Lesson Plans

Evoline C. West Elementary REMOTE Learning Lesson Plans 
Mrs. Debro 2nd Grade  

Tasks to be turned in this week: Week 6 September 21_- September 25 

Subjects  

Standard(s)  

Assignment   

Location of Assignment  

Math  

MD 10 

Review Unit 1 

IReady Lesson 12 Read and Write 3 digit Numbers, pg. 113 – 114  

IReady Lesson 13 Compare Numbers up to 1000, pg. 121 - 122 

 
Microsoft TEAMS Assignment 

 

Reading   

ELAGSE2RL3,  

ELAGSERL7 
 

IReady Lesson 9- Describe How Characters Act 

Microsoft TEAMS Assignment 

Microsoft TEAMS Class File 

Language Arts/Writing  

ELAGSE2W3 

Contractions 

Microsoft TEAMS Assignment 

Microsoft TEAMS Class File 

Science  

SS2G1 

Georgia Regions and Rivers 

Microsoft TEAMS Assignment 

Microsoft TEAMS Class File 

 

  

 

 

 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

7:10 – 8:00 

 

Restroom break/Breakfast/iRead 

Restroom break/Breakfast/iRead 

Restroom break/Breakfast/iRead 

Restroom break/Breakfast/iRead 

Restroom break/Breakfast/iRead 

Specials 

8:00 – 8:30 

IT- Thomas-  

P.E. - Tookes- 

P.E.- Smith 

Music- Sims 

Art- King 

Math Time 

Standard(s): 

MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. 

 
MGSE2NBT.1:  Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand the following as special cases:  

  1. 100 can be thought of as a bundle of ten tens- called a hundred 

  1. The numbers 100, 200, 300, etc. Refer to 1, 2, 3 hundreds with 0 tens and 0 ones. 

MGSE2.NBT.3: read/write numbers up to 1000 

MGSE2.NBT.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.  

Math 

8:35 – 9:20 

 

Resource:  
My Math,  
Chapter 5 

 

Vocabulary 
Hundreds, tens, ones, greater than, less than, equal  

 

Materials Needed: 

Dry erase boards 

Notebook 

120 Chart 

Base Ten blocks (pdf) 

Frayer Model 

Index cards: <, >, = 

Number cubes 

8:35 - 8:45 

Connect: 
Last year in 1st grade, your sorted objects, used tally marks to count, and created charts. This year we are going to take those tally marks and display on picture graphs and bar graphs. 

Teaching Point:  
Today I want to teach you how to record and analyze data 

8:45 - 9:00 
Teach:  
TW present Brain Pop Jr. Movie- Tally Charts and Bar graphs 

8:55 - 9:15  
Active/Guided Engagement: 

TW present survey: Favorite Fruit- apples=4, bananas=8, berries=6, oranges= 3 
SW interpret data and record on Tally Chart 

TW model how to create a bar graph. 

8:35 - 8:45 

Connect: 

Yesterday we interpreted tally marks on a chart and created a bar graph with favorite fruits 

Teaching Point:  
Today you will record and represent data on a picture graph. 

8:45 - 9:00 
Teach:  
 
TW review parts of a graph and model how to create picture graph displaying 4 categories. 

8:55 - 9:15  
Active/Guided Engagement: 

TW review survey: 
Favorite Fruit- apples=4, bananas=8, berries=6, oranges= 3 
 

TSW create a picture graph. 

Link:  
Which graph do you think is easier? 

8:35 - 8:45 

Connect: 

I can create, record, and analyze data using tally mark charts and bar graphs 

Teaching Point:  
Today you will choose which graph you want to create and record data. 

8:45 - 9:00 
Teach: TW present graph with errors. SW identify errors as they choose which graph they want to create using given data. 

8:55 - 9:15  
Active/Guided Engagement: 

SW choose to create a picture graph or bar graph. Using data set- Favorite Drink: 

Juice- 5 

Milk- 7 

Soda- 2 

Water- 6 

 

8:35 - 8:45 

Connect: 

We have been practicing reading, building, comparing and expressing 3 digit numbers and making bar and picture graphs. 

Teaching Point:  
Show what you know: Unit 1 Assessment 

8:45 – 8:55 

Teach/Active/Guided Engagement:  
TW assist students with logging in and completing test 

 

 

8:35 - 8:45 

Connect  
We have been practicing reading, building, comparing and expressing 3 digit numbers and making bar and picture graphs. 

Teaching Point:  
Show what you know: Unit 1 Assessment 

8:45 – 8:55 

Teach/Active/Guided Engagement:  
TW assist students with logging in and completing test 

 

Math Small Group  

8:50 – 9:20 

 

 

 

 

 

break 

 

 

 

 

 

Social Studies Time 

SS2G1 Locate and compare major topographical features of Georgia and describe how these features define Georgia’s surface.  
a. Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge and Valley, and Appalachian Plateau.  
b. Locate on a physical map the major rivers: Savannah, Flint, and Chattahoochee. 

Science/ 
Social Studies 

9:25 – 9:55 

 Materials- 

Social Studies Workbook, 

Pg. 15-19 

Virtual Fieldtrip https://www.gpb.org/blogs/education-matters/2016/12/29/the-regions-of-georgia-virtual-field-trip-here  

 

9:25 – 9:30  
Engage/Explore: 
Georgia Regions- Map Key & Compass Rose 

9:35 - 9:40  
Explain: 
Where People live matters. Over the next few weeks we will discuss how geography impacts where people live, the type of work they do, the weather, and the economy. 

9:30 – 9:50 

Explore/Explain:  

TW introduce map of GA. SW correctly us a map key and compass rose. 

9:50 – 9:55 
Elaborate/Evaluate: 
What would you do if a map you needed did not have a key? 

How would a map be useful to you without a map key? 

9:25 – 9:30  
Engage/Explore: 
Georgia Regions- Using Grids to Find Places 

9:35 - 9:40  
Explain: 
We use maps to find places. Today we will learn how to use map grids to find places on a map 

9:30 – 9:50 

Explore/Explain:  

SW correctly us a map grid to determine locations on Georgia Map. 

9:50 – 9:55 
Elaborate/Evaluate: 
Why is it important for everyone to have the same map grid to successfully explain where something is located? 

How would you tell someone where something is located if you were not using a map grid? 

9:25 – 9:30  
Engage/Explore: 
Georgia’s Regions- Appalachian Plateau 

9:35 - 9:40  
Explain: 
There are five regions in GA with a different geography.  

TW introduce song 
 

9:30 – 9:50 

Explore/Explain:  

Virtual Fieldtrip via PBS- Appalachian Plateau 

SW locate the Appalachian Plateau of GA and Describe the topographical features of the Appalachian region.  

9:50 – 9:55 
Elaborate/Evaluate: 
What fact did you find most interesting about the Appalachian Plateau? 

 

9:25 – 9:30  
Engage/Explore: 
Georgia’s Regions- Ridge and Valley 

9:35 - 9:40  
Explain: 
Ridge and Vally region is part of a larger region that stretches from northern New York to central Alabama. 

9:30 – 9:50 

Explore/Explain:  

Virtual Fieldtrip via PBS- Ridge and Valley 

SW locate the Ridge and Valley region and Describe the features of the Ridge 

9:50 – 9:55 
Elaborate/Evaluate: 
What fact did you find most interesting? Would you want to live here? 

 

 

 

9:25 – 9:30  
Engage/Explore: 
Georgia’s Regions- Blue Ridge 

9:35 - 9:40  
Explain: 
Blue Ridge is part of the Appalachian Mountain range and it’s found in 8 states: Pennsylvania, Maryland, Virginia, West Virginia, Tennessee, North Carolina, South Carolina, and GA. 

9:30 – 9:50 

Explore/Explain:  

Virtual Fieldtrip via PBS- Blue Ridge 
SW locate Blue Ridge Region and describe its land features. 

9:50 – 9:55 
Elaborate/Evaluate: 
What fact did you find most interesting? Would you want to live here? 

 

break 

 

 

 

 

 

Intervention Groups and ESOL 

10:00 – 10:40 

 

 

 

Live STEM  

 

break 

 

 

 

 

 

Reading Time 

ELAGSE2RL1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text 

ELAGSE2RL2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 

ELAGSE2RL3: Describe how characters in a story respond to major events and challenges 

ELAGSE2RL5: Describe the overall structure of a story including describing how the beginning introduces the story, the middle provides major events and challenges, and the ending concludes the action 

ELAGSE2RL7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 

Reading 

10:50 – 11:35 

 

10:50 – 10:55  
Teaching Point: 
Describing how characters in a story respond to important events and challenges will help you understand how and why they act the way they do. 

Connect:  
When you read a story, look for how the characters respond to important events and challenges to learn more about them and how their actions connect back to the story.  

10:55 – 11:15 
Teach:  

When you read a story, it’s helpful to stop and ask yourself what the challenge or major events will help you better understand the characters and the story.  

 

11:15 – 11:35 
Active/Guided Engagement:  

SW study the details of picture to learn more about both characters. SW complete chart, explain challenge and how character responds to it.  

Link:  

What will make the little boy happy, use picture to answer. 

10:50 – 10:55  
Teaching Point:  
Describing how characters in a story respond to important events and challenges will help you understand how and why they act the way they do.  

Connect:  

Today we will read a realistic fiction story about a boy named Oscar and a challenge he faces. 

First, we’ll read to understand the story. Then you’ll reread to think about how the character responds to a challenge in the story. 

10:55 – 11:15 
Teach: 

Set purpose for 2nd reading looking for details to find the challenge and how Oscar responds to it. 

11:15 – 11:35 
Active/Guided Engagement: 

SW complete chart- identify Oscar’s challenge/How he responds. 

SW write short response.  

Link: 

Recall Learning Target. Tell how describing the way characters respond to important events help them understand why they act the way they do. 

10:50 – 10:55  
Teaching Point: Describing how characters in a story respond to important events and challenges will help you understand how and why they act the way they do. 

Connect: Today we will read another example of realistic fiction. First we will read to understand what the story is about, then you will reread the story to describe what the challenge is and how the characters respond to it.  

10:55 – 11:15 
Teach: TW read the story The Snowstorm. SW mark unfamiliar words. TW clarify meaning: discuss main idea of story and discuss details 

11:15 – 11:35 
Active/Guided Engagement: SW reread to analyze the challenge the main characters face, answer multiple choice questions, and complete short response.  

Link: Recall Learning Target, how does finding out how characters respond to a  challenge in a story helps understand what the characters are like. 

10:50 – 10:55  
Teaching Point: Describing how characters in a story respond to important events and challenges will help you understand how and why they act the way they do. 

Connect: Today you are going to read a folktale. You will use what you have learned about finding the challenge or major event in the story and details that tell how characters respond to it.   

10:55 – 11:15 
Teach: TSW read Stone Soup. SW use what they have learned to think and write about the text. 

11:15 – 11:35  
Active/Guided Engagement: SW read passage independently and look at how the characters respond to key events in the story and how their actions help them understand the story. 

Link: Recall Learning Target, how does finding out how characters respond to a  challenge in a story helps understand what the characters are 

10:50 – 10:55  
Teaching Point: Describing how characters in a story respond to important events and challenges will help you understand how and why they act the way they do. 

Connect: Today we will review your responses to yesterday’s reading. 

10:55 – 11:15 
Teach:  TW review and discuss questions and answers to text.  

11:15 – 11:35 
Active/Guided Engagement: SW explain and examine their answer choices 

Link: 
This week we identified the challenges that characters face in stories to help us understand characters and why they act the way they do.  

break 

 

 

 

 

 

Writing Time 

ELAGSE2W3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 

ELAGSE2L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 

c. Use an apostrophe to form contractions and frequently occurring possessives. 

Writing  

11:40 – 12:10 

 

11:40 – 11:45 

Teaching Point (Skill): 

 

Connect  
(Recap previous learning, students explore, personal experience = 1-2 minutes):  

 

Teach  
(Teacher explicitly names the strategy and models/demonstrates strategy = 5-7 minutes):  

 

11:45 – 11:55 

Active/Guided Engagement (Students practice the strategy within their writing for 10-15 minutes)  

Link  
(Restate teaching point = 1 minute): 

11:40 – 11:45 
Teaching Point: Introduce contractions 

Connect: “Today we will examine how contractions use an apostrophe and how apostrophes take the place of missing letters.  

Teach: Make a list of contractions, work through the list to identify patterns with common contractions. 

11:45 – 11:55 
Active/Guided Engagement: Students will rewrite each sentence, replacing the underlined word or words with a contraction. 

Link: “Today we examined how apostrophes take the place of missing letters.” 

11:40 – 1:45 
Teaching Point: When to use an apostrophe  

Connect: “Today we will learn when to use an apostrophe.” 

Teach: Preview Power point on rules for apostrophes. 

11:45 – 11:55 
Active/Guided Engagement: Students will read sentences and identify if the apostrophe is being used correctly. 

Link: “Today we used our apostrophe patrol duty to determine when an apostrophe is used correctly. 

 

 

 

11:40 – 11:45 

Teaching Point (Skill): 

Contractions in Action 

Connect: 

Today we will practice contraction subtraction. 

11:45 – 11:55 
Teach Active/Guided Engagement 

Tw Model when combining a word with the word not, demonstrate how to take out the ‘o’ and replace it with an apostrophe. 

Cross out the ‘o’ in the word not and replace it with an apostrophe. Then combine the two words to make a contraction. 

Link:  
“Today we demonstrated how removing a letter from a word and replacing it with an apostrophe can create a contraction. 

11:40 – 11:45 

Teaching Point (Skill): 

Contractions using will, and have e 

Connect:  
“Yesterday we discussed contraction subtraction with the word “not,” today we will use “have” and “will” when using contractions. 

11:45 – 11:55 
Teach: 

Model how when using contractions, we can refer it to squeezing two words together to make one word. 

Active/Guided Engagement 
TW Students will cross out the “w” in will and the “h” and “a” in have and replace them with apostrophes. 

 

Link  
“We’ve learned that contractions are used when a shortened version of a word is written and spoken. 

11:40 – 11:45 

Teaching Point (Skill): 

 Making word shorter 

Connect: “Today we will use an interactive tool to help with contractions.”  
 

11:45 – 11:55 
Teach: Model how to craft the contraction caterpillar. 

11:45 – 11:55 
Active/Guided Engagement: Students will find additional contractions using their caterpillar. 

 

Link: “Today we learned to use an interactive tool to shorten words. 

  

 

Student Success Skills  

12:15 – 12:35 

Week 6 Lesson- 
Social Competence: Cultures Around the World 

 

Learn–15minutes  

Show the students the Cultures Around the World Video. 

Following the video, use the discussion questions to talk with students about what culture is and some cultures around the world, including their own. 

Discussion Questions • What is culture? • What are some parts of a group’s culture? • What did you learn about some cultures around the world? • How are these cultures like or different from your own culture? 

 

Practice –15minutes (per activity) 

Gather students around the globe. Build students understanding that the globe is a representation of our planet and that over 7 billion people live on our planet. Some key points to cover in the discussion include: - Locate the North American continent, the US, and the state where you live. - Locate the 7 continents and 5 oceans. - Locate the countries mentioned in the video (China, India, Australia, Norway, Ethiopia, and Mexico). 

Dive Deeper- Assign/Read Multicultural Book/Presentation: 

The Exploring Cultures Activities suggest several ways to allow the students to explore more cultures around the world and in the community.  

This activity has the potential for expanding as large as you and your resources want. 

 

 

 

12:15 – 12:45 

LIVE  
Counselor’s Session 

12:35 – 1:10 

Lunch 

Lunch 

Lunch 

Lunch 

Lunch 

1:10 – 2:20 

Independent Work/Teacher Office Hours/Small Group/ 
Conferences 

 

Independent Work/Teacher Office Hours/Small Group/ 
Conferences 

 

Independent Work/Teacher Office Hours/Small Group/ 
Conferences 

Independent Work/Teacher Office Hours/Small Group/ 
Conferences 

Independent Work/Teacher Office Hours/Small Group/ 
Conferences 

2:20 – 3:30 

Office hours 

 

Office hours 

 

 

Office hours 

 

 

Office hours 

 

 

Office hours