lessons


 * Name: Kayla Deak Grade Level: Second**


 * Estimated number of days lesson will cover: 1 day**

The Day the Sky Fell Down || Students will correctly fill out a word ending chart containing words found in the story.
 * Lesson Subject/Title:
 * Performance Standards:
 * ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns ** ||
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: || Can you think of any words that end in ck? ch? ll? ing? || Clucking (p. 6) Bawling (p. 6) Den (p. 8) Munch (p. 10) Stamped (p. 12) ||
 * Essential Questions:
 * Key Vocabulary:

Ask students if they have ever been walking outside and felt something fall and hit them on the head. Ask students if they have ever been bullied. ||  ||   ||   || Demonstrate/Model (if appropriate)
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 2 minutes || Introduction/hook/activation of prior knowledge
 * 10- 15 minutes || Instructional activities

Guided Practice (if appropriate) Flip through the book and predict what we think will happen in the story. While doing this point out words that the students may not know the meaning of and figure out the meaning together. I will read the book one time to the group then we will read book together as a group, each person taking turns reading.

Independent Practice (if appropriate) ||  || “The Day the Sky Fell Down” book for each student Chart for each student to fill out. Pencils || Students will be given a chart and will fill out the correct words with correct word endings. We will go over it as a group at the end of the lesson. || Review what happened in the book. Go over the chart together as a group, answering any questions the students might have. The fox was a bully. He was trying to take advantage of the chick, but in the end, the chick won. ||  ||   ||   ||
 * 2 minutes || Review and Closure

Living and Non-Living Things
 **Grade Level: Kindergarten**
 * Has this lesson plan been completed for a course assignment? (Yes)**
 * Estimated number of days lesson will cover: 1**
 * Lesson Subject/Title: Living and Non-Living Things**

Performance Standards - Use LiveText's built in standard sets
 No standards added.

Performance Standards - Type in the standards
  ** SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. ** a. Recognize the difference between living organisms and nonliving materials.

Lesson Objective(s)
 **Lesson Objectives (What students will know and/or do): Students will correctly identify whether an object is a living organism or a non-living material**
 * Enduring Understanding: Living things need water, air, food, and shelter.**

Essential Questions
 **Essential Questions:**
 * What can living things do?**
 * What does a living thing need?**

Key Vocabulary
 **Key Vocabulary:**
 * Breathe**
 * Reproduce**
 * Need**

Procedures & Activities
<span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: small;"> INSTRUCTIONAL PLAN
 * ~ === ** Time ** ===

** Allowed **
||~ === ** Procedures ** === ||~ === ** Differentiation ** === ||~ === ** Materials/Resources ** === ||~ === ** Assessment ** === || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px;">San Diego Zoo Website ||  ||
 * 5 minutes || === **Introduction/hook/activation of prior knowledge** === ||  || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px;">Stuffed animal
 * 10-15 minutes || === **Instructional Activities** ===

**Guided Practice (if appropriate):**
<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px;">**Go through a flip chart with the class.** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px;">**Have the students name other things that living things can do that weren’t mentioned in the flip chart.**

**Independent Practice (if appropriate):**
<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px;">Students will make a living and nonliving things book in their science center. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px;">-Review the directions for the science center and provide an example. || Some children may need a deeper explanation when it comes to the activity. A volunteer from the class can try to explain to their classmate why something is living or non-living and if he or she still does not understand, I will try to explain in a different way. || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px;">Flip Chart with explanations of what living things can do. Living and Nonliving things book for each student. || The last page of the flip chart has an assortment of living and nonliving things. Each student will take turns coming up to the board and sorting the objects into the correct categories. || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 11px;">Go over what living things need and a few things that they can do. Have students tell their favorite living and nonliving thing. End by having a student retell what the directions are for the science center. ||  ||   ||   ||
 * 3-5 minutes || === **Review and Closure** ===

A Dog’s Best Friend || b. Makes predictions from text content. e. Summarizes text content. l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts. p. Uses word parts to determine meanings. || Students will correctly fill out a chart containing the title, author, plot, setting, and characters found in a grade level text. Enduring Understanding: || How do you figure out the meaning of a word that you don’t know when you are reading a book? What are characters in a book? What is the setting in a book? What is the plot in a book? || Prance (p. 4) Binoculars (p. 6) Ordinary (p. 10) ||
 * Name: Kayla Deak Grade Level: Second**
 * Estimated number of days lesson will cover: 1 day**
 * Lesson Subject/Title:
 * Performance Standards:
 * ELA2R4 ****<span style="font-family: 'Times New Roman','serif'; font-size: 15px;">The student uses a variety of strategies to gain meaning from grade-level text. The student **
 * Lesson Objectives (What students will know and/or do) :
 * Essential Questions:
 * Key Vocabulary: schnauzer (p. 3)

Ask students how they figure out words that they don’t already know when reading. Go over what the plot, characters, and setting are in a story. Connect the book to the students. ||  ||   ||   || Demonstrate/Model (if appropriate) Guided Practice (if appropriate) Flip through the book and predict what we think will happen in the story. While doing this point out words that the students may not know the meaning of and figure out the meaning together. Read book together as a group, each person taking turns reading and stopping to go over important parts. Independent Practice (if appropriate) Read the book individually, whispering while reading. ||  || A Dog’s Best Friend book for each student Chart for each student to fill out. Pencils || Students will be given a chart and will fill out the plot, setting, and characters. We will go over it as a group at the end of the lesson. || Review how to figure out unknown words in text. Remind students not to get frustrated when they come across a word that they do not know. Go over the chart together as a group, answering any questions the students might have. ||  ||   ||   ||
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 2 minutes || Introduction/hook/activation of prior knowledge
 * 10- 15 minutes || Instructional activities
 * 2 minutes || Review and Closure

__**Activity**__
 * Title ||  ||
 * Author ||  ||
 * Plot ||  ||
 * Setting ||  ||
 * Main Characters ||  ||