Week 35 — Printable Lesson Packet

Mathematics

Objective: Students will identify and draw triangles, quadrilaterals, pentagons, hexagons, and cubes by number of sides, angles, and faces (2.G.A.1).

1. 10 min — Warm-Up: Read 7:20 and 12:55 on the paper clock and total 2 quarters, 1 dime, 3 pennies (63 cents). Then go on a 60-second shape hunt: name five flat shapes in the room and how many sides each has.
2. 15 min — Mini-Lesson: Review shape attributes (first taught Week 27). Draw a triangle, a square, a rectangle, a rhombus, a pentagon, and a hexagon. For each, count sides and corners (angles) aloud and record in a chart. Hold up a cereal box and a dice: count faces (6) and say why they are cubes or not (a cube has six square faces).
3. 15 min — Practice: Attribute riddles: your child draws the shape you describe with a ruler. 'I have 4 sides, all the same length, and 4 square corners.' 'I have 5 sides.' 'I have 3 sides and one square corner.' 'I have 6 sides.' 'I have 4 sides but they are not all equal.' Then they write two riddles for you.
4. 5 min — Wrap-Up: Ask: 'Are all squares quadrilaterals? Are all quadrilaterals squares?' File the attribute chart in the portfolio.

Materials: paper clock, coins, paper, pencil, ruler, cereal box, dice or block, folder

English Language Arts

Objective: Students will follow agreed-upon rules for discussion and build on others' talk (SL.2.1a and SL.2.1b, first taught in Weeks 25 and 26) and read with expression, while illustrating their Author's Celebration piece.

1. 15 min — Read-Aloud: Read chapters 1 through 4 of Mercy Watson to the Rescue by Kate DiCamillo, using a slow, worried voice for Mr. Watson and a loud, bossy voice for Eugenia Lincoln. Before you start, review the Week 25 conversation rules on an index card: look at the speaker, wait your turn, say 'I agree' or 'I want to add'.
2. 10 min — Mini-Lesson: Hold a two-minute book talk with the rules in front of you. Start: 'I think Mercy only cares about toast.' Your child must respond with 'I agree because' or 'I disagree because' and then add one new idea (Week 26 building on talk). Switch roles once.
3. 15 min — Guided Reading: Your child rereads the page where the bed begins to sink through the floor, first in a flat voice, then with the expression the punctuation calls for (Week 22 review). Ask: 'Which reading sounds like Mr. and Mrs. Watson are really scared? What did you change?'
4. 15 min — Writing Workshop: Author's Celebration, illustration day one. Your child finishes the second half of the final copy, then plans illustrations: one for the cover and one for each page, sketched lightly in pencil first. Remind them of Week 5: pictures should show something the words do not.
5. 10 min — Phonics: Fluency celebration, day one: phrasing. Copy two sentences from Mercy Watson onto a strip and mark scoops under each phrase. Your child reads the strip three times, faster and smoother each time, keeping the scoops together.

Materials: Mercy Watson to the Rescue by Kate DiCamillo, index card, chosen piece final copy, pencil, crayons or colored pencils, strip of paper

Science

Objective: Students will organize their plan, data, graph, and conclusion into a science fair poster with a clear left-to-right order (K-2-ETS1-3).

1. 5 min — Science Question of the Week: Ask: 'Last week you found an answer. How do scientists share what they found?' Show a photo of a science fair poster or describe one: a big title, sections in order, a graph in the middle. Say: 'Your poster tells the story of your test to someone who was not there.'
2. 20 min — Investigation: Fold a large sheet of poster board or tape 3 pieces of paper side by side into three panels. Label 6 sections in this order: Question, Prediction, Materials, Steps, Results (the bar graph goes here), Conclusion. Your child glues in the pages from Weeks 33 and 34, rewriting anything messy on fresh paper, and writes the question across the top in big letters.
3. 5 min — Wrap-Up: Have your child point to each section and say what it is in one sentence. Ask: 'If someone reads only your graph, could they guess your answer?' Add a caption to the graph if not.

Materials: poster board or 3 sheets of paper, tape, glue stick, markers, plan, data table, graph, conclusion pages

Mathematics

Objective: Students will partition rectangles into rows and columns of equal squares and count them using repeated addition (2.G.A.2, 2.OA.C.4).

1. 10 min — Warm-Up: Ask your child to draw a hexagon and a pentagon from memory. Then lay 12 crackers in 3 rows of 4 and write 4 + 4 + 4 = 12. Rearrange into 2 rows of 6 and write the new sentence.
2. 15 min — Mini-Lesson: Review partitioning rectangles (first taught Week 28). Draw a 4 by 5 rectangle on grid paper. Use a ruler to draw lines making 4 rows and 5 columns of equal squares. Count by rows (5 + 5 + 5 + 5 = 20) and by columns (4 + 4 + 4 + 4 + 4 = 20). Connect to the picnic: 'A brownie pan cut into 3 rows and 6 columns makes how many brownies?' (18).
3. 15 min — Practice: Explore with three rectangles: partition a 2 by 7, a 5 by 5, and a 3 by 8, writing the repeated addition sentence for rows and for columns. Then make a rectangle with sticky notes on the table: 4 rows of 6, count the total, and remove one column to see how the sentence changes. Support: use a ruler and dots at each grid line before drawing. Stretch: find two different rectangles that both hold exactly 24 squares.
4. 5 min — Wrap-Up: Ask: 'How does partitioning a rectangle look like an array?' File one partitioned rectangle.

Materials: crackers or square tiles, paper, grid paper, ruler, pencil, sticky notes, folder

English Language Arts

Objective: Students will recount key details from a text read aloud (SL.2.2, first taught in Week 25) and tell a story with relevant details, speaking audibly (SL.2.4, first taught in Week 16), and rehearse their piece for recording.

1. 15 min — Read-Aloud: Read chapters 5 through 9 of Mercy Watson to the Rescue, through Mercy's arrival at the Lincoln sisters' house. Stop at the end of each chapter and have your child recount what happened in two sentences, as in Week 25, without looking at the pages.
2. 10 min — Mini-Lesson: Say: 'In Week 16 we learned that a speaker needs a loud, clear voice and enough details for the listener to see the story.' Model retelling chapter 6 twice: once mumbling with no details, once clearly with the toast, the sinking bed, and Mercy's run. Ask which one a listener could follow.
3. 15 min — Independent Reading: Your child reads a book of their choice, then stands and gives a one-minute recount of what they read to a stuffed animal audience, using first, next, and finally. You listen from across the room and report whether you could hear every word.
4. 15 min — Writing Workshop: Author's Celebration, rehearsal day. Your child reads their final copy aloud three times: once to find hard words and underline them, once for expression, once standing up at full volume. Mark the script with a slash wherever a pause helps (Week 17 audio recording review). Support: read it together in unison first. Stretch: your child adds a different voice for any character who speaks.
5. 10 min — Phonics: Fluency celebration, day two: punctuation voices. Write three sentences from Mercy Watson on cards, one ending in a period, one a question mark, one an exclamation point. Your child reads each with the matching voice, then finds one of each in the book and reads those too.

Materials: Mercy Watson to the Rescue by Kate DiCamillo, library book of choice, chosen piece final copy, pencil, index cards

Social Studies

Objective: Students will review map skills by locating their home, town, state, and country and using a map key and compass rose (D2.Geo.1.K-2, D2.His.1.K-2).

1. 10 min — Read-Aloud and Discussion: Read Me on the Map by Joan Sweeney. At each zoom-out, ask your child to name the matching place for your family: our room, our home, our street, our town, our state, our country, our continent. Ask: 'Which is bigger, a state or a country? Which one has an ocean around it?'
2. 15 min — Hands-On Activity: Your child draws a map of your street or block on paper with a title, a compass rose with N, E, S, W, and a key with at least 3 symbols (a square for houses, a green blob for trees, a blue line for water or a black line for the road). Then ask 3 direction questions: 'What is north of our house? Walk your finger east two houses. Where is the closest place to buy food?' Support: draw the compass rose together first and tape the paper so north matches the real north out the window. Stretch: add a scale bar where 1 inch stands for 10 steps and measure one distance.
3. 5 min — Quick Write: Your child writes 2 sentences using the words map key and compass rose: 'A map key tells ____. A compass rose shows ____.'

Materials: Me on the Map by Joan Sweeney, paper, ruler, crayons, tape

Mathematics

Objective: Students will partition circles and rectangles into halves, thirds, and fourths, describe the shares with words, and recognize that equal shares of the same whole can have different shapes (2.G.A.3).

1. 10 min — Warm-Up: Draw a 3 by 4 rectangle and have your child partition it and write the repeated addition. Then fold a paper square in half two ways (down the middle and on the diagonal) and ask if both halves are equal.
2. 15 min — Mini-Lesson: Review equal shares (first taught Week 29). Draw three rectangles the same size. Split one into halves, one into thirds, one into fourths, shading one share of each. Say 'one half, one third, one fourth, two halves make a whole, four fourths make a whole.' Cut a paper circle into fourths. Show that a rectangle can be cut into fourths as four strips or as four small rectangles, and both are fourths of the same whole.
3. 15 min — Practice: Cake rehearsal: your child draws a rectangular cake on paper and shows two different ways to cut it into fourths, then two ways to cut it into halves. Then the tricky questions: 'If 3 friends share a cake in thirds, how many pieces? What is each piece called?' 'Which is bigger, a fourth of this cake or a half of it?' Draw to prove it.
4. 5 min — Wrap-Up: Ask: 'Why does more cuts mean smaller pieces?' File the two fourths drawings; they will be used in the Week 36 picnic.

Materials: paper, pencil, ruler, scissors, crayons, folder

English Language Arts

Objective: Students will read dialogue aloud with distinct character voices (RL.2.6 and RF.2.4b, first taught in Weeks 6 and 22) and create an audio recording of their own writing (SL.2.5, first taught in Week 17).

1. 15 min — Shared Reading: Read We Are in a Book! by Mo Willems, an Elephant and Piggie book, as a two-person play: you are Gerald, your child is Piggie. Speech bubbles make it clear who is talking. Read it twice, and the second time, swap parts.
2. 10 min — Mini-Lesson: Say: 'Gerald and Piggie feel very differently about the book ending. Week 6 point of view.' Ask: 'How does Piggie feel about being read? How does Gerald feel when he learns the book will end?' Then say: 'Your voice shows the feeling. Today we record, and your listeners will only have your voice.'
3. 15 min — Guided Reading: Your child picks their favorite four pages of We Are in a Book! and reads both parts alone, changing voice for each character. Then they do the same with one page of Mercy Watson that has both Mr. Watson and Mercy's reactions. Ask: 'What did you do with your voice to make them different?'
4. 15 min — Writing Workshop: Author's Celebration, audio recording day. In a quiet room, your child records themselves reading their final copy on a phone or tablet voice memo app (Week 17 review). Listen back together once. If a part is too fast or too quiet, record that part again. Save the file with the title and your child's name.
5. 10 min — Phonics: Fluency celebration, day three: repeated reading. Your child reads a 60-word passage from Mercy Watson three times while you time each; write the three times down and celebrate the drop. Say: 'Practice is how readers get faster and smoother.'

Materials: We Are in a Book! by Mo Willems, Mercy Watson to the Rescue by Kate DiCamillo, phone or tablet with voice recorder, chosen piece final copy, kitchen timer, paper, pencil

Science

Objective: Students will rehearse a 2-minute science fair talk and answer questions about their evidence (K-2-ETS1-3).

1. 5 min — Review: Stand the poster up. Ask your child to give the 20-second version: question, winner, one number from the graph. Time it.
2. 20 min — Deeper Investigation: Write 5 talking-point cards, one per section, with 1 sentence each. Your child rehearses the full talk twice, pointing at each section while speaking, with you as the audience. After each run, ask two audience questions such as 'Why did you test three times?' 'What did you keep the same?' 'What surprised you?' Practice a calm answer that begins 'Good question. I ____.' Record the second run on a phone if you can so your child can watch it back.
3. 5 min — Data Discussion: Watch or talk through the recording. Ask: 'Where did you speak clearly? Where could you slow down?' Pick one thing to improve for Friday and write it on a sticky note on the poster.

Materials: 5 index cards, pencil, poster, timer, sticky note, phone (optional)

Mathematics

Objective: Students will apply geometry, arrays, and mixed operations to solve multi-step problems (2.G.A.1, 2.G.A.2, 2.G.A.3, 2.OA.A.1, 2.OA.C.4).

1. 10 min — Warm-Up: Say 'half, third, fourth' and have your child hold up a folded paper showing each. Then a mental warm-up: 48 + 25, 70 - 34, 100 - 45.
2. 15 min — Mini-Lesson: Model a picnic problem that mixes domains: 'Sandwiches are cut into halves. There are 12 sandwiches. How many halves? If 19 halves are eaten, how many are left?' Draw 12 rectangles cut in half (24 halves), then 24 - 19 = 5. Show the Week 31 checklist and tick each step as you go.
3. 15 min — Practice: Apply with four problems: 'A quilt has 4 rows of 6 squares. 7 squares are blue. How many are not blue?' (17). 'A pizza is cut into fourths. Two pizzas are ordered. How many fourths? Each child eats 1 fourth; 5 children eat. How many fourths remain?' (8, then 3). 'Draw a shape with 4 sides where 2 sides are longer. Name it.' (rectangle). 'A garden bed is 3 rows of 5 plants and a second bed is 2 rows of 7. Which has more, and how many more?' (15 versus 14, one more).
4. 5 min — Wrap-Up: Ask: 'Which parts of the year did today's problems use?' Your child lists at least three (shapes, arrays, subtraction, equal shares). File the quilt problem.

Materials: paper, pencil, checklist card, ruler, dried beans, folder

English Language Arts

Objective: Students will ask and answer questions about what a speaker says to clarify understanding (SL.2.3, first taught in Week 16) and speak in complete sentences when appropriate (SL.2.6 and L.2.1f, first taught in Week 29), and complete their illustrations.

1. 15 min — Read-Aloud: Finish Mercy Watson to the Rescue, chapters 10 through the end, with the firefighters and the toast party. Afterward, your child asks you three questions about the ending and you answer; then switch, and you ask three. All answers must be complete sentences (Week 29 review).
2. 10 min — Mini-Lesson: Say: 'In Week 16 we learned to ask a speaker a question when something is unclear.' Give a deliberately confusing one-minute retell of the book (leave out why Mercy left the house). Your child must stop you and ask a clarifying question. Praise the question, then fix the retell.
3. 15 min — Independent Reading: Your child reads a book of their choice, then tells you the central message in one complete sentence (Week 4 review). Ask one clarifying question, such as 'What in the story makes you think that?', and expect a complete-sentence answer.
4. 15 min — Writing Workshop: Author's Celebration, illustration day two. Your child colors and finishes every illustration, adds a cover with the title and 'written and illustrated by' their name, and listens once more to Wednesday's recording while following along with the finished pages.
5. 10 min — Phonics: Fluency celebration, day four: cold read practice. Give your child one page they have never seen from Frog and Toad All Year by Arnold Lobel and have them read it once, unrehearsed. Note whether they stopped at periods and fixed their own mistakes; tomorrow's timed check will use a different unseen page.

Materials: Mercy Watson to the Rescue by Kate DiCamillo, library book of choice, chosen piece final copy, crayons or colored pencils, phone or tablet with recording, Frog and Toad All Year by Arnold Lobel

Social Studies

Objective: Students will review the year's social studies vocabulary across civics, geography, history, and economics through a sorting game (D2.Civ.2.K-2, D2.Geo.1.K-2, D2.His.1.K-2, D2.Eco.1.K-2).

1. 10 min — Review and Extend: Write 4 headings on index cards: Civics, Geography, History, Economics. Ask your child what each is about in one sentence: rules and citizens; maps and places; the past; needs, wants, and money. Look back at the map from Tuesday and ask which heading it belongs under.
2. 15 min — Project Work: Write 16 vocabulary words on cards: law, citizen, vote, community helper, map key, continent, landform, natural resource, past, present, invention, tradition, need, want, goods, producer. Your child sorts them under the 4 headings, then plays a round of 'Explain It': draw a card and give a definition and a real example from the year (for example, 'A producer makes things, like the diner cook in A Chair for My Mother'). Keep score of clear explanations.
3. 5 min — Share Progress: Your child chooses the 3 words that were hardest and writes each in a sentence for the portfolio. Ask: 'Which unit was your favorite this year, and why?'

Materials: 20 index cards, marker, notebook, pencil, Tuesday's map

Mathematics

Objective: Students will demonstrate shape identification, partitioning, arrays, and mixed word problem solving on an assessment (2.G.A.1, 2.G.A.2, 2.G.A.3, 2.OA.A.1).

1. 10 min — Warm-Up: Quick sort: name each shape you draw (triangle, hexagon, rhombus, pentagon, rectangle) and count its sides. Then ask your child to recite the picnic tasks coming next week: count supplies, add prices, measure the table, read the clock, graph votes, share the cake.
2. 15 min — Mini-Lesson: Model one item from each assessment part: draw a quadrilateral that is not a rectangle, partition a 2 by 5 rectangle and write 5 + 5, show a circle in thirds, and solve 'A tray holds 4 rows of 5 cookies; 8 are eaten' (12).
3. 15 min — Weekly Assessment: Part 1: draw a triangle, a pentagon, and a hexagon; name a shape with 4 sides and 4 square corners. Part 2: partition a 3 by 6 rectangle and write the repeated addition sentence both ways (18). Part 3: show a rectangle in halves two ways and a circle in fourths; shade one third of a rectangle. Part 4: 'A brownie pan has 4 rows of 6. 15 brownies are eaten; then 9 more are baked and added. How many now?' (18). 'Two cakes cut into fourths; 5 fourths eaten. How many fourths left?' (3).
4. 5 min — Wrap-Up: Portfolio routine: file the assessment and order the portfolio by week so far. Ask: 'Which piece shows your biggest growth since Week 1?' Preview next week: the picnic performance task and celebration.

Materials: paper, pencil, ruler, assessment sheet, crayons, folder

Assessment: Shapes, partitioning, arrays, mixed word problems

English Language Arts

Objective: Students will read a grade-level passage with accuracy, appropriate rate, and expression (RF.2.4a, RF.2.4b, first assessed in Week 29) and present their narrative to family with a played-back audio recording (SL.2.4, SL.2.5).

1. 10 min — Reading Celebration: Toast party, Mercy-style. Make buttered toast, and while eating, each family member names the funniest moment in Mercy Watson to the Rescue and one thing Mercy would say if she could talk.
2. 15 min — Reading Response or Assessment: Weekly assessment. Your child listens to a two-minute stretch of their own recording, then answers in writing: 'What did you do well as a speaker? What would you change next time?' Then they answer two questions about Mercy Watson: 'Why does Mercy leave the house? How is the problem solved?' in complete sentences.
3. 15 min — Publishing and Author's Chair: Author's Celebration dress rehearsal. Your child reads their illustrated final copy aloud to at least one family member from the author's chair, showing each picture. Listeners ask one clarifying question each (Week 16 review) and the author answers. Then play the audio recording so everyone hears the polished version.
4. 10 min — Phonics Check: Fluency check: words per minute. Choose an unseen grade-level page from Frog and Toad All Year or another Frog and Toad book (count the words ahead of time, about 100 works well). Time one minute while your child reads; subtract errors from words read to get correct words per minute. A spring second grader typically reads around 90 to 100; record the number and compare with the Week 29 check.
5. 15 min — Independent Reading: Free choice. Offer the next book in the series, Mercy Watson Goes for a Ride, and ask your child to read the first chapter aloud with full Mercy voices before reading on silently.

Materials: bread, butter, toaster, phone or tablet with recording, paper, pencil, chosen piece final copy, Frog and Toad All Year by Arnold Lobel, kitchen timer, library book of choice

Assessment: Timed one-minute fluency check on an unseen grade-level Frog and Toad passage, recorded as correct words per minute and compared with Week 29; written self-evaluation of the audio recording; complete-sentence answers to two comprehension questions; family presentation with clarifying questions answered.

Science

Objective: Students will present their science fair project to a family audience and evaluate what made their evidence convincing (K-2-ETS1-3).

1. 10 min — Drawing Conclusions: Set up the home science fair: poster on a table, the shoebox materials beside it, and a chair for each guest (family members, a neighbor, or a relative on a video call). Your child gives the talk, then answers at least 2 questions from the audience. Applaud.
2. 15 min — Extension or Art Connection: Give your child a 'Judge's Sheet' with 4 lines: My question was testable. I kept things the same. My graph shows my numbers. My conclusion uses evidence. Your child colors a star for each line that is true and explains why. Then, for fun, let the audience try one trial of the experiment themselves and see if they get a similar number.
3. 5 min — Week Reflection: Ask: 'In Week 33 you chose this question. If you started again, what question would you pick?' Write the answer on the back of the poster. Roll the poster and put it with the portfolio; next week it earns an award.

Materials: poster, shoebox of experiment materials, Judge's Sheet, crayons, portfolio folder