Mrs.Casanova

PUERTO RICO DEPARTMENT OF EDUCATION
ENGLISH PROGRAM
Arecibo SCHOOL DISTRICT
SECOND GRADE ENGLISH LESSON PLAN
DATE: ____________________________________ UNIT: ____________________
Teacher : Mrs. Casanova

Standard of Content and Grade Level Expectations:
Listening/ SpeakingThe student uses the Englishlanguage to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. | ReadingThe student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of bothfiction and nonfiction. | WritingThe student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age appropriate expressive vocabulary. |
| L/S.2.1 Listens and responds to simple commands, instructions, and statements, and is able to answer the 5-W Questions (who, what, when, where, and why) during story time usingexpressions to demonstrate engagement. | | R.2.1 Uses letter-sound relationships to decode words and phrases fluently. | | .W.2.1 Matches all uppercase letters to their corresponding lowercase counterparts; arranges words in alphabetical order using first letter criteria. |
| L/S.2.2 Applies phonemic awareness and auditory discrimination to identify distinctive sounds. | | R.2.2 Uses phonemicawareness strategies to manipulate sounds and to form new multisyllabic words; reads words and phrases in simple narrative text fluently. | | W.2.2 Uses phonemic awareness and phonics strategies to write simple words; applies correct letter and spacing. |
| L/S.2.3 Uses appropriate vocabulary and language patterns to identify, describe, and classify familiar concepts related to self,family, and environment, and to interact with peers. | | .R.2.3 Uses context clues and acknowledges resources as a support to build vocabulary, verify meaning, and determine the meaning of unfamiliar words; demonstrates an acquisition of grade-level vocabulary and transfers word meaning into a variety of narrative texts. | | W.2.3 Applies correct capitalization and punctuation marks in declarative andinterrogative sentences; identifies the main parts of speech. |
| L/S.2.4 Demonstrates verbal and nonverbal forms of greetings, farewells, and introductions using the appropriate courtesy expressions in simple sentences. | | R.2.4 Identifies and states the main character; establishes similarities and differences between characters; identifies the setting within narrative text. | | W.2.4Writes to express feelings, familiar topics, experiences, and describe a picture; uses high frequency words to write simple sentences of three to four words in length; applies correct word spacing. |
| L/S.2.5 Expresses feelings, needs, ideas, and experiences; discusses learned concepts from content area or class readings using acquired language. | | R.2.5 Demonstrates an understanding of storyorganization of beginning, middle, and end; makes predictions within narrative text. | | W.2.5 Uses the dictionary as an aid in the writing process; uses visual aids to support generating ideas. |
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I. Big Ideas/Enduring Understandings:
II. Essential Questions:
III. Strategies:
Development of concept | | Peer Group | | Read Aloud | | Oral Discussions | |Cooperative Learning | | Direct Teaching | | Think Along | | Lecture | |
Problem Solving | | Role Playing | | Guided Reading | | Shared Reading | |
IV. Curriculum Integration:
Subject | Art | Music | Spanish | Social Studies | Science | Math | Physical Ed. | Health | Other | Other |
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V. Depth of Knowledge (DOK)
RECALL | SKILL/CONCEPT |...