[Grades 2 & 3] Creating a Stimulating Learning Environment – District 30: Session 4 (2021-22)
Author: Liz Locatelli
1 additions to document , most recent about 2 years ago
| When | Why |
|---|---|
| Mar-22-22 | More Learning Opportunities |
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LCI Sample – Liz Locatelli – Grade 3 / Science
Learning Opportunities
- Model how to look deeply and ask meaningful questions by showing a picture of one zone and asking students to name details in the picture and to pose questions based on what they see.
- Show images of all the zones and ask if any students have lived in or visited one of the areas or know someone who has. Invite those who respond to serve as “experts” who can help to answer questions.
- Give each group the picture of one zone and let them list details and pose questions.
- Provide students with maps, graphs, videos and text about the zones and have them make marginal notes.
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Ask students to work in groups to share information, decide what is most important and organize it into categories.
(They can use the graph provided or create their own.) - Have groups share their graphs and ask clarifying questions.
- Encourage students to revise using ideas gained from the sharing.
- Ask how Thinking Interdependently helped them to do quality work.
P.S. 151 Q – Kathy Drakopoulos – Grade 2 / Social Studies
Task: Today , you are going to use all you have learned about maps and land features to create your own community map.
Provide visual vocabulary learned about community map making. (map key , compass rose, natural geographic features, man made features)
Discuss previous community map and point out the vocabulary above.
Provide Guide Questions and discuss: – Why is your community a good place to live?
- How did we change the land to help us live and travel around?
- How do people travel?
- What/Where do people do/go for fun?
- What is the name of your community?
Students are given a blank map template and begin to draw out their map.
Students are also provided with a community map checklist to make sure they included all components.
The community kids decide to put up signs saying “STOP THE LITTERING”
They continue by providing garbage cans . They also create clean up groups which take turns cleaning up
using a set schedule.
P.S. 69 Q – Tracey Marchesini – Grade 3 / Writing
Learning Opportunities
Task: Students will learn about an important person by researching them, taking notes using guided questions, and write a mini-report.
- Students will choose a biography book about an important person they find interesting by reading the summary on the back of the book and/or using the book cover to inspire them.
- Students will choose a book within the classroom library, school/public library, and or on MyOn. (Books must be close to their current reading level.)
- As the students are reading, they will take notes in their Writing Notebook using the following topics:
Students will choose a biography book , videos, interviews, etc. about an important person they find interesting by reading the summary on the back of the book and/or using the book cover to inspire them.
Reason: We wanted to open the assignment to other media.
To differentiate students will be given a graphic organizer to help organize their notes.
- Students will describe their important person by using a character trait. (Inference)
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Students will organize their notes into paragraphs by writing:
- Topic Sentence
- Transitional Words
- Closing Sentence
- Students will share their mini-report in a small group of 3 to 4 students.
P.S. 69 Q – Sheryl Grill – Grade 2 / Writing
Learning Opportunities
Task: Students will learn about an important person by researching them, taking notes using guided questions, and write a mini-report.
- Students will choose a biography book about an important person they find interesting by reading the summary on the back of the book and/or using the book cover to inspire them.
- Students will choose a book within the classroom library, school/public library, and or on MyOn. (Books must be close to their current reading level.)
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As the students are reading, they will take notes in their Writing Notebook using the following topics:
- Family Members
- Childhood Events and School Life
- Hobbies, Interests, Activities
- Adult Life
To differentiate students will be given a graphic organizer to help organize their notes.
- Students will describe their important person by using a character trait. (Inference)
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Students will organize their notes into paragraphs by writing:
- Topic Sentence
- Transitional Words
- Closing Sentence
- Students will share their mini-report in a small group of 3 to 4 students.
P.S. 149 Q – Carmen Alarcon and Britney Peguero – Grade 2 / Reading
Learning Opportunities
Task: I can identify opinions in a text by using text evidence to support my ideas.
What if you expanded this so that they came up with facts and opinions about someone they felt was worthy of recognition (they could co-construct criteria).
They could then present their opinions with facts that support them.
- Students will learn to find supporting reasons for opinions in a text. We will distinguish between facts and opinions, and write an opinion using text evidence to support our ideas.
- Student will read the book call Great Leaders and learn more about Abigail Adams and W.E.B Dubois
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While the students are reading the book they will be answering the following questions to check their understanding.
- What does Olivia think of Abigail Adams? Is this a fact or an opinion? Explain.
- Underline two reasons Olivia gives to support her opinion. How do the examples about what Abigail did for women’s rights help Olivia persuade readers?
- What belief does Anthony share with readers? Is this a fact or opinion?
- How does Anthony help readers understand why he thinks W. E. B. Du Bois was a good role model? What does Anthony want readers to do?
- Students will organize their opinions and thoughts about ideas and support about Abigail Adams and W.E.B Dubois and how they are great leaders
- Students will write an opinion about how does the Author feel about Abigail Adams and then provides their reasons. Then they will do the same about W.E.B Dubois.
P.S. 212 Q – Effie Kyriakos-Spiratos – Second Grade / SEL Sanford Harmony
Learning Opportunities
SEL: Unit 3 Lessons 3.1 and 3.2 Listening and Responding to Others.
Task: Students discuss effective communication behaviors and practice listening, responding and taking turns while talking with peers. Students practice making appropriate comments and questions by using listening and speaking skills during a conversation.
- Ask students “What is communication?” “How do people communicate?”
- Show images of people communicating. Discuss what they see happening (I see, I think, I wonder)
- Read the story THE MIXED UP DAY stopping to ask questions about how miscommunications are happening in the story. Ask what would you do to better communicate with others? Model a scenario from the story with students.
- Discuss why is it important to listen carefully to others?
- Talk with a partner about a time you had a difficult time listening to someone else.
- Provide students with communication do’s and don’ts card sort. Students can work with partners or small groups to sort the cards.
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Communication practice: play using ‘? cards’ and ‘+ comment cards.’
Students will choose from a menu of conversation prompts and practice discussing a topic using ‘? cards’ for clarifying questions and ‘+ cards’ to add to what someone is saying.
Students during the conversation need to figure out how to take turns speaking and listening, staying on topic, and ensure participation from each participant.
- Students choose from a variety of conversations choices generated by students (ie going to the park; snow activities; family; beach time; after school activities)
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Encourage students to use the “Glow and Grow” chart to evaluate how well their group communicated during the communication practice.
Explain how you contributed to the group.
Tell what was challenging.
Explain how you showed the habit of mind “Listening to others with understanding and empathy.”
If you didn’t, what could you have done instead?
Explain how you showed the habit of mind “Thinking and communicating with clarity and precision.”
If you didn’t, what could you have done instead?
Give students sentence starters like: :
“I listened with understanding and empathy because …”/“Next time I will try to…. by…”
P.S. 212 Q – Danielle Mahoney-Kertes – Reading, Grade 3
Learning Opportunities:
📖 Model how good readers come up with a thesis or big idea by thinking about how characters feel, the troubles they face and how they respond to problems.
👀 Ask students to choose one character to focus on during an interactive read aloud of, The Big Red Lollipop.
🎨 Inspire students to design a note-taking sheet to write down their big ideas and thinking.
❤️ Prompt students to draw pictures and write words that show and track how the characters’ feelings change throughout the story.
👥 Ask students to work in a partnership or small group to::
- Review and share their notes and drawings.
- Discuss the problems the characters face and how they respond to them.
- Ask questions to understand their partner’s thinking.
- Answer questions to help their partner understand their big idea or thesis.
- Write a sentence that shows their big idea or thesis about a character or a lesson learned.
- Locate places in the text that support their thinking.
- Review their partner’s work – checking for a big idea ✔ and evidence ✔️ and notating a question mark ？where something is missing.
☀️ Provide students with multiple opportunities to reflect on the way they felt at different parts of their learning today.
📝 This reading work connects with our writing work and will lead into lessons on how to write a baby literary essay.
Priority Learning Standard R.1
P.S. 92 Q – Katelynn Rubertone – Second Grade / ELA
- See: Display the vocabulary word/picture card for the word wrinkled to activate prior knowledge and begin to make personal connections.
- Listen: Read and show a sentence containing the word in context for students to hear how the word sounds in context.
- Define: Provide a student-friendly definition for the word and adding an action to ensure that all students begin to relate it to their own lives.
- Say: The class will say the word out loud together three times.
- Examples: Provide three visual real-life examples of the word with clear explanations.
- Student Examples: Students will turn to their table partners and discuss other examples of the word with their classmates.
- Share: Classmates will share examples that they discussed with their partners with the whole class.
- Sketch: Everyone will sketch a picture of an example of the word in their notebooks to make a personal connection to the word.
Repeat: Repeat the process for the words: frown, yanked, dragged, mumbled, nearby, excuses, hesitant.
P.S. 92 Q – Ben Ehrlich – Third Grade ELA
HMH Module 4 – I can ask and answer questions to monitor my understanding of a text
1. Visual: Teacher presents the text that students will be reading. (2 min)
2. View and Discuss: Students look at the illustrations in the text and use Visual Thinking Strategy to discuss what they see with a partner. (4 min)
3. Stop & Jot: Students write in their MyBook to share what they notice and what they wonder about the story they will read, or to make connections to prior knowledge. (4 min)
3. Predict: Students use illustrations and prior knowledge to make predictions about the play Two Bear Cubs by speaking. (5 min)
4. Vocabulary Viewing: Teacher shows picture cards of 3 vocabulary words students will see in their reading today. Students share what they know about these words, or use photo clues to define these words. (5 min)
5. First Read: Students complete an interactive read-aloud of Scene 1 of the play Two Bears. (15 min)
6. Reflect and Discuss: Students reflect on what they read by reviewing their notes from before reading. Students discuss what they read about and ask questions to each other about the text (10 mins).
8. Ask and Answer: Students finish by answering an “I wonder” question from the first part of the lesson, and asking a question about the next scene of the play. (5 min)
P.S. 150 Q – Heather Grimaldo – Second Grade / ELA
Task: I can experiment with different structures by studying what other authors have done and then trying those structures in my own poems.
- Show and read examples of poems with different structures (conversation poems,
- list poems, story poems, mask poems). “What do you notice about the different types of poems?”
- Students identify the structure of the poem (conversation, list, story…) by annotating what they notice.
- Students will write a poem with a specific structure.
- Students will discuss how they could rewrite their poem using a different structure.
- Students rewrite their poem using a different structure.
- Students compare the structure of their poem to their partner’s poem. How are they similar or different?
- Talk to a partner about why you chose that structure.
Community School 111 – Kristine Landberg – Grade 3 / ELA
Task: After reading the book of the month, and watching the movie of the month, complete the extended response.
Is there an audience beyond the classroom? I wonder if one month you might make the task more authentic.
- Create a thinking map for the first short answer response question.
- Answer the first short answer response question using RADDS.
- Create a thinking map for the second short response question about the movie of the month.
- Use the thinking map to answer the movie short response question.
- On the scaffolded planning page, write the introduction with a hook and introducing the book, movie, and ethical character trait.
- Write the conclusion.
- Draft the extended response.
- Revise and Edit the draft.
- Publish the extended response.
Community School 111 – Kristine Landberg – Grade 3 / ELA
Task Prompt:
What are some ways that they could share perspectives and support each other in deepening their understanding of the stories and their messages? What are some choices you might give students in this work?
Link to scaffolded prompt and Task
Learning Targets:
I can answer a constructed response question by using RADDS.
I can determine the central message of a text by locating key details.
I can describe a character’s traits by locating key details in a text.
I can write an introduction with a hook.
P.S. 152Q – Cristina Boneta – 2nd Grade / Social Studies
Task: I can learn how New York City is the cultural capital.
After the students circle places they would like to visit, what are some ways you could engage them in a task that has a more authentic purpose and audience?
- Focus Questions: Where are New York City parks and public spaces located? What are some important cultural buildings in New York City?
- Vocabulary: landmarks, tourists, capital, and culture
- Think-Pair-Share: What places do tourist want to see when they come to visit New York City?
- Introduce “A Walk in New York” by Salvatore Rubbino and conduct a read-aloud, pausing as needed to discuss places to visit in New York City and add places to “Cultural Capital: NYC” web graphic organizer.
- Guided Questions: What do you notice on the cover of the book? Do we see any of the places we just discussed in our chart, in this book? What did you learn about New York City from this book?
- Distribute a Cultural Map of New York City. Let’s circle the places we have visited with our families. What differences do you notice among different cultural sites. Are they all the same type of attraction. Let’s draw a box around the place we would like to visit. Refer to the read-aloud. Are all the places mentioned in the book on the map. Why or why not? What would you add?
- Create a postcard for one of the cultural locations you have been to or if you have not been to any of the places, please choose a place you would like to visit and explain why you want to go there. Design the front of the postcard using the location and use the friendly letter format on the back to describe the place.
P.S. 228 Q – E. Hughes and C. Martinez – 2nd Grade / S.S. / Literacy
CHANGEMAKER UNIT: Civics, Culturally Responsive Sustaining Education
1) Introduce the changemaker unit by asking “What is change?” “What is a changemaker?”
Discuss, record responses and add to the list after #2/3)
2) Introduce read aloud biography of (a changemaker). (Select a biography: ex. MLK Jr, Ruby Bridges, Sonia Sotomayor, Gandhi. Introduce genre/biography,) Model reading aloud, stopping at key points to identify problems the character faced and how the character responded to the problem. Give students opportunities to stop and jot to identify problems/character’s responses in changemaker response log.
3) Think, pair, write, share to jot and post in their response journals to prepare for small group Conversations.
What did you learn about __________?
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What important changes did he/she make in his/her life?
Why did you think he/she wanted change? What motivated him/her?
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What did it teach the world?
How did this affect people in the world?
How did he or she help to change the world? Give examples from the text and the world.
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How did his experience make you feel and why?
What did you learn about being a changemaker? Why do you think changemakers are important people?
Students participate in small group conversations using
- Conversation protocols to answer questions, sharing post-its and text evidence
- Cooperative learning roles in conversation (Facilitator, note taker, researcher, Presenter)
4) Students choose a project to write, draw and act about the Changemaker. Teacher uses a choice board for project-based learning.
- Storyboard or chapter from a graphic novel with speech balloons and captions.
- Retelling important parts of the story using a combination of talking, drawing and writing.
- Writing dialogue and using mini scripts to act out important parts of the story. *group sharing
5) Students reflect on changes they would like to see in the world, explaining reasons for the need for change. “If I could change something about our world, I would change__________ because_____________________.” Teacher elicits student ideas for action plans and steps toward change. * Students discuss the benefit of working independently vs. Interdependently to affect change. (Students may choose a class project or individual project to pursue)
6) School/Home project. Look through books about changemakers and research changemakers who have made a difference in the world. Select a changemaker you admire. Read and write a report about the changemaker, following project directions and guidelines. Make a sculpture /statue, portrait, collage, video or other creative project about the changemaker. You may also write a poem or report of information. Prepare a class presentation to teach classmates about the changemaker and the changes he or she helped to create. Share your report and your sculpture at the class share fair following protocols for speaking and presenting.
7) Students present PBL at class share fair & listen to classmates’ presentations: Students reflect on their classmates’ presentations, jotting notes on post its about what they learned.
- Which important changemaker did you learn about and especially admire? Why?
- What Habits of Mind did the changemaker/s use?
- Choose a changemaker and identify 1 or more habits of mind he/she demonstrated.
- Tell how each habit of mind was used, giving examples.
**Arts Connection/Collaboration/PS 228 Early Childhood School of the Arts Music/Art
“Lift Every Voice and Sing” (Hymn with lyrics by James Weldon Johnson 1900
Read together/shared reading
- What does the song mean to you? Answer and find text evidence to support your thinking
- Discuss, draw a picture to capture the meaning of the song. Write a caption about the meaning of the song.
- Sing along & perform song with friends
- Write your own song or dramatic theater or performance art about what you learned during the changemaker unit
P.S. 228 Q – E. Hughes and B. Parache – 2nd Grade / Science and Literacy
Science Learning Opportunities-Exploration of Class Pets and Informational Texts
Science: Students plan and carry out investigations to understand how animals and plants depend on each other. They learn about animal structures, defenses and behaviors in relation to what they need to survive. Students observe live animals (guinea pigs and bearded dragon) to understand how some survive by eating plants (guinea pigs), and other animals survive be eating meat or both plants and meat (bearded dragon). Student will learn how to put an All About informational writing book together to teach others about a topic of their own personal interest about what we are learning in Science.
1. Observe and draw structures of both animals while they are in each station. They draw diagrams with labels and captions to note what the body structure of that animal allows it to do to survive.
2. Explain verbally, then in writing, what are the characteristics of each animal to teach others what they have observed and learned about each animal.
3. Students observe and discuss behaviors of guinea pigs and bearded dragons noticing movements, how they communicate and interact in different settings.
4. Students create a Parking Lot of questions and what they noticed about each animal. They then investigate and research the answers with non-fiction books and laptops. We research food, habitat and animal adaptations.
5. Students learn and write about “How To” properly care for that animal as a class pet. We will practice describing in steps where it will live, what it will eat and how to make sure it is well cared for. Students will compare animals to humans noticing that animals have feelings and are part of a larger community of animals (SEL).
What are some audiences that could actually benefit from this work? Where might you take the final project to make it more authentic? What expert in the real world might give students input and feedback?
6. Students write and draw more chapters to be included in their “All About” informational book, using the class pets as an example. The class model will help them prepare to write their own informational Science book.
7. Students learn how good writers make their words exciting to read by adding a catchy phrase to begin their All About books. Sentence starters such as “Have you ever seen a guinea pig before? I have!” or “Do you know why I love bearded dragons? Let me show you!” these prompts will show students how they can capture the reader’s attention.
8. Students will present their final project orally to teach their classmates about their Scientific topic of choice following the informational text format. They will give each other feedback about what they learned during the presentation.
8. Students will present their final project orally to teach their classmates about their Scientific topic of choice following the informational text format. They will give each other feedback about what they learned during the presentation.
9. Share the final presented projects in the classroom library for students to refer back to and enjoy.
10. Share the final projects with community members like a local vet or if a family member of the classroom community happens to be a veterinarian.
11. Host a writing celebration in the classroom where family members can view the How to Books or post on google classroom/ flipgrid for others to see.
Reason: This is such a great project. My suggestions are ways to share it with the community, family members, and future students.
P.S. 398 Q – Denisse Rivera – 2nd Grade / Writing
Poetry Anthology
Task: Students will create different types of poems about the weather. Poems should describe the weather or how it affects what you do and wear.
Learning Opportunities:
- Use and learn from mentor texts/poems.
- Use of scaffolded brainstorming sessions for new poems.
- Setting and revisiting writing goals throughout the unit.
- Develop different types of poems with different difficulty levels (Haiku, Rhyming, Cinquain, Concrete)
- Develop topic specific vocabulary (weather)
- Higher order thinking questions throughout lessons to guide poetry analysis.
- Think-Pair-Share and other discussion protocols
- Use elements of poetry (Stanzas, alliteration, sensory words, rhythm)
- Use correct spelling, capitalization, and punctuation.
- Paper choice for publishing and checklists before publishing.
P.S. 76Q – Ms. Jasmin Molina-Ortiz – Grade 2 / Social Studies
Task: Today, you will sort through pictures to differentiate between New York City then and how it has developed overtime.
Students will be split into groups. All groups will be sorting the same pictures. This task is ideal for 2-3 days so each group can sort each topic (transportation, buildings, technology and communities). All groups will be discussing the questions. The first group (below group) will be discussing more on what are the similarities and differences. The second group will be discussing and writing 1-2 sentences on the similarities and differences they see. The third group (above group) will discuss and write 2-4 sentences on the similarities and differences they see. Depending on the class size there will be four groups at once.
What might be some ways to extend this task so that students work at a higher level of authenticity?
I think some ways students can work at a higher level of authenticity is by asking their family members such as parents and/or grandparents and ask them how NYC has changed overtime for them or what is the difference between technology, communities, buildings and transportation similar and different from their native country to NYC.
Provide vocabulary that students learned about NYC Overtime. (Settler, Skyscraper, Communities, Population, Timeline, Tourism, Trade, Spices, Change, Invention, Transportation and Natural Resources)
We will discuss how New York City has changed and review vocabulary that is listed above.
Provide Guided Questions and discuss:- How has New York City changed overtime?
- How has transportation changed overtime? Can you name some similarities and differences?
- How have communities changed overtime? Can you name some similarities and differences?
- How have buildings overtime? Can you name some similarities and differences?
- How has technology changed overtime? Can you name some similarities and differences?
- How does a timeline help us understand events? Can you name some similarities and differences?
Students are given pictures of New York City then, such as old transportation systems, old community pictures, old buildings and old technology. Students are also given pictures of how current NYC looks like, such as transportations, skyscrapers, and technology.
Students will sort these pictures and compare the changes.
P.S. 70 Q – Joanna Demetropoulos – 2nd Grade / Math
Task: Students will solve word problems by using a bar model and writing number sentences
Student Learning Opportunities
- Observe a problem being solved step by step
- Use CUBS (circle numbers, underline the question, box key or clue words, Solve and show work to markup a number story
- Label the parts of a bar model (Part, Part, Total)
- Pose questions and discuss what each number represents in the bar model
- Discuss calculation strategies they used to solve the problem
- Complete a bar model with the numbers from a given word problem by putting them in the correct location
- Write a number sentence that matches the part part total in bar model
- Solve the number sentence and show any regrouping if required
- Explain the step taken to solve the problem using transitional words and math vocabulary
- Create their own word problem by using subtraction or addition key words
- Students will switch their word problems with a partner and solve them by creating a bar model, writing a number sentence and explaining how they solved it using the math vocabulary.
P.S. 280 – Brianna Mitchell – Grade 3 / Math
Exemplars Math
Learning Opportunities
1. Read and mark up (circling and underlining) relevant information in the word problem.
2. Create a mental image. Sketch it out. Be sure to include the character, setting, and what they are counting.
3. Take notes of the important information in an I Know/I need to find T chart.
4. Solve the problem using equations
5. Check your solutions by modeling with manipulatives.
6. Explain the steps you took to solve the problem using math words (from our math word wall or the problem itself) and linking words (First, next last, etc)
7. Talk to a partner about how the problem solving steps helped you solve the problem, and which if any were the most useful steps for you.
8. Make a connection to another problem or notice something more about the numbers in the problem. You might respond to questions such as: How can other problems you have solved help you to understand and solve this one? How does your understanding of the numbers in the problem help you solve and check?
Differentiated Word Problem
Ted picks 6 flowers with 4 petals on each flower. Bill picks 3 flowers with 8 petals on each flower. Ted says they both have the same amount of petals. Is Ted correct? Show all of your mathematical thinking.
Ted picks 6 flowers with 4 petals on each flower. Bill picks 3 flowers with 8 petals on each flower. Jon picks 2 flowers with 12 petals on each flower. Ted says they all have the same amount of petals. Is Ted correct? Show all of your mathematical thinking.
Ted picks 6 flowers with 4 petals on each flower. Bill picks 3 flowers with 8 petals on each flower. Jon picks 2 flowers with 12 petals on each flower. Mark picks 4 flowers with 6 petals on each flower. Who has the most petals? How many petals does each boy have? Show all of your mathematical thinking.
Q 300 – Leanne Bolson – 2nd Grade / Reading and Social Studies
Task: I can research an African American changemaker and write a biography on their life.
Before beginning the project students are exposed to various biographies of change makers
- Students choose books from our classroom library or use the pre-selected links to research their person of choice
- Students meet with a partner and briefly explain why they chose that influential person
- Students use graphic provided graphic organizer collect and organize research (teacher models using research to fill out organizer)
- Students use the graphic organizer to draft their biography using the guided draft paper (intro, childhood, adulthood, accomplishments/influences, conclusion
- Students use a checklist to edit and revise their drafts
- Students peer review to work together to edit/revise
- Students publish their writing
- Students present their biographies to the class!
Guiding Questions:
- Why did you choose this person?
- Why are they important?
- What changes have they made?
- What was their childhood like?
- What was their adult life like?
- What challenges did they face?
Project Resources (graphic organizers, checklist draft paper)
P.S. 70 Q – Barbara Dallis – 3rd Grade / Social Studies
TASK: T.P. Students use informational texts to communicate key ideas and understandings about the Silk Road by writing a narrative.
What might help students to understand how quality in a narrative might look?
–Students explore how trade along the Silk Road led to the exchange of goods and ideas with maps, texts
-Describe how human activities affect the environment of a world community;
– Describe how the environment of a specific world community affects the human activities in that community
-Students work together with a partner and use the Image Protocol to make connections and predictions based on the images displayed.
-Students read Selections from Stories of the Silk Road to learn more about the topic.
– What were some of the problems or dangers of the Silk Road? How do you know? – What did travelers on the Silk Road encounter that was probably different than what they were used to seeing at home? What makes you think that?
-Students use what they learned in the previous days’ lessons to write a narrative piece about a traveler’s experience on the Silk Road
-Students provide feedback on what they enjoyed doing and what they found challenging.
Added March 22, 2022 at 11:14am
by Liz Locatelli
Title: More Learning Opportunities
P.S. 112 Q – Joyce Fasano – Grade 2 / Writing
Learning Opportunities
- Students review all story elements we have learned so far.
- Teacher models chart of character, setting, problem and solution with their ideas.
- Teacher models first two sentences of beginning of the story.
- Class engages in shared writing, completing the beginning of the realistic fiction story.
- Students break into small groups and collaborate to create a chart detailing a character, setting, problem and solution for a realistic writing piece.
- When group work is complete, students use their charts to, independently, complete a beginning of a realistic fiction story in their writing notebook.
- Students will share their beginnings of their realistic fiction story with a partner soliciting advice from a partner on what they could improve or what they did well.
P.S. 2 Q – G. Palazzolo – 2nd Grade – SEL / Writing
Task: “My Cup of Feelings” Social Emotional Learning Activity
Students will communicate their feelings and emotions by evaluating, measuring, and communicating their feelings/emotions.
Task Directions:
Students were asked to write specific experiences that they have endured and a specific emotion that their experience brought about within them. Students were asked to color their cup based on how “strong” the emotion felt internally. The level of each emotion felt was determined by the students themselves. They were asked to write specific examples of these emotions, while still adhering to the rules of writing. The students were then asked to assess their “feelings cups” and see and identify which emotion they would like to increase (sustain), and which emotion they would like to decrease. Students were informed that their was no right or wrong answer, but rather encouraged to be open and honest with their feelings.
Emotions: happiness, sadness, loneliness, anger, kindness, anxiety, hope, hurt, and fear.
Vocabulary Taught:
endure, sustain, self-care, assess, evaluate, greatest, least, and impermanence
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