Week 2 — Printable Lesson Packet

Mathematics

Objective: Students will build and count bundles of ten to show that 100 is the same as 10 tens (2.NBT.A.1a).

1. 10 min — Warm-Up: Review last week's place value chart. Display 63 with beans and sticks: 6 bundles of ten and 3 loose beans. Ask, 'How many tens? How many ones? Now show me 36. What changed?'
2. 15 min — Mini-Lesson: Count out 100 craft sticks together by tens, bundling every 10 with a rubber band as you go. Line the 10 bundles up in a row and say, 'Ten bundles of ten. One hundred. 10 tens = 100.' Write 100 on an index card and place it above the bundles.
3. 15 min — Practice: Student builds 40, 70, and 100 with bundles only, then draws each as a set of tall sticks and writes the matching sentence: '4 tens = 40', '7 tens = 70', '10 tens = 100'. Then ask for 9 tens and 1 more ten: what number is that?
4. 5 min — Wrap-Up: Ask, 'If I have 10 bundles of ten, how many sticks is that? How do you know?' Student answers in a full sentence. Post the 100 card on the wall for the week.

Materials: dried beans, 100 craft sticks or straws, rubber bands, index cards, marker, paper, pencil

English Language Arts

Objective: Describe how Toad responds to the events in 'Spring' by naming what he does and how he feels (RL.2.3).

1. 15 min — Read-Aloud: Before reading, recall last week's Owl at Home: 'Remember how Owl kept running up and down the stairs to be upstairs and downstairs at once? Today we meet two new friends, Frog and Toad.' Read 'Spring' from Frog and Toad Are Friends by Arnold Lobel. Pause when Frog shouts up the stairs and again when Toad sees 'May' on the calendar, and ask, 'What does Toad do right here? How is he feeling?'
2. 10 min — Mini-Lesson: Make a three-column chart titled Event, What the character does, How the character feels. Fill in one row together: Event: Frog wakes Toad in April. Does: pulls the covers over his head and says 'Blah.' Feels: sleepy and grumpy. Teach the big idea: authors show feelings through what characters do and say, so readers have to watch closely.
3. 15 min — Guided Reading: Your child rereads 'Spring' aloud (or reads a just-right book from the library basket). Give two sticky notes and ask them to mark one place where Toad does something because of an event, then tell you the event and the response in their own words.
4. 15 min — Writing Workshop: Launch a two-week small-moment story. Brainstorm a list of moments with a friend or family member: a time you laughed hard, a time you were scared, a time something went wrong. Your child picks one, tells it across three fingers (first, next, last), and sketches the three parts in three boxes on a folded paper.
5. 10 min — Phonics: Introduce the vowel teams ai and ay, which both say long a. Write these words on index cards and read them together: rain, paint, train, wait, mail, snail, day, play, stay, away, gray, tray. Sort into two piles and ask what your child notices about where ai sits (middle) and where ay sits (end).

Materials: Frog and Toad Are Friends by Arnold Lobel, Chart paper or a large sheet of paper, Markers, Sticky notes, Library books at your child's level, Writing folder, Paper folded into three boxes, Pencil and crayons, Index cards

Science

Objective: Students will observe, describe and sort household objects by properties such as color, texture, hardness, flexibility and whether they absorb water (2-PS1-1).

1. 5 min — Science Question of the Week: Ask, 'How can we describe what something is made of?' Remind your child that last week scientists used their senses to observe; this week the job is to use property words. Write the words color, texture, hardness, flexible and absorbs on an index card to keep on the table all week.
2. 20 min — Investigation: Mystery Bag Properties: Put 8 objects in a paper bag (a spoon, a sponge, a cotton ball, a rock, a rubber band, a paper clip, a wooden block, a crayon). Your child pulls one out without looking, describes it with at least three property words, then guesses what it is. Record each object and its properties in a chart with the columns Object, Color, Texture, Hard or Soft, Bends or Does Not Bend. Support: offer two choices for each column ('Is it rough or smooth?'). Stretch: add a column for 'What is it made of?' (metal, wood, plastic, cloth, stone).
3. 5 min — Wrap-Up: Ask, 'Which two objects share the most properties? Which two are most different?' Have your child say one complete sentence such as 'The spoon and the paper clip are both hard and shiny.'

Materials: paper bag, spoon, sponge, cotton ball, rock, rubber band, paper clip, wooden block, crayon, index card, paper and pencil

Mathematics

Objective: Students will trade ten loose ones for a bundle of ten and ten bundles for a hundred, explaining each trade (2.NBT.A.1a).

1. 10 min — Warm-Up: Play 'Race to 100'. Take turns rolling a die and adding that many beans to a cup. Every time the cup reaches 10, trade the 10 beans for one craft-stick bundle. Play 3 minutes and count who has more tens.
2. 15 min — Mini-Lesson: Pour out a pile of exactly 100 dried beans. Ask, 'Is this 100? How could we check without counting one by one?' Group the beans into cups of 10 together and count the cups: 10 cups. Then pour all 10 cups into one zip bag and label it '100'.
3. 15 min — Practice: Give the student 85 loose beans. Student makes as many cups of 10 as possible (8 cups, 5 left), records '8 tens and 5 ones = 85', then adds beans one at a time and records what happens at 90 and at 100. Support: start with 45 beans and count cups aloud together. Stretch: predict how many more beans 85 needs to reach 100 before adding them, then check.
4. 5 min — Wrap-Up: Hold up one full 100-bean bag and one loose bean. Ask, 'How many of these little beans are hiding inside this bag?' Student explains that 10 cups of 10 went in.

Materials: dried beans, small cups, zip bag, bundles of 10 craft sticks, a die, marker, paper, pencil

English Language Arts

Objective: Track how a character's feelings change across a story and describe the change using precise feeling words (RL.2.3, L.2.5a).

1. 15 min — Read-Aloud: Read 'A Lost Button' from Frog and Toad Are Friends. Each time Toad says 'That is not my button!' read it a little louder, and after the third time ask, 'What is happening to Toad's feelings?' At the end, ask what Toad does with all the buttons and why.
2. 10 min — Mini-Lesson: Draw a feelings line across the page with three dots: beginning, middle, end. Together label Toad: worried (beginning), frustrated and shouting (middle), sorry and then generous (end). Add the new words frustrated, ashamed, and grateful to a word wall and say a sentence with each.
3. 15 min — Independent Reading: Your child reads a just-right book for 15 minutes and places one sticky note where a character's feeling changes. Afterward they show you the page and name the feeling before and after.
4. 15 min — Writing Workshop: Draft the beginning of the small-moment story from yesterday's three boxes. Push for action words and feelings in the same sentence: 'I grabbed the leash and my heart pounded.' Support: your child dictates the first two sentences while you write, then copies them. Stretch: add a line of dialogue with quotation marks.
5. 10 min — Phonics: Introduce ee and ea, which both say long e. Read and write: see, tree, green, keep, feet, sleep, eat, read, leaf, seat, beach, clean. Have your child hunt for two ee or ea words in Frog and Toad Are Friends (green, tree, and sea are easy finds).

Materials: Frog and Toad Are Friends by Arnold Lobel, Paper, Markers, Word wall (wall space or a poster), Library books at your child's level, Sticky notes, Writing folder, Lined paper, Pencil, Index cards

Social Studies

Objective: Students will explain why groups of people need rules and laws and describe what could happen without them (D2.Civ.3.K-2, D2.Civ.12.K-2).

1. 10 min — Read-Aloud and Discussion: Read 'What If Everybody Did That?' by Ellen Javernick. Stop on three pages (throwing a can out the window, feeding the animals at the zoo, talking in the library) and ask, 'What is the rule here? What happens to everyone if everybody breaks it?' Then ask, 'Is a law the same as a rule?' and explain that a law is a rule the whole town, state or country agrees to follow, and there are consequences if you break it.
2. 15 min — Hands-On Activity: Game With No Rules: Play a quick card game or a board game for 3 minutes with 'no rules': anyone can move any piece, take any card, change turns whenever they want. Stop and ask how it felt (unfair, confusing, not fun). Then play again with the real rules for 5 minutes. On a T-chart labeled No Rules and With Rules, write two or three feelings or problems on each side together.
3. 5 min — Quick Write: Your child finishes the sentence 'We need laws because...' with one reason and draws a picture of one law from the book or from your town (a stop sign, a leash law, a speed limit).

Materials: 'What If Everybody Did That?' by Ellen Javernick (library), deck of cards or simple board game, paper and pencil, crayons

Mathematics

Objective: Students will represent numbers from 10 to 100 as tens and ones using drawings and a place value chart (2.NBT.A.1a).

1. 10 min — Warm-Up: Quick draw: say a number, student draws it as tall lines for tens and dots for ones. Use 30, 52, 78, 90, and 100. For 100, ask whether the student would rather draw 10 lines or one square labeled 100.
2. 15 min — Mini-Lesson: Draw a two-column place value chart labeled Tens and Ones. Model 64: 6 bundles in the tens column, 4 beans in the ones column, then write 6 and 4 under them. Model 60 and ask what goes in the ones column (nothing, so we write 0). Finish with 100: 10 bundles in the tens column, and show that the chart needs a new column called Hundreds.
3. 15 min — Practice: Student completes a chart for 27, 50, 83, 99, and 100 using sticks and beans first, then writing the digits. For each, student says the number two ways: '83' and '8 tens and 3 ones.'
4. 5 min — Wrap-Up: Ask, 'Why does 50 need a zero?' Student explains that the zero holds the ones place so the 5 stays in the tens place.

Materials: paper, pencil, marker, bundles of 10 craft sticks, dried beans, place value chart

English Language Arts

Objective: Compare how two characters from different books respond to a problem, using evidence from their actions (RL.2.3, RL.2.1).

1. 15 min — Read-Aloud: Read Jamaica's Find by Juanita Havill. Stop after Jamaica takes the stuffed dog home and ask, 'Look at her at the dinner table. What is she doing? What does that tell us she feels?' Finish the book and ask what Jamaica does the next morning and why.
2. 10 min — Mini-Lesson: Add Jamaica to Monday's Event, Does, Feels chart beside Toad. Event: Jamaica finds a dog that is not hers. Does: pushes food around her plate, will not play. Feels: uneasy, guilty. Say: 'Both authors never wrote the word guilty or grumpy. They showed it with actions, and we figured it out.'
3. 15 min — Guided Reading: Read 'A Swim' from Frog and Toad Are Friends together, taking turns by page. Ask your child to find the page where Toad's response to being laughed at is clearest, and say the sentence that proves it.
4. 15 min — Writing Workshop: Draft the middle of the small-moment story. Teach 'show, don't tell' with two versions: 'I was scared' versus 'I hid behind the couch and held my breath.' Your child finds one telling sentence in their draft and rewrites it as an action.
5. 10 min — Phonics: Mixed sort of all four teams. Write on cards: chain, brain, clay, spray, sweet, queen, dream, teach, tail, May, wheel, peach. Your child sorts into ai, ay, ee, ea columns and reads each column aloud, then writes one sentence using two of the words.

Materials: Jamaica's Find by Juanita Havill, Monday's chart, Markers, Frog and Toad Are Friends by Arnold Lobel, Writing folder, Lined paper, Pencil, Index cards, Paper

Science

Objective: Students will test which materials absorb water and use the results to add a new property to their sorting chart (2-PS1-1).

1. 5 min — Review: Read back Monday's chart. Ask, 'Which property did we not test yet?' Point to the word absorbs on the index card and ask your child to predict which three objects will soak up water.
2. 20 min — Deeper Investigation: Does It Absorb?: Set out a paper towel, a piece of foil, a square of wax paper, a cotton ball, a plastic bag, a scrap of cloth and a coin on a tray. Your child uses a dropper or a spoon to put 5 drops of water on each and waits 10 seconds. Record in a new chart with the columns Material, Prediction, Result (Absorbs or Does Not Absorb). Then ask which materials would make a good raincoat and which would make a good towel.
3. 5 min — Data Discussion: Count the absorbers and the non-absorbers together. Ask, 'Were any of your predictions wrong? What surprised you?' and have your child circle the surprise on the chart.

Materials: tray or baking sheet, paper towel, foil, wax paper, cotton ball, plastic bag, cloth scrap, coin, cup of water, spoon or dropper, Monday's chart, paper and pencil

Mathematics

Objective: Students will solve real-world problems by counting and bundling groups of ten (2.NBT.A.1a, 2.NBT.A.2).

1. 10 min — Warm-Up: Count by tens on the hundreds chart from 10 to 100, touching each number. Then cover the numbers 40 and 80 with beans and ask the student to say the covered numbers while counting.
2. 15 min — Mini-Lesson: Pose this problem: 'A bakery packs muffins in boxes of 10. The baker made 100 muffins. How many boxes does she need?' Use craft-stick bundles as boxes and act it out to find 10 boxes. Then ask, 'What if she made 70 muffins? What if she had 10 boxes and 3 loose muffins?'
3. 15 min — Practice: Give three problems to solve with beans and cups: 'Eggs come 10 to a carton. Grandpa has 6 cartons and 4 loose eggs. How many eggs?' (64), 'Pencils come 10 to a box. You need 100 pencils. How many boxes?' (10), and 'A jar has 9 cups of 10 beans. How many more beans make 100?' (10). Student draws a picture and writes the number for each.
4. 5 min — Wrap-Up: Ask the student to invent one 'groups of ten' problem from around the house (socks, crayons, blocks) and say the answer out loud.

Materials: printed hundreds chart, dried beans, small cups, bundles of 10 craft sticks, paper, pencil

English Language Arts

Objective: Explain how one character's response to an event affects another character, using a sentence frame with text evidence (RL.2.3, W.2.8).

1. 15 min — Read-Aloud: Read 'The Letter' from Frog and Toad Are Friends. Stop when Toad says it is his sad time of day and ask, 'What does Frog do about Toad's sadness?' At the end ask why waiting for four days felt happy instead of sad.
2. 10 min — Mini-Lesson: Teach the sentence frame 'When ___ happened, ___ (did) ___ because he felt ___.' Model it: 'When Toad said no mail ever came, Frog ran home and wrote a letter because he felt sorry for his friend.' Write it on a strip to keep in the writing folder.
3. 15 min — Guided Reading: Your child rereads 'The Story' or 'A Swim' aloud and completes the sentence frame for Toad in writing. Check that the event, the action, and the feeling each come from the text.
4. 15 min — Writing Workshop: Draft the ending of the small-moment story and add how the writer felt at the very end. Read the whole draft aloud to you; your child circles one place where a feeling is shown by an action.
5. 10 min — Phonics: Teach the rule: ay usually comes at the end of a word or syllable, ai in the middle. Dictate: pay, wait, jail, hay, sail, stray, faint, delay, plain, today. Your child writes each, then checks against the rule and fixes any misspellings.

Materials: Frog and Toad Are Friends by Arnold Lobel, Sentence strip or paper strip, Marker, Paper, Pencil, Writing folder, Lined paper, Whiteboard or paper

Social Studies

Objective: Students will identify rules at home and laws in the community and create a poster explaining one law and its purpose (D2.Civ.3.K-2, D2.Civ.12.K-2).

1. 10 min — Review and Extend: Reread the Quick Write from Tuesday. Then take a 'rule walk' around your home: find three rules (shoes off at the door, wash hands before eating, bedtime). Ask, 'Who made this rule? Who does it keep safe or happy?' Then name three laws you follow outside the home (buckle your seat belt, cross at the crosswalk, do not litter) and ask the same questions.
2. 15 min — Project Work: Our Law Poster: On a sheet of paper, your child chooses one real law (seat belts, crosswalks, litter, bike helmets) and makes a poster with three parts: a drawing of the law, the words 'The law says...', and 'This law keeps us safe because...'. Adult writes the sentence frames; child fills them in.
3. 5 min — Share Progress: Your child presents the poster to a family member in three sentences and answers one question from the listener. Hang the poster where it can be seen all week.

Materials: Tuesday's Quick Write, large paper, crayons or markers

Mathematics

Objective: Students will demonstrate that 100 equals 10 tens using drawings and a place value chart (2.NBT.A.1a).

1. 10 min — Warm-Up: Flash bundles quickly: hold up 3 bundles, then 7 bundles, then 10 bundles, hiding them after 3 seconds. Student says the number each time (30, 70, 100).
2. 15 min — Review: Student teaches you: using beans, cups, and the 100-bean bag, student explains from start to finish how 100 loose beans become 10 cups and then one bag. Ask, 'What is 100 made of?' and listen for '10 tens.'
3. 15 min — Weekly Assessment: On paper, student (1) draws 100 as bundles of ten and writes '10 tens = 100', (2) fills in a Tens and Ones chart for 46, 90, and 100, and (3) answers 'Marcus has 8 bundles of ten straws. How many more bundles does he need to have 100?' with a drawing and a sentence.
4. 5 min — Wrap-Up: Reflect: 'What was the trickiest part this week, trading beans or writing the chart?' Preview next week: 'Next week we find out what happens when we have MORE than one hundred.'

Materials: bundles of 10 craft sticks, dried beans, small cups, 100-bean bag, paper, pencil, place value chart

Assessment: Explain that 100 = 10 tens using drawings and place value charts

English Language Arts

Objective: Write a short response describing a character's response to an event with text evidence, and read ai, ay, ee, ea words accurately (RL.2.3, RF.2.3b).

1. 10 min — Reading Celebration: Hold a Frog and Toad vote: list the five story titles and let each family member vote for a favorite with a bean in a cup. Compare with last week: 'Would Owl and Toad be friends? Why?'
2. 15 min — Reading Response: Your child writes three to four sentences answering 'How did Toad respond when he lost his button?' using Thursday's frame and one detail straight from the book. They should reread and add a capital letter and period to every sentence.
3. 15 min — Publishing and Author's Chair: Author's Chair for drafts in progress: your child sits in a special chair and reads the small-moment draft so far. Listeners give one 'I noticed a feeling when...' compliment and one question they still have; your child jots the question on a sticky note to answer next week.
4. 10 min — Phonics Check: Dictate ten words and score them: train, gray, sleep, leaf, mail, play, green, beach, snail, stay. Reteach any team missed on Monday of next week.
5. 15 min — Independent Reading: Fifteen quiet minutes with a self-chosen book. Ask afterward: 'Tell me one thing that happened and how the character felt about it.'

Materials: Frog and Toad Are Friends by Arnold Lobel, Dried beans, Five cups, Paper, Pencil, Sentence frame strip, Writing folder, Sticky notes, A special chair, Library books at your child's level

Assessment: Written response describing a character's response to an event with one text detail; phonics check of 10 ai, ay, ee, ea words (8 of 10 correct meets the goal).

Science

Objective: Students will draw conclusions about how properties help us describe and use materials and create a texture collage (2-PS1-1).

1. 10 min — Drawing Conclusions: Lay Monday's and Wednesday's charts side by side. Ask, 'If I needed something to dry a spill, which object would you pick and why?' and 'If I needed something to keep rain off, which one?' Your child writes one sentence: 'A good ____ needs to be ____ because ____.'
2. 15 min — Art Connection: Texture Collage: Gather scraps with different textures (sandpaper, foil, cotton, fabric, bubble wrap, a leaf). Your child glues them onto paper in groups by property and labels each group with a property word (rough, smooth, soft, shiny, bumpy). Do a crayon rubbing over one rough and one smooth scrap to show the difference.
3. 5 min — Week Reflection: Ask, 'Last week you used your senses to observe. This week you used property words. Which property was easiest to test? Which was hardest?' Record the answer at the bottom of the collage and save it for the Week 6 review.

Materials: Monday's and Wednesday's charts, texture scraps (sandpaper, foil, cotton, fabric, bubble wrap, leaf), glue, construction paper, crayons