Quarter 3 · Detailed day-by-day lesson plans · Days 111–115
0 of 15 lessons done this week
Week 23 tells time on analog and digital clocks to the nearest five minutes. Readers review main topic and key details, and writers add linking words to opinion drafts.
Use a real analog clock — point to the minute hand and count by 5s together.
Real analog clock, digital timer, nonfiction review article
Telling Time to the Nearest 5 Minutes
Measurement & Data · 2.MD.A.1
Assessment: Read analog and digital clocks; write times; solve elapsed time problems
Main Topic and Key Details (Review)
Phonics: Review decoding strategies
Writing: Opinion writing with linking words (because, also)
Earth's Systems: Water, Wind & Land
2-ESS1-1, 2-ESS2-1, 2-ESS2-2, 2-ESS2-3
Students will build a paper clock and tell time to the hour and half hour, identifying the hour and minute hands (2.MD.C.7).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Draw a number line from 0 to 60 marked by fives and have your child skip count along it by 5s aloud. Then bend a string in a circle and say: 'Imagine this number line curled around. That is what a clock is.'
Mini-Lesson: Build a Clock
Trace a dinner plate on cardstock, write 12 at the top, 6 at the bottom, 3 and 9 on the sides, then fill in the other numbers evenly. Cut a short wide hour hand and a long thin minute hand from cardstock and attach both at the center with a brad. Show 3:00 (minute hand on 12, hour hand on 3) and 3:30 (minute hand on 6, hour hand halfway between 3 and 4), saying each time aloud.
Practice: Show Me the Time
Call out times and your child sets the paper clock: 7:00, 11:00, 2:30, 8:30, 12:00, 5:30. Then switch: they set a time and you read it. Finally, they draw two clocks in their journal showing 4:00 and 9:30 with the hour hand drawn correctly (pointing straight at the hour, or halfway past it).
Wrap-Up
Ask: 'Which hand is short? What does it tell us?' (the hour). 'Which hand is long?' (the minute hand). Your child writes 'short hand = hour, long hand = minutes.'
Students will identify the main topic of a multi-paragraph informational text and the focus of each paragraph (RI.2.2).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud
Introduce 'Weather Words and What They Mean' by Gail Gibbons and read the first half (temperature, air pressure, moisture, wind). Remind your child that last week you retold stories; this week you go back to nonfiction and find the main topic, the one big thing a text is about. After each spread, ask, 'What is this page mostly about, in three words or fewer?'
Mini-Lesson: Main Topic Is the Umbrella
Draw an umbrella and write 'weather' on top. Under it, draw raindrops labeled 'temperature,' 'wind,' 'clouds,' 'storms.' Say: 'The main topic is the umbrella. Each paragraph or page is one raindrop under it.'
Guided Reading
Your child reads a nonfiction book at their level for 12 minutes and draws their own umbrella for it: the main topic on top and three raindrops for three pages. Check that each raindrop belongs under the umbrella.
Writing Workshop: Choosing an Opinion
Pose the question 'Which is the best kind of weather?' Your child talks through two or three choices, picks one, and writes the opinion sentence: 'I think ___ is the best weather.' Then they list three reasons in a quick web; explain that this week each reason will get a linking word.
Word Study: Open and Closed Syllables
Write 'blizzard, thunder, humid, cloudy, frozen, pilot, cabin, tornado.' Show that a closed syllable ends in a consonant and has a short vowel (bliz-zard, cab-in) and an open syllable ends in a vowel and says its name (fro-zen, pi-lot). Your child splits each word with a pencil line and reads it.
Students will observe and record daily weather, build a simple wind tool, and describe wind as moving air that can change the land (2-ESS2-1, 2-ESS1-1).
Science Question of the Week
Ask: 'Last week we saw ice and water move sand. Can you see wind? How do you know it is there?' Set up a weather log with five rows (Mon to Fri) and columns for sky, temperature (warm, cool, cold), wind (none, light, strong), and rain.
Investigation: Wind Sock
Tape crepe paper or plastic-bag strips around the rim of a paper cup with the bottom cut out, punch two holes, and tie on a string handle. Take it outside, hold it up in an open spot, and watch which way the strips blow; use a compass app or the position of the sun to name the direction the wind is coming from. Fill in today's row of the weather log together.
Wrap-Up
Say: 'Wind is air that is moving.' Ask your child to name one fast wind event (a storm knocking down a tree) and one slow one (wind wearing away a rock over many years).
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.
Weather is what the air outside is like. It can be hot or cold, rainy or dry, calm or windy.
Wind is moving air. You cannot see wind, but you can see what it does. It bends trees, pushes clouds and lifts kites. A breeze is a gentle wind. A strong wind can knock down branches.
Weather changes from day to day, but it also has patterns. A pattern is something that happens again and again. In many places, summers are hot and winters are cold.
People who study weather use tools. A thermometer measures how hot or cold the air is. A rain gauge measures how much rain falls. A wind vane shows which way the wind is blowing.
Weather scientists study patterns to tell what the weather will probably be tomorrow. That is called a forecast. What is the weather like today?
Math
Second Grade · Week 23 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 24. Keep the daily Remember? boxes going. |
| About half right | Set a real clock or a paper-plate clock to 5 times from your child's day (wake up, lunch, bedtime …). Your child reads each one and says a.m. or p.m. Then redo the missed items. |
| Only a few right | Do the catch-up activity "Count by 5s Around the Clock" daily this week. Ask "What time is it?" at 3 moments each day while you start Week 24. |
ELA
Hail is ice that falls from a storm cloud. Strong winds carry raindrops high up, where the cloud is very cold. The drops freeze. They can go up and down many times and grow bigger. Most hailstones are small, about the size of a pea.
Second Grade · Week 23 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 24. Keep the daily Remember? boxes going. |
| About half right | Read one paragraph at a time. Your child names the main topic, then points to 2 key details. Review word strategies: look for chunks, sound it out, check the picture, reread. |
| Only a few right | Make a bookmark with 4 word strategies (look for chunks, sound it out, check the picture, reread) and use it every day. Ask, "What was it mostly about?" after each book you read aloud. |
Science
Monday: sunny and warm. Tuesday: sunny and warm. Wednesday: rainy and cool. Thursday: sunny and windy. Friday: sunny and warm.
Second Grade · Week 23 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 24. Keep the daily Remember? boxes going. |
| About half right | Keep a weather chart for 5 days: draw the sky and check the wind with a ribbon or streamer. Talk about any patterns you notice. |
| Only a few right | Reread "Watching the Weather" together. Hang a ribbon outside and check once a day whether it is windy. |
Second Grade · Week 23 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 24. Keep the daily Remember? boxes going. |
| About half right | Pick one invention at home (a light bulb, a phone, a refrigerator) and talk about how people did that job before it existed. |
| Only a few right | Match pictures of old and new tools into pairs (a candle and a lamp, a letter and a phone, a washboard and a washing machine) and talk about each pair. |
PE · Kicking, Dribbling & Ball Control · All Specials
PE · Week 23
I can dribble a ball with control.
You need: a playground ball or soccer ball, 4 shoes or cones
Second Grade · Week 23 · secondgrade.com
Math
Telling time to five minutes, a.m. and p.m.
ELA
Finding the main topic and key details
Science
Watching weather and measuring the moving wind
Try it (10 min): Look at a clock with hands three times today. Read the time, then say what time it will be in 15 minutes.
Talk about it: Is it a.m. or p.m. right now? How do you know?
Try it (10 min): Pick a page in a nonfiction book. Say what it is mostly about in three words or fewer, then name two details that tell more.
Talk about it: Which detail was the most important?
Try it (10 min): Tie a ribbon or strip of plastic bag to a stick or railing. Look at it each morning and each evening this week.
Talk about it: Was it windier in the morning or the evening?
Try it (10 min): Walk through your home and find three inventions. For each one, talk about how people did that job before it was invented.
Talk about it: Which invention would be the hardest to live without?
We did blank of 4 activities.
Second Grade · Week 23 · secondgrade.com
