Quarter 3 · Detailed day-by-day lesson plans · Days 106–110
0 of 15 lessons done this week
Week 22 places whole numbers on number lines to solve addition and subtraction. Readers retell stories with central-message focus, and writers practice reflexive pronouns.
Draw a sidewalk number line in chalk and 'jump' to add numbers.
Sidewalk chalk, blank number lines, familiar storybook
Number Lines and Length Models
Measurement & Data · 2.MD.A.1
Assessment: Represent whole numbers on a number line; solve addition/subtraction on number lines
Retelling with Central Message Focus
Phonics: Reading fluency: accuracy, rate, expression
Writing: Reflexive pronouns; adjective and adverb usage
Earth's Systems: Water, Wind & Land
2-ESS1-1, 2-ESS2-1, 2-ESS2-2, 2-ESS2-3
Students will build a number line with equally spaced points and locate whole numbers on it (2.MD.B.6).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Lay a ruler on the table and ask your child to point to 4, then 9, then 12, and to explain how they knew where 9 was (count the marks, or 'one before 10'). Ask: 'What is the same about a ruler and a number line?'
Mini-Lesson: A Ruler Is a Number Line
Together, tape a 24-inch strip of paper to the floor and use the ruler to mark and label every inch from 0 to 20 so the spaces are all equal. Explain that 0 is where we start, each hop is one unit, and the numbers must be the same distance apart. Have your child place a paper clip on 7, a bean on 13, and a coin on 18, checking by counting hops from 0.
Practice: Where Does It Go?
On paper, your child draws a number line from 0 to 20 with tick marks 1 centimeter apart using the ruler, then places dots for 3, 8, 11, 15, and 19 and labels them. Next they draw a second line from 0 to 100 marked by tens and place 30, 70, and 90. Support: give them a pre-drawn line with only 0, 10, and 20 labeled. Stretch: on the 0 to 100 line, estimate where 45 and 82 belong.
Wrap-Up
Ask: 'Why do the spaces on a number line have to be equal?' Your child writes 'A number line is like a ruler with equal spaces' in their journal.
Students will retell a story in order, including the central message, and read aloud with accuracy (RL.2.2, RF.2.4b).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Read 'Owl Moon' by Jane Yolen all the way through, slowly, in a near-whisper to match the story. Before reading, note that last week's books were about real penguins and this week's book is a story, so you will retell it instead of asking fact questions. Afterward, ask, 'What did the child have to do to see the owl?'
Mini-Lesson: Retelling with Five Fingers
Hold up a hand: thumb for characters, pointer for setting, middle for beginning, ring for middle, pinky for end, and the palm for the lesson. Retell 'Owl Moon' together, touching each finger. Write the six parts on a card for the week.
Guided Reading
Your child reads a story at their level for 12 minutes and retells it to you using the five-finger card. Notice whether they include the ending and the lesson, and prompt for whichever is missing.
Writing Workshop: Reflexive Pronouns
Write 'myself, yourself, himself, herself, itself, ourselves, yourselves, themselves' on chart paper. Explain that these point back to the person doing the action: 'The child kept herself quiet.' Your child writes four sentences about 'Owl Moon' using four different reflexive pronouns, then circles the noun each one points back to.
Word Study: Words from Owl Moon
Write 'shadow, meadow, silent, whisper, shrugged, echo, disappeared, stained, threaded, watching.' Read each word, clap the syllables, and find it in the book. Have your child read the list three times, aiming to read it faster and smoother each time.
Students will identify where water exists on Earth as solid ice and as liquid, and observe how water changes between the two (2-ESS2-3).
Science Question of the Week
Point to the white areas at the top and bottom of the globe. Ask: 'Is that land or water?' (It is water, frozen solid.) Remind your child that last week's maps showed blue for liquid water, and ask where else water might be hiding as ice or snow. Write their list.
Investigation: Ice Race
Set three same-size ice cubes on three plates: one on the counter, one in a sunny window or under a lamp, one wrapped in a washcloth. Predict which will melt first and record the time each turns fully to liquid. While waiting, look at photos in a library book such as 'Ice Is Nice!' from the Cat in the Hat's Learning Library or a National Geographic Kids reader about polar animals and name where ice is found: glaciers, ice caps, frozen lakes, snow on mountains.
Wrap-Up
Your child records the melt order and writes: 'Water can be solid (ice) or liquid. Heat makes ice melt.' Ask: 'What would make liquid water turn back into ice?'
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.
The Wampanoag people have lived in the land that is now Massachusetts for thousands of years. Long ago, they fished, hunted and grew corn, beans and squash.
In 1620, a ship called the Mayflower sailed from England. It carried about 100 people. Many of them wanted to worship in their own way. Today we often call them the Pilgrims.
The settlers arrived as winter began. They built homes at a place they named Plymouth. The first winter was very hard, and about half of the settlers died.
In the spring, the Wampanoag leader Massasoit made an agreement of peace with the settlers. A man named Tisquantum, also called Squanto, spoke English. He showed the settlers how to grow corn.
The two groups saw things differently. The settlers saw a new home. The Wampanoag saw strangers building on their land. As more settlers came, they took more land, and the peace did not last.
The Wampanoag Nation is still here today. Wampanoag people live in Massachusetts and keep their language and traditions alive.
Math
Second Grade · Week 22 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 23. Keep the daily Remember? boxes going. |
| About half right | Draw a 0 to 20 number line and solve the missed problems by drawing jumps. Your child says each jump aloud ("8, jump 5, 13"). |
| Only a few right | Do the catch-up activity "Floor Number Line" for 10 minutes a day during Week 23. |
ELA
Leo built a big sandcastle at the beach. A wave came and knocked it down. Leo was sad. His sister Ada said, "Let's build it again, farther from the water." They worked together. The new castle stayed up all day.
Second Grade · Week 22 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 23. Keep the daily Remember? boxes going. |
| About half right | Read a short story. Your child retells it with first, next, then and last, and names the lesson. Play "How did it move?": add an adverb (slowly, quietly, fast) to 5 action sentences. |
| Only a few right | Retell one bedtime story each night on 4 fingers (first, next, then, last) and name the lesson. Say one sentence a day with myself, himself, herself or themselves. |
Science
Second Grade · Week 22 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 23. Keep the daily Remember? boxes going. |
| About half right | Look at pictures of an ocean, a river, a glacier and snow. Your child sorts them into solid water and liquid water. |
| Only a few right | Freeze and melt water in a cup together. Name one place water is solid (snow, a glacier) and one place it is liquid (a lake, a river). |
Second Grade · Week 22 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 23. Keep the daily Remember? boxes going. |
| About half right | Make a two-column chart labeled "Settlers" and "Wampanoag." Fill in what each group wanted and how each might have felt. |
| Only a few right | Reread "Two Peoples at Plymouth" together and retell it twice: once as a settler and once as a Wampanoag person. |
Music · Form & Listening Skills · All Specials
Music · Week 22
I can hear the A and B parts of a song.
You need: crayons, a recording of In the Hall of the Mountain King
Second Grade · Week 22 · secondgrade.com
Math
Hopping forward and back on a number line
ELA
Retelling stories and finding what they teach
Science
Water on Earth can be ice or liquid
Try it (10 min): Tape a number line from 0 to 20 on the floor. Call out a start number and a hop, like start at 6, hop 7. Hop it and say the equation.
Talk about it: How can you tell which way to hop?
Try it (10 min): After a bedtime story, retell it with five fingers: characters, setting, beginning, middle, end. Then say the lesson with your palm.
Talk about it: What does the author want us to learn?
Try it (10 min): Put one ice cube in a cup and one on a plate by a window. Check every few minutes and see which melts first.
Talk about it: What would you do to turn the water back into ice?
Try it (10 min): Tell a family story two ways: once as one person saw it, and once as another person saw it.
Talk about it: Why can two people remember the same day differently?
We did blank of 4 activities.
Second Grade · Week 22 · secondgrade.com
