Grade 2:

What Makes Bugs Unique?

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Table of Contents
Rationale ...................................................................................... 3
Teacher Quality Standards Connection .................................... 5
Differentiation .............................................................................. 6
Curricular Connections .............................................................. 7
Month Overview ........................................................................ 15
Week Overview .......................................................................... 24
Expanded Lesson Plan ............................................................. 34
Assessment Plan ...................................................................... 36
Resources .................................................................................. 39

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 Rationale
This unit is focused on creepy crawlers that live within Alberta. The goal of this

unit is for the students to have a better understanding of insects that live in Alberta.

The students will learn about the insect life cycles, what they eat and how they live.

The students will have a better understanding of how other creatures live in the

world and how they fit into the food chain. Students will gain an appreciation of

insects’ contributions to the environment and how they can protect these creatures.

Students will also gain an in-depth understanding of an insect of their choice through

the culminating performance task.

The unit is cross curricular and includes the subject areas of English language

arts, mathematics, science, health, art and physical education. All of the subject

areas are thematically organized to relate to spiders, ladybugs, caterpillars and

butterflies. The culminating project of this unit is the creation of a “My Favorite Bug

is…” research book. This will be made possible with the combination of the non-

fiction unit in English language arts and with the science unit of creepy crawlers.

With both subject topics, the students will be able to create a well-planned and

thoughtful research project.

The subject areas of art, physical education and health will all be thematically

inspired by creepy crawlers. This connection will be made through the use of read

aloud books that pertains to insects. The math portion of this unit will focus on

numbers to 100. This will add to the students’ skill in counting sequences, numeracy

and algebraic expression. The math of this unit will need more time to complete

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than just this one month. That is why this math portion is uncomplete in the sense of

no culminating activity or project.

The thematic and cross curricular nature of this unit allows for students to be

more engaged, excited and therefore learn more meaningfully in this unit. I have

planned to use the community resources to support and extend students learning.

There are three field trips planned for this unit. These field trips will culminate the

learning that occurred throughout the week.

The parental connection throughout this unit will be based on the bug celebration

that will be held at the end of the unit. At this celebration, students will demonstrate

their learning of insects through a fair style presentation of their research book.

Students will invite their parents, school staff and community members to join in their

celebration of learning.

The assessment plan of this unit is based heavily on formative assessment. The

learning that occurs in this unit is based on the students’ self-direction and inquiry.

Therefore, I have decided to use more formative assessment than summative to

ensure that students learning is prioritized over assigning a given grade. The main

summative assessment of this unit is the research project book that pulls together

ELA and the science portion of the unit. Students will have opportunities to draft,

edit, revise, confer and reflect on their project before publishing. The goal of this

assignment is to produce a project that students are proud to share.

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 Teacher Quality Standards Connection
Teacher Quality Standards Application to Unit

1. A teacher builds positive  Throughout this unit, and the duration of the year I as a teacher will
and productive ensure that I fulfill these standard by ensuring that strong
relationship with connections between students, parents/guardians, fellow teachers,
students, school staff and community members are created early with
parents/guardians, peers consistent upkeep to ensure further development
and others in the school  I will be sure to keep students updated on their students’ progress
and local community to through the class Dojo, home reading program, in person
support student learning communication and a weekly call home or email (dependent on
parent/guardians preference). This communication will inform the
parent/guardian on how their child is progressing, learning and
developing in the classroom
 The final research project for this unit will also be a way in which
student-teacher-parent/guardian connection is enforced. Parents
will be invited for a celebration of learning. This celebration will be
a time in which students will share their research projects in a fair
style way. The students will create snacks, drinks and decorations
in preparation to this event.
2. A teacher applies a  The planning of this unit has been extensively thought out, revised
current and and reflected upon. I am proud of this unit because of the work that
comprehensive has gone into it. The month overview demonstrates my ability to
repertoire of effective plan for instructional and assessment practices as a part of a long-
planning, instruction, range plan. The week long overview further demonstrates my
and assessment ability to focus plans and scaffold the learning of the students to
practices to meet the consistently progress the learning of each student. The lesson plan
learning needs of every sample demonstrates my ability to articulate what a lesson plan
student needs to incorporate to be effective.
3. A teacher establishes,  The differentiation planning for this unit demonstrates my ability to
promotes and sustains plan to meet all students no matter their ability. The unit reflects
inclusive learning this as it is easily adaptable for a multitude of learning abilities and
environments where styles.
diversity is embraced,  The students in the classroom will be a valued part of the
and every student is community. Each student will have the ability to express
welcomed, cared for, themselves, to have their voice heard, to be recognized for their
respected and safe work and efforts.
 This unit is also adaptable to follow the inquiry and interests of the
students. The best learning occurs when students are engaged
and have autonomy of their own learning. Allowing and enabling
students to make choices and decisions creates an community of
learners within the classroom

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 Differentiation
English The differentiation for any ELL student for this unit would be to provide him or her the
Language opportunity to express themselves in their best way.
Learners  This could mean providing opportunity for the student to draw out an idea or response
(ELL) rather than having to write the same amount as non-ELL students.
 Encouraging student to use their oral language skills by speaking up in class or
verbally telling you a response to a question, prompt or project
 Specifically, for this unit, I would allow the student to use a video recorder for their final
research project. I would encourage the student to also write what they could for the
project, but to ensure that they are able to fully contextualize themselves through a
video recording
 I have created many hands-on experiences for the students to participate in to adapt to
ELL student as well. These types of activities are great for ELL students as they allow
for the same meaningful learning to occur rather than through written text
 The students will have many opportunities throughout the day to be read to or to have
interactive reading. This will help the ELL student and all other students to develop
oral language skills. As well as comprehension skills will be developed through more
verbal questioning than of written
 I will provide the student a scribe if needed for the class so that they are able to
express themselves
 Provide the ELL student with opportunities to be a helper so they are encouraged to
communicate with other classmates
 I will label the classroom extensively so that the student will have the opportunity to
adapt to sight words within the classroom
 Outside literacy coaching will also be very important aspect of the ELL students’
progress.
 Parent communication and involvement in home reading programs will be essential.
Keeping in contact through class Dojo that will translate the messages into the
language they are most comfortable with
Behavioral  For a talkative student I would provide the class with visual voice monitor that will be
Issue adjusted based on their volume
(Talkative  Provide the student with the opportunity to have a class job so that they can move
student) around and talk with purpose
 Provide the student with “talking tickets”. These tickets will be given to the student
earlier in the year. Every time the student talks in class, they have to give a ticket to
the teacher. When the tickets are out for that day, they have to wait to talk.
 Providing the student with sticky notes or paper to write their questions, comments and
concerns at their desks instead of blurting out. This would work well when the student
runs out of talking tickets
 Make a note to the entire class to use “think time” before they blurt out in class
Above Grade  Give students who are above grade level the option for extra work. This work would be
Level in the form of “busy boxes” that are open to all students once they are done their first

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 priority work. These busy boxes are integrated into the topics of the week and of the
unit. The boxes will be a combination of hand-on activities that are still purposeful and
educational
 Give students the opportunity to work on an inquiry based project similar to a genius
hour project. This project should be related to the unit of study but offers the
opportunity for the student to have direction to their extra time

Below Grade  For below grade level students, give them time to catchup during the week. In this unit,
Level I have created a “catchup and mustard” time for all the students. In this period of time,
students will finish what work they have left over from the week. For the student
completed everything this time will be regarded as “free time” with the books from the
class library and educational board games
 Provide opportunities for student to have one-on-one time with the teacher. The guided
reading and guided math time is a great time into which work with students one-on-
one. Also give time for the student to come in before or after the school day to give
additional one-on-one time
 Create a home reading program that provides the student time to work on aspects that
they are below or behind in with a parent. The connection between the home and
school life is essential to ensuring that students improve.

Curricular Connections

Subject Outcomes
Area
Math General Outcome: Develop number sense.
Specific Outcome 1
Say the number sequence 0 to 100 by:
 2s, 5s and 10s, forward and backward, using starting points that are multiples of 2, 5 and
10 respectively
 10s, using starting points from 1 to 9
 2s, starting from 1.
Specific Outcome 2
 Demonstrate if a number (up to 100) is even or odd.
Specific Outcome 3
 Describe order or relative position, using ordinal numbers (up to tenth).

Specific Outcome 4
 Represent and describe numbers to 100, concretely, pictorially and symbolically.
Specific Outcome 5
 Compare and order numbers up to 100.
Specific Outcome 6
 Estimate quantities to 100, using referents.
Specific Outcome 7
 Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.

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English 1.1 Discover and Explore
Language Express ideas and develop understanding
Arts • contribute relevant ideas and information from personal experiences to group language
activities
• talk about how new ideas and information have changed previous understanding
• express or represent ideas and feelings resulting from activities or experiences with oral,
print and other media texts
Experiment with language and forms
• use a variety of forms of oral, print and other media texts to organize and give meaning to
experiences, ideas and information
Express preferences
• explain why particular oral, print or other media texts are personal favourites
Set goals
• recognize and talk about developing abilities as readers, writers and illustrators
1.2 Clarify and Extend
Consider the ideas of others
• connect own ideas and experiences with those shared by others
Combine ideas
• record ideas and information in ways that make sense
Extend understanding
• find more information about new ideas and topics
General Outcome 2 (Gr. 2)
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues
Use prior knowledge
• use knowledge of how oral and written language is used in a variety of contexts to
construct and confirm meaning
• connect personal experiences and knowledge of words, sentences and story patterns
from previous reading experiences to construct and confirm meaning
• use knowledge of the organizational structures of print and stories, such as book covers,
titles, pictures and typical beginnings, to construct and confirm meaning
Use comprehension strategies
• use knowledge of oral language to predict words when reading stories and poems
• apply a variety of strategies, such as asking questions, making predictions, recognizing
relationships among story elements and drawing conclusions
• identify the main idea or topic and supporting details of simple narrative and expository
texts
• identify by sight an increasing number of high frequency words and familiar words from
favourite books
• read aloud with fluency, accuracy and expression
• figure out, predict and monitor the meaning of unfamiliar words to make sense of reading,
using cues such as pictures, context, phonics, grammatical awareness and background
knowledge
Use textual cues

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 • preview book covers and titles; look for familiar words, phrases and story patterns to
assist with constructing and confirming meaning
• use predictable phrases and sentence patterns, and attend to capital letters, periods,
question marks and exclamation marks to read accurately, fluently and with
comprehension during oral and silent reading
Use phonics and structural analysis
• apply phonic rules and generalizations to read unfamiliar words in context
• apply knowledge of long and short vowel sounds to read unfamiliar words in context
• use knowledge of word parts, contractions and compound words to read unfamiliar words
in context
• associate sounds with some vowel combinations, consonant blends and digraphs, and
letter clusters to read unfamiliar words in context
Use references
• put words in alphabetical order by first letter
• use pictionaries and personal word books to confirm the spellings or locate the meanings
of unfamiliar words in oral, print and other media texts
2.2 Respond to Texts
Experience various texts
• engage in a variety of shared and independent listening, reading and viewing
experiences, using oral, print and other media texts from a variety of cultural traditions
and genres, such as legends, video programs, puppet plays, songs, riddles and
informational texts
• identify favourite kinds of oral, print and other media texts
• model own oral, print and other media texts on familiar forms
• respond to mood established in a variety of oral, print and other media texts
Construct meaning from texts
• connect situations portrayed in oral, print and other media texts to personal and
classroom experiences
• retell the events portrayed in oral, print and other media texts in sequence
• suggest alternative endings for oral, print and other media texts
• discuss, represent or write about interesting or important aspects of oral, print and other
media texts
• express thoughts or feelings related to the events and characters in oral, print and other
media texts
Appreciate the artistry of texts
• identify and use words and sentences that have particular emotional effects
• identify words in oral, print and other media texts that create clear pictures or impressions
of sounds and sights
2.3 Understand Forms, Elements and Techniques
Understand forms and genres
• recognize that ideas and information can be expressed in a variety of oral, print and other
media texts
• identify and explain the use of various communication technologies
Understand techniques and elements
• identify main characters, places and events in a variety of oral, print and other media texts

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 • identify how pictures, illustrations and special fonts relate to and enhance print and other
media texts
Experiment with language
• demonstrate interest in the sounds of words and word combinations in pattern books,
poems, songs, and oral and visual presentations
2.4 Create Original Text
Generate ideas
• use own and respond to others' ideas to create oral, print and other media texts
Elaborate on the expression of ideas
• add descriptive words to elaborate on ideas and create particular effects in oral, print and
other media texts
Structure texts
• create narratives that have beginnings, middles and ends; settings; and main characters
that perform actions
• use traditional story beginnings, patterns and stock characters in own oral, print and other
media texts
General Outcome 3 (Gr. 2)
Students will listen, speak, read, write, view and represent to manage ideas and
information.
3.1 Plan and Focus
Focus attention
• relate personal knowledge to ideas and information in oral, print and other media texts
• ask questions to determine the main idea of oral, print and other media texts
Determine information needs
• ask questions to focus on particular aspects of topics for own investigations
Plan to gather information
• recall and follow directions for accessing and gathering ideas and information
3.2 Select and Process
Use a variety of sources
• find information on a topic, using a variety of sources, such as simple chapter books,
multimedia resources, computers and elders in the community
Access information
• use text features, such as table of contents, key words, captions and hot links, to access
information
• use given categories and specific questions to find information in oral, print and other
media texts
• use the library organizational system to locate information
Evaluate sources
• recognize when information answers the questions asked
3.3 Organize, Record and Evaluate
Organize information
• categorize related ideas and information, using a variety of strategies, such as finding
significant details and sequencing events in logical order
• produce oral, print and other media texts with introductions, middles and conclusions
Record information
• record key facts and ideas in own words; identify titles and authors of sources

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 Evaluate information
• examine gathered information to decide what information to share or omit
3.4 Share and Review
Share ideas and information
• share, with familiar audiences, ideas and information on topics
• clarify information by responding to questions
Review research process
answer questions, such as "What did I do that worked well?" to reflect on research experiences
Science 2-10 Describe the general structure and life habits of small crawling and flying animals;
e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local species
that have been observed.
Specific Learner Expectations
Students will:
1. Recognize that there are many different kinds of small crawling and flying animals, and
identify a range of examples that are found locally.
2. Compare and contrast small animals that are found in the local environment. These
animals should include at least three invertebrates-that is, animals such as insects,
spiders, centipedes, slugs, worms.
3. Recognize that small animals, like humans, have homes where they meet their basic
needs of air, food, water, shelter and space; and describe any special characteristics that
help the animal survive in its home.
4. Identify each animal's role within the food chain. To meet this expectation, students
should be able to identify the animals as plant eaters, animal eaters or decomposers and
identify other animals that may use them as a food source.
5. Describe the relationships of these animals to other living and nonliving things in their
habitat, and to people.
6. Identify and give examples of ways that small animals avoid predators, including
camouflage, taking cover in burrows, use of keen senses and flight.
7. Describe conditions for the care of a small animal, and demonstrate responsible care in
maintaining the animal for a few days or weeks.
8. Identify ways in which animals are considered helpful or harmful to humans and to the
environment.
Health Students will develop effective interpersonal skills that demonstrate responsibility,
respect and caring in order to establish and maintain healthy interactions.
Understanding and Expressing Feelings
Students will:
R-2.1 recognize that individuals make choices about how to express feelings; e.g., frustration
R-2.2 become aware that the safe expression of feelings is healthy
R-2.3 identify possible psychological and physiological responses to stress
R-2.4 develop communication strategies to express needs and seek support; e.g., if touched in a
way that makes one feel uncomfortable, who and how to tell

Students will make responsible and informed choices to maintain health and to promote
safety for self and others.
Personal Health
Students will:

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 W-2.1 describe the effects of combining healthy eating and physical activity
W-2.2 examine the need for positive health habits; e.g., adequate sleep, sun protection
W-2.3 demonstrate appreciation for own body; e.g., make positive statements about activities
one can do
W-2.4 describe personal body image
W-2.5 classify foods according to Canada’s Food Guide to Healthy Eating, and apply knowledge
of food groups to plan for appropriate snacks and meals
W-2.6 determine safe and responsible use of medications
Physical General Outcome A: Activity
Education
Students will acquire skills through a variety of developmentally appropriate movement activities;
dance, games, types of gymnastics, individual activities and activities in an alternative
environment; e.g., aquatics and outdoor pursuits.

Specific Outcomes

Basic Skills—Locomotor;

e.g., walking, running, hopping, jumping, leaping, rolling, skipping, galloping, climbing,
sliding, propulsion through water

Students will:

 A2-1 select and perform locomotor skills involved in a variety of activities

 A2-2 N/A

Basic Skills—Nonlocomotor;

e.g., turning, twisting, swinging, balancing, bending, landing, stretching, curling, hanging

Students will:

 A2-3 select and perform nonlocomotor skills involved in a variety of activities

 A2-4 N/A

Basic Skills—Manipulative:

receiving; e.g., catching, collecting; retaining: e.g., dribbling, carrying, bouncing,

trapping: sending; e.g., throwing, kicking, striking

Students will:

 A2-5 select and perform ways to receive, retain and send an object, using a variety of
body parts and implements, individually and with others
 A2-6 N/A

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 Application of Basic Skills in an Alternative Environment

Students will:

 A2-7 select and perform basic skills in a variety of environments and using various
equipment; e.g., obstacle course

Application of Basic Skills in Dance

Students will:

 A2-8 demonstrate basic dance steps and movement; e.g., creative, folk, line, sequence
and novelty, alone and with others, by using elements of effort, space and relationship
 A2-9 perform simple movement sequences by using elements of body and space
awareness and relationships, alone and with others

Application of Basic Skills in Games

Students will:

 A2-10 create and play body and space awareness games

 A2-11 apply basic rules and fair play while playing and learning the strategies of lead-up
games

Application of Basic Skills in Types of Gymnastics

Students will:

 A2-12 select and perform the basic skills in educational gymnastics; e.g., use of different
body parts, types of effort, space and relationships, to develop a sequence

Application of Basic Skills in Individual Activities

Students will:

 A2-13 select and perform basic skills of running, jumping, throwing in a variety of
environments and using various equipment; e.g., catching

Art Component 3 - APPRECIATION: Students will interpret artworks literally.

Concepts

A. Art takes different forms depending on the materials and techniques used.

B. An art form dictates the way it is experienced.

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C. An artwork tells something about its subject matter and the artist who made it.

D. Colour variation is built on three basic colours.

E. Tints and shades of colours or hues affect the contrast of a composition.

F. All aspects of an artwork contribute to the story it tells

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 Month Overview
Week 1:
Spiders
Time Monday Tuesday Wednesday Thursday Friday
8:46 to Classroom Community Meeting
9  Morning Message
9:15  Community Question
 Agenda for the Day
9:15 to MATH: Writing Workshop: Math: Counting a 100- Writing Workshop: MATH: Odd and Even
10:00 Counting on a Number  Checking for Chart  Incorporating Numbers
Line Clarity (Calkins)  Life Sized 100 features of How-  Even Steven and
 Spider Number Chart Hop Scotch To writing Odd Tod the
Line Race (Calkins) Spiders

M. SLO 1 ELA. SLO 1.1, 1.2, 2.1,

ELA. SLO 2.1, 2.2, 2.3 2.2, 2.3 M. SLO 1 ELA. SLO 1.1, 1.2, 2.1, M. SLO 1, 2
2.2, 2.3
10:00 to GYM/DPA: MUSIC GYM/DPA: LIBRARY GYM/DPA:
10:30 Spider Tag (with another teacher) Don’t Jiggle the Spider! (with Librarian) Spiders Web

PE GLO: A, C, D PE GLO: A, C, D PE GLO: A, C, D

10:30 to Recess
10:45
10:45 to Math Centers: ELA Centers: Math Centers: ELA Centers Math Centers:
11:30  Roll and Count  Guided Reading  Spider Number  Guided Reading  The Great Bug Chase
Bugs  Raz Kids Charts  Raz Kids  Guided Math
 Spider 10  Roll and Count bugs  Roll and Count Bag
Frame

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  Spider Sort and  Spelling Station  Guided Math  Spelling Station
Pattern (Rubber stamps- (Magnetic Letters of M. SLO 1, 2
 Guided Math words from the M. SLO 1 words from the unit)
unit)
M. SLO 1 ELA SLO 2.1, 2.2
ELA SLO 2.1, 2.2
11:30 to Writing Workshop: Journal: What would you Writing Workshop: Journal: What would Writing Workshop:
12:15  Introducing How- do if you were a spider?  Revising Words and make a spider a good  Incorporating Features
To Books (Calkins) Diary of a Spider Pictures (Calkins) pet? of How to Writing
(Calkins)
ELA SLO 1.1, 1.2, 2.1 S. SLO 2-1, 2-2-2, 2- ELA SLO 1.1, 1.2, 2.1 Argahhhh a Spider!
2.2, 2.3 10.1, 2, 3, 4, 5, 6, 7, 8 2.2, 2.3
ELA SLO 1.1, 1.2, S. SLO 2-1, 2-2-2, 2- ELA SLO 1.1, 1.2, 2.1 2.2,
2.1,2.2 10.1, 2, 3, 4, 5, 6, 7, 8 2.3
ELA SLO 1.1, 1.2,
2.1,2.2
12:15 to Lunch
12:55
12:55 to D.E.A.R D.E.A.R D.E.A.R D.E.A.R D.E.A.R
1:15
ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1
1:15- Health: Are you afraid Art: Spider Web Art: Spider Web Weaving DPA/Gym: Catchup and Mustard
1:45 of spiders? Weaving continued (Work period dedicated to
ELA SLO 1.1, 1.2 A. Component 3 A. Component 3 Insect Yoga catching up on students
H. SLO R- 2.1, 2.2, PE GLO: A, C, D work from the week)
2.3, 2.4
1:45- Science: Introduction Science: Where do Science: What do spiders Science: Spider Science:
2:50 to Spider spiders live? eat? Lifecycle Spider Scavenger Hunt

S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2-10.1,
10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 2, 3, 4, 5, 6, 7, 8
ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1

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2:50- Agenda
2:55

Week 2:
Lady Bugs
Time Monday Tuesday Wednesday Thursday Friday
8:46 Classroom Community Meeting
to 9  Morning Message
9:15  Community Question
 Agenda for the Day
9:15 MATH: Counting Writing Workshop: MATH: Ordinal Numbers Writing Workshop: MATH: Estimating and
to with Money  Editing: Using  Structuring All- Counting to 50
10:00 Periods, About Books: The
Parentheses, and Table of Contents
Colons (Calkins) (Calkins)

M. SLO 1, 3 ELA SLO 1.1, 1.2, 2.1 M. SLO 1, 3, 4 ELA SLO 1.1, 1.2, 2.1 2.2, M. SLO 1, 4, 6
2.2, 2.3 2.3
10:00 GYM/DPA: Music GYM/DPA: LIBRARY GYM/DPA
to In and Out Frogs (with another teacher) (with Librarian)
10:30 and Ladybugs
PE GLO: A, C, D PE GLO: A, C , D PE GLO: A, C, D
10:30 Recess
to
10:45
10:45 Math Centers: ELA Centers Math Centers: ELA Centers Math Centers
to  Money  Guided Reading  Money Counting  Guided Reading  Money Counting
11:30 Counting  Raz Kids Practice  Raz Kids Practice
Practice  Alphabet Bug  100-Chart  Alphabet Bug  100-Chart Practice
 100-Chart Match Practice Match  Guided Math
Practice  Guided Math

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  Guided Math
M. SLO 1, 3 ELA SLO 2.1, 2.2 M. SLO 1, 4, 6
M. SLO 1, 3, 4 ELA SLO 2.1, 2.2
11:30 Writing Workshop: Journal: Writing Workshop: Journal: Writing Workshop:
to  Revising: Ladybug Garden  Introducing All- Are you a Ladybug?  Planning Each
12:15 Learning “What do you think About Books “If I were a Ladybug” Chapter: Choosing
from a Ladybugs dream about?” (Calkins) Papers and
Variety of Structures (Calkins)
How-To
Writing S. SLO 2-1, 2-2-2, 2- ELA SLO 1.1, 1.2, 2.1
10.1, 2, 3, 4, 5, 6, 7, 8 2.2, 2.3 S. SLO 2-1, 2-2-2, 2-10.1,
ELA SLO 1.1, 1.2, ELA SLO 1.1, 1.2, 2, 3, 4, 5, 6, 7, 8
2.1 2.2, 2.3 2.1,2.2 ELA SLO 1.1, 1.2, 2.1,2.2 ELA SLO 1.1, 1.2, 2.1 2.2,
2.3
12:15 Lunch
to
12:55
12:55 D.E.A.R D.E.A.R D.E.A.R D.E.A.R D.E.A.R
to
1:15 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1
1:15- Health: Is it ok to Art: Art: Catchup and Mustard Science:
1:45 be Grouchy? Ladybugs: red, fiery, and Ladybugs: red, fiery, and (Work period dedicated to Lady Bug Release
The Grouchy Lady bright bright catching up on students (Students will have the
Bug work from the week) opportunity to interact with
ELA SLO 1.1, 1.2 Lady Bug Stained Glass Lady Bug Stained Glass lady bugs designated for
H. SLO R- 2.1, 2.2, A. Component 3 pest control. The students
2.3, 2.4 will help to grow the lady
1:45- Science: Science: Where do Lady Science: What do Lady Science: Lady Bug Life bugs within the class, when
2:50 Introduction to Bugs live? Bugs eat? Cycle they are ready for release
Lady Bugs the class will make a trip to
S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2- release the bugs at a
10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 chosen crop field)
ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1

18
 S. SLO 2-1, 2-2-2, S. SLO 2-1, 2-2-2, 2-10.1,
2-10.1, 2, 3, 4, 5, 6, 2, 3, 4, 5, 6, 7, 8
7, 8 ELA SLO 1.1, 2.1
ELA SLO 1.1, 2.1
2:50- Agenda
2:55

Week 3:
Caterpillars and Butterflies
Time Monday Tuesday Wednesday Thursday Friday

8:46 Classroom Community Meeting

to 9 Morning Message
9:15 Community Question
Agenda for the Day
9:15 Math: Estimating and Writing Workshop: MATH: Using 10s and 1s Writing Workshop: MATH: Place Value Tens
to Counting Numbers to  Making Texts that  Revising: Fitting and Ones
10:00 100 Teach (Calkins) Information into
Writing (Calkins)
M. SLO 1, 2, 3, 4, 5, 6, ELA SLO 1.1, 1.2, 2.1 M. SLO 1, 2, 3, 4, 5, 6, 7 M. SLO 1, 2, 3, 4, 5, 6, 7
7 2.2, 2.3 ELA SLO 1.1, 1.2, 2.1
2.2, 2.3
10:00 GYM/DPA: Ant Races Music GYM/DPA: Jitter Bugs LIBRARY GYM/DPA: Nature Walk
to PE GLO: A, C ,D (with another teacher) PE GLO: A, C, D (with Librarian)
10:30 PE GLO: A, C ,D
10:30 Recess
to
10:45
10:45 Math Centers: ELA Centers: Math Centers ELA Centers Math Centers
to  Guided Math  Raz Kids  Guided Math  Guided Reading  Guided Math
11:30  Butterflies  Guided Reading  Butterflies  Raz Kids  Butterflies
 number line  Story Cubes-  number line game  Bananagrams  number line game
game Story makers

19
  Number  Number Matching  Number Matching
Matching Memory Game Memory Game
Memory Game ELA SLO 2.1, 2.2 ELA SLO 2.1, 2.2
M. SLO 1, 2, 3, 4, 5, 6, M. SLO 1, 2, 3, 4, 5, 6, 7 M. SLO 1, 2, 3, 4, 5, 6, 7
7
11:30 Writing Workshop: Journals: Writing Workshop Journal Writing Workshop:
to  Making Labeled  Revising: Learning  Editing Resourceful
12:15 Diagrams Gotta Go! Gotta Go! By from Each Other’s Becoming a Butterfly by World Solvers
(Calkins) Sam Swope and Sue Writing (Calkins) Anne Rockwell (Calkins)
ELA SLO 1.1, 1.2, 2.1 Riddle ELA SLO 1.1, 1.2, 2.1 2.2,
2.2, 2.3 “If you had wings, where 2.3 “If I could be a butterfly, ELA SLO 1.1, 1.2, 2.1 2.2,
would you go?” I would look like…” 2.3

S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2-

10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8
ELA SLO 1.1, 1.2, ELA SLO 1.1, 1.2,
2.1,2.2 2.1,2.2

12:15 Lunch
to
12:55
12:55 D.E.A.R D.E.A.R D.E.A.R D.E.A.R Science Field Trip:
to ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 Butterfly release at
1:15 Windmill Garden Center
1:15- Health: Art: Art: Science: Camouflage Butterfly House
1:45 Meadow Watercolor Meadow Watercolor (students will go for a trip
Why are we hungry? (continued) S. SLO 2-1, 2-2-2, 2- to the Windmill Garden
Butterfly Eyes and Other 10.1, 2, 3, 4, 5, 6, 7, 8 Center to view the
The Very Hungry Secrets of the Meadow Butterfly Eyes and Other ELA SLO 1.1, 2.1 butterflies as they are
Caterpillar by Joyce Sidman Secrets of the Meadow by ready to be released. The
Joyce Sidman center offers an education
ELA SLO 1.1, 1.2 A. Component 3 A. Component 3 program for students, they
ELA SLO 1.1, 1.2 ELA SLO 1.1, 1.2 will be able to interact with

20
 H. SLO R- 2.1, 2.2, caterpillars and other
2.3, 2.4, 2.5. 2.6 aspects of the process.
1:45- Science: Introduction Science: Lifecycle of Science: Where do Art: Insect The students will help to
2:50 to Caterpillars and Caterpillar and Butterflies and Caterpillars Camouflage Art release the butterflies with
Butterflies Butterflies live and eat A. Concept 1 the staff)
S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2-10.1, S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2-10.1,
10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 2, 3, 4, 5, 6, 7, 8
ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1 ELA SLO 1.1, 2.1

2:50- Agenda
2:55

Week 4:
Bug Research
Time Monday Tuesday Wednesday Thursday Friday

8:46 Classroom Community Meeting

to 9 Morning Message
9:15 Community Question
Agenda for the Day
9:15 MATH: ELA/Science: Bug MATH: Stratergies Bug Safari @ Police MATH: Equal and Unequal
to Representing and Research Work Period Toolkit Point Park Medicine Sets
10:00 Describing Numbers Hat
M. SLO 1, 2, 3, 4, 5, 6, S. SLO M. SLO 1, 2, 3, 4, 5, 6, 7  Students will M. SLO 1, 2, 3, 4, 5, 6, 7
7 ELA SLO 1.2, 2.2, visit the park
2.3,2.4, 3.1, 3.2,3.3, 3.4 to see the
10:00 GYM/DP: Move Like Music: GYM/DPA: Butterfly bugs in the GYM/DPA : Beehive
to an Insect Relay Race (with another teacher) Parachute Games natural PE GLO: A, C ,D
10:30 PE GLO: A, C ,D PE GLO: A, C ,D environment

21
10:30 Recess
to
10:45
10:45 Math Centers ELA Centers Math Centers Math Centers
to  Number to  Raz Kids  Number to picture  The park  Number to picture
11:30 picture memory  Guided Reading memory matching interpretative memory matching
matching game  Boggle game center creates game
 Guided math ELA SLO 2.1, 2.2  Guided math educational  Guided math
 Is it odd or  Is it odd or even? activities that  Is it odd or even? Spin
even? Spin Spin Wheel Game will reinforce Wheel Game
Wheel Game the work that
M. SLO 1, 2, 3, 4, 5, 6, M. SLO 1, 2, 3, 4, 5, 6, 7 we have done M. SLO 1, 2, 3, 4, 5, 6, 7
7 so far in class
11:30 Writing Workshop: Journal: ELA/ Science: Bug up to this point Journal/ reflection:
to  Celebrating Bugs Galore by Peter Research Work Period
12:15 Nonfiction Stein “My favorite thing about our
Writing: “If I could be any insect I field trip was…”
Ceremonial would be…”
Book
Placements
(Calkins)

ELA SLO 1.2, 2.2, S. SLO 2-1, 2-2-2, 2-10.1, 2,

S. SLO 2-1, 2-2-2, 2- 2.3,2.4, 3.1, 3.2,3.3, 3.4 3, 4, 5, 6, 7, 8
ELA SLO 1.1, 1.2, 2.1 10.1, 2, 3, 4, 5, 6, 7, 8 ELA SLO 1.1, 1.2, 2.1,2.2
2.2, 2.3 ELA SLO 1.1, 1.2, 2.1,2.2
12:15 Lunch
to
12:55
12:55 D.E.A.R D.E.A.R D.E.A.R D.E.A.R D.E.A.R
to ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1 ELA SLO
1:15 1.2, 2.1

22
1:15- Health: My Fantastic Art: Science: ELA/Science: Bug
1:45 Elastic Brain Magazine Cut-Out Insects Bill Nye Video: Insects Bug Presentations
Growth Mindset and graphic organizer to Research and
Activity Bugs from Head to Tail by follow along with Work Period Celebrations
ELA SLO 1.1, 1.2 Stacey Roderick S. SLO 2-1, 2-2-2, 2- S. SLO 2-1,
H. SLO R- 2.1, 2.2, A. Component 3 10.1, 2, 3, 4, 5, 6, 7, 8 S. SLO 2-1, 2-2-2, 2-
2.3, 2.4 ELA SLO 1.2, 2.2, 2-2-2, 2- 10.1, 2, 3, 4,
2.3,2.4, 3.1, 3.2,3.3, 3.4 10.1, 2, 3, 4, 5, 6, 7, 8
1:45- ELA/Science: Bug ELA/Science: Bug ELA/Science: Bug ELA/Science: Bug 5, 6, 7, 8 ELA SLO 1.2,
2:50 Research Project Research Work Period Research Work Period Research Work ELA SLO 2.2, 2.3,2.4,
Introduction Period 1.2, 2.2, 3.1, 3.2,3.3,
2.3,2.4, 3.1, 3.4
S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2- S. SLO 2-1, 2-2-2, 2- 3.2,3.3, 3.4
10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 10.1, 2, 3, 4, 5, 6, 7, 8 S. SLO 2-1, 2-2-2,
ELA SLO 1.2, 2.2, ELA SLO 1.2, 2.2, ELA SLO 1.2, 2.2, 2-10.1, 2, 3, 4, 5, 6,
2.3,2.4, 3.1, 3.2,3.3, 2.3,2.4, 3.1, 3.2,3.3, 3.4 2.3,2.4, 3.1, 3.2,3.3, 3.4 7, 8
3.4 ELA SLO 1.2, 2.2,
2.3,2.4, 3.1, 3.2,3.3,
3.4
2:50- Agenda
2:55

23
 Week Overview
Week 1:
Spiders
Time Monday Tuesday Wednesday Thursday Friday
8:46 to Classroom Community Meeting
9  Morning Message (have students answer the questions as they come into the room, provide sticky notes and markers to make
9:15 their answers to add to the board)
o Monday: “Hello Love bugs! Today is Monday, we are going to learn all about a creature with 8 legs… what do you think
it might be?”
o Tuesday: “Good Morning Beautiful Butterflies! What is your favorite place to find bugs?”
o Wednesday: “Hi creepy caterpillars! today we are going to be learning about where spiders live, where do you think that
might be?”
o Thursday: “Hello little lady bugs! What is your favorite bug? What is your least favorite bug?”
o Friday: “Good Morning to all my fiery fireflies! Today is Friday, what do you think we will learn today?”
 Agenda for the Day: Based on the Day
 Read from Charlotte’s Web for 10-15 minutes
9:15 to MATH: Writing Workshop: Math: Counting a 100- Writing Workshop: MATH: Odd and Even
10:00 Counting on a Number  Checking for Chart  Incorporating Numbers
Line: Spider Number Clarity (Calkins)  Life Sized 100 features of How-  Even Steven and
Line Race  Students in this Chart Hop Scotch To writing Odd Tod
(SEE EXPANDED workshop will  Students will work (Calkins)  Students will read
LESSON PLAN) build off of the with a 100- chart  Students will Even Steven and
first workshop at their table build off of the Odd Tod by Kathryn
that introduced groups using last workshops Cristaldi and talk
how-to writing manipulatives and with a completed about what was
 Students will counters of draft of a how-to learned in the book
review the steps spiders writing  Minilesson on even
M. SLO 1 of making a how-  A minilesson will  The students will and odd numbers
ELA. SLO 2.1, 2.2, 2.3 to writing be delivered to be introduced to

24
  They will use
their writing from
the first workshop
to begin the quick
editing process
 Students will
review their own
and their partners
to check for
clarity in the
directions of the
writing
ELA. SLO 1.1, 1.2, 2.1,
2.2, 2.3
M. SLO 1
10:00 to GYM/DPA: MUSIC GYM/DPA:
10:30 Spider Tag (with another teacher) Don’t Jiggle the Spider!
 Students will be
separated into
two groups- the
spiders and the
flies
 the spiders will
stand in their
ensure that how to further  Further practice with
students define their cut out Even Steven
understand the writing to make and Odd Todd and
concept the directions large cut off
 For the practice clearer for the numbers
students will play reader
hop scotch made
out of chalk on the
outside play area
 Each student will
take turns
throwing a plastic
spider (large, like
a tarantula) on
different number
squares. The
students will use
the strategies
gained in the
minilesson to
move to that ELA. SLO 1.1, 1.2, 2.1, M. SLO 1, 2
space- like 2.2, 2.3
hopscotch
LIBRARY GYM/DPA:
(with Librarian) Spiders Web
 Students will be  Students will work
tasked with going collaboratively to
through a spider’s create a spider’s
web (an obstacle web out of a ball of
course made of yarn.
rope, hoopla  The students will
work together to
25
 web (the black hoops, and other unravel the yarn by
line) where the materials) working together
flies will have to  Students will try as
try to get a group and
through individually to
 if the flies get make it through
caught in the PE GLO: A, C, D
web, they help PE GLO: A, C, D
the spiders
capture other
flies
 game continues
to all flies are
gone, then
switch out flies
for spiders

PE GLO: A, C, D
10:30 to Recess
10:45
10:45 to Math Centers: ELA Centers: Math Centers: ELA Centers Math Centers:
11:30  Roll and Count  Guided Reading:  Roll and Count  Guided Reading:  Roll and Count
Bugs: students students will work Bugs: students will students will work Bugs: students will
will use a few in a group that is use a few large in a group that is use a few large dice
large dice to roll based on dice to roll a based on to roll a number that
a number that students reading number that students reading correlates with
correlates with level to work correlates with level to work directions to use on
directions to use through a guided directions to use through a guided the number line- i.e.
on the number reading program on the number reading program move the spider on
line- i.e. move  Raz Kids: line- i.e. move the  Raz Kids: the number line by
the spider on students will work spider on the students will work 2s
the number line independently on number line by 2s independently on  Spider 10 Frame:
by 2s laptops and laptops and students will

26
 Spider 10 IPads on the Raz  Spider 10 Frame: IPads on the Raz practice using a ten
Frame: students Kids reading students will Kids reading frame with a spider
will practice program practice using a program counter. They will
using a ten  Spelling Station ten frame with a  Spelling Station be given directions
frame with a (Rubber stamps- spider counter. (magnetic letters on what to do with it.
spider counter. words from the They will be given on cookie  Spider Sort and
They will be unit): students will directions on what sheets): students Pattern: students
given directions work on spelling to do with it. will work on will practice ordering
on what to do words of the  Spider Sort and spelling words of and sorting the
with it. week and new Pattern: students the week and spiders into patterns
 Spider Sort and word wall words will practice new word wall that will reinforce
Pattern: based from the ordering and words based previously learned
students will learning of sorting the spiders from the learning knowledge
practice insects in the unit into patterns that of insects in the  Guided Math:
ordering and ELA SLO 2.1, 2.2 will reinforce unit students will work
sorting the previously learned one-one one with
spiders into knowledge ELA SLO 2.1, 2.2 teacher on the
patterns that will  Guided Math: concept that was
reinforce students will work learned through the
previously one-one one with lesson. This will
learned teacher on the allow for
knowledge concept that was individualized
 Guided Math: learned through instruction for each
students will the lesson. This student
work one-one will allow for
one with individualized
teacher on the instruction for
concept that each student
was learned
through the
lesson. This will
allow for
individualized

27
 instruction for
each student
M. SLO 1 M. SLO 1
M. SLO 1, 2
11:30 to Writing Workshop: Journal: Writing Workshop:  As a whole class, Writing Workshop:
12:15  Introducing How-  As a whole class,  Revising Words and read the Argahhhh a  Incorporating Features
To Books (Calkins) read the Diary of a Pictures (Calkins) Spider! Through of How-to- Writing
 The students in Spider through  Students will build on interactive reading (Calkins)
this workshop will interactive reading previous workshops  Ask students to
be the teacher and  Ask students to with their how-to think about why the
writers. They will think about what it drafts spider wants to be a ELA SLO 1.1, 1.2, 2.1 2.2,
write to teach would be like to be a  The students will act family pet so badly, 2.3
others spider. What would out their confusion and why the family
 The Students will it feel like? What with a partner and as doesn’t want the
be introduced to would you have for a shared group in the spider as a pet
the workshop a body? What color how-to directions of  After reading the
through a would you be? the writing. Such as book, have students
cookbook recipe of Where would you phoning into the return to their table
how to make live? What would author and by groups to work
cinnamon buns you do all day? Give conferring together independently on
 Go through the students lots of think  The students will their journal prompt
process of creating time for these build on how to use “what would make a
a how-to book questions pictures as a way to spider a good pet”
from the example  Transition students build clarity in their  Encourage students
and other to their table groups writing to use both writing
examples for the where they will work and drawing to
students to look independently to contextualize their
through responded to the response to the
 Allow students prompt: What would prompt
time to think with you do if you were a
partner and spider?
independently  Students will be S. SLO 2-1, 2-2-2, 2-
encouraged to write 10.1, 2, 3, 4, 5, 6, 7, 8

28
  Create a anchor as much as they can ELA SLO 1.1, 1.2,
chart of a how-to and to add a 2.1,2.2
for the how-to drawing of their idea
writing S. SLO 2-1, 2-2-2, 2-
 Have students 10.1, 2, 3, 4, 5, 6, 7, 8 ELA SLO 1.1, 1.2, 2.1
create their own ELA SLO 1.1, 1.2, 2.2, 2.3
how-to for a topic 2.1,2.2
that they know well
themselves. It
does not have to
be complicated,
such as tying
shoes or making
slime, etc.
 Bring students
back to share their
how-to with a
partner, then
switch partners.
Share as a group
ELA SLO 1.1, 1.2, 2.1
2.2, 2.3
12:15 to Lunch
12:55
12:55 to D.E.A.R D.E.A.R D.E.A.R D.E.A.R D.E.A.R
1:15 (Drop Everything And (Drop Everything And (Drop Everything And (Drop Everything And (Drop Everything And
Read) Read) Read) Read) Read)
 Students will use  Students will use  Students will use this  Students will use  Students will use this
this time as they this time as they time as they come in this time as they time as they come in
come in from lunch come in from lunch from lunch to read come in from lunch from lunch to read
to read to read independently to read independently
independently independently throughout the independently throughout the
classroom classroom

29
 throughout the throughout the  Students are given throughout the  Students are given
classroom classroom choice to wear they classroom choice to wear they sit,
 Students are given  Students are given sit, what they read  Students are given what they read
choice to wear choice to wear they ELA SLO 1.2, 2.1 choice to wear they ELA SLO 1.2, 2.1
they sit, what they sit, what they read sit, what they read
read ELA SLO 1.2, 2.1 ELA SLO 1.2, 2.1
ELA SLO 1.2, 2.1
1:15- Health: Are you afraid Art: Spider Web Art: Spider Web Weaving DPA/Gym: Catchup and Mustard
1:45 of spiders? Weaving continued (Work period dedicated to
 Read the Book I’m A. Component 3 A. Component 3 Insect Yoga catching up on students
Trying to Love  Watch video on PE GLO: A, C, D work from the week)
Spiders by  Watch video on YouTube of how
Bethany Barton as YouTube of how spiders make their  Students will follow
a whole class spiders make their webs the Youtube video
 Class discussion webs  Pause during the of insect yoga to
about the  Pause during the video to ask help extend energy
character’s fear of video to ask questions and to
spider, how the questions and to examine how the
character examine how the spider makes its web
attempted to spider makes its  Show a variety of
overcome spiders web pictures on different
 Students will  Show a variety of web designs
explore their own pictures on different  Students using this
fears and come up web designs inspiration will create
with strategies to  Students using this their own spider web
overcome their inspiration will using different
own fears create their own weaving materials-
 Using a anchor spider web using string, ribbon, etc.
chart flip board different weaving and embroidery loops
and students own materials- string,
journaling- they will ribbon, etc. and
come to their own embroidery loops

30
 understanding of
coping we fears
ELA SLO 1.1, 1.2
H. SLO R- 2.1, 2.2,
2.3, 2.4
1:45- Science: Introduction Science: Where do Science: What do Science: Spider Science:
2:50 to Spider spiders live? Spiders Eat? Lifecycle
Spider Visit!
 Make a KWL chart  Return to the KWL  Return to the KWL  Have a spider “expert”
on the anchor chart chart  Return to KWL chart come into the class
board  Give students a  Read the section of  Ask students where from Chaotic Exotics in
 Have students minilesson about the non-fiction book they think spiders Medicine Hat
contribute what hypothesis about what spiders are born? How long  In preparation for this
they know about  Have students eat do they live? Etc visit have the students
spiders so far create a hypothesis  Discuss why spiders  Read the book come up with
 Read Are You A of where spiders live eat these types of Spiders Secrets by questions that they
Spider by Judy and prompt student bugs, ask students to Richard Platt want to ask about the
Allen as a whole thinking through think about that  Using a Velcro circle spider
class questioning  Show a video board, go through  Bring the guest into the
 Have students add  Go on a spider web explaining the food the different steps of classroom and have
what they have hunt and have pyramid and where the spider lifecycle the student interact
learned about students sketch out spiders are on that with the group with the spider, ask the
spiders, what why what they see pyramid  The students will questions
want to know  Bring students back  Have students do a then help to put the  At the end of the visit,
about spiders and to the classroom sorting game with lifecycle together on have the students
explain that we will and watch a video of spider cards and with the Velcro circle complete an exit slip of
return to this spider habitats different pictures of  Watch a video to the most interesting or
throughout the  Have students think insects to sort into reinforce this with surprising thing they
week to add to our about their prey or predator the students about learned from the spider
understanding hypothesis about categories the spider life cycle visit
 Students will work spider’s habitats,  Have students  Have students fill S. SLO 2-1, 2-2-2, 2-10.1,
through two where they correct, practice one their out a graphic 2, 3, 4, 5, 6, 7, 8
centers: what changed? own at table group organizer of the ELA SLO 1.1, 2.1

31
 One center will  Add new learning to  Have students spider life cycle with
have IPads set up KWL chart and add complete an exit slip a drawing and a few
with informational any new words to about what they sentences
videos of spiders the word wall learned today S. SLO 2-1, 2-2-2, 2-
that students will S. SLO 2-1, 2-2-2, 2- 10.1, 2, 3, 4, 5, 6, 7, 8
watch and take 10.1, 2, 3, 4, 5, 6, 7, 8 ELA SLO 1.1, 2.1
notes through a ELA SLO 1.1, 2.1
graphic organizer-
that includes areas
to draw, write
important words
and much more
 One center will
have rubber
spiders, pictures of
spiders and
diagrams of
spiders in which
students will
examine and
explore what
spiders look like.
They can sort,
measure the
spiders based on
size, color, shape,
where they live,
what they eat, etc.
Students then will
have time to
sketch the spiders
out and add a few
sentences about

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 that spider that
they learned at the
center
 Students will
switch their
centers half way
through the S. SLO 2-1, 2-2-2, 2-
allocated time 10.1, 2, 3, 4, 5, 6, 7, 8
 Students will come ELA SLO 1.1, 2.1
back together to
add to their KWL
anchor sheets and
follow along with
their own

S. SLO 2-1, 2-2-2, 2-

10.1, 2, 3, 4, 5, 6, 7, 8
ELA SLO 1.1, 2.1
2:50- Agenda
2:55

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 Expanded Lesson Plan
Mrs. Spider’s Tea Party
Time: 65 mins Grade: 2 Outcomes:
Focusing Question: M. SLO 1
How can we count on a number line? ELA. SLO 1.1, 1.2, 2.1, 2.2, 2.3
Mini Lesson
 Have students walk around the room and see all the tea party
decorations Resources
 Asked students what possible they could be doing with all the tea party
things? Tea Party Set Decorations and
 Explain to students that we have to read a book to find out, Mrs. Tea Accessories (tea, cakes
Spider’s Tea Party and cookies)
 While reading the book point out the different bugs and their amounts of
each Mrs. Spider’s Tea Party by
 After reading the book ask the students why none of the bugs wanted to Peter
come to Mrs. Spider’s Tea Party?
 Tell students that we are going to make sure that all the bugs come to Laminated Characters from the
our class tea party book (2 beetles, 3 fireflies, 4
 Bring students attention to the whiteboard with a large number line and bumblebees, 5 Rubber Bugs, 6
explain that we are going to use our number line to count our guests for ants, 7 dragonflies, 8 hands for
the tea party Mrs. Spider, 9 Spotted Moths)
 Ask students why they think it is called a number line? How can we use for the students use and for the
a number line to count? What are the different ways that we can count? front of the classroom
By 1s, by 2s by 5s by 10s?
Mrs. Spider Counter for front of
 Introduce the laminated cut out of Mrs. Spider and use her as a counter.
class and for each student
Go through to 100 by 1s, 2s, 5s and 10s, all with the guidance of the
students’ directions (small on pencil)
 Remind students off all the characters (demonstrate with laminated
Laminated number lines for
cutouts of the characters, i.e. two beetles) and introduce them to the
each student (can be long so
number line
big enough for the group use)
 Use the laminated characters to put on the coordinating numbers (i.e. 4
bumblebees go on the 4 marker) and then count from each character
Classical music for the
using 1s, 2s, 5s, 10s with the help of the students
background of tea party
 Practice with students and ask volunteers to come and help moving the
characters around by 1s, 2s, 5s, and 10s forwards and backwards Tea shaped paper for exit slip
(one for each student)

34
 Once students have had a chance to grasp the concept, hand out Assessment:
personal number strips 1-100 with a Mrs. Spider counter and the  Observation of students
characters learning as they are
 Call out movements for the students to follow, such as put one of the working with the number
fireflies on 20 and count back by 1s to 10 and put the bumble bee on lines independently and
that place. Keep going through this observing as you go around their explanation of their
 Give students time to work with a partner to share how they counted strategy
using the number line and then share as a group  The exit slip will be used as
 Write the strategies that were used in the class on an anchor chart that to document the students
will be displayed in the classroom. Ensure students know that this is a overall understanding of
strategy tool the concept through their
gained strategy
 Both assessment pieces
are formative
Conclusion:
 Bring students back together as a group, ask the students if we have made sure all the insects got to
come to Mrs. Spider’s Tea party? How can we use the strategies we learned today again?
 Have students fill out an exit slip of their strategy- writing, drawing or verbal (dependent on their choice
and ability)
 Explain to students that we will now enjoy our own tea and cake- just like the characters in the book did!

Extend: Students will continue to use the number lines in the centers time to reinforce their learning.

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 Assessment Plan

Assessment Tool Description For As Of

Observation  Students will be observed in their X
learning for every single lesson or
activity throughout the day
 The observations will depict the
students learning progress and
development throughout the day,
week, month and year
Annotated notes  Along with observations, X
annotated notes will be taken
everyday
 For every day, a select group of
students will be chosen to focus
on to make notes. These notes will
be made on sticky notes
throughout the day that reflect the
students’ demonstration of
learning
 These sticky notes will be put
together in a student portfolio
(overtop of their picture) to be
added into a computer database
that will be used to make
comments on report cards and
other documentation
 During guided reading and guided
math time I will make annotated
notes that will depict the students’
progress and development
Exit Slips  The exit slips will be used at the X
end of each core class (math,
science, ELA) with different
prompts
 These exit slips will give me
formative feedback on if they have

36
 grasped the concept and objective
of the lesson
Learning Portfolio  Each student will have a learning X X
portfolio that any large piece of
work, assignments, journal entries,
exit slips and anything else that
could be useful in documenting
student learning
 These portfolios will be used as a
way to be transparent about
assessment with administrators,
parents and students
Think-Pair-Share  During lessons and activities X X
students will be asked to think-
pair-share to build collaborative
learning in the classroom
community
 This think-pair-share also helps to
contextualize students learning in
an instant way
Plickers QR Code  Picklers will be used as a way for X X
Quizlet both formative and summative
assessment
 Students will be assigned a QR
code for each assessment, they
will have opportunities to practice
using before a summative
assignment
 This tool will be used to gain
instant formative feedback and
used for summative assessment
 This tool allows for differentiation
of the assessment as it is orally
presented, without writing and is
hands on. This tool will gain the
same outcomes as a paper to
pencil quiz, but uses technology to
advance students learning

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Research Book  This will be the summative X
Project performance task that students will
be working toward in all three
subjects of math, ELA and science
 Students will work towards writing
a non-fiction text in ELA based off
of Lucy Calkins methods. The
knowledge that is learned in math
will be used to give specific
numbers and data in the research
book. Through science, the
students will have ample amount
of time to research a insect of their
choice in an inquiry based project
 The students will put all their
knowledge together to create a
non-fiction research book about
their favorite insect
 Students will conduct various
aspects to publishing this book- all
the steps of writing- and will also
need to reflect on their own work
Student Self-  Students will self-reflect on their X
Reflection research project based off a
graphic organizer
 They will base their reflections on
the rubric used for the summative
assessment of the project

Gallery Walk  Students will receive feedback X

through a gallery walk of their
research project
 This gallery walk will also help for
the students self-reflection on their
own work

38
 Resources

 Alberta Program of Studies- English Language Arts, Science,

Mathematics, Health, Art and Physical Education
 Nonfiction Writing: Procedures and Reports by Lucy Calkins
and Laurie Pessah
 Pearson: Math Makes Sense Grade 2: Numbers to 100

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