Course Description

TEACHER: Sam Wilson - Gray COURSE: DEPARTMENT:

nd
GRADE LEVEL: 2 TOTAL STUDENTS 19 DATE: 1/23/17-1/27/17
TIME/PERIOD 9:00 9:35
TOPICS: Morning Meeting

PA State Standards
Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards

CCSS.Math.Content.2.OA.B.2
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of
two one-digit numbers.
CCSS.Math.Content.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706
equals 7 hundreds, 0 tens, and 6 ones.
CCSS.Math.Content.2.NBT.A.1.a
100 can be thought of as a bundle of ten tens called a "hundred."
CCSS.Math.Content.2.NBT.A.1.b
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or
nine hundreds (and 0 tens and 0 ones).
CCSS.Math.Content.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
CCSS.Math.Content.2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-
900.
CCSS.Math.Content.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols
appropriately.
CCSS.Math.Content.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of
equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
CCSS.ELA-Literacy.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and
adults in small and larger groups.
CCSS.ELA-Literacy.SL.2.1.a
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.2.1.b
Build on others' talk in conversations by linking their comments to the remarks of others.
CCSS.ELA-Literacy.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested detail or
clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

Administrators initials: _____________

 Objectives
Objectives correspond with PA State Standards listed above.

SWBAT add and subtract 10 from the number of the day.

SWBAT add 100 to the number of the day.
SWBAT tell time from an analog clock to the nearest five minutes.
SWBAT solve word problems involving quarters, pennies, nickels, and dimes using the appropriate $ and
symbols.
SWBAT recognize and name a star, rhombus, and triangle based on their attributes.
SWBAT participate in conversations with peers and adults about math topics.
SWBAT follow rules for discussions.
SWBAT produce complete sentences when appropriate during discussions.
Lesson Introduction: (5-7 min)

8:35-9:00
Students should be completing morning work independently as soon as they come in. Rocket binders will be
checked for a parents signature. I will be walking around making sure that students are on task and completing
their morning work. (Try getting J.S. to complete morning work).

Activities/Procedures: (25-30min)
Lesson Plans are conducive to student achievement and focus on PA State standards and objectives

At 9:00 I will quickly go over the schedule for the day and make sure everyone understands what were doing
for the day. I will send Cinco to the back of the room with his morning work and pencil. The morning meeting
helper will have the sticks on his/her desk and start pulling sticks to go over morning meeting. I will continue to
walk around the room to check for correct answers. Dojo points can be awarded occasionally for those who are
focused and completing their work. The questions about money and adding or subtracting from the number of
the day will be drawn on the back as needed. Once morning work is complete, students will be instructed to put
their morning work into their rocket binder and sit on the carpet. The morning meeting helper will stand in front
of the class with me. I will start by asking what the date is (day, month, number, year). One or two other
students will be asked to repeat the date. I will be watching to make sure that I have everyones attention. I will
then ask the morning meeting helper to choose someone to tell me what comes next in the pattern, attributes of
the shape, followed by a participant to draw a line of symmetry. Students will then be asked whether the line of
symmetry is correct and how they know. Ask if anyone remembers what the two pieces of a shape are after a
line of symmetry is called. After this is complete, we will stand for our greeting. The morning helper will start
us off.

Starting 1/30 telling time in the future on morning work has increased to 2 or 3 hours later and instead of
making an equation that equals $1.00 we will give them an amount and they should tell us how much more is
needed. A place value chart was also added.

Administrators initials: _____________

Administrators initials: _____________
 Closing& Assessment: (5-7 min)

If there is enough time after going through morning meeting, the morning helper can choose a game to play.

Students are expected to be sitting quietly and focused during morning meeting. Participation is expected and
they should be able to answer whatever question they are chosen to answer.

Assessment for morning meeting will be formal and informal. Their answers on the morning work and their
explanations with their answers will be used to assess their understanding and whether they meet the objectives.

Assessment Procedures: (check all that apply)

Structure should simulate PSSA testing format to assist with PSSA test prep
Formative Summative
Guided Practice Participation Unit/Chapter Test PSSA Type Questions
Enrichment PSSA Type Questions Oral Presentation Notebook Check
Homework Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios

Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Text Book: Other:
Graphic Organizer/Handouts(s): morning work
Technology:

Accommodations

Students can draw their answers if needed, but Some students have money charts on their desk to help
accommodations should not be needed for students. with morning work.
Specific students may be called on during morning Place value chart
meeting to ensure that everyone is focused.

Differentiated Instruction
Administrators initials: _____________
Drawings will be used to help the students who cannot Drawings to represent adding 10, adding 100, and
add the money. subtracting 10.

Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles
Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of subject matter meaningful for students.
Evidence/Reflection:

INTASC 2: Child development and learning theory

The teacher understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
Evidence/Reflection:

INTASC 3: Learning styles/diversity

The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Administrators initials: _____________
INTASC 4: Instructional strategies/problem solving
The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.
Evidence/Reflection:

INTASC 5: Motivation and behavior

The teacher uses an understanding individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagements in learning, and self-motivation.
Evidence/Reflection:

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:

INTASC 7: Planning for instruction

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
Evidence/Reflection:

INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection:

INTASC 9: Professional growth/reflection

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.

Administrators initials: _____________

Evidence/Reflection:

INTASC 10: Interpersonal relationships

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
students learning and well-being.
Evidence/Reflection:

Administrators initials: _____________