Week 24 — Printable Lesson Packet

Mathematics

Objective: Students will identify pennies, nickels, dimes, and quarters by name and value and count a group of one coin type (2.MD.C.8).

1. 10 min — Warm-Up: Set the paper clock to 10:15 as a quick review from last week. Then dump a handful of coins from the coin jar on the table and ask: 'How could we sort these?' Sort by kind into four piles without naming values yet.
2. 15 min — Mini-Lesson: Meet the Coins: Hold up one of each coin and name it with its value: penny 1¢ (copper, smallest value), nickel 5¢ (thick, smooth edge), dime 10¢ (smallest size but worth more than a nickel), quarter 25¢ (biggest). Write the values on four index cards as 1¢, 5¢, 10¢, 25¢ and place the matching coin on each. Point out the trick that size does not tell value: the dime is tiny but worth 10¢.
3. 15 min — Practice: Count One Kind: Your child counts groups of a single coin and writes the total with the ¢ symbol: 7 pennies (7¢), 6 nickels counting by 5s (30¢), 8 dimes counting by 10s (80¢), 3 quarters counting 25, 50, 75 (75¢). Then they make 40¢ three different ways using one coin type each time (40 pennies, 8 nickels, 4 dimes).
4. 5 min — Wrap-Up: Ask: 'Which is worth more, a dime or a nickel? How do you know?' Your child draws the four coins in their journal with their values written as 1¢, 5¢, 10¢, and 25¢.

Materials: paper clock, jar of coins, 4 index cards, marker, paper, math journal, pencil

English Language Arts

Objective: Students will describe how a character responds to a major event and begin collecting vocabulary from reading (RL.2.3, L.2.6).

1. 15 min — Read-Aloud: Read Chapter 4 of 'Charlotte's Web,' 'Loneliness.' Before reading, ask your child to recall last week's opinion about whether Wilbur should have escaped, then say that this week you will watch how Wilbur responds to what happens to him. Stop at the end and ask, 'It rained all day and nobody would play. What did Wilbur do, say, and feel?'
2. 10 min — Mini-Lesson: Event, Response, Clue: Make a three-column chart: Event, How the Character Responds, Clue in the Text. Fill the first row together: Event: rain ruins Wilbur's plans. Response: he cries and feels friendless. Clue: 'Wilbur burst into tears.' Keep the chart up all week.
3. 15 min — Guided Reading: Your child reads a story at their level for 12 minutes and adds one row to a mini version of the chart for their own character. Check that the clue is a real sentence or phrase from the book.
4. 15 min — Writing Workshop: Starting a Word Collector: Fold three sheets into a 'Word Collector' booklet. Explain that this week your child will gather words from the books they read and use them in their own writing. Start with three from Chapter 4: 'lonely, friendless, dreary.' For each, they write the word, the sentence it came from, and a new sentence of their own.
5. 10 min — Word Study: Chunking Long Words: Write 'loneliness, friendship, tremendous, miserable, appetite, spider, interesting, salutations.' Model chunking 'lone-li-ness' with a finger under each part and blending. Your child chunks and reads the rest, then finds 'loneliness' in the chapter title.

Materials: Charlotte's Web by E. B. White, leveled storybook, chart paper, marker, Word Collector booklet, paper, pencil

Science

Objective: Students will review the unit by building a single model that shows land, liquid water, ice, and wind acting on Earth's surface (2-ESS1-1, 2-ESS2-1, 2-ESS2-2, 2-ESS2-3).

1. 5 min — Science Question of the Week: Lay out the collage, the pan map, the paper plate Earth, and the wind painting from the last five weeks. Ask: 'What is the one big idea all of these share?' Guide toward: water, ice, and wind shape the land, some changes fast and some slow.
2. 20 min — Investigation: Whole Earth Pan: Build the pan landscape one last time with a mountain, river groove, lake, and a bare and a planted slope. Run all three forces: pour a cup of water down the mountain, slide a gravel ice cube down one side, and blow through a straw across a dry patch. After each, your child says what moved, whether it was fast or slow, and whether the change was made by liquid water, ice, or wind.
3. 5 min — Wrap-Up: Your child draws the final pan and labels three places where the land changed, with the cause of each. Say: 'Earth's surface is always changing.'

Materials: saved projects from Weeks 19 to 23, baking pan, damp sand or soil, grass clippings or paper towel, cup of water, gravel ice cube (freeze the night before), drinking straw, towel, paper, pencil

Mathematics

Objective: Students will count mixed coins by starting with the largest value and skip counting, finding totals within $1 (2.MD.C.8).

1. 10 min — Warm-Up: Pull five random coins from the jar, one at a time, and have your child name each and its value. Then ask: 'If we wanted to count all five together, which coin should we start with?' (the biggest value).
2. 15 min — Mini-Lesson: Biggest First: Lay out 1 quarter, 2 dimes, 1 nickel, and 3 pennies. Order them from largest value to smallest and count aloud, touching each: '25, 35, 45, 50, 51, 52, 53. That is 53¢.' Repeat with 2 quarters, 1 dime, 2 nickels, 4 pennies (50, 60, 65, 70, 71, 72, 73, 74¢). Write each total with the ¢ symbol.
3. 15 min — Practice: Coin Handfuls: Your child grabs a small handful from the jar (adjust to keep totals under $1), sorts biggest to smallest, counts aloud, and writes the total. Do this 5 times and record each on a chart. Support: give exact sets to count, such as 3 dimes, 2 nickels, 2 pennies (42¢). Stretch: count a handful that includes 3 quarters and reaches close to $1, such as 3 quarters, 2 dimes, 1 nickel (100¢, which is $1.00).
4. 5 min — Wrap-Up: Ask: 'Why is it easier to start with quarters instead of pennies?' Your child writes 'Count the biggest coins first' in their journal with one example.

Materials: jar of coins, chart paper, paper, math journal, pencil

English Language Arts

Objective: Students will describe how a character responds to meeting someone new and use newly learned words in conversation (RL.2.3, L.2.6).

1. 15 min — Shared Reading: Read Chapter 5, 'Charlotte.' Your child reads Charlotte's short lines ('Salutations!') and you read the rest. Add a row to the chart: Event: Charlotte explains she drinks blood. Response: Wilbur is worried. Clue: find the sentence together.
2. 10 min — Mini-Lesson: Figure Out the Word from the Sentence: Reread the line where Charlotte explains 'salutations' means greetings. Say: 'Sometimes the author tells you the meaning right there. Other times you use the sentences around it.' Try 'bloodthirsty' and 'cruel' with clues from the page.
3. 15 min — Independent Reading: Your child reads their leveled story for 12 minutes and picks two words they figured out from context. They tell you the word, their guess, and the clue.
4. 15 min — Writing Workshop: Word Collector Grows: Add 'salutations, bloodthirsty, cruel, trapped' to the Word Collector with book sentences and own sentences. Then your child writes a four-sentence paragraph about how Wilbur felt when he met Charlotte, using at least two collected words. Support: give the opening 'When Wilbur met Charlotte, he felt...' and a word bank. Stretch: use four collected words and one adjective and adverb from Week 22.
5. 10 min — Word Study: Splitting Between Consonants: Write 'rabbit, basket, button, Wilbur, Templeton, Lurvy' and 'spider, tiny, music, silent, Fern.' Show that when two consonants sit between vowels you split between them (rab-bit) and when one consonant sits between vowels you usually split before it (spi-der). Your child marks the split and reads each word.

Materials: Charlotte's Web by E. B. White, Event Response Clue chart, leveled storybook, sticky notes, Word Collector booklet, paper, pencil

Social Studies

Objective: Students will review how one place changes over time and sequence events from long ago to now using a real street-through-time text (D2.His.1.K-2, D2.His.2.K-2, D2.His.9.K-2).

1. 10 min — Read-Aloud and Discussion: Read selected spreads from 'A Street Through Time' by Anne Millard (DK), which shows the same riverside spot at many points in history. Stop at three or four pages and ask: 'What do people use for houses now? How do they travel? What invention just appeared?' Connect to 'The Little House' from Week 19.
2. 15 min — Hands-On Activity: Unit Timeline: Stretch a piece of string across the table and clip on cards in order as your child places them: Wampanoag and Taino people living on the land (thousands of years ago), Columbus's ships (1492), Sarah Morton's village (1627), Ben Franklin's lightning rod (1752), George Washington Carver's farm science (early 1900s), Ruby Bridges walks to school (1960), William Kamkwamba's windmill (2002), me (today). Read it left to right and ask which events were 'long ago' and which were 'not so long ago.'
3. 5 min — Quick Write: Your child writes: 'The oldest event on our timeline is ___. The newest is ___. One thing that changed between them is ___.'

Materials: A Street Through Time by Anne Millard (library), string, 8 index cards, clothespins or paper clips, marker, notebook, pencil

Mathematics

Objective: Students will make a given amount in different coin combinations and recognize that $1 equals 100¢ (2.MD.C.8).

1. 10 min — Warm-Up: Lay out 1 quarter, 3 dimes, 1 nickel, 2 pennies and have your child count the total (62¢). Then ask: 'Can you make 62¢ a different way?' and let them try with the jar.
2. 15 min — Mini-Lesson: Same Amount, Different Coins: Show that 4 quarters make 100¢ and that 100¢ is one dollar, written $1.00; place a dollar bill next to the quarters. Then make 30¢ three ways together: 3 dimes; 1 quarter and 1 nickel; 6 nickels. Point out that the fewest coins is usually the easiest way to count.
3. 15 min — Practice: Make It Three Ways: Your child builds each amount three different ways with real coins and records each way by drawing circles labeled 25, 10, 5, or 1: 15¢, 45¢, 60¢, and 75¢. Then they find the way to make 75¢ with the fewest coins (3 quarters).
4. 5 min — Wrap-Up: Ask: 'How many dimes make $1.00? How many nickels?' (10 dimes, 20 nickels). Your child writes '$1.00 = 100¢ = 4 quarters' in their journal.

Materials: jar of coins, one dollar bill, paper, math journal, pencil

English Language Arts

Objective: Students will compare how two characters in two different books respond to a problem and identify the lesson in each (RL.2.3, RL.2.2).

1. 15 min — Read-Aloud: Second Text: Read 'The Pudding Like a Night on the Sea' from 'The Stories Julian Tells' by Ann Cameron. Stop when Julian and Huey are hiding under the bed and ask, 'What did the boys do wrong, and how does each brother respond when Father comes home?' Compare Julian's fear with Wilbur's loneliness.
2. 10 min — Mini-Lesson: The Lesson Comes from the Response: Add Julian to the chart: Event: the boys eat the pudding. Response: they hide, then help make a new one. Clue: find it. Ask, 'What did Julian learn? What has Wilbur learned so far?' Say: 'Watch how a character responds and the lesson shows itself.'
3. 15 min — Guided Reading: Your child reads their leveled story for 12 minutes and writes one sentence: 'My character learned ___ because ___.' They read it to you and point to the page that proves it.
4. 15 min — Writing Workshop: Two Characters, One Chart: Your child writes a five-sentence comparison: how Wilbur responded to loneliness, how Julian responded to trouble, one way they are the same, one way they differ, and which response they think was wiser and why. Use at least two Word Collector words and underline them.
5. 10 min — Word Study: Words from The Stories Julian Tells: Write 'pudding, whipped, lemon, wonderful, beating, delicious, punished, disappeared.' Your child chunks each word, reads it, and adds 'delicious' and 'punished' to the Word Collector. Dictate 'The wonderful pudding disappeared.'

Materials: The Stories Julian Tells by Ann Cameron (library), Event Response Clue chart, leveled storybook, Word Collector booklet, paper, marker, pencil

Science

Objective: Students will demonstrate what they know by sorting Earth changes as fast or slow and drawing a map of the review model with a complete key (2-ESS1-1, 2-ESS2-2, 2-ESS2-3).

1. 5 min — Review: Play a quick round of 'Fast or Slow': call out volcano erupting, canyon forming, flood, glacier moving, windstorm, pebble smoothing, and your child jumps for fast and crouches for slow. Ask them to explain one answer.
2. 20 min — Deeper Investigation: Unit Map and Water Sort: Your child draws Monday's whole-Earth pan from above as a map with a key that includes mountain, river, lake, ice, and the planted slope, plus arrows showing which way water flowed. Then they sort 10 picture or word cards (ocean, glacier, rain, snow, river, ice cap, lake, hail, pond, frost) into liquid and solid water. Support: provide a pre-drawn key box with the five symbols to copy. Stretch: add a compass rose and write one sentence predicting how the map would look after 1,000 years of rain.
3. 5 min — Data Discussion: Check the sort together and talk through any card that was tricky (hail and frost are solid). Say: 'Water is found on Earth as a liquid and as a solid, and both can change the land.'

Materials: paper, colored pencils, 10 index cards with water words, Monday's pan or drawing

Assessment: Unit review check: sort Earth changes as fast or slow, draw a map with a key showing land and water features, and sort water as solid or liquid.

Mathematics

Objective: Students will solve word problems about buying, paying, and making change with coins and small dollar amounts (2.MD.C.8).

1. 10 min — Warm-Up: Set up a pretend store with price tags on 5 items: a pencil 15¢, a sticker 8¢, an apple 40¢, a toy car 65¢, a book $2. Your child reads each price aloud and pays for the pencil with exact coins from the jar.
2. 15 min — Mini-Lesson: Buying and Change: Read: 'Ana buys a pencil for 15¢ and a sticker for 8¢. How much does she spend?' Count out the coins and write 15¢ + 8¢ = 23¢. Then: 'Ana pays with a quarter. How much change does she get?' Count up from 23¢ to 25¢ with 2 pennies and write 25¢ - 23¢ = 2¢. Show a dollar problem too: 'Milo has $5 and buys a book for $2. How much is left?' ($3).
3. 15 min — Practice: Store Problems: Your child solves four problems using the store and real money, writing an equation for each. 1: 'You buy the apple for 40¢ and the pencil for 15¢. How much altogether?' (55¢). 2: 'You have 3 quarters. You buy the toy car for 65¢. How much is left?' (10¢). 3: 'You have 2 dimes, 1 nickel, and 3 pennies. Can you buy the sticker? How much would be left?' (28¢, yes, 20¢ left). 4: 'You have $10. You buy the book for $2 and a puzzle for $4. How much do you have now?' ($4).
4. 5 min — Wrap-Up: Switch roles: your child is the cashier, you buy the apple with 2 quarters, and they count up to give your change (10¢). Ask: 'What did you say in your head while you counted?'

Materials: 5 household items, sticky notes, jar of coins, dollar bills, paper, math journal, pencil

English Language Arts

Objective: Students will describe a character's response to bad news and draft a story-lesson paragraph using collected vocabulary (RL.2.3, RL.2.2, L.2.6).

1. 15 min — Shared Reading: Read Chapter 6, 'Summer Days,' quickly, then Chapter 7, 'Bad News,' with care. Stop after the old sheep tells Wilbur what happens to pigs and ask, 'How does Wilbur respond, and what does Charlotte say to him?' Add both rows to the chart with clues.
2. 10 min — Mini-Lesson: Responses Change a Story: Look down the chart at all of Wilbur's responses so far (crying, worrying, screaming, then trusting Charlotte). Ask, 'What would the story be like if Charlotte had not said, I am going to save you?' Say: 'A character's response is what moves the story forward.'
3. 15 min — Independent Reading: Your child reads their leveled story for 12 minutes and finds a moment where a character's response changed what happened next. They explain it in two sentences.
4. 15 min — Writing Workshop: Story Lesson Draft: Your child drafts a paragraph answering 'What is Charlotte's Web teaching us about friendship so far?' Require one event, Wilbur's response, Charlotte's response, and a lesson sentence, with at least three Word Collector words underlined. Revise with ARMS and edit with CUPS before tomorrow.
5. 10 min — Word Study: Endings on Long Words: Write 'whispered, gathering, remembered, complaining, discovered, trembling, scampered, promised.' Your child covers the ending, reads the base, then uncovers and reads the whole word. Dictate 'Wilbur trembled and Charlotte promised.'

Materials: Charlotte's Web by E. B. White, Event Response Clue chart, leveled storybook, Word Collector booklet, ARMS card, CUPS card, paper, pencil

Social Studies

Objective: Students will curate a home history museum that presents important people, Native American nations, explorers and settlers, and inventions from the unit (D2.His.1.K-2, D2.His.2.K-2, D2.His.3.K-2, D2.His.9.K-2, D2.His.14.K-2).

1. 10 min — Review and Extend: Gather every social studies project from Weeks 19 to 23: the three-generation timeline, trading cards, nations map, Three Sisters poster, two points of view page, 1627 chart, invention blueprint, and Tuesday's string timeline. Ask your child to name what each one taught them in one sentence and decide which goes in which museum 'room': Then and Now, People We Remember, First Nations, Explorers and Settlers, Inventions.
2. 15 min — Project Work: Museum Setup: Arrange the projects on a table or taped to a wall in the five rooms, and your child writes a museum label card for each exhibit with a title and one fact. Practice a 30-second tour of one room, using 'long ago,' 'not so long ago,' and 'today.'
3. 5 min — Share Progress: Your child gives the tour to a family member or records it on a phone. Ask: 'Which person or event from this unit would you most want to learn more about?'

Materials: all saved social studies projects from Weeks 19 to 23, tape, index cards for labels, marker, table or wall space, phone to record (optional)

Assessment: History unit review: student sorts unit projects into five themed museum rooms, writes an accurate label for each, and gives a short tour using past and present vocabulary correctly.

Mathematics

Objective: Students will identify coins and their values and solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (2.MD.C.8).

1. 10 min — Warm-Up: Flash each coin and your child names it and its value. Then a quick count: 2 quarters, 1 dime, 1 nickel, 2 pennies (67¢). Ask: 'How much more to make $1.00?' (33¢).
2. 15 min — Weekly Assessment: Part 1: your child labels drawings of the four coins with name and value using the ¢ symbol. Part 2: they count two sets from the jar and write the totals: 1 quarter, 2 dimes, 3 nickels, 4 pennies (64¢) and 3 quarters, 1 dime, 1 penny (86¢). Part 3: three word problems. 'Jade has 2 dimes and 3 nickels. How much money?' (35¢). 'Tom buys gum for 35¢ and pays with 2 quarters. What is his change?' (15¢). 'Nia has $8 and earns $3 more. How much does she have?' ($11).
3. 15 min — Practice: Coin Jar Estimate and Count: Your child estimates how much money is in a small scoop from the jar, then sorts by coin, counts each kind, and adds the four amounts to find the true total (keep the scoop under $1). Compare the estimate to the actual amount and write both with the ¢ symbol, just like the length estimates in Week 20.
4. 5 min — Wrap-Up: Look back over the unit: your child names one thing they learned about length, one about time, and one about money. Preview next week: 'We will measure lots of things and put the results on a line plot.'

Materials: jar of coins, small scoop or cup, paper, math journal, pencil

Assessment: Identify coins; solve word problems involving dollar bills, quarters, dimes, nickels, pennies

English Language Arts

Objective: Students will show they can describe how characters respond to events, explain a story's lesson, and use vocabulary gathered from reading (RL.2.3, RL.2.2, L.2.6).

1. 10 min — Reading Celebration: Read the whole Event Response Clue chart aloud together like a story summary. Let your child vote for the best response by any character this unit (Wilbur, Charlotte, Julian, Fern, or the child in 'Owl Moon') and say why in one sentence.
2. 15 min — Reading Assessment: Reread the last page of Chapter 7 aloud. Your child writes three sentences: the event, how Wilbur responded with a clue from the text, and what the chapter teaches. Then they write two Word Collector words with their meanings in their own words.
3. 15 min — Publishing and Author's Chair: Your child copies the revised story-lesson paragraph neatly, draws Wilbur and Charlotte in the barn doorway, and reads it from the author's chair. Listeners repeat back the Word Collector words they heard and your child gives the meaning of each.
4. 10 min — Phonics Check: Dictate 'rabbit, spider, music, lonely, wonderful, punished, remembered, salutations.' Then time your child reading the Monday and Wednesday word lists and compare with Week 22's timed reading to see how their long-word reading has grown.
5. 15 min — Independent Reading: Your child reads a book of their choice for 15 minutes, keeps the Word Collector beside them, and adds one new word. Tell them 'Charlotte's Web' continues as a read-aloud next unit, and ask what they predict Charlotte's plan will be.

Materials: Event Response Clue chart, Charlotte's Web by E. B. White, Word Collector booklet, revised story-lesson paragraph, clean paper, crayons, word lists from Monday and Wednesday, kitchen timer, self-selected book, paper, pencil

Assessment: Written event, character response with text clue, and chapter lesson for Charlotte's Web Chapter 7; two collected vocabulary words defined in own words; published story-lesson paragraph using three collected words; 8-word multisyllabic dictation and timed word-list reading.

Science

Objective: Students will state the big ideas of the unit in their own words and celebrate their work with a combined Earth science and history showcase (2-ESS1-1, 2-ESS2-1, 2-ESS2-2, 2-ESS2-3).

1. 10 min — Drawing Conclusions: Your child writes four 'I know' sentences, one per big idea: where water is on Earth, how water and wind change land fast and slow, what maps show, and how water is solid or liquid. Read them beside the Week 19 index card guess and celebrate how much the answer has grown.
2. 15 min — Extension: Earth Systems Exhibit: Add a sixth room, 'Earth's Systems,' to yesterday's museum with the collage, pan map, paper plate Earth, wind painting, and Wednesday's unit map, each with a label card. Your child gives the full six-room tour, and a family member asks one question in each room.
3. 5 min — Week Reflection: Ask: 'Which investigation surprised you most this unit, and what would you still like to find out?' Preview next unit: 'Next week we start asking why there are so many different kinds of living things.'

Materials: notebook, pencil, Week 19 index card, saved science projects from Weeks 19 to 24, index cards, marker, tape