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Activity: Students will complete “Working for my Earnings” while using plastic coins to calculate how much is earned by the end.
Write a Little a Lot: Students will answer, “Which chore earned the most?”
Intervention/Extension: For intervention, the activity will be guided and a discussion will be led after as to what job earned the most. Extension activity will be answering the question, “What would you spend your money on if it were real?”

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Activity: Students will get a variety of different Thanksgiving food items to build their plate. Each food item will have a different money amounts (ex: apple pie = 10 cents, mashed potatoes = 5 cents)

Once they gather what they want, they will check out, but they only have 99 cents to spend.

Extension: Students will receive $1.50 to spend instead of 99 cents.

Intervention: Give students a specific plate. As a small group, we will add together our food items and determine our total!

Write A Little A Lot: Students will answer: Do I have enough money to buy everything? If I don’t have enough, what can I put back in order to stay within my budget?

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The students will read an informational text from the HMH mybook. They will underline the facts in blue and opinions in red. They will have to justify their answer by writing why the sentence was a fact or opinion.

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Activity: Read “Cats vs. Dogs” article. Vote with your feet activity where students will move to one side of the classroom for which one they think is better.
Write a Little a Lot: “Tabletop Tweet” Students will break into groups and complete poster.
Extension/Intervention: students needing intervention will complete a graphic organizer listing the reasons why dogs and cats are the better animal. The sentence stem, “I think _____ is better because …” will be provided.

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Carpenter 2.7C trace the development of a product from a natural resource to a finished product 

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Carpenter 2.7C trace the development of a product from a natural resource to a finished product 

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Activity: Class discussion on where their clothing came from. Teacher will have varied pictures related to the development of clothing. As a class, we will work together to sequence the start to finish product. Students will use what they have learned and write a procedural text on cotton. As an extention, students will choose an item to research to sequence start to finish product. For intervention, students will be given a simplified version, such as, banana to banana bread or orange to orange juice.

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Give the students a word problem stating: Joe has 2 quarters, 3 nickels, 2 dimes, and 4 pennies. He wants to buy a toy for 87 cents. Does he have enough money? Justify your answer.

The students would have to first figure out how much money he has by counting the collection of coins. Then, they would have to write whether he has enough money or if he needs to save more. If he has to save, how much more does he need?

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Carpenter 2.13D investigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies and frogs

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Carpenter 2.13D investigate and describe some of the unique life cycles of animals where young animals do not resemble their parents, including butterflies and frogs

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Activity: As a class we will investigate different animals and pair the young with the adult. Then, we will about what we notice about the animals. Students will identify how the young of the frogs and butterflies do not resemble their adult match. We will list differences we notice about frogs and tadpoles. As an extension students will research mealworms on PebbleGo and describe how the young is different from the adult. For intervention students will compare and contrast baby humans and adult humans.

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We would like to support our ELA teachers as they teach procedural writing, so we plan to have our students write the steps for determining the value of a collection of coins. We can use Give One Get One to help students plan for writing their procedural paragraphs.

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Carpenter 2.10A discuss the author’s purpose for writing text 

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Carpenter 2.10A discuss the author’s purpose for writing text 

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Activity: Students will use the RACE strategy to state what the author’s purpose for writing the text and (2.9 Ei) what the author is trying to persuade the reader to think or do. (2.7 C)Students will use text evidence while completing the RACE strategy. We will give an example response for students to reference and highlight the different components of the RACE strategy. As an extension students will write a different response using their library book, answering, what is the authors purpose? For intervention students will cut apart and order RACE strategy given.

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Activity: Read Animal Groups in Epic! Turn and Talk with an elbow partner, answering the prompt, “Would you rather move as a group or alone?”
Write a Little A Lot: Response question using RACE strategy. “Would you be an ______ or ______? Why?”
Extension/Intervention: “Create a Creature” Students will draw a picture creating a creature and adding an adaption that will aid in its survival.

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Carpenter 2.11B- Explain that saving is an alternative to spending

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Carpenter 2.11B- Explain that saving is an alternative to spending

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Activity: Students will do a brain dump in their journals and write all the things they know about spending money. As a class we will generate a list of things we will save our money for. As an extension we will incorporate 2.11A and calculate how long it will take to save for different items. For intervention we will give a sort to determine the difference between spending and saving.

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SJE 2.5A Determine the value of a collection of coins up to one dollar

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SJE 2.5A Determine the value of a collection of coins up to one dollar

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We would create a Kroger ad with pictures and prices that do not go above $1. Students would represent the price of the item using combination of coins. Students would use the sentence stem:

In order to buy the _____ I would use ___________.

Extension: Students will demonstrate the value of the item in two or more ways.

Intervention:  Provide two options of combination of coins and students will match the price to the correct combination of coins.

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Activity: Review each coin and their value.

Have students practice counting different values of coins together.

Students will play It Adds Up to a Dollar with a partner.

Write a Little a Lot: Snap-tastic: Students will draw a collection of coins that equal a dollar. In the explain portion, students will write the value of each coin and add them up to ensure they equal one dollar.

Intervention: Start students off with a collection of coins and they have to choose which ones come together to equal one dollar. Give students sentence stems and vocabulary to use

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Activity: Read/watch video with different examples of how animals work in groups.

Whip around: Talk about how animals work in groups to obtain food, defend themselves and cope with changes.

Write a Little A Lot: Roving Paragraph: Students will write one idea they learned about how animals work in a group.

Being part of a group helps animals by _________.

They will then walk around, share ideas with thinking partners, and borrow them using the sentence stems:

Also, _________.

In addition, ____________.

Extension/Intervention: Students can share more or less times depending on ability/stamina.