Lesson+Plan

On this page you will find my weekly lesson plans. I will keep this updated as the year goes on so you can see what your child will be doing in the classroom! This lesson plan is for the week of Monday, May 19 - Friday, May 23, 2010

**Day 1: Monday**
 * Title:** Cloudy with a Chance of Meatballs; Helping to understand compound words
 * Subject:** Reading/Writing
 * Author:** Leigh Weiler
 * Grade Level:** 2




 * Overview:** For this lesson, we will begin by reviewing the concept of compound words. Students will then be instructed to take out a pencil and piece of paper and listen for compound words while I read them “Cloudy with a Chance of Meatballs.” When this is done, we will go to the computer lab where students will have the opportunity to create their own compound words (using the ones they found), and use them in a sentence.


 * Objectives:** The objective of this lesson is for students to fully understand compound words by creating their own and using them in a sentence. Students will also get the chance to work with Microsoft Word and Excel, to better their foundation with those programs.


 * Materials Needed:** Pencil and paper for writing down the 10 compound words. Computer using Microsoft Excel and Microsoft Office to complete the project.


 * Activities and Procedures:** The first activity will be going over and reviewing what we have learned about compound words. Next students will be instructed to take out a pencil and a piece of paper and to identify 10 compound words while I read “Cloudy with a Chance of Meatballs.” When I am finished reading I will go to each student and make sure they have correctly identified 10 compound words. Once that is done, we will head to the computer lab. Here the students will be instructed to open Microsoft Excel; they will be told to put the first half of their compound words under column “A” and the second half under column “B.” They will also be instructed to save their work after they have entered their first three words, and to do so often after that. When the students have completed this task they will then be instructed to highlight both of their columns. They will then be told to go to Data>Sort>Ascending Order>OK. This will scramble the words for them, thus creating new compound words. When the students have completed this task, they will print their lists and return to their computers. They will then be instructed to open Microsoft Word and create 5 sentences using at least 5 of their new compound words. These will as well be printed and turned in to the teacher.


 * Assessment:** Students will mainly be assessed by the completeness of the activity. Sentence structure and comprehension of compound words will also be taken into account. The students sentences don’t necessarily have to make sense (because the words will be fictitious) but the students should make an effort to somewhat explain their compound word with context clues in their sentences.

1)LA.2.1.4.1: The student will use knowledge of spelling patterns 2) LA.2.1.6.1: The student will use new vocabulary which is introduced and taught directly.
 * Standards:**


 * Day 2: Tuesday**
 * Title:** It’s All About the Weather
 * Subject:** Language Arts
 * Author:** Leigh Weiler
 * Grade Level:** 2




 * Overview:** Students will watch a short YouTube video from the movie ‘Cloudy with a Chance of Meatballs.’ In this clip there is a spaghetti tornado that the students will see. After they view this clip they will return to their desks and write a story about a storm that they remember. When they are done they will show me their writing for approval, type up their stories, and then draw a picture of the storm that they wrote about.


 * Objectives:** The objective for this assignment is for the students to work on their creative writing skills. They will also get the opportunity to work on telling a story that has a beginning, middle, and an end.


 * Materials:** For this assignment students will need a computer to view the YouTube clip and to type their stories using Microsoft Word. They will also need a pencil and paper for when they write their first copy of the story. They will also need crayons, colored pencils, or markers to draw their pictures that correlate with the story.


 * Activities and Procedures:** The students will first be instructed to watch the minute long video clip on YouTube [|Spaghetti Tornado] . When they are done watching that video they will visit the Weather Channel online to learn a little more about tornados, which they saw in the clip [|Tornados]. After they have watched this clip, and learned a little more about tornados they will be instructed to go to their desks and take out a piece of paper and a pencil. The students will then be told to write a story about a storm that they remember. This can be anything like a thunderstorm, hurricane, or a tornado like they saw in the video clip. If the students cannot remember a storm that they were in, the will be asked to make one up. They will be instructed that their stories need to have a beginning, middle, and an end, and that their sentences need to be complete. When they are finished they will be asked to bring their stories to me so I can read them and approve them. After their stories are approved, they will be instructed to return to the computer and type their stories using Microsoft Word. When they are done typing, they will print their stories and return to their desks. When they have returned to their desks they will be asked to use crayons, markers, or colored pencils to draw a picture that relates to the story they wrote.


 * Assessment:** Students will be assessed on their ability to tell a complete story. This requires the story to have a beginning, middle, and an end. They will also be assessed on whether or not they attempted to use complete sentences throughout the story.


 * Standards:**

1) LA.2.3.2.1 - The student will draft writing by maintaining focus on a single idea and developing supporting details

2) LA.2.3.2.2 - The student will draft writing by organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience.


 * Day 3: Wednesday**
 * Title:** Healthy You
 * Subject:** Language Arts
 * Author:** Leigh Weiler
 * Grade Level:** 2
 * [[image:mypyramid.jpg]]

Overview:** Students will visit mypyramid.gov where they will view the food pyramid and what is on each level. After they visit this site they will go to another site that offers different exercises for kids to do. After having a general understanding of what is healthy they will receive a food and exercise log. In this log they will fill out what they have ate already today and what exercise they have gotten. Part of their homework will be to bring the log home and fill the rest of it out. Students will also be brainstorming and drafting a story on their favorite meal.

Materials Needed: A computer will be needed to visit the website to view the food pyramid. There is also a handout that I will pass out that the students need to fill out. A pen and a few pieces of paper will also be necessary to brainstorm and draft their story.
 * Objectives:** The objectives of this lesson are to get a basic understanding of the food pyramid and what they need to eat to be healthy. Students will also be working on their brainstorming and drafting skills. They must have a substantial brainstorm outline in whatever form they choose, and a draft that has a beginning, middle, and an end.


 * Activities and Procedures:** First we will visit the computer lab where I will instruct the students to visit MyPyramid. This will show them the food pyramid [|Food Pyramid] . It is interactive so students can view each section of the food pyramid and what they need to eat daily to be healthy. There is also a section on exercise that will inform them about what they need to do daily to stay in shape. After visiting this website students will view an article on fun exercises for kids so they can get fun ideas for saying in shape [|Fun Workouts]. After the students have spent about 15-20 minutes viewing these websites they will return to the classroom. Here they will receive the worksheet [|Nutrition Log] and fill out what they have already accomplished for the day. I will inform them that the rest needs to be filled out at home after they eat dinner or do any other physical activities and needs to be brought back tomorrow. After they have filled out the sheet I will instruct them to take out a piece of paper and a pencil. Their first job is to brainstorm an idea for a story about their favorite meal. When they are done brainstorming they will be instructed to bring their idea up to me so I can OK it. After I OK their brainstorm I will instruct them to return to their desk, take out a clean piece of paper, and begin drafting their stories. If the students do not have time to finish their draft,


 * Assessment:** The students will be assessed on their ability to brainstorm by using a web. They will also be assessed by their ability to draft a story that has a beginning, middle, and an end.

1) LA.2.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writer's notebook, group discussion, other activities);
 * Standards:**

2) LA.2.3.2.1 - The student will draft writing by maintaining focus on a single idea and developing supporting details

3) LA.2.3.2.2 - The student will draft writing by organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience.


 * Day 4: Thursday**
 * Title:** Let’s Invent!
 * Subject:** Language Arts
 * Author:** Leigh Weiler
 * Grade Level:** 2


 * Overview:** In this lesson students will be going through the entire writing process. They will start with prewriting (or brainstorming) and end with publishing. In the book “Cloudy with a Chance of Meatballs” a kind of “nutty” professor invents a machine that makes food using only water. Students will view a short YouTube clip of this scene [|Inventions] as well as some other educational websites about inventions and inventors. When they are done doing this they will complete a prewriting exercise as well as a draft of their story. Their story will be based on an invention that they want to create. If students do not have time to finish their drafts, they will take it home and complete it as homework.


 * Objective:** The objective of today’s lesson is to complete the first two major processes of the writing process. Students will brainstorm ideas of what they want their invention to be, and how they can express that in a writing. They will also be starting, if not completing their first draft during class.


 * Materials:** A computer to view the YouTube video and the websites that I have provided. Students will also need a pencil and paper to complete their brainstorm and draft.


 * Activities and Procedures:** First we will head to the computer lab where I will provide the first link to the YouTube video [|Inventions] . Students will watch this and when they are done, I will provide a few important links to websites on inventions and their inventors [|All About Inventions] and [|Smithsonian Interactive Timeline] After students have spent time getting an idea of great inventions, we will head back to the classroom. Here I will instruct them to take out a piece of paper and a pencil and begin brainstorming an invention that they would like to create. When they are done they will be instructed to bring me their idea so I can OK it and they can begin the drafting process. Students will be instructed to begin the drafting process and if they do not have time to finish it during class, they will be instructed to take it home for homework.


 * Assessment:** Students will be assessed on their ability to prewrite and draft an original idea. They will also be assessed on their ability to follow directions and to complete the assignment whether they can do that in class or if it means taking it home for homework that night.

1) LA.2.3.1.1 - The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, webbing, drawing, writer's notebook, group discussion, other activities);
 * Standards:**

2) LA.2.3.2.1 - The student will draft writing by maintaining focus on a single idea and developing supporting details

3) LA.2.3.2.2 - The student will draft writing by organizing details into a logical sequence that has a clear beginning, middle and end and an awareness of audience.


 * Day 5: Friday**
 * Title:** Let’s Invent! (Part II)
 * Subject:** Language Arts
 * Author:** Leigh Weiler
 * Grade Level:** 2


 * Overview:** Today, the students will finish the last two parts of the writing process. They will begin by doing a combination of peer editing, and having me look over their drafts as well. Once they have done this, and have edited their drafts, they will be composing published drafts. Students will do this by going to the computer lab and typing up their stories on their inventions. If time permits, once everyone has typed and printed their stories, we will return to the classroom and the students will draw a picture of their invention below their story.


 * Objective:** The objective of this lesson is for students to begin to master the second half of the writing process. While they have spent time prewriting and drafting, it is time to incorporate revising and publishing into the mix. I will spend time at the beginning of class explaining revising their paper so they know what to look for when they are reading each other’s stories.


 * Materials:** A pen will be needed so students can revise their drafts, and know what they need to change. A computer will also be needed so students can type up their published drafts. Crayons, colored pencils, and markers will be need as well so students can draw a picture of their invention.


 * Activities and Procedures:** I will start the class by giving a basic explanation to the students on the revising process. When this is done I will instruct them to pair up with a friend and revise each other’s papers. While they are doing this I will meet individually with the students and revise their papers with them. Once that is done, we will head to the computer lab where the students will type their published drafts. Once everyone has typed and printed their final drafts we will head back to the classroom. Here I will instruct the students to use crayons, colored pencils, or markers to draw a picture of their invention to go with their story. Once this is done, they will turn their stories into me for grading.


 * Assessment:** Students will be assessed on their ability to understand the revision process. Although this is new to them, and they may not get the hang of it right away, by meeting with them one on one I can find out if they are grasping the concept. Students will also be assessed on their ability to finish a draft and to have corresponding picture to finish the assignment.


 * Standards:**

1) LA.2.3.2.2 - The student will revise by creating clarity by combining related simple sentences and sequencing new ideas into paragraphs 2) LA.2.3.3.4 - The student will revise by evaluating the composition, with the assistance of teacher, peer, checklist, or rubric. 3) LA.2.3.5.1 - The student will produce, illustrate, and share a variety of compositions.

All Photos Courtesy of Google.com and MyPyramid.gov

