Mr.

Cordy’s Lesson Plan for Tuesday, February, 27 2018 

7:50-8:10 am  TSW enter the classroom silently. TSW unpack their backpacks by taking out their 
Morning  ROCKSTARS (binder) and lunch boxes if they have them. TSW complete their morning 
Routine  review work for the day. The morning announcements will begin at 8:00 am. TTW take 
attendance and complete the Lunch Count form. 

8:10-8:30 am  Greeting:​ TSW participate in a greeting to welcome each other into the classroom. 
Crew Meeting     
Activity: ​TSW participate in an activity to build our class community and review key skills. 
 
Morning Message/Calendar: ​ TSW will read together the morning message to learn about 
what is happening in our day. TS of the day will lead the calendar rotation. 
 
Share: T
​ S participate in the share activity for the day. 

8:30-9:30 am  RL.2.3RL.2.7 

Reading  8:30-9:30 am Reading Workshop 
Workshop  LT: ​I can infer character traits by noticing how characters respond to challenges. 
   
GR Group:  Lesson: ​ “Readers, we have talked about paying attention to what characters do and say in 
Lions  order to infer their character traits. Remember that character traits are describing words we 
DRA: ​24  use to talk about what a character is like on the inside. Do you remember some of the 
Skill: ​Retelling  character traits we came up with?” Review ongoing anchor chart. “Today I want to teach you 
with key details  to pay close attention to how characters respond to challenges. If you remember, we talked 
  about how challenges are the problems that characters run into. The way a character deals 
  with a problem can tell us a lot about what that character is like. Let me show you an 
Reading  example.” 
Conferences   
  Remind students of the events of the chapter “The Kittens” from the Henry and Mudge book - 
V.V  how kittens were born at the house next door to Henry, and how they stayed in a little basket. 
  Then, say, “I’m going to read the part about when a new dog came to the house with the 
I.C  kittens. This was a challenge for Mudge, and the way he deals with that challenge tells us a lot 
  about Mudge as a character.” Read p. 42 - 46, when Mudge scares the other dog away. “Wow! 
A.D.  This was a big challenge for Mudge, wasn’t it? Mudge loved the kittens and wanted to protect 
them from the new dog. Mudge didn’t get scared and run away. He barked and barked until 
he was let out of the house. And then he ran up to the new dog, and snapped and growled at 
him until the new dog left the kittens alone. This tells me about what kind of dog Mudge is. 
Mudge is really brave!” Add “brave” to the character traits chart. Then, ask, “Based on how 
Mudge overcame this challenge, can you think of any other traits we can add to the chart?” 
Possible student responses: protective, loving, strong, smart, etc. “As you read today and every 
day, pay close attention to how your characters deal with problems. Just like we did today 
with Mudge, you can learn a lot about your characters by noticing how they overcome 
challenges.” 
 
Midpoint Workshop Teaching Point: E ​ ncourage students to practice this skill as they read 
independently. Ask, “What problem does your character have to solve? How is he/she solving 
it? What does that tell you about his or her character?” Halfway through students’ 
independent reading time, ask them to stop for a moment. Have students share out character 
traits that they come up with, and talk briefly about how they inferred those traits. You can 
 also do this during sharing time, as well.  
 
Independent Practice: ​TSW read just right books and recording text evidence of how a 
character responded to an situation. 
 
Share: T
​ SW share how they used the strategy focused upon. 
 
Centers 
 
TSW will complete their center of the day. These centers are differentiated based on 
readiness and choice. 
 
Activity:​ TSW complete a Long U activity. 
 
Compass Learning:​ TSW complete just right RIT folders.  
 
Independent Reading:​ TSW read just right books and books of interest independently.  
 
Raz-Kids:​ TSW listen to and read books based on DRA/AR Levels, and answer questions 
based on these books.  
 
Grouping/Assessment 
Grouping: Whole/Independent/Heterogeneous Groupings (Partnerships and Groups)  
Assessment: Teacher observation of student grasp of the concept, work samples, and 
questioning. 

9:30-10:00  RF.2.3 
Fundations  LT: ​ I can use Fundations to help me improve my spelling and reading. I can articulate 
consonants, vowels, and digraphs. 
  
TTW continue with the current unit within Fundations. Unit 4, Day 1 
  
Grouping/Assessment 
Grouping: Whole Group 
Formative: Teacher observation, work samples, and progress tracking 
Summative: Unit Spelling Assessment/ESI 

10:00-11:00 10:00-10:30 Media Center 10:30-11:30 Spanish 

11:00-11:30  SS2H1 
Social Studies  LT: I​ can identify historical figures (Dr. Martin Luther King, Jr.) and their contribution to 
Georgia and the world at large. 
  
I can give examples of how these historical demonstrated positive citizenship traits. 
  
● TTW review the guiding questions for our case study. 
● TTW read aloud, Dr. Martin Luther King, Jr. 
● After reading the read aloud, TSW work together as crew complete a fill in the 
blank activity to check their comprehension of the biography. 
● TS may add information that they learned about Dr. King to the L part of their 
 KWL chart if applicable. 
  
Grouping/Assessment 
Grouping:​ Whole/Independent  
Assessment:​ Journal entry, questioning, teacher observation, and culminating project 

11:38-12:08 Lunch 

12:08-12:30 Recess 

12:30-1:20 Math  2.NBT.7 

  LT: I can add two numbers with a sum less than 1,000 using expanded form. 
 
Whole Group Review: Using a word problem, TTW review using the strategy of 
adding two 3-digit numbers using expanded form strategy. TSW use the CUPS 
strategy to read the word problem closely. 
 
Center Activities: TSW complete their Math Station for the Day with students 
reviewing previously taught concepts, new concepts, and practicing essential math 
strands such as problem solving, fact fluency, and mathematical discussion. 
 
Grouping and Evaluation 
Grouping: Cooperative Pairs/ Mixed Ability Groups/ Small Groups based on Pre-Assessment 
Data and Teacher Observational Data 
Evaluation: Teacher Observation of Student Grasp of the Concept, Work Samples, 
Questioning 
Summative: Post- Assessment 

Small Group Work 

 
G1- TTW provide guided support in using the expanded form strategy by linking manipulatives to expanded 
form. 
 
G2- Compass Learning/ TSW practice using the expanded form strategy to add two numbers with sums to 1,000.  
 
G3- TTW model using the expanded form strategy to add two numbers with sums greater than 1,000.   
 
G4- TTW model using the expanded form strategy to add two numbers with sums greater than 10,000.   
 
TSW complete leveled work based on their readiness level.   
1:20-2:10 Writing  W.2.1SL.2.1.a 
1:20-2:10 Writing Workshop  
  
LT: ​ I can write an opinion with supporting reasons and examples. I can recall information 
from a text and participate in a shared writing project. 
  
Connection: T ​ TW share and discuss the “I CAN” statements. 
  
Teaching/Modeling: D ​ isplay and explain the S’more Opinion Writing Poster.   
● Explain to the class that you will be writing an opinion piece together. 
● As a class, decide whether you believe it is a duck or a rabbit referring back to the 
text.  
● Thinking aloud, brainstorm some ideas for the introduction (top graham cracker). 
● Remind them that you have to explicitly state your opinion {e.g. In our opinion...; 
We believe that...; It seems to us that...}.   
● Write the introduction on chart paper. 
● Pass out a sentence strip to small groups of students. 
● Using their completed Duck! Rabbit! Response from yesterday, each small group 
will work together to write a sentence that states one reason (the chocolate layer) 
why the class thinks it is a duck or a rabbit. 
● TTW call on one pair or group to share their sentence with the class and tape it to 
the chart paper under the introduction. 
● Under the sentence strip, work with the students to come up with an example (the 
marshmallow layer) from the text that explains or supports the reason. Write it on 
the chart paper. 
● Continue adding and layering reasons and examples to the chart paper. 
● Finally, decide together on a concluding statement (bottom graham cracker). You 
may want to have students turn and talk with a partner to brainstorm some ideas. 
Remind them that the ending needs to restate the opinion {e.g. That is why..., So 
you see..., Now you know...}. Write it on chart paper. 
● Reread and reflect on the opinion piece you wrote together as a class. 
Wrap Up/Summary: ​TTW summarize the lesson using the created chart.​ T ​ SW reflect on the 
“I CAN” statements. 
  
Grouping/Evaluation 
Grouping based ​on: Conference notes and on-demand assessment data 
Formative:​ Observation, work sample (group contributions) 
Summative:​ Opinion Writing Sample/Rubric/Checklist 

2:10-2:20   Closing Circle 

2:25-2:30   2:25 End of the Day Announcements 

● 2:25 Bus Riders/After School Transportation 
● 2:27 Car Riders 
● 2:30 Animal Crackers/Walkers