Enzor /2nd Grade
MATH
Week of: February 3, 2014
Monday
Indicator: 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using
drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.G.3 Partition circles and
rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as
two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Activity: 8-1
Essential Question: What is a fraction?
Math Boxes and Journal pages: MJ page 186-186
Mental Math and Math Message: TE 605
Differentiation: TE page 608-609
Teaching the Lesson: TE Page 605 Folding Squares into Equal Parts
Homework: HL page 153
Assessment: MJ and TO
Tuesday
Indicator: 2.OA.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit
numbers.2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third
of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same
shape.
Activity: 8-2
Essential Question: When might you estimate the volume of something?
Math Boxes and Journal pages: MJ 187-190
Mental Math and Math Message: TE p 611
Differentiation: TE p. 614
Teaching the Lesson: TE pg. 611 Comparing pattern blocks, one of which represents one.
Homework: HL p. 155
Assessment: MJ and TO
Wednesday
Indicator: 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a
third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same
shape.
Activity:8-3
Essential Question: The ½ of a collection of objects always the same?
Math Boxes and Journal pages: MJ pgs. 191-194
Mental Math and Math Message: TE p 617
Differentiation: TE page 620
Teaching the Lesson: TE page 617 Identifying Fractions of Collections of Pennies
Homework: HL 157
Assessment: MJ and TO
Thursday
Indicator: 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a
third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same
shape.
Activity: 8-4
Essential Question: Do all numbers have many names?
Math Boxes and Journal Pages: MJ 195-196
Mental Math and Math Message: TE pg. 622
Differentiation: TE pg. 624
Teaching the Lesson: TE pg. 622 Making a Display of Equivalent Fractions
Homework: HL 159
Assessment: MJ and TO
Friday
Indicator: All indicators from the week
Activity: Stations-Friday Game Day
Stations: Assessment, small group, card games, computer math games, scrolls
Homework: None
Assessment: TO, MJ pages, Assessment sheet (for grade)
ELA
Monday
Indicator:
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RF.2.3f: Recognize and read grade-appropriate irregularly spelled words.
RF 2.4b: Read grade-level text orally with accuracy, appropriate rate, and expression.
RL.2.3: Describe how characters in a story respond to major events and challenges.
RL. 2.5: Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action.
RL.2.7: Use information gained from the illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events,
include details to describe actions, thoughts, and feelings, use temporal words to signal event order,
and provide a sense of closure.
L.2.4a: Use sentence-level context as a clue to the meaning of a word or phrase
Plus Indicators from last week for Monday only.
Activity:
Spelling Words: running , clapped , stopped , hopping , batted , selling , pinned , cutting , siting ,
rubbed , missed , grabbed , mixed , wrapped , swelling
 Have the students write the spelling words in their agendas along with the homework
assignments for the week. This will be completed during morning work time.
 Show Spelling City to the students so they can use it at school and home
Vocabulary Words: received, account, budget, disappointed, chuckled, staring , repeated, fund
 Use Projectable 16.1 to introduce vocabulary and model fluent reading to the students.
Students will also answer questions about the story. Show students the vocabulary words
from the selection in context so that the students can define each word in context.
 Oral Introduction to vocabulary with Target Vocabulary in Context Cards displayed on the
Smart board. Students will follow along in their textbooks on pages 10 and 11.
Reading Lesson:
Essential Question: When might a character need help solving a problem?
Mr. Tanen’s Tie is the story for the week. The teacher will have the students identify what characters,
plot and setting are. They will be instructed to find these in the selection. The teacher will start reading
the story with the students. Teacher will read and question the students on pages 14 – 23.
May also use PowerPoint on Mr. Tanen’s Tie for entire lesson. Use Day One. If not on Monday do Day 1
and 2 on Tuesday.
Mini-Lesson: Use Projectable 16.2 to introduce pronouns to the students. Also use pg. T22 for extra
practice.
Discuss homographs (T 62) with the students use the following definition: words that have the same
spelling, but different meanings. Some have different pronunciations. Examples that will be used with the
students follow: sign, shop, store, kind, light, rose.
Writing Activity: Students will work on proofreading practice. Use the example on page T23. Also use
the following examples to help review:
mr brown read the wizard of oz in January.
we went to columbia, south carolina on tuesday, january 29, 2013.
valentine’s day is february 14th.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read
samples to the teacher.
***** Plans may vary based on where each class is on the Benchmark for ELA/Writing
Homework: Read story and choose one
item from the spelling menu.
Assessment: Teacher observation
Tuesday
Indicator:
Same indicators all week.
Activity:
Spelling Words: running, clapped, stopped, hopping, batted, selling, pinned, cutting, siting,
rubbed, missed, grabbed, mixed, wrapped, swelling
Use Spelling City to review spelling words today.
Go over the 1-1-1 rule with the students. Students will complete the sheet on the words.
Vocabulary Words: received, account, budget, disappointed, chuckled, staring , repeated, fund
Have students cut out vocabulary cards and match the word to the definition. After matching
the word to the definition, then match the correct sentence to the word and definition. May
also use whole group cards.
Review homographs with the students. Words that can be used follow: sand, bank, fair, loaf,
right, stop.
Reading Lesson
Essential Question: Essential Question: When might a character need help solving a problem?
The teacher will have the students help read the story. The teacher will have the students read the
story with her aloud. Students will review what happened in yesterday’s portion of the story. Then they
will read pages 24 – 34. Questions will be asked throughout the story.
Mini-Lesson: Also use DAY 2 of POWERPOINT
Then explain object pronouns using Projectable 16.6. Show the students the example in their book on
page.
Writing Activity: Use Practice Book page 7 to introduce the students to adding details to make a
sentence more interesting. After working on the practice page, have the students complete the
sentences below on their own as practice:
I heard a noise. I ate cake. The man read a book. The girl ran in a race. The puppy played with the ball.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read
samples to the teacher.
Homework: Read story and
Assessment: Teacher observation
choose one item from spelling menu.
Wednesday
Indicator:
Same indicators all week.
Activity:
Spelling Words: running , clapped , stopped , hopping , batted , selling , pinned , cutting , siting ,
rubbed , missed , grabbed , mixed , wrapped , swelling
Use Spelling Bingo to review the Spelling words today. Call out all spelling words, but tell the
students that they only have to spell any 9 words that they want to use by writing the word in one
of the boxes on the bingo card. When all words are written, the teacher will call the spelling
words out. The student will put a chip on the word if it is spelled correctly. The first student to
get Bingo is the winner.
Vocabulary Words: received, account, budget, disappointed, chuckled, staring , repeated, fund
Use T28 and 29 (students 12) page to review Vocabulary words.
Review homographs and then give the short quiz.
Reading Lesson:
Essential Question: Essential Question: When might a character need help solving a
problem?
Have students listen to the story using the student’s edition on the Smart board. After listening to the
story, the teacher will ask questions. The teacher will also introduce infer, predict, and story elements.
Then the students will partner read the story to each other. After partner reading, they will sequence
events in the story.
Mini-Lesson: Use teacher’s edition page T54, pronouns. Use examples and model.
Also use DAY 3 of POWERPOINT.
Writing Activity: Use Projectable 16.9 with students. Help them make a flow chart. Use the prompt on
teacher page T55.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read
samples to the teacher.
Homework: Choose one item
from spelling menu and read story.
Assessment: Teacher observation
Thursday
Indicator:
Same indicators all week.
Activity:
Spelling Words: running , clapped , stopped , hopping , batted , selling , pinned , cutting , siting ,
rubbed , missed , grabbed , mixed , wrapped , swelling
Spelling words will be reviewed by letting the students play Sparkle.
Vocabulary Words: received, account, budget, disappointed, chuckled, staring , repeated, fund
Vocabulary words will be review with the students using Spelling City.
Reading Lesson:
Essential Question: Essential Question: When might a character need help solving a problem?
The teacher will review the sequence the story with the students and ask comprehension and
vocabulary questions.
Mini-Lesson: Review pronouns and homographs with the students on the Smart Board.
Also use DAY 4 of POWER POINT.
Writing Activity: Students will work on their writing from the flow chart on Thursday. The story is about
a girl and her mother who go shopping for flowers.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read
samples to the teacher.
Homework: Study for reading and
Assessment: Teacher observation
spelling test and reading test.
Friday
Indicator:
Same indicators all week.
Activity:
Spelling Words: (TEST) running , clapped , stopped , hopping , batted , selling , pinned , cutting ,
siting , rubbed , missed , grabbed , mixed , wrapped , swelling
Vocabulary Words: received, account, budget, disappointed, chuckled, staring , repeated, fund
(TEST)
Reading Lesson:
Essential Question: Essential Question: When might a character need help solving a problem?
(TEST)
Mini-Lesson: None
Writing Activity: Finish final copy of fictional narrative paragraph.
DEAR TIME: Students will read AR books on their Independent Reading Level and students will read
samples to the teacher.
Homework: None
Assessment: Spelling Test/Reading Test
SCIENCE
Monday
Standard 2.5 The student will demonstrate an understanding of force and motion by applying the
properties of magnetism. (Physical Science)
Indicator 2-5.4: Identify everyday uses of magnets.
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Today’s lesson in science will deal with the 100th day of school. Students will practice parts of the
scientific method by making predictions, and use past knowledge of measuring when completing
two activities.
Activity:
1. The first activity for today is called “100 Drops of Water.” There is a sheet that goes along
with this activity. Students will predict how much water will be in a jar or cup when 100
drops of water are added to it.
2. The students will first draw their prediction. Give each group (or complete in whole group) a
water dropper. After students complete the portion of this activity, allow them to draw the
actual answer. Students will then explain their prediction.
3. The next activity is called “How Long is 100 Centimeters?”
4. Students will measure a string that is 100 centimeters. They will use this string to measure
items in the classroom. Allow students to measure something that is less than 100 cm,
equaled to 100 cm, and greater than 100 cm. A sheet will be provided to students, where they
will draw and label their item.
Homework: None
Assessment: Student Participation and Teacher Observation
Tuesday
Standard 2.5 The student will demonstrate an understanding of force and motion by applying the
properties of magnetism. (Physical Science)
Indicator 2-5.4: Identify everyday uses of magnets.
Activity:
1. Before the lesson: Place a magnet in a brown bag. Place caution signs in the room on objects
such as the computer, cd’s, etc.
2. Show the BrainPop Jr. video about magnets to students as a review before the activity begins.
3. Show the brown bag to the students. Inform them that they will be studying the object in the
bag. Allow the students to pass the bag around and guess what is inside the bag. Once the
students guess, show them that is it a magnet.
4. Pass around several magnets, and allow students to describe how the magnets feel.
5. Explain to students that we are going to use magnets today to explore things in classroom
that they will stick to. Remind students not to put the magnet on items that have the caution
sign on them.
6. Before students begin, have them brainstorm on paper the things they think a magnet will
stick to. In a small group, students will test the object they predicted a magnet would stick to,
and see if they were correct of incorrect. (This is similar to an activity that will be done later
in the week.)
7. Make a t-chart together as a class of the objects in the classroom that stick and objects that do
not stick to a magnet. Use the words magnetic and nonmagnetic on the t-chart.
8. Introduce the term magnetic, nonmagnetic, and iron to the class. Have students record these
terms in their science notebook and develop illustrations that will help them remember the
terms.
Essential Question: What objects in our classroom will stick to a magnet?
Homework: None
Classroom Observation
Assessment: Student Participation and
Wednesday
Standard 2.5 The student will demonstrate an understanding of force and motion by applying the
properties of magnetism. (Physical Science)
Indicator 2-5.4: Identify everyday uses of magnets.
Activity:
1. Review with students term magnets. Have them explain the terms that were introduced
Tuesday. (magnetic and nonmagnetic) A magnet is a solid that attracts iron or produces
products that contain iron.
2. Show students video about magnets on BrainPop Jr. (If not done yesterday.)
3. Students will complete the quiz about the video. This can be done on paper or as a wholeclass.
4. Show visuals to students of the different types of magnets. (Bar, horseshoe, etc.)
5. Explain to students that in order for an object to be magnetic, it must contain iron. Students
will record this in their science journals.
6. Use the SmartNotebook document “What is a Magnet” to guide today’s discussion. Not all
slides will be used, but the teacher will use several activities to discuss important terms.
7. Have students read pages 240-241, and discuss with class.
8. Students will complete page 124 in the Science Reading and Writing workbook. This will be
used as a grade today.
Information to include in science journal:
 A magnet is a solid material
 If the material does not contain iron, the magnet will not attract to it.
Essential Question: What makes magnets stick to some objects?
Homework: None
Assessment: Page 124 in Science Reading and Writing Workbook
Thursday
Standard 2.5 The student will demonstrate an understanding of force and motion by applying the
properties of magnetism. (Physical Science)
Indicator 2-5.4: Identify everyday uses of magnets.
Activity:
1. Before the Lesson: Gather different objects for small groups such as three or four students.
Place the following objects in each bag: sponge, paper clip, screw, penny, yarn, rubber band,
washer, aluminum foil, and safety pin. Give each group one bag, 1 magnetic bar, and 1 record
sheet.
2. Go through the SmartBoard activity with students about magnets. Review vocabulary from
the beginning of the week, and introduce the terms magnetic and nonmagnetic.
3. The teacher will introduce each bag to students, and show the different objects that are in the
bag.
4. Students will spend about twenty minutes testing the objects to see if they are magnetic or
nonmagnetic. (Discuss these terms with students)
5. Allow students to complete a chart that requires students to record their prediction about
each object, as well as the outcome at the end of the experiment.
 How are the things that the magnet stuck to alike? How are they different?
 How are the things that the magnet did not stick to alike? How are they different?
 Why did the magnet attract to a penny? (Remind students that it is made of metal)
6. Explain the terms copper, iron, and steel with students. Explain that magnets only attract
objects containing iron or steel. Steel is a metal that has iron in it. Inform students that a
penny is made from copper, which is a metal, but it is not iron.
7. The teacher will take up the sheet completed today, for a grade.
Essential Question: What will a magnet attract?
Homework: None
Assessment: Magnet Experiment
Friday
Standard 2.5 The student will demonstrate an understanding of force and motion by applying the
properties of magnetism. (Physical Science)
Indicator 2-5.4: Identify everyday uses of magnets.
Activity:
1. Review with students the terms magnetic, nonmagnetic, and iron.
2. Have students reflect on the things in the classroom that are magnetic and nonmagnetic, as
well as what an object has to contain in order for it to be magnetic.
3. Students will complete an activity today on pages 244-245 in their science textbooks. They
will be comparing the strengths of different magnets. The teacher will helps students create
create their graphs in their science journals.
4. The teacher and students will complete the Investigate More section in the textbook. They
will use magnets to see how many paper clips can be attracted. Try with one, two, and three
magnets.
5. Explain to students that different magnets have different strengths, and can pick up different
weighted objects.
6. The students will record the following information in their science journal:
 Magnets can have different strengths.
 Some magnets may be stronger or weaker than others.
7. Students will complete the sheet Magnetic or Nonmagnetic as an end of the week review.
Essential Question: How can you compare the strengths of different magnets?
Homework: None
Assessment: Magnetic or Nonmagnetic sheet
SOCIAL STUDIES
Monday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.1: Recognize the basic elements that make up a cultural region in the United States, including
language, beliefs, customs, art, and literature.
Activity:
1. Explain that different people have different cultures.
2. Go to Discus, Brain Pop Jr., and type in Ancient China. Watch the Ancient China video. Allow students to
take paper or online quiz.
3. Explain that different cultures celebrate different holidays. Watch the video about Chinese New Year on
United Streaming: http://app.discoveryeducation.com/player/view/assetGuid/FF5D89F8-4832-498697D0-3517778A06E9
4. Show students an oral reading of the book Sam’s Lucky Money about learning how to feel empathy
towards those who are less fortunate. The book is set in China during Chinese New Year.
http://app.discoveryeducation.com/player/view/assetGuid/537FDCB9-B815-4C5A-8C3C-C88E9B68D71B
5. Create Chinese lanterns using the following website as a reference:
http://www.enchantedlearning.com/crafts/chinesenewyear/lantern/.
6. Have students record information they learned about the Chinese culture in their SS notebooks.
Essential Question: What are the distinct characteristics of a cultural region?
Homework: None
Assessment: Student participation and teacher observation
Tuesday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.1: Recognize the basic elements that make up a cultural region in the United States, including
language, beliefs, customs, art, and literature.
Activity:
1. Introduce Italy using the following website and discuss the various facts about Italy: http://www.kidsworld-travel-guide.com/italy-facts.html.
2. Watch the following video on United Streaming to help students better understand the foods from the
Italian culture: There's No Food Like My Food: Donatello in Italy
http://app.discoveryeducation.com/player/view/assetGuid/47CC41B6-531C-4B45-AD0A-F9ECFE107483
3. Discuss vocabulary with students using the following website:
http://members.enchantedlearning.com/books/italian/picturedictionaryengit/EnglishItalianABCBook_Encha
ntedLearning.pdf
4. Have students create a plane ticket to go to Italy using the template on the following website:
http://www.busybeekidscrafts.com/support-files/boardingpass_italyair.pdf.
5. Students can then record information they learned about the Italian culture in their SS notebooks.
6. Exit ticket: How are sports in Italy similar and different from sports in the United States?
Essential Question: What are the distinct characteristics of a cultural region?
Homework: None
Assessment: teacher observation and student participation
Wednesday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.1: Recognize the basic elements that make up a cultural region in the United States, including
language, beliefs, customs, art, and literature.
Activity:
1. Review with students the information they have learned about the three different cultures they have
learned about: Latino, Chinese, and Italian. Review with them on a globe or map where Mexico, China, and
Italy are and what continents they are on.
2. Complete any activities not finished on the three cultures discussed.
3. Allow students to select two cultures (one can be their own) and compare and contrast them on a Venn
Diagram. This can be done in their SS notebooks and can be taken as a grade.
4. Give each students a piece of large construction paper and have them illustrate themselves in the center
in the paper and then use pictures out of a magazine or pictures that they draw to illustrate the
characteristics of their culture. For example: they can draw examples of clothes they wear, food they eat,
symbol of religion they believe in, literature they read, the American flag, etc.
5. Students can share and present their culture poster to the rest of their classmates. (This can be
graded)
**Instead of poster, students could make a flip book about the cultures they have learned about-Teacher’s
choice!**
Essential Question: What are the distinct characteristics of a cultural region?
Homework: None
Assessment: Student participation, teacher observation, and Venn Diagram and
Culture Poster (teacher’s choice about grading)
Thursday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.2 Compare the historic and cultural traditions of various regions in the United States and
recognize the ways that these elements have been and continue to be passed across generations.
Activity:
1. Discuss with students what traditions are and how we all have traditions.
2. View the video/song: Song "Around the World" - Children's Music Video on
http://www.youtube.com/watch?v=AFEhCfvlob8.
3. Show video of the read aloud “Every Friday.” http://www.youtube.com/watch?v=QBz6IR7EQsQ
4. Have students discuss the traditions that they noticed in this book and how it is a real story.
5. Discuss with students how our families have traditions that we do every day and traditions that we do
just on certain holidays.
6. Take 3 pieces of chart paper and label one “Christmas” and one “Thanksgiving” and one “Every Day.” Have
students rotate writing on each piece of chart paper one tradition for each and discuss as a class.
Essential Question: What are traditions and why are they important to our culture?
Homework: None
Assessment: Student participation and teacher observation
Friday
Standard 2-4: The student will demonstrate an understanding of cultural contributions made by people from
the various regions in the United States.
Indicator 2-4.2 Compare the historic and cultural traditions of various regions in the United States and
recognize the ways that these elements have been and continue to be passed across generations.
Activity:
1. View the video/song: Song "Around the World" - Children's Music Video on
http://www.youtube.com/watch?v=AFEhCfvlob8.
2. Review with students what they learned about traditions yesterday.
3. Discuss with students how traditions came about and how all of us had family members that came to
America from other countries. The teacher will discuss the reasons why and how all of our family members
came here.
4. On Stage! – Students pretend they are an immigrant family on a journey to the United States. Students
perform a dramatic reading in groups while they act out their journey.
5. Exit ticket – Explain one family tradition that your family has. This can be written in paragraph form and
can be graded (teacher’s choice)
Essential Question: What are traditions and why are they important to our culture?
Homework: None
Assessment: Student participation and teacher observation