Quarter 3 · Detailed day-by-day lesson plans · Days 101–105
0 of 15 lessons done this week
Week 21 connects addition and subtraction to length through word problems. In ELA, writers practice collective nouns and irregular plurals while readers tackle nonfiction questions.
Plan a trip 'how much further to grandma's?' as a measurement problem.
Tape measure, road map or stroll path, grammar reference
Relating Addition/Subtraction to Length
Measurement & Data · 2.MD.A.1
Assessment: Solve word problems involving lengths using drawings and equations
Asking and Answering Questions (Nonfiction)
Phonics: Irregular verb spelling patterns (e.g., said, were)
Writing: Collective nouns and irregular plurals in writing
Earth's Systems: Water, Wind & Land
2-ESS1-1, 2-ESS2-1, 2-ESS2-2, 2-ESS2-3
Students will solve addition word problems about lengths in the same unit by drawing a picture and writing an equation (2.MD.B.5).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Your child estimates and then measures a piece of string you cut to 15 inches. Ask: 'If I tie on another string that is 10 inches, how long is the whole string?' Let them add and then tie and measure to check (about 25 inches).
Mini-Lesson: Adding Lengths
Read this problem aloud: 'Maya has a ribbon that is 24 inches long. She buys another ribbon that is 18 inches long. How many inches of ribbon does she have altogether?' Draw one long bar split into a 24 part and an 18 part, write 24 + 18 = ?, solve it (42 inches), and check by cutting real ribbon or string to those lengths and measuring the total.
Practice: Length Stories
Your child draws a bar model and writes an equation for each of these three problems. 1: 'A garden row of carrots is 36 inches long and a row of beans is 27 inches long. How long are both rows together?' (63 inches). 2: 'Jonah walks 45 meters to the mailbox and then 38 more meters to the park. How far did he walk?' (83 meters). 3: 'A caterpillar crawled 19 centimeters, rested, then crawled 32 more centimeters. How far did it crawl?' (51 cm).
Wrap-Up
Ask: 'What did all three problems have in common?' (putting two lengths together, same unit). Your child writes 'Add lengths when you put them together' in their journal.
Students will ask and answer who, what, where, when, why, and how questions about a nonfiction text (RI.2.1).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Introduce 'Penguins!' by Gail Gibbons and read the first half (kinds of penguins, where they live, how they swim). Remind your child that last week they asked thick and thin questions; this week the questions get a name: who, what, where, when, why, how. After reading, ask one of each and let your child find the answer on the page.
Mini-Lesson: The Six Question Words
Write the six question words on six index cards. Show that 'where' answers point to places, 'when' to times, 'why' to reasons, and 'how' to steps. Put the cards in a cup; draw one and ask a question about penguins using it.
Guided Reading
Your child reads a nonfiction book at their level for 12 minutes, then draws two question cards from the cup and asks you a question about their book with each. You answer using only what they read to you.
Writing Workshop: Collective Nouns
Say: 'A group of penguins is a colony. English has special group words.' List on chart paper: colony of penguins, flock of birds, herd of cows, school of fish, pod of whales, pack of wolves, team of players, class of students, crowd of people, bunch of grapes. Your child writes three sentences about penguins using 'colony' and two other collective nouns.
Word Study: Irregular Words in Sentences
Review the wall cards 'said, were, come, some, again, friend, because' and add 'there, where, their.' Your child reads each, then writes 'The penguins were cold, so some of them said, come again, friend' from dictation. Circle every irregular word spelled correctly.
Students will make a map of a model landscape, using a key with symbols for land and water features (2-ESS2-2).
Science Question of the Week
Show your child last week's hill sketch and ask: 'If a friend had never seen our pan, how could a drawing help them find the lake?' Introduce the goal: a map is a drawing of a place seen from above, with a key that explains the symbols.
Investigation: Map the Pan
Build a fresh pan landscape with a mountain, a river, a lake, and a flat field, and add a pebble 'boulder' and a twig 'tree.' Your child stands on a chair to look straight down and draws what they see on a sheet, then makes a key box with a symbol for each feature (blue wavy line for river, brown triangle for mountain, green dot for tree). Trade places and see if you can find the boulder using only the map.
Wrap-Up
Ask: 'What does the key do? Why do maps use symbols instead of pictures?' Say together: 'A map shows the shapes of land and water from above.'
Read it aloud first while your child follows along. Then read it together, and let your child read the parts they can. Talk about the words in the word box.
A map is a flat drawing of a place. Maps can show land and water. They can show mountains, rivers, lakes and oceans.
A map key tells what the colors and symbols on a map mean. On many maps, blue means water. A small triangle can stand for a mountain. A wiggly blue line can stand for a river.
A compass rose shows directions: north, south, east and west. On most maps, north is at the top.
Some maps use colors to show how high the land is. Mountains might be brown. Low, flat land might be green. Always check the map key to be sure.
Scientists and travelers use maps to find rivers, lakes and mountains. Try drawing a map of a park with its own map key!
Picture caption: A map of an island. The key shows that a triangle means a mountain.
Math
Second Grade · Week 21 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 22. Keep the daily Remember? boxes going. |
| About half right | For each missed problem, draw a bar or a ruler picture, label the lengths, then write the equation with a box for the unknown. |
| Only a few right | Do the catch-up activity "How Much Longer?" daily this week alongside Week 22. Act out each word problem with real ribbon or string. |
ELA
Honeybees live in a hive. A big group of bees that lives together is called a colony. Worker bees make honey from the nectar of flowers. When a bee finds flowers, it does a dance to show the other bees where to go.
Second Grade · Week 21 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 22. Keep the daily Remember? boxes going. |
| About half right | Your child asks you 3 questions about this week's passage, then finds each answer in the text. Play a card game with verb pairs: go/went, say/said, run/ran, is/was. |
| Only a few right | Practice 2 irregular verbs and 1 irregular plural a day in spoken sentences. Read the passage together and answer one question for each section. |
Science
Second Grade · Week 21 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 22. Keep the daily Remember? boxes going. |
| About half right | Draw a map of your yard or a park together, with a map key for trees, water and paths, and a compass rose. |
| Only a few right | Reread "Reading a Map of Earth" together, then find 3 symbols in the map key of a real map. |
Second Grade · Week 21 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 22. Keep the daily Remember? boxes going. |
| About half right | Pick one nation from this week's lesson. Find where it is today on a map and look at the nation's own website together. |
| Only a few right | Read a picture book by a Native American author about life today. Talk about one tradition in the book and one thing that is like your family's life. |
Art · Value, Self-Expression & Portraits · All Specials
Art · Week 21
I can show light and dark in my art.
| 1 lightest | 2 | 3 | 4 | 5 darkest |
|---|---|---|---|---|
You need: a pencil, crayons, a small mirror (unbreakable if you have one)
Second Grade · Week 21 · secondgrade.com
Math
Adding and taking away lengths with bar drawings
ELA
Asking who, what, where, when, why, how
Science
Maps use keys to show land and water
Try it (10 min): Cut two pieces of string or yarn. Guess how long they are together, then measure each one and add. Tie them end to end and measure to check.
Talk about it: Was your guess too long, too short or just right?
Try it (10 min): Read a nonfiction book or article together. Take turns asking a question that starts with who, what, where, when, why or how. The other person finds the answer on the page.
Talk about it: Which question word was the hardest to answer? Why?
Try it (10 min): Draw a map of one room from above. Make a key with a symbol for the bed, table or door. Hide a small toy and mark it with an X.
Talk about it: Why does a map need a key?
Try it (10 min): Find your state on a map. Look up together which Native American nation's homeland it is, and find that nation's website.
Talk about it: What is one thing that nation does today?
We did blank of 4 activities.
Second Grade · Week 21 · secondgrade.com
