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2nd Grade Week 5, April 20th - 24thMRS.BENSON APR 14, 2020 09:59AM

General Information

Students should complete one reading, math, writing, and special assignmentper day.*Content areas are colored coded by day.

**Any assignments that have attachments, can be printed or copied on a piece of paper.

*Students can submit assignments in their TeleSchool notebook, upload in Google Classroom, email to homeroomteacher, and/or submit in Talking Points app.

ESOL students who normally use *Imagine Learning* in ESOL classes should continue to work on ImagineLearning lessons. 

Useful ToolsText to speech websiteSitio web para texto a voz:https://www.naturalreaders.com/online/

Reading

I-Read or Imagine LearningPlease try to complete at least 30 minutes of I-Read or Imagine Learning  (ESOL Students) time logged  by the end of the week on Friday. 

Monday, April 20th

RL2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Watch the mini lesson video below on using the strategy "What Can Chracters Teach Us?".

What can characters teach us?5:08 video

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Monday ESOL Support for VideoWords to know:

bottle cap-(tapa de botella) a cap or top for a bottletwirled-(girado) spin quickly aroundmaize-(maiz) corn plantrumbled-(retumbo) a deep ongoing soundhoe-(azadon o azada) a tool used for cutting plantsscorched-(chamuscado) burn by �re or heat

CharacterTraitsWord document

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Monday's ActivityPart 1: Read the "Lion and the Mouse" text and refer back to Mrs. Robinson's Anchor Chart.

Part 2: Answer questions below in your notebook or on a sheet of paper, or you can use sticky notes like Mrs.Robinson. :)

1.) What is a positive character trait of the mouse or lion?2.) When does the character act that way and why?

ESOL support: Words to know:tickled(El Leon estaba agraciado con la idea del) to �nd something funnyplight-(situacion) a dif�cult situationgnawed-(roido)bite or chew onRefer to the Character Traits chart above to help you.

Tuesday, April 21st

RL2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

What can characters teach us? Part 2!5:09 video

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Tuesday's ActivityPart 1: Using the same text as yesterday "The Lion and the Mouse" refer to #3 on Mrs. Robinson's anchor chart.

Part 2: Review your positive character traits and explanations of those traits.

Part 3: In your notebook or on a piece of paper, answer the question: What can the character teach me about being a better person?

Tuesday ESOL Support:Words to know:gushing-(efusivo o violento) to �ow outrusted-(oxidado) the reddish-brown stuff that forms on metal that has gotten wettinkered-(reparado o retocado) to �x or mess with�ickered-(parpadeo) to �ash on and offdoubters-(escepticos) people who dont believeclumsy-(torpe) moving in a careless or awkward way

moralanchorchart[15835]Word document

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Wednesday, April 22nd

RL2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Skill: Finding the Lesson or Moral of a story.

Please watch the attached video on the �nding the lesson of "The Dot." 

Wednesday4:46 video

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Wednesday's ActivityPart 1. Read "The Hare and the Tortoise and refer back to Mrs. Valle's anchor chart.

Part 2.  Answer the following questions in your Teleschool Notebook or on a piece of paper.

1) Think about the Hare's or the Tortoise's actions. Describe one of the characters with a character trait?

2.)  Think about the lesson in the book. Look at the list of common themes below and choose which one �ts withthe story. Common themes:friendship, loyalty, don't give up, patience, courage, honesty, acceptance  

Wednesday ESOL Support:Words to know:mocking-(burlarse de) make fun ofconsented-(consentido) agreed

amused-(divertido) makes you laugh or smileswiftest-(mas rapido) very fast

Thursday, April 23rd

RL2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Skill: Finding the Lesson or Moral of a story.

Please watch the attached video on the �nding the lesson of "The Dot." 

Thursday2:26 video

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Thursday's ActivityPart 1. Using the same text as yesterday, "The Hare and the Tortoise," refer back to the anchor chart.Part 2.  Think about the theme that you picked out yesterday.Part 3.  In your teleschool notebook or on a piece of paper, �nish the sentence starter using evidence from thetext.

I think the theme could be______,because _____________________.

Thursday ESOL Support:

ThemeWord document

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Friday, April 24th

RL2-Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Part 1: Watch the story "The Tale of Peter Rabbit". https://www.storylineonline.net/books/peter-rabbit/

Part 2: When you're �nished, answer the question below.

What was the moral of the story "The Tale of Peter Rabbit"? **Make sure you provide evidence from the storyto support your answer. Please give a detailed explanation.

Friday ESOL Support:Words to know:implored-(implorado) beggedexert-(ejercer) use with great energysieve-(tamiz) a tool used for separating that has a net attachedto itpuzzled-(perplejo) confused

Look back at the anchor chart from Tuesday to remind you what a moral is."Turn and Talk" Talk to someone about what you read and what you think the moral of the story is.

Math

I-Ready Math Teacher Assigned Lessons*Each student will have a teacher assigned I-Ready Math Lesson that needs to be completed by Friday.

*When you log into I-Ready math, click on the "teacher assigned" lesson, blue tab, to complete. Once completed,you can continue on your self-paced lessons.

Monday, April 20th

 MGSE2.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.

Please complete the Math Partitioning assignment attached. 

Partitioning FormativeWord document

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Tuesday, April 21st

 MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve

simple put-together, take-apart, and compare problems using information presented in a bar graph.

Today, we wiill begin a graphing activity. Remember a graph represents data collected from a survey question.

Part 1: Create a survey question or use the example below. "How many shapes can I �nd around my house?"*You must have at least 4 category choices on your data table. You can have up to 6 category choices.

Part 2: Collect data and put data into tally chart. You can create your own tally table in  your notebook or on apiece of paper or use the attached template. 

MD 10 Data Tally TableWord document

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Wednesday, April 22nd

 MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve

simple put-together, take-apart, and compare problems using information presented in a bar graph.

Today, you will take the data from your data tally table and represent the data in your choice of a bar graph orpicture graph. Choose your graph from the attached documents.

-Remember your graph should have a title and category choices.

-If you choose a bar graph, then you should have increments (numbers) on the left-side of your graph and thecategory choices go on the bottom. Please use page 2 of the attached document.

-If you choose a picture graph, then you should have category choices on the left and a picture key to representthe number of votes. You can have your picture key equal one or two votes. Please see the second attachment inthe green box for the picture graph template. 

BarGraphTemplates (1)PDF document

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Picture Graph Template

pictograph templateWord document

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Thursday, April 23rd

 MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve

simple put-together, take-apart, and compare problems using information presented in a bar graph. 

Today you are going to ask, and answer 3 questions that can be answered by your graph.

Some samples of questions are below. Make sure your questions are speci�c to your graph.-Which ____ has the most?-Which ____ has the least?-What is the total number of ____?

- How many more ______ than ____ do you have?-How many _____ and _____ do you have in all?

Friday, April 24th

MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve

simple put-together, take-apart, and compare problems using information presented in a bar graph.

Today you will look at a graph and answer the questions about it.  You may answer the questions in yourteleschool notebook or on a piece of paper.

Math graph 4-24-2020Word document

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Writing

Continuing Realistic Fiction Story...*Remember you are continuing the same Realistic Fiction Story you started last week! 

Realistic Fiction Anchor ChartWord document

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Monday, April 20th ELAGSE2W3: 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.

Today, you will work on drafting the middle of your story to include the 3 events from your graphic organizer onhow your character tries to solve the problem in the story. Remember the middle doesn't reveal the solution to theproblem. That happens in the ending.

*Please send this to your teacher using one of the turn in methods listed under "General Information" so that yourteacher can provide you feedback on the middle of your story. 

Tuesday, April 21st ELAGSE2W3: 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.

Today, you will draft the ending of your story to include how the character �nally solved the problem and whatlesson the character learns from your graphic organizer.

*Please send this to your teacher using one of the turn in methods listed under "General Information" so that yourteacher can provide you feedback on the ending of your story. 

Wednesday, April 22nd

 ELAGSE2W5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and

editing. 

Today, you will revise your Realistic Fiction draft using the revising checklist. You may revise in a different colorpen, pencil, or marker. Please use the revision checklist to guide your work. 

Realistic Fiction Revising ChecklistWord document

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Thursday, April 23rd

 ELAGSE2W5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and

editing. 

Today, you will edit your realistic �ction draft using the editing checklist. You may use a different color pen,pencil, or marker. Please make sure it's a different color than your revisions. Please use the editing checklist toyour work. 

Realistic Fiction Editing ChecklistWord document

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Friday, April 24th

 ELAGSE2W6: With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and

collaboration with peers.

Today, you will take your revised and edited realistic �ction rough draft and choose from one of the �nal draftoptions belows:**CHOOSE ONE OPTION**

1.) Rewrite �nal draft to include revisions and edits 

2.) Type your �nal draft to include revisions and edits

※※※※※※

3.) Record yourself on Seesaw reading �nal draft to include revisions and edits 

Specials

ArtTime to Complete: THREE WEEKS (Three 20min Classes) 

Paper Weaving: STEP ONE/ WEEK 5 OF DIGITAL LEARNING 

VA2.CR.4Understand and apply media, techniques, and processes of three-dimensional art. c. Createcompositionsusing traditional and/or contemporary craft methods (e.g. weaving, stitchery, jewelry). 

(I CAN) CREATE AN ARTWORK BY WEAVING DIFFERENT PAPER STRIPS TOGETHER!  

(SUPPLIES: Construction paper and/or different kinds of wrapping paper, scissors, glue, paste, or tape, paint,markers, crayons, or color pencils.)  

PLEASE TAKE YOUR TIME WITH THIS ART LESSON. PLEASE BE CAREFUL WHEN CUTTING AND WEAVINGYOUR PAPER.  BE CREATIVE and HAVE FUN! 😊  This week watch the entire video �rst! Then focus the rest of your 20 minutes on making your paper loom andthen cutting and weaving your �rst paper strips. THAT’S ALL FOR STEP ONE! 

https://www.youtube.com/watch?v=vMqKFGmCDUs Go to the above link to view:  (Art With Trista - Advanced Paper Weaving - Step By Step) Follow along and PAUSE as often as you need!  

***For additional STEP BY STEP art, visit Art For Kids Hub at artforkidshub.com orhttps://www.youtube.com/user/ArtforKidsHub  PLEASE VISIT https://wiseowlart.wixsite.com/vickerymill AND EXPLORE! 

PEhttps://padlet.com/malok/shqsygqeizlp 

Seesaw Link: https://app.seesaw.me/pages/shared_activity?share_token=IxRZhAJOTqi357jqSFhltw&prompt_id=prompt.5523c4ce-edbe-4b8a-996a-e8dceac5d1d1

STEM Labhttps://padlet.com/rubine/c6ynmazxfrwp

Musichttps://padlet.com/malone4/sy661h1zjhy4

TAG

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