solutions; none are given
preferential treatment,
and she doesn’t
say whether they are right
or wrong.
4. Students explain their
thinking. Once all
solutions are written
down, the teacher asks
students to explain how
they got their solution.
Students explain (from
their seat) while the
teacher writes the steps
they describe on the
board.
5. Discussion and
consensus. Ideally, by the
end of the discussion, the
class should have a list of
Page 3 of 15
 Mon, Oct 28 (Day A)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Ms. Palomino
Core Standard:
CCSS.Math.Content.2.NBT.B
.5
Learning Intention: You can
use the make a ten strategy
to solve addition problems.
Rational: Scholars need to
learn different types of
adding strategies in order to
add faster.
Success criteria: Scholars
are able to break apart a
number correctly and use the
make a ten strategy to add.
Explicit Instruction:
I do: Scholars will be
introduced to the make a ten
strategy with this video:
https://www.youtube.com/wat
ch?v=q9h4skGoWJ8 I will
Glenda Palomino
Tue, Oct 29 (Day B)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Core
Standard:CCSS.Math.Conten
t.2.OA.B.2
Learning Intention: Scholar is
able to group numbers in
different ways to add.
Rational: Scholars need to
learn different strategies for
adding more than two
addends.
Success criteria: If scholar is
able to add three addends in
two different ways.
Explicit Instruction:
I do: I will demonstrate to
scholars that when adding
three addends you are able
to add them in different ways.
You can add the first two
addends and then add the
other one. You can add the
last two addends and then
Wed, Oct 30 (Day C)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Core Standard:
CCSS.Math.Content.2.OA.B.
2 2
Learning Intention: Scholars
are able to use number
bonds to answer addition and
subtraction related facts.
Rational: Scholars need to
understand that addition facts
are related to subtraction
facts.
Success criteria: If scholar is
able to complete a number
bond and use it to answer
addition and subtraction
problems.
Explicit Instruction:
I do: I will demonstrate
scholars and example of a
number bond. For today we
will focus on using number
Thu, Oct 31 (Day D)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Core Standard:
CCSS.Math.Content.2.OA.B.
Learning Intention: Scholars
are able to use number
bonds to answer addition and
subtraction related facts.
Rational: Scholars need to
understand that addition facts
are related to subtraction
facts.
Success criteria: If scholar is
able to complete a number
bond and use it to answer
addition and subtraction
problems.
Explicit Instruction:
I do: I will demonstrate
scholars and example of a
number bond. For today we
will focus on using number
Fri, Nov 1 (Day E)
3-6 different approaches
to the problem, plus a
consensus as to what the
correct answer is.
Whole Classroom Instruction
9:25 - 10:15
Core Standard:
CCSS.Math.Content.2.OA.B.
2
Learning Intention: Scholar is
able to use the strategy
counting backwards to solve
subtraction problems.
Rational: Scholars need to
learn different adding/
subtraction strategies to help
with their fluency.
Success criteria: Scholar is
able to count backwards to
help them solve subtraction
problems.
Explicit Instruction:
I do: Scholars will be
introduced to the strategy
counting backwards to solve
subtraction problems.
We do: We will solve some
problems together using the
Page 4 of 15
 Mon, Oct 28 (Day A)
pass out their ten frames and
circles and model how they
would show visually an
addition problem. They will
then move some circles to
the other ten frame to make a
ten. They will add that ten to
the remaining circles.
We do: Scholars will keep
practicing with guidance.
Ex: 7 + 4 =
7+3+1=
10 + 1 = 11
You do: Scholars will
practice some problems on
paper; scholars can use the
ten frames or not.
Prodigy
Scholars get to practice their
math skills on prodigy.
STANDARDS
Utah Common
Core State
Standards - Grade
2 - Mathematics
Glenda Palomino
Tue, Oct 29 (Day B)
add the first one. You can
add the first and last addend
and then add the second
one.
We do: I will add some
problems but with the help of
my scholars. They will give
me suggestions on what
numbers to add and the
answers. We will solve
problems numbers 3 and 4
together.
You do: Scholars will be
given some problems that
they need to solve on their
own. They need to show me
which addends they are
adding first and then after.
Prodigy
Scholars will practice their
math skills on the math
program.
STANDARDS
Utah Common
Core State
Standards - Grade
2 - Mathematics
Wed, Oct 30 (Day C)
bonds to help us add. I will
show scholars how you can
use the bond to find two
addition facts.
We do: Scholars will fill out
a graphic organizer that
allows them to fill out a
number bond and also the
addition sentences that go
along with it.
You do: Scholars will solve
some problems on their own.
They will have to fill out the
number bond and write the
addition facts.
Prodigy
Scholars will practice their
math skills on the math
program.
STANDARDS
Utah Common
Core State
Standards - Grade
2 - Mathematics
CCS Fluently add
S.Mat and subtract
h.Co within 20
Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)
bonds to help us subtract. I strategy. We will use our
will show scholars how you fingers to count backwards.
can use the bond to find two You do: Scholars will solve
addition facts and then how problems on their own while I
you can use the same monitor their progress.
number bond to do the
subtraction problem.
Prodigy
We do: Scholars will fill out
Scholars will practice their
a graphic organizer that
math skills using the math
allows them to fill out a
program.
number bond and also the
addition and subtraction
STANDARDS
sentences that go along with
it.
Utah Common
You do: Scholars will solve Core State
some problems on their own. Standards - Grade
They will have to fill out the 2 - Mathematics
number bond to help them
CCS Fluently add
solve related facts.
S.Mat and subtract
h.Co within 20
ntent using mental
Prodigy
.2.OA strategies. By
Scholars will practice their
.B.2 end of Grade
math skills on the math 2, know from
program. memory all
sums of two
one-digit
numbers.
Page 5 of 15
 Mon, Oct 28 (Day A) Tue, Oct 29 (Day B) Wed, Oct 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)

CCS Fluently add CCS Fluently add ntent using mental

S.Mat and subtract S.Mat and subtract .2.OA strategies. By
h.Co within 100 h.Co within 20 .B.2 end of Grade
ntent using ntent using mental 2, know from
.2.NB strategies .2.OA strategies. By memory all
T.B.5 based on .B.2 end of Grade sums of two
place value, 2, know from one-digit
properties of memory all numbers.
operations, sums of two
and/or the one-digit
relationship numbers.
between
addition and
subtraction.

LANGUAGE ARTS 2 (10:30 AM - 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) 11:00 AM)

Introducing Essential
Question: “What are
features of different animal
habitats?”
(10:15 - 11:00)
Strategy:
Make, confirm, revise
predictions.
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
Introducing Essential
Question:
“What are features of
different animal habitats?”
(10:30 - 11:00)
Strategy:
Make, confirm, revise
predictions.
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
Introducing Essential
Question:
“What are features of
different animal habitats?”
(10:30 - 11:00)
Strategy:
Make, confirm, revise
predictions.
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
Introducing Essential Comprehension Test (10:15
Question: - 10:30)
“What are features of Vocabulary Test (10:30 -
different animal habitats?” 10:45)
(10:30 - 11:00) Spelling Test (10:45 - 11:00)
Strategy:
Make, confirm, revise STANDARDS
predictions.
Tell children that as they Utah Common
Core State
read, they can make
Standards - Grade
predictions about what will
2 - English
happen next or what they will Language Arts
learn about. Then they can
continue reading to find out if

Glenda Palomino Page 6 of 15

 Mon, Oct 28 (Day A)
their prediction was correct.
They can revise, or change,
any predictions that do not
match what they read.
Read Aloud
Genre: Expository Text
A Prairie Guard Dog
-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 are features of
different animal habitats?”
Vocabulary Wonders (11:30
- 12:45)
Buried, escape, habitat,
journey, nature, peeks,
restless, spies.
We will introduce the
vocabulary words for the
week. Scholars will be given
Glenda Palomino
Tue, Oct 29 (Day B)
their prediction was correct.
They can revise, or change,
any predictions that do not
match what they read.
Echo Read
Genre: Expository Text
“A Prairie Guard Dog”
-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)
Buried, escape, habitat,
journey, nature, peeks,
restless, spies.
Scholars will be given
sentences that go along with
the words. They will have to
match the words to the
sentences.
STANDARDS
Wed, Oct 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)
their prediction was correct. their prediction was correct.
They can revise, or change, They can revise, or change, CCS Ask and
any predictions that do not any predictions that do not S.EL answer such
match what they read. match what they read. A- questions as
Read Aloud Liter who, what,
acy.R where, when,
Genre: Expository Text Echo Read
L.2.1 why, and how
“Turtle, Turtle, Watch Out!” Genre: Expository Text to
-Students will introduce the “Turtle, Turtle, Watch Out!” demonstrate
understanding
title of the story, genre, and -For today scholars will be
of key details
essential question. echo reading the story. I will in a text.
-Teacher will then read the read about a paragraph at a
story and ask comprehension time and scholars will repeat CCS Recount
questions as students are as a group. S.EL stories,
A- including
following along with their -After the story is over we will
Liter fables and
fingers. go over the main idea and acy.R folktales from
-At the end of the story we details of the story. L.2.2 diverse
will discuss how it relates to Vocabulary Wonders (11:30 cultures, and
the essential question determine
- 11:45)
their central
“What are features of Buried, escape, habitat, message,
different animal habitats?” journey, nature, peeks, lesson, or
Vocabulary Wonders (11:30 restless, spies. moral.
- 11:45) Scholars will have to think of
Buried, escape, habitat, actions that go along with the
journey, nature, peeks, words and we will act them
restless, spies. out.
Scholars will have sentences
that have words missing; STANDARDS
scholars will have to figure
out the right word that goes
with the right sentence.
Page 7 of 15
 Mon, Oct 28 (Day A) Tue, Oct 29 (Day B) Wed, Oct 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)

a sentence an pictures that

go along with the words.
Utah Common STANDARDS Utah Common
Core State Core State
STANDARDS Standards - Grade Utah Common Standards - Grade
2 - English Core State 2 - English
Utah Common Language Arts Standards - Grade Language Arts
Core State 2 - English
Standards - Grade CCS Ask and Language Arts CCS Ask and
2 - English S.EL answer such S.EL answer such
A- questions as CCS Ask and A- questions as
Language Arts
Liter who, what, S.EL answer such Liter who, what,
CCS Ask and acy.R where, when, A- questions as acy.R where, when,
S.EL answer such L.2.1 why, and how Liter who, what, L.2.1 why, and how
A- questions as to acy.R where, when, to
Liter who, what, demonstrate L.2.1 why, and how demonstrate
acy.R where, when, understanding to understanding
L.2.1 why, and how of key details demonstrate of key details
to in a text. understanding in a text.
demonstrate of key details
understanding CCS Recount in a text. CCS Recount
of key details S.EL stories, S.EL stories,
in a text. A- including A- including
Liter fables and Liter fables and
acy.R folktales from acy.R folktales from
L.2.2 diverse L.2.2 diverse
cultures, and cultures, and
determine determine
their central their central
message, message,
lesson, or lesson, or
moral. moral.

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) LUNCH (11:00 AM - 11:30 AM)

Glenda Palomino Page 8 of 15

 Mon, Oct 28 (Day A)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:30 - 12:00
Kinds of nouns - Common &
Proper
I do:Students will be
introduced to the difference
between common and proper
nouns through this video
https://youtu.be/gQsZr8yrsno
We do: We will then play a
game to gage student’s
understanding.
Teacher will lay a line on the
ground and each side of the
line will represent either
common nouns or proper
nouns. I will show and tell
students a common or proper
noun and they have to step
on the correct side of the
line.
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 29 (Day B)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:30 - 12:00
Review of Main Idea of Text
I do: I will present to scholars
that every story has a main
idea and key details
We do: Together we will use
a graphic organizer to write
about the main idea and key
details of the story we just
read. Scholars will give me
ideas for filling out the
graphic organizer.
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
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
Wed, Oct 30 (Day C)
LANGUAGE ARTS 2 (11:30 AM -
12:45 PM)
11:40 - 12:00
Using commas in a series
I do: I will introduce to
scholars that when writing a
list of things you need to
make sure to add commas in
between each item in order
to separate them. I will use
this video to introduce the
concept.
https://www.youtube.com/wat
ch?v=cQOX3UdeAZI I will
then show an example of
how I would use commas in a
series.
We do: Scholars will help me
come up with a list of items
that I could buy at a store.
Using their ideas I will
demonstrate how we can
write a list using commas.
You do: I will give scholars
three items and they will try
to write them in a list using
commas.
12:00 - 12:15
Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)
LANGUAGE ARTS 2 (11:30 AM - LANGUAGE ARTS 2 (11:30 AM -
12:45 PM) 12:45 PM)
11:30 - 12:00 Scholars will engage in
Scholars will work on fixing Halloween Activities. First
sentences. They will look at they will show off their
the capital letters and costumes and then we will do
punctuation and rewrite the some art and math activities.
sentence so it follows all
grammatical rules.
I do: I will ask a series of
questions to my scholars to
help them. Does it start with
a capital letter? Does it have
an end mark? etc.
You do: Scholars will rewrite
the sentence the correct
way.
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
Readworks: Scholars will be
given an article that is
specific to their reading level
and they will have to answer
some comprehension
questions.
Page 9 of 15
 Mon, Oct 28 (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)
. then switch roles.
Glenda Palomino
Tue, Oct 29 (Day B)
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 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)
Lexia: Scholars will work on 12:30 - 12:45
their level of Lexia. ( I will pull 6 minute Solution
some students back and Scholars will partner up and
work on skills they might test their reading skills . They
need help on) will be timed for one minute
12:15 - 12:30 while their partner checks
Readworks: Scholars will be their reading. They will jot
given an article that is down their reading score and
specific to their reading level then switch roles.
and they will have to answer Your Turn Practice Book:
some comprehension Scholars will work on some
questions. pages of their practice book
12:30 - 12:45 (practicing vocabulary,
6 minute Solution sounds, and grammar)
Scholars will partner up and
test their reading skills . They STANDARDS
will be timed for one minute
Utah Common
while their partner checks
Core State
their reading. They will jot Standards - Grade
down their reading score and 2 - English
Language Arts
Your Turn Practice Book:
CCS Ask and
Scholars will work on some
S.EL answer such
pages of their practice book
A- questions as
(practicing vocabulary, Liter who, what,
sounds, and grammar) acy.R where, when,
L.2.1 why, and how
to
STANDARDS
demonstrate
understanding
Page 10 of 15
 Mon, Oct 28 (Day A) Tue, Oct 29 (Day B) Wed, Oct 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)

Utah Common of key details

Core State in a text.
Standards - Grade
2 - English CCS Recount
Language Arts S.EL stories,
A- including
CCS Ask and Liter fables and
S.EL answer such acy.R folktales from
A- questions as L.2.2 diverse
Liter who, what, cultures, and
acy.R where, when, determine
L.2.1 why, and how their central
to message,
demonstrate lesson, or
understanding moral.
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) RECESS (12:45 PM - 1:00 PM) RECESS (12:45 PM - 1:00 PM)

SCIENCE/SOCIAL STUDIES 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 PM - 2:00 PM)

Scholars will be celebrating
for winning their class party;
showing progress in their
behavior in class.
We will be making slime to
celebrate.
STANDARDS
Core Standard: 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.
Core Standard: Designing Social Studies
investigations: Consider
reasons that support ideas, Objective:
identify ways to gather
Describe how geographic
information that could test
aspects of the area affect a
ideas, design fair tests, share
community and influence
designs with peers for input
culture (e.g., river, mountain,
and refinement.
and desert).

Glenda Palomino Page 11 of 15

 Mon, Oct 28 (Day A) Tue, Oct 29 (Day B)
Learning Intention: Scholars
are able to design a plan,
Utah Core
Standards - Grade execute their plan and then
2 - Science test their idea. Using the
results of their plan they are
2. Designing able to learn and better their
investigations:
idea for next time.
Consider
reasons that Rational: Scholars need to
support ideas, learn that scientist have to
identify ways test out their ideas all of the
to gather time and then use the data
information
from their "failures" to help
that could test
them build better models.
ideas, design
fair tests, Success criteria: Scholars
share designs are able to work in a team.
with peers for Scholars are able to design
input and an idea on paper. Scholars
refinement.
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
Glenda Palomino
Wed, Oct 30 (Day C)
Learning Intention: Scholars
are able to design a plan,
execute their plan and then
test their idea. Using the
results of their plan they are
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
Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)
We will discuss how the land
influences the way
communities and cultures
develop.
Geographical factors such as
Topography, Bodies of Water,
Climate, and Vegetation.
Various cultures are
represented in my classroom
so as a way to engage
students we will use different
countries as examples of
how the geography shapes
the culture.
I will present students with
the topography, bodies of
water, climate, and
vegetation of different
countries and present
students with examples of
the culture. Students can
also share what the know
about the culture.
As groups students will have
to discuss any of the
connections they see
between the two.
Page 12 of 15
 Mon, Oct 28 (Day A) Tue, Oct 29 (Day B)
they will have to design their
own bridges.
Step 1: Put students into
groups (randomizer) 4 per
group
Step 2: Introduce the
materials to students
Step 3: Have students
brainstorm how they could
use the materials to build the
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?
Glenda Palomino
Wed, Oct 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)
they will have to design their
own bridges. We will do this with five
Step 1: Put students into different locations: Mexico,
groups (randomizer) 4 per Guatemala, Tonga,
group Samoa,Marshall Islands.
Step 2: Introduce the
materials to students
Step 3: Have students
brainstorm how they could
use the materials to build the
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?
Page 13 of 15
 Mon, Oct 28 (Day A) Tue, Oct 29 (Day B) Wed, Oct 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)

Also give them some weight
materials so they can test out
how their bridge is doing so
far.
Step 7: Group discussion
about how the process has
gone so far.
Also give them some weight
materials so they can test out
how their bridge is doing so
far.
Step 7: Group discussion
about how the process has
gone so far.

STANDARDS STANDARDS

Utah Core Utah Core

Standards - Grade Standards - Grade
2 - Science 2 - Science

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

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

Glenda Palomino Page 14 of 15

 Mon, Oct 28 (Day A) Tue, Oct 29 (Day B) Wed, Oct 30 (Day C) Thu, Oct 31 (Day D) Fri, Nov 1 (Day E)

2:00 - 2:10 Scholars will be presenting

Practice Abuelio their Dia de Los Muertos
Project to the class.

2:10 - 2:50 Each scholar will present

about their person and
Scholars have been learning
discuss any facts they would
about Dia de Los Muertos.
like about their person.
For today scholars will have
a chance to work on some
decoration projects. They will
be making flowers out of
tissue paper and papel
picado.

CLEAN UP (2:50 PM - 3:00 PM) 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 15 of 15