Unit 2: Lessons 9 - 13

Due to time constraints, I will no longer be posting pictures that go along with each lesson. I will be linking the Facebook post if you'd like to see pictures!

Lesson 9 Facebook Pictures

Lessons 10 - 12 Facebook Pictures

Lesson 13 Facebook Pictures

Unit 2 Lesson 9

Used a pear deck slide to activate background knowledge about reptiles. The close reading didn’t take us to 85 minutes planned in the teachers guide. We also did the Web while reading so that did not take an extra 20 minutes. We put our reptile foldable in our interactive notebook.

Language: we did not do the blank busters. Instead they practiced spelling words in your notebooks using the choice board I gave them last week.

We had extra time due to the close reading, not taking as long as planned (took about 45 minutes). We started an animal research project. I am using these sheets from Super Teacher Worksheets!

The kids searched up an animal class (on Epic) to find an animal they weren’t familiar with. I didn’t want them doing something they could easily answer - I want them to have to read to research. They just started filling out these sheets. They’re also going to be creating a shoebox project to go alone with their research!

Unit 2 Lesson 10

In this lesson, students are asked to use a variety of strategies to figure out unknown words. The TG wants you to write these sentences on the board…but how can you tell if the kids are actually figuring out the clue words?? I try to make as much of the lesson as I can visual and have a way for the kids to show me they know.

So for this part of the lesson, I wrote the sentences on slides and turned it into a drawing slide using @peardecklearning. I could see which kids were able to pick out the clue words. A non-tech alternative would be to print these out (all 4 on a sheet), and have the kids use highlighters.

Unit 2 Lessons 10-12

Spelling: I gave them the root words, and they completed the -ed and -ing suffixes on their own. We checked over it together and most of my students were able to complete this proficiency!

For list 3, we figured out which were nouns and verbs, then talked about the y + suffix rule. They matched them in their interactive notebook, and I had some sorting them into nouns and verbs on their own!

Listening/Reading: To save time, we fill out the animal webs as we read the story together (as opposed to an additional 20 minute writing time). I also made sure to do the worksheets related to text gestures and comparing/contrasting since those are major reading skills taught in this unit. I pulled the clue words (lesson 12) sentences from the listening and had the kids highlight the clue words. I did the same with context clues (lesson 10).

Writing: I have been giving them less help on the paragraph writing and they’re doing amazing! I didn’t even mention the order words (whoops, I forgot ) and many kids included them in their supporting detail sentences.

Research: We are flying through these lessons so we have about 25 minutes left to research! This is taking the place of the end of unit writing. The kids are much more engaged and this pushes those higher kids. More on this project soon!!

Unit 2 Lesson 13: Asking Questions

This was a tough one for my students! It helped to display the reader (Amplify Hub) on the whiteboard. I stopped at the beginning of each continent, we read the first sentence to find the main idea (highlighted with the tools), then posed a question (pictured).

They wrote this in their notebook, then we listened for the answer in the text. Kids came up to the board and underlined text evidence.