How do authors and/or illustrators help the reader understand different points of view?
DAY 1-2 PLAN 1
DAY 3-5 - SEED 1
DAY 6-8 - SEED 2
DAY 9-10 - SEED 3
DAY 11–12 - SEED 4
Day 13 - SEED 5
DAY 14-15 SEED 6
DAY 16 - SEED 7
DAY 17-20 - PLAN 2
DAY 21-25 SEED 8
Download Seeds, Plans, and Resources (zip)
Send Feedback to MSDE’s Reading Team
Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
Lesson Plan 2 - Day 17–20
The lesson plans are designed for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and make adjustments accordingly.
Apply appropriate elements of UDL:
The following websites provide alternate strategies and information for differentiation of lesson.
English Language Learners
http:// www.wida.us/ standards/ CAN_DOs/
National Association for Gifted Children
Special Education and 504 LD Online
http:// www.ldonline.org /educators
http:// marylandlearning links.org
Grouping the Students for Jigsaw (Second grade students enjoy participating in cooperative learning activities. The ability to work with other students is appealing to most learners. The jigsaw technique is an effective teaching tool. Students are placed into groups and receive an assignment. Each person takes one portion to work on. Eventually the students will return with information. The other group members must listen to the explanation to do well. This activity promotes good listening skills. Read more: Read more: 2nd Grade Jigsaw Activities for Cooperative Learning | eHow.com http://www.ehow.com/info_8369407_2nd-jigsaw-activities-cooperative-learning.html#ixzz2S3F6HV00)
As you determine the groups, use the pre-assessment and students styles and preferences.
Connect to lessons from previous day by reviewing findings from Pebble Go. Go over each pre-assessment question as a whole class while having students work independently to answer pre-assessment questions.
**Use information from pre-assessment, modeled lesson participation and student learning styles and preferences to determine how the students should be grouped for the jigsaw activity.
Today students will be working in small groups to read sections of Homes around the World by Bobbie Kalman.
Today the students will get into a group of 7. Each group should have a person who researched a different type of home. The purpose of this activity is to help students work on their speaking and listening skills.
Give students an index card with specific environmental and climate information regarding a particular area. Have the students draw or build a home that would go with the described area. Have the students explain why what they drew or built their home the way they did and share.
Teacher should select various climates, available material and temperatures. Additionally, the teacher should provide multiple materials for building and a variety of mediums to illustrate.
Reading: Informational Text
Reading: Foundational Skills
Speaking & Listening