Week 34 — Printable Lesson Packet

Mathematics

Objective: Students will measure lengths with rulers and tape measures in inches and centimeters, estimate first, and compare two measurements (2.MD.A.1, 2.MD.A.2, 2.MD.A.3, 2.MD.A.4).

1. 10 min — Warm-Up: Ten quick facts from last week's pile. Then ask: 'Which would you use to measure a book, a table, and the hallway: a ruler, a yardstick, or a tape measure? Why?'
2. 15 min — Mini-Lesson: Review measuring (first taught Weeks 19 and 20). Measure the kitchen table together: estimate first in inches, then measure with the tape measure starting at the zero mark, and record. Measure the same edge in centimeters and ask why the centimeter number is bigger. This is the picnic table skill.
3. 15 min — Practice: Your child measures six objects, estimating first: a spoon, a book, a shoe, a chair seat, a window ledge, and a door width. Record estimate, inches, and centimeters in a table. Then answer: 'How much longer is the door than the book?' with a subtraction equation.
4. 5 min — Wrap-Up: Ask: 'Which estimate was closest? What helped you estimate?' File the table in the portfolio.

Materials: fact cards, ruler with cm and inches, tape measure, paper, pencil, recording table, folder

English Language Arts

Objective: Students will identify the point of view of a first-person narrator and read his words in his voice (RL.2.6, first taught in Week 6), and begin revising their Author's Celebration piece (W.2.5, first taught in Week 19).

1. 15 min — Read-Aloud: Read the opening short chapters of The One and Only Ivan by Katherine Applegate ('hello', 'name', 'patience', 'how I look', 'the exit 8 big top mall and video arcade'). Say: 'Ivan tells his own story. In Week 6 we called this point of view.' Stop after 'I am Ivan. I am a gorilla' and ask: 'Who is talking? How do you know?'
2. 10 min — Mini-Lesson: Write 'I' and 'he' on two cards. Read one line from Ivan and one line from Amelia Bedelia and have your child hold up the card that matches. Say: 'When the narrator says I, we only know what that character knows and feels. Ivan says his glass wall is a good thing. Do we agree?'
3. 15 min — Guided Reading: Your child rereads the chapter 'how I look' and lists three things Ivan says about himself, then writes what a visitor at the mall might say about Ivan instead. Compare the two lists (Week 13 words-and-phrases review: notice Ivan's short, plain sentences).
4. 15 min — Writing Workshop: Author's Celebration, revision day one (Week 19 review). Your child reads their chosen piece aloud to you once, then marks three places with a caret where a reader would want more: a feeling, a detail you could see or hear, or a line of talk. They write the new words on sticky notes and tuck them in place.
5. 10 min — Word Study: Self-selected reading vocabulary (Week 24 review). Your child brings the library book they are reading on their own, finds two words they think are interesting or new, and writes each with a guess at its meaning and the sentence it came from. Discuss the guesses together.

Materials: The One and Only Ivan by Katherine Applegate, index cards, reading notebook, pencil, chosen piece, sticky notes, library book of choice

Science

Objective: Students will carry out their science fair experiment with three trials for each condition and record results in a data table (2-PS1-2, K-2-ETS1-3).

1. 5 min — Science Question of the Week: Say: 'Last week you planned. Today you test.' Your child reads the question, the prediction, and the numbered steps aloud, then names the one thing that changes and two things kept the same.
2. 20 min — Investigation: Run the experiment following the steps exactly, with your child doing the hands-on part and you holding the timer or tape measure. Do Trial 1 for every condition before going back for Trial 2, so no condition gets extra practice. Your child writes each number in the data table right away. For the ice cube question, set up all wrappings at once and check every 5 minutes, recording the minute each cube is fully melted, so this may run past the lesson.
3. 5 min — Wrap-Up: Look at the table. Ask: 'Which one is winning so far? Did anything surprising happen?' Write one sentence at the bottom of the table beginning 'Something I noticed was ____.'

Materials: shoebox of experiment materials, Science Fair Plan page with data table, pencil, timer, tape measure or ruler, measuring spoon

Mathematics

Objective: Students will solve addition and subtraction word problems about length and represent sums and differences on a number line (2.MD.B.5, 2.MD.B.6).

1. 10 min — Warm-Up: Ask your child to remeasure one object from yesterday and see if the result matches. Then draw a number line from 0 to 100 by tens and have them point to 35, 62, and 88.
2. 15 min — Mini-Lesson: Review length problems (Week 21) and number lines (Week 22). 'A picnic blanket is 72 inches long. A towel is 28 inches shorter. How long is the towel?' Draw both on a number line, jump back 28 from 72 (44). Then: 'Two tables end to end are 48 inches and 36 inches. Total?' Show jumps forward from 48 to 84.
3. 15 min — Practice: Explore with string: cut a 60 cm string and a 35 cm string. Your child answers 'How much longer?' (25 cm) and 'Total?' (95 cm) by laying string on a meter-long paper number line and also by writing equations. Then two written problems: 'A jump rope 85 inches long is cut into 40 inches and the rest' (45). 'Kim walks 27 meters, then 46 more meters' (73). Support: mark the number line in tens before jumping. Stretch: show each answer with two different jump paths.
4. 5 min — Wrap-Up: Ask: 'How is a ruler like a number line?' File one number line drawing.

Materials: ruler, paper, pencil, tape measure, string, scissors, long paper strip, folder

English Language Arts

Objective: Students will describe how a character responds to a major event (RL.2.3, first taught in Week 2) and revise their own writing with an adult conference (W.2.5, first taught in Week 19).

1. 15 min — Read-Aloud: Read the chapters where Ruby the baby elephant arrives and Stella asks Ivan for a promise ('ruby', 'stella', 'the promise', 'a promise'). Say: 'In Week 2 we learned to watch how a character responds when something big happens.' Ask: 'What does Ivan do when Stella asks him to promise? Why is that hard for him?'
2. 10 min — Mini-Lesson: Make a three-row chart: Event (Ruby arrives), Ivan's Response (he starts to care and to remember), Ivan's Feeling (worried, then determined). Say: 'A big event can change a character. Before Ruby, Ivan says he does not miss the jungle. After, he starts to think about it.'
3. 15 min — Independent Reading: Your child reads a book of their choice and completes one Event, Response, Feeling row for a character in it. Read the row back to you at the end and tell whether the character changed.
4. 15 min — Writing Workshop: Author's Celebration, revision conference (Week 19 peer and adult editing review). Sit side by side. Your child reads the piece with sticky-note additions; you ask two questions a reader would ask ('What did that look like?' 'How did you feel right then?') and your child writes one more sentence in answer. Use at least one adjective and one adverb in the new sentences (Week 22 review).
5. 10 min — Word Study: Self-selected reading discussion. Your child tells you about the book they are reading using this frame: 'I am reading ____. So far the main character ____. A word I learned is ____, which means ____.' You ask one follow-up question and your child answers in a complete sentence.

Materials: The One and Only Ivan by Katherine Applegate, paper, marker, library book of choice, chosen piece, sticky notes, pencil

Social Studies

Objective: Students will carry out their planned community service project and describe how it helps others (D2.Civ.6.K-2, D2.Civ.14.K-2).

1. 10 min — Read-Aloud and Discussion: Read Miss Rumphius by Barbara Cooney. Ask: 'What were the three things Miss Rumphius wanted to do? Which one was the hardest to figure out? How did she make the world more beautiful?' Say: today is your day to make our community a little better.
2. 15 min — Hands-On Activity: Do the project. Cleanup: gloves on, one adult holds the bag, pick up litter on one block and tally how many pieces. Food drive: collect the cans from the neighbors you asked, count them, and pack the box. Cards: make 5 or more cards with a picture and a kind sentence, addressed to the residents. Book drive: gather, sort, and box books, counting them. Planting: fill 3 pots with soil, plant seeds or seedlings, water, and deliver. If the project needs more time, this is the start and it continues after the lesson.
3. 5 min — Quick Write: Your child writes: 'Today I ____. I counted ____. This helps because ____.' Save the number for the tally in Thursday's reflection.

Materials: Miss Rumphius by Barbara Cooney, project materials from Week 33 plan, tally sheet, notebook, pencil

Mathematics

Objective: Students will tell and write time to the nearest five minutes on analog and digital clocks and use a.m. and p.m. (2.MD.C.7).

1. 10 min — Warm-Up: Count by 5s to 60 while pointing at each clock number. Then ask what time your child woke up, ate breakfast, and started math, and whether each is a.m. or p.m.
2. 15 min — Mini-Lesson: Review time (first taught Week 23). Set the paper clock to 2:35, 11:10, 6:50, and 12:05 and have your child read each and write it digitally. Then build a picnic schedule: arrive 10:00 a.m., games 10:30, lunch 11:45, cake 12:20 p.m., pack up 1:05. Show each on the clock.
3. 15 min — Practice: Clock match: write 12 times on index cards (3:15, 7:40, 9:05, 1:55, 4:20, 10:35, 8:25, 12:45, 5:10, 2:50, 6:30, 11:15). Your child draws a card, sets the clock, and you check; then switch roles for six cards so they check you. Finish with: 'Games start at 10:30 and last 45 minutes. When is lunch?' (11:15).
4. 5 min — Wrap-Up: Ask: 'When the minute hand points to 8, how many minutes is that?' File the picnic schedule; it will be reused in Week 36.

Materials: analog clock or paper clock with movable hands, paper, pencil, index cards, folder

English Language Arts

Objective: Students will describe how an author uses reasons to support specific points (RI.2.8, first taught in Week 16) and compare a fiction and a nonfiction text about the same gorilla (RI.2.9, first taught in Week 17), then edit their own writing.

1. 15 min — Shared Reading: Read Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate, a nonfiction picture book about the real Ivan. Say: 'Same author, same gorilla, but this one is true.' Read the author's note at the end too, since it holds the reasons people worked to move Ivan to a zoo.
2. 10 min — Mini-Lesson: Say: 'In Week 16 we learned that an author gives reasons to back up a point.' Write the point 'Ivan needed a better home' at the top of the whiteboard and list the reasons the book gives underneath: he lived alone for 27 years, gorillas need other gorillas, he had no grass or trees. Ask your child which reason is strongest.
3. 15 min — Guided Reading: Week 17 comparing two texts review. Your child makes a T-chart, Novel and True Story, and writes two things that are the same in both (Ivan lived at a mall, he painted) and two things the novel added (Ruby, talking animals). Ask: 'Why do you think the author made up parts for the novel?'
4. 15 min — Writing Workshop: Author's Celebration, editing conference. Your child reads the revised piece backward sentence by sentence, checking each for a capital letter, an end mark, and correct spelling of Dolch words from Week 32. Circle up to five words to check in the dictionary together. Support: you read each sentence aloud and your child points to what needs fixing. Stretch: your child also checks that every name and the word I are capitalized and that any talk has quotation marks.
5. 10 min — Word Study: Vocabulary from the true story. Your child writes three words from the book (captivity, sanctuary, habitat) in the reading notebook with a picture and a meaning in their own words, then uses one in a sentence about the real Ivan.

Materials: The One and Only Ivan by Katherine Applegate, Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate, whiteboard or paper, marker, reading notebook, pencil, chosen piece, children's dictionary, crayons

Science

Objective: Students will finish their trials, find the total for each condition, and build a bar graph that shows the results (2-PS1-2, K-2-ETS1-3).

1. 5 min — Review: Finish any trials still missing from the table. Ask: 'Which trial number was most different from the others? Why might that be?' Cross-check that every row has three numbers.
2. 20 min — Deeper Investigation: For each condition your child adds the three trial numbers to get a total and writes it in a fourth column (adding within 100 from Week 7; help with bigger sums). Then build a bar graph on grid paper: label the bottom with each condition (for example Brand A, Brand B, Brand C), label the side in steps of 5 or 10 depending on the totals, and color one bar per condition to the height of its total. Title the graph with the question.
3. 5 min — Data Discussion: Ask: 'Which bar is tallest? How much taller than the shortest? Was your prediction right?' Your child writes one sentence under the graph: 'The graph shows ____.' Support: count the squares together and write the number at the top of each bar. Stretch: ask what the graph would look like if we had used only one trial each, and whether the winner might change.

Materials: data table, grid paper, ruler, crayons, pencil

Mathematics

Objective: Students will solve money word problems with dollars and coins and build and interpret a bar graph to answer comparison questions (2.MD.C.8, 2.MD.D.10, 2.MD.D.9).

1. 10 min — Warm-Up: Coin flash: show handfuls and have your child total them: 3 quarters (75 cents), 4 dimes and 2 nickels (50 cents), 1 quarter 3 dimes 4 pennies (59 cents), 1 dollar bill and 2 quarters (1 dollar 50 cents). Ask which handful is worth the most.
2. 15 min — Mini-Lesson: Review money (Week 24) and graphs (Weeks 25 and 26). Vote on a picnic snack with the family: apples, pretzels, grapes, or crackers; make up votes if you need more (apples 6, pretzels 3, grapes 5, crackers 2). Build a bar graph with a title, labels, and a scale of 1. Ask: 'How many more chose apples than crackers? How many votes in all?'
3. 15 min — Practice: Apply: 'Apples cost 45 cents each. You buy 2 with 1 dollar. Change?' (10 cents). 'Pretzels cost 38 cents and grapes 55 cents. Total? How much less is the pretzel?' (93 cents, 17 cents). Then measure the lengths of five crayons to the nearest inch, make a line plot, and answer 'How many crayons are 4 inches?' Make a second bar graph of the family's favorite picnic game (tag, relay, catch, hide and seek) and write two questions about it for a grown-up to answer.
4. 5 min — Wrap-Up: Ask: 'What must every graph have so someone else can read it?' File the snack vote graph for the Week 36 picnic.

Materials: coins, dollar bill, graph paper, markers, paper, pencil, five crayons, ruler, folder

English Language Arts

Objective: Students will identify the author's purpose (RI.2.6, first taught in Week 10) and describe the connection between historical events in a text (RI.2.3, first taught in Week 12), and strengthen the ending and title of their own piece.

1. 15 min — Shared Reading: Reread Ivan: The Remarkable True Story, this time building a timeline on a strip of paper as you go: captured as a baby, lived in a house, moved to the mall, 27 years alone, people wrote letters, moved to Zoo Atlanta, met other gorillas. Say: 'In Week 12 we learned to connect events: one thing leads to the next.'
2. 10 min — Mini-Lesson: Ask the Week 10 question: 'Why did Katherine Applegate write this book: to teach, to persuade, or to entertain?' Guide toward 'to teach us Ivan's true story and to persuade us that animals need good homes'. Then ask: 'Which event on the timeline caused Ivan to be moved? Point to it.'
3. 15 min — Independent Reading: Your child reads the last chapters of The One and Only Ivan that you choose ('the end' through 'a new beginning' work well as read-alone pages, or you read them aloud if the pages are long). Ask: 'How does the novel's ending match the true story's ending?'
4. 15 min — Writing Workshop: Author's Celebration, final revision. Your child rereads only their ending and asks: 'Does it tell how things turned out and how I felt?' They rewrite it if needed, then try three possible titles on a scrap of paper and circle the one that makes a reader curious. Read the whole piece aloud once more, start to finish.
5. 10 min — Word Study: Self-selected reading share. Your child picks one page from their own library book and reads it to you, then explains one word on the page using context, as in Week 16. If the meaning is still unclear, look it up together.

Materials: Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate, The One and Only Ivan by Katherine Applegate, strip of paper, pencil, chosen piece, scrap paper, library book of choice

Social Studies

Objective: Students will reflect on the result of their service project, thank the people who helped, and explain why citizens take action for their community (D2.Civ.6.K-2, D2.Civ.14.K-2).

1. 10 min — Review and Extend: Look at the number from Tuesday (pieces of litter, cans, cards, books, or pots). Ask: 'If every family on our street did this, how many would that be?' Skip-count by the number for 5 houses. Then ask: 'Miss Rumphius planted lupines alone at first. Who joined you? Who might join next time?'
2. 15 min — Project Work: Your child writes 2 thank-you notes: one to a person who helped (a neighbor who gave a can, the front desk that accepted the cards) and one to the community, in the form of a short poster titled 'We helped by ____' with a drawing and the number. Deliver the notes today if possible, or take a photo of the finished project for the portfolio.
3. 5 min — Share Progress: Your child presents the poster to the family and answers: 'What was the hardest part? What would you do differently next time? Why do citizens do things like this even when no one makes them?' Tie back to the words responsibility and community from Weeks 4 and 5.

Materials: Tuesday's tally, 2 note cards, paper, crayons or markers, envelope, portfolio folder

Mathematics

Objective: Students will demonstrate measurement and data skills on a mixed assessment of length, time, money, and graphs (2.MD.A.1, 2.MD.B.5, 2.MD.C.7, 2.MD.C.8, 2.MD.D.10).

1. 10 min — Warm-Up: Rapid review: read 4:45 on the clock, total 2 quarters and 3 nickels (65 cents), and say how many inches longer a 30-inch table is than a 22-inch cloth (8). Ask your child which of this week's tools was most fun to use.
2. 15 min — Mini-Lesson: Preview the assessment parts and work one example of each: measure a pencil in inches and centimeters, set the clock to 9:25, solve 'You have 80 cents and spend 3 dimes and a nickel' (45 cents left), and read a small bar graph to find the difference between two bars.
3. 15 min — Weekly Assessment: Part 1: measure a book and a spoon in inches and centimeters; find how much longer the book is. Part 2: read three clocks (1:35, 8:50, 11:05) and draw hands for 3:20. Part 3: 'A drink costs 65 cents; you pay with 3 quarters' (10 cents change) and 'Total of 1 dollar, 1 quarter, 2 dimes, 1 penny' (1 dollar 46 cents). Part 4: given a bar graph of 4 pets (dogs 7, cats 5, fish 2, birds 3), answer how many more dogs than fish and how many pets in all (17).
4. 5 min — Wrap-Up: Portfolio routine: file the assessment and choose the best measurement table, clock, or graph of the week to mark with a star. Preview next week: shapes, partitioning, and arrays.

Materials: paper clock, coins, ruler, pencil, sample graph, assessment sheet, book, spoon, folder, star sticker or marker

Assessment: Length measurement, time, money, graphs review

English Language Arts

Objective: Students will explain in writing how an author's reasons support a point (RI.2.8, first taught in Week 16) and begin a clean final copy of their Author's Celebration piece.

1. 10 min — Reading Celebration: Ivan gallery. Lay both Ivan books open to your child's favorite page of each. Your child explains to the family, in a minute, who Ivan was and what happened to him, pointing to the pages as evidence.
2. 15 min — Reading Response or Assessment: Weekly assessment. Your child writes an answer to: 'Katherine Applegate believes Ivan needed a better home. Give two reasons from the true story that support this. Then tell one way the novel and the true story are different.' Look for reasons drawn from the book, not from memory alone.
3. 15 min — Publishing and Author's Chair: Author's Celebration, final copy begins. Your child writes or types (Week 20 review) the first half of the revised piece in their neatest handwriting, leaving space at the top of each page for an illustration next week. Then they read that half from the author's chair and tell the family one change they made and why.
4. 10 min — Phonics Check: Self-selected reading fluency check. Your child reads one page of their own library book aloud while you listen for accuracy and self-correction (Week 20 review). Count words missed; if more than five on the page, help them choose a slightly easier book for next week.
5. 15 min — Independent Reading: Free choice reading. If your child wants more true animal stories, offer Owen and Mzee by Isabella Hatkoff, Craig Hatkoff, and Paula Kahumbu, and ask afterward how it is like the Ivan true story.

Materials: The One and Only Ivan by Katherine Applegate, Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate, paper, pencil, chosen piece, lined paper or computer, library book of choice

Assessment: Written response giving two of the author's reasons from the nonfiction Ivan text and one difference from the novel; page-level accuracy check on self-selected reading; first half of the final copy completed with one explained revision.

Science

Objective: Students will write a conclusion that answers the science fair question with evidence from the bar graph (2-PS1-2, K-2-ETS1-3).

1. 10 min — Drawing Conclusions: Your child writes a 3-sentence conclusion on a 'What I Found Out' page using this frame: 'My question was ____. The results show ____ because the bar for ____ was tallest at ____. My prediction was right / not right.' Read it aloud to check that every blank uses a number or a name from the graph.
2. 15 min — Extension or Art Connection: Take a clear photo or draw a picture of the winning condition in action, for example the soaked paper towel or the car at the end of its longest roll. Then your child writes a 'Next Time' box with one new question the results made them wonder, such as 'Would the car roll even farther on ice?' or 'Would a colder ice cube last longer in foil?'
3. 5 min — Week Reflection: Ask: 'Last week you said one trial can be a fluke. Did three trials give you a clearer answer?' Clip the plan, data table, graph, and conclusion together; next week these become the science fair poster.

Materials: bar graph, What I Found Out page, camera or paper and crayons, pencil, paper clip