Quarter 3 · Detailed day-by-day lesson plans · Days 121–125
0 of 15 lessons done this week
Week 25 creates line plots from measurement data and answers data questions. In ELA, children learn collaborative-conversation rules and recount a well-elaborated event in writing.
Plot the family's shoe lengths on a giant paper line plot.
Ruler, graph paper, conversation cards
Line Plots and Measurement Data
Data & Geometry · 2.MD.D.9
Assessment: Create a line plot from measurement data; answer questions about the data
Collaborative Conversations: Rules and Roles
Phonics: Review vowel teams
Writing: Narrative
Biodiversity & Interdependence
2-LS2-1, 2-LS2-2, 2-LS4-1
Students will measure the lengths of household objects to the nearest inch and record the data in a table to prepare for a line plot (2.MD.D.9).
3 quick questions from earlier weeks · about 3 minutes
Warm-Up
Spiral from Week 24: set out 3 quarters, 2 dimes, and 4 pennies and ask, 'How much money is this?' (99 cents). Then ask, 'What tool did we use last unit to measure length?' and have your child find the ruler.
Mini-Lesson
Explain that today you are collecting data, which means information we gather to answer a question. Ask the question, 'How long are the spoons in our kitchen?' Model measuring one spoon to the nearest inch, saying 'The end is closest to the 6, so I record 6 inches.'
Practice
Your child measures 10 spoons, forks, and knives from the drawer to the nearest inch and records each in a two-column table labeled Object and Length in inches. Check that each measurement starts at zero on the ruler.
Wrap-Up
Ask, 'What was the shortest length you found? The longest? Did any lengths repeat?' Circle the repeated lengths in the table to set up tomorrow.
Students will agree on three conversation rules and use them to discuss how CJ's feelings change during the bus ride in 'Last Stop on Market Street' (SL.2.1a, RL.2.3).
3 quick questions from earlier weeks · about 3 minutes
Read-Aloud: Last Stop on Market Street
Say: 'Last week we tracked how characters respond to what happens to them. Today watch CJ.' Read 'Last Stop on Market Street' by Matt de la Pena straight through, stopping three times: when CJ asks why they do not have a car, when he closes his eyes to listen to the guitar man, and on the last page. Each time ask, 'How does CJ feel right now, and which words tell you?'
Mini-Lesson: Our Talking Together Rules
On chart paper write 'Talking Together' and three rules: eyes on the speaker, one voice at a time, stay on the topic. Act out breaking each rule (interrupt, look at your phone, change the subject to lunch) and have your child catch you and name the rule you broke. Let your child add a fourth rule and sign the chart.
Guided Reading: A Two-Person Conversation
Reread the page where Nana tells CJ that when you are surrounded by dirt you are a better witness for what is beautiful. Hold a conversation using the rules on this question: 'What does Nana mean, and where in the book do we see it come true?' Each of you speaks at least twice, and your child puts a tally mark on a sticky note each time someone follows all three rules.
Writing Workshop: Choosing One Real Event
Explain that this week and in Week 27 your child will write a recount, a true story about one event that really happened, like CJ's bus ride. Brainstorm a list of five real events (a bus or car ride, a visit to someone, a first time doing something, a day something went wrong) and star the one with the most to say. Your child tells the event aloud in one minute, then writes a first sentence that names who, where, and when.
Phonics: Vowel Teams ai and ay
Write these twelve words on index cards: rain, paint, wait, train, chain, mail, play, stay, day, tray, gray, away. Your child reads each word, sorts into an 'ai' pile and an 'ay' pile, and notices that 'ai' sits in the middle of a word while 'ay' sits at the end. Your child writes three words from each pile in the notebook.
Students will observe and record the variety of living things in one small outdoor area and explain that biodiversity means 'many different kinds of life' (2-LS4-1).
Science Question of the Week
Ask: 'How many different kinds of living things can we find in one square of our yard or park?' Remind your child that last week's Earth's Systems review was about where water and land are; this unit is about who lives there. Write the word 'biodiversity' on an index card and explain: bio means life, diversity means many different kinds.
Investigation: One-Square-Meter Survey
Outside, lay four pieces of string or a hula hoop on the grass, a sidewalk edge, or a garden bed to mark one square. Kneel and hunt for 5 full minutes: grass, clover, dandelion, moss, ants, a beetle, a worm, a bird overhead, a spider web all count. Your child draws each different kind in a notebook and makes a tally mark each time it appears again. Support: you spot, your child draws. Stretch: your child sorts the finds into 'plant' and 'animal' columns and counts each column.
Wrap-Up
Count the number of different kinds found (most yards give 6 to 12). Say: 'That number is the biodiversity of our square. On Wednesday we will test a different square and see if the number changes.'
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.
Biodiversity means the many different kinds of living things in a place.
Take a walk in a park. You might see oak trees, grass and dandelions. You might see robins, squirrels, ants and worms. That is a lot of different living things!
Some places have more kinds of living things than others. Rain forests have more kinds of plants and animals than almost anywhere else on land. In warm oceans, coral reefs are home to many kinds of fish.
Scientists find new kinds of living things every year. Many of them are tiny insects.
Why does biodiversity matter? Living things depend on each other. Bees help plants make seeds. Plants give animals food and shelter. A place with many kinds of living things can stay healthy.
How many different kinds of living things can you find in your yard or a park?
Math
Second Grade · Week 25 · Friday · secondgrade.com
Math
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 26. Keep the daily Remember? boxes going. |
| About half right | Measure 6 crayons or spoons to the nearest inch and make a line plot together, one X for each. Ask, "Which length has the most Xs?" Then redo the missed items. |
| Only a few right | Do the catch-up activity "Measure, Then Mark" for 3 days, then continue with Week 26. |
ELA
On Sunday, Jay and his aunt rode a boat on the bay. The wind was cool. They each ate a peach and waved at a goat on the green hill.
Second Grade · Week 25 · Friday · secondgrade.com
ELA
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 26. Keep the daily Remember? boxes going. |
| About half right | Have a family talk at dinner about one question. Practice taking turns and looking at the speaker. Sort 12 vowel-team word cards (rain, play, seed, boat, snow, boy, coin, moon …) by sound. |
| Only a few right | Hold a 3-minute talk each day and pass a small object to show whose turn it is to speak. Sort 4 vowel-team words a day alongside Week 26. |
Science
Second Grade · Week 25 · Friday · secondgrade.com
Science
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 26. Keep the daily Remember? boxes going. |
| About half right | Do a 10-minute living-things count in a yard or park. List every different plant and animal you see, then compare with a second spot. |
| Only a few right | Reread "So Many Kinds of Living Things" together and draw 5 different living things from your area. |
Second Grade · Week 25 · Friday · secondgrade.com
Social Studies
| If your child got… | Then… |
|---|---|
| All or almost all right | Move on to Week 26. Keep the daily Remember? boxes going. |
| About half right | Cut pictures from a store flyer and sort them into needs (food, clothing, shelter) and wants (toys, treats). |
| Only a few right | Talk about 3 things in your home each day: is it a need or a want? |
Art · Art from Around the World · All Specials
Art · Week 25
I can make art with dots.
You need: cotton swabs, paint or markers, paper
Second Grade · Week 25 · secondgrade.com
Math
Measuring things and showing lengths on a line plot
ELA
Talking together with rules and taking turns
Science
Biodiversity means many different kinds of life
Try it (10 min): Measure everyone's shoe to the nearest inch with a ruler. Make a line plot with one X for each shoe.
Talk about it: Which shoe length was most common?
Try it (10 min): At dinner, try the three talking rules: eyes on the speaker, one voice at a time, stay on the topic. Let your child catch anyone who breaks a rule.
Talk about it: Which rule is the hardest to follow? Why?
Try it (10 min): Pick a patch of grass or a window box. Look for 10 minutes and count how many different kinds of living things you find.
Talk about it: Why do some places have more kinds of living things than others?
Try it (10 min): Look through a kitchen cupboard together. Sort 10 things into needs and wants.
Talk about it: Can something be a need for one person and a want for another?
We did blank of 4 activities.
Second Grade · Week 25 · secondgrade.com
