second grade ela academic packet · directions: 1 ) read a penny for your thoughts . 2) read the...

Second Grade ELA Academic Packet

Student Name _____________________________ School ____________________________

Week 5 April 27 - May 1, 2020

Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes.

Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes

OCPS Distance Learning Packet Grade 2 ELA

Week of April 27 - May 1, 2020

Day Skill Instructions

Monday Determine the meaning of unknown words

● Review Learning: Strategies for Understanding Unknown Words

● Read A Penny for Your Thoughts. ● Complete the Word Meaning Chart below. ● Write a question about the text. ● Read and recount Snoop the Crime Dog to someone.

Tuesday Main Topic of a Multiparagraph Text & the Focus of Each Paragraph

● Review Learning: Finding the Main Topic ● Reread A Penny for Your Thoughts. ● Respond to the comprehension questions. ● Reread Snoop the Crime Dog to someone.

Wednesday Key Points and Reasons

● Review Learning: Key Points and Reasons and write a response in the box.

● Reread A Penny for Your Thoughts. ● Complete the Point and Supporting Reasons Chart and

complete the short response.

Thursday Determine the meaning of unknown words Main Topic of a Multiparagraph Text

● Review Learning: More Strategies for Understanding Unknown Words and review Finding the Main Topic from Tuesday.

● Read Iditarod Dogs. ● Respond to the comprehension questions. ● Reread Snoop the Crime Dog. Look for and underline words that

contain the long u sound.Write a few of these words in the space provided on the last page of the book.

Friday Key Points and Reasons

● Review Learning: Putting it All Together ● Reread Iditarod Dogs. ● Respond to the comprehension question, underline reasons in

the text, and write a short response.

Daily: Read a book of your choice for 30 minutes.

*Snoop the Crime Dog is a decodable reader that can be found after Friday’s activities. (Long u sound can be made by many vowel combinations. This decodable book focuses on the Long u sound made by -oo, as in boot, -ew, as in new, -ue as in blue, and -o, as in do.) **If your student needs assistance with any of the content presented in these lessons, please contact their teacher. All Orange County Public School teachers are committed to supporting our students throughout this distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

Monday: Strategies for Understanding Unknown Words In 2nd grade when we come to a word we don’t know, we use many

strategies to help us figure out the meaning of the word.

Let’s practice using our context clue strategy in this sentence.

4

6

5

1

2

3

Directions: 1) Read A Penny for Your Thoughts. 2) Complete the Word Meaning Chart below. Word Meaning Chart

Word In this text, the word means... Some text clues I used to help me understand...

paragraph 3

mines

This word is found in the call out box or fact box titled “What’s in a Penny?”

copper

This word is found in the call out box or fact box titled “What’s in a Penny?”

coats

Write one question that you could ask someone else about the text.

Tuesday

Directions: 1) Read A Penny for Your Thoughts. 2) Answer the following comprehension questions.

1. In the article, what is one thing that might happen if we didn’t have pennies?

Ⓐ Other countries would stop making pennies. Ⓑ The price of candy might cost more. Ⓒ The air would become dirty. Ⓓ The price of bread might cost more.

2. What is the focus of paragraph 3?

Ⓐ the cost of candy Ⓑ how pennies are made Ⓒ why people throw out pennies Ⓓ how to mine metal


Ⓐ why stores should lower the cost of bread Ⓑ how people make pennies would change Ⓒ why people think countries should stop making pennies Ⓓ how places who raise money would change

4. In the article, how much does it cost to make a penny?

Ⓐ two cents Ⓑ a nickel Ⓒ ten cents Ⓓ$2.00

5. What is the main topic of the whole text?

Ⓐ candy Ⓑ making pennies Ⓒ pennies Ⓓ giving away nickels

Wednesday

Directions: 1) Read A Penny for Your Thoughts . 2) Read the author’s point and write down three supporting reasons that the author states in the article, A Penny for Your Thoughts. 3) Then, complete the short response below. Point and Supporting Reasons Chart Author’s Point:

Pennies should no longer be made.

Supporting Reason:

Supporting Reason:

Supporting Reason:

Short response: Choose one supporting reason from the text. Explain how the reason supports the point that pennies should no longer be made.

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Thursday: More Strategies for Understanding Unknown Words In 2nd grade, we know that we can use text features to help us

understand new words that we find in the text.

This is a diagram from the text that you will read today. This diagram can help us learn about the different types of sled dogs. When you are reading, make sure to use text features like these to help you understand new words in the text.

4

6

51

2

3

Directions: 1) Read Iditarod Dogs. 2) Answer the following comprehension questions.

1. In the article, which dogs have to be especially calm?

Ⓐ wheel dogs Ⓑ swing dogs Ⓒ team dogs Ⓓ lead dogs


Ⓐ where the race is run Ⓑ the job of the lead dog Ⓒ the number of dogs on the team Ⓓ where to find the strongest dogs


Ⓐ where Alaska is located Ⓑ describes the Iditarod dogs Ⓒ how long the race lasts Ⓓ describes the Iditarod race

4. Paragraphs 3-5 are alike in one important way. Which sentence best describes how they are alike?

Ⓐ Each describes the jobs the dogs do as a part of the team. Ⓑ Each describes how the dogs are trained to do their jobs. Ⓒ Each describes which dogs are the strongest on the team. Ⓓ Each describes how the team travels through the day and night.

5. What is the main topic of the whole text?

Ⓐ lead dogs Ⓑ dog races Ⓒ Iditarod dogs Ⓓ wheel dogs

Friday

Directions: 1) Reread Iditarod Dogs . 2)Answer the following questions. 1. What key point does the author make about Iditarod dogs ?

Ⓐ The dogs are very well trained on the team. Ⓑ The dogs each have important jobs on the team. Ⓒ The dogs travel day and night during the race. Ⓓ The dogs have to be fast and smart to be on the team.

2. Underline two reasons on your copy of the text that the writer gives to support the point you chose in Question # 1.

3. Short response: Choose one supporting reason from the text. Explain how the reason supports the point you chose in Question # 1.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Second Grade English LanguageLearners

Academic Packet

Week 5 April 27 -May 1, 2020

2

�

��

�

�� !"##$��

�

�

�%&&'��(��

)*+,-��./0123��45��.6.6��

789:;9��<=88=>��?=@A��B9:CD9AE;��FG;BA@CH=G��=G��@;9��:GI��A9B@AG��=<��J:CK9B;L��7=A��<:M=A��;FN:��8:;��FG;BA@CCF=G9;��I9��;@��O:9;BA=��;=PA9��98��@;=��?��8:��I9M=8@CFQG��I9��8=;��J:R@9B9;L��

S:GJAF��;>FM��9G;BAFK;?=G��J>=<9;T��>��;=@��U:G��J=@��>��FH8FV9��:K��A9B=@G9G��J:KT��?=L��7=A��<:M=AW��;FN:��:;��FG;BA@XY9;��I=��JA=<9;;=A��;=PA9��=��@;=��9��=��A9B=AG=��I=;��J:C=B9;L��

�

� ��

�

Second Grade Recommended Pacing

Day Skill Page

Monday Review: Two-Dimensional Shapes 1-2

Tuesday Review: Partitioning Rectangles

Review: Halves, Thirds, and Fourths 3-4

Wednesday

Family Letter

Value Using Different

Coin Combinations 12-13

Thursday Comparing Coin

Combinations 14

Friday Creating Sets of Coins

with Equal Values 15

If your student needs assistance with any of the content presented in these lessons, please contact their teacher.

All Orange County Public School teachers are committed to supporting our students throughout this distance

learning experience. Thank you for all that you do to maintain a strong School/Home connection!

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

Chapter 11 • Lesson 3

10. pentagon 11. quadrilateral 12. hexagon

Draw more sides to make the shape.

4. 5. 6.

7. 8. 9.

__ sides __ sides __ sides __ vertices __ vertices __ vertices

—— ——

——

__ sides __ sides __ sides __ vertices __ vertices __ vertices

—— —— ——

pentagontrianglehexagonquadrilateral

On Your OwnWrite the number of sides and the numberof vertices. Then write the name of the shape.

Review: Two-Dimensional Shapes

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any


On Your OwnCircle the shapes that match the rule.

5. Shapes with 4 sides 6. Shapes with morethan 4 angles

7. Shapes with fewerthan 4 angles

8. Shapes with fewerthan 5 sides

9. Draw three shapes that match the rule.Circle them. Then draw two shapes that do notmatch the rule.

Shapes with fewer than 5 angles

Review: Two-Dimensional Shapes

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any


On Your OwnUse color tiles to cover the rectangle.Trace around the square tiles. Write how many.

3.

4.

5. Mary started to coverthis rectangle with ones blocks.

Explain how you would estimatethe number of ones blocks thatwould cover the whole rectangle.

TAKE HOME ACTIVITY • Have your child describe what he or she did in this lesson.

FOR MORE PRACTICE:Standards Practice Book, pp. P249–P250

Number of rows: —

Number of columns: —

Total: — square tiles

Number of rows: —

Number of columns: —

Total: — square tiles

Review: Partitioning Rectangles

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

On Your OwnWrite how many equal parts there are in the whole. Write halves, thirds, or fourths to name the equal parts.

7. 8. 9.


10. 11. 12.

13. 14. 15.

— equal parts

——

— equal parts

——

— equal parts

——

— equal parts

——

— equal parts

——

— equal parts

——

— equal parts

——

— equal parts

——

— equal parts

——

Review: Halves, Thirds, and Fourths

C Houghton Mifflin Harcourt Publishing Company 1-lnch Grid Paper

© H

ough

ton

Mif

flin

Har

cour

t Pub

lishi

ng C

omp

any

Dear Family,My class started Chapter 7 this week. In this chapter, I will learn about the values of coins and how to find the total value of a group of money. Love,

Vocabulary

penny a coin with a value of 1 cent

nickel a coin with a value of 5 cents

dime a coin with a value of 10 cents

quarter a coin with a value of 25 cents

dollar an amount equal to 100 cents

Home Activity

With your child, set up a play store together. Use objects such as food items or small toys. Put price tags on each object, using amounts less than one dollar. On a sheet of paper, have your child write the price of an object and then draw a group of coins that has that as its total value. Take turns doing this for several objects.

LiteratureReading math storiesreinforces ideas. Look for these books at the library.

A Dollar for Pennyby Julie GlassRandom House Books for Young Readers, 2000

Chapter 7

Chapter

7

What Time Is It, Mr. Crocodile?by Judy SierraGulliver Books, 2004

Name: ________________________

Coin HandoutDirections: If desired, cut out and use when solving.

CRM Alignment Unit 4.3 All Days

Pennies, Nickels, Dimes, and Quarters

10

Name: ________________________

Value Using Different Coin Combinations

Directions: Draw a line to match the picture of each coin to the correct value and name.

CRM Alignment Unit 4.3 Day 1

Identifying the Name of Each Coin

Identifying the Value of Each Coin

nickel dime quarter penny

25¢ 10¢ 5¢ 1¢

12

Name: ________________________

Jillian and Natalie each wanted to purchase the book below.

Who has enough to buy the book?


Value Using Different Coin Combinations

Directions: Solve the word problem below. Show your work in the space provided.

Jillian’s Money

Natalie’s Money

Show your work.

___________ had enough money to buy the book.

13

Name: ________________________

Comparing CoinCombinations

Directions: Solve each problem below and show your work in the space provided.


Equal Value

Comparing Two Piles of Coins

Giovanni was comparing two piles of coins. He wanted to make each pile equal in value. What can he do to make them equal?

To make each pile equal, Giovanni would need to ______________________________________________________________________________________________________________________________________

Pile 1 has _____ ¢ Pile 2 has _____ ¢

Which pile of coins has more money? Explain how you know.

Pile ______ has more money. I know because ____________________________________________________________________________________________________________________________________

Pile A Pile B

14

Name: ________________________

Creating Sets of Coins with Equal Values

Directions: Solve each word problem below. Show your work in the space provided.


Walter used two quarters, two nickels, and a dime to pay for a soda. How much was the soda?

What is another combination of coins Walter could have used to pay for his soda?

Barry wants to buy a pencil from the school store for 32¢. What are two different ways that Barry

could pay for his pencil using coins?

Show your work below.

Walter paid ______ for the soda. He could also have paid for the soda using ______________________________________________________________________________________________________

Show your work below.

One way to make 32¢. Another way to make 32¢.

15

Second Grade Science Academic Packet

Student Name _________________________________ School ______________________________________

Week 5

April 27-May 1, 2020

Please follow your teacher's instruction on use and return of packets. Por favor siga las instrucciones de su maestro sobre el uso y la devolución de los paquetes.

Tanpri swiv enstriksyon pwofesè w sou jan pou w itilize ak retounen pakè yo. Por favor, siga as instruções do professor sobre o uso e o retorno dos pacotes.

1

Second Grade Recommended Pacing

Day Skill Page

Monday Big Idea 17: Interdependence

Needs of Plants and Animals 3-6

Tuesday Big Idea 17: Interdependence

Needs of Plants and Animals

7-8

Wednesday Big Idea 17: Interdependence


Thursday Big Idea 17: Interdependence


Friday Big Idea 17: Interdependence


*If your student needs assistance with any of the content presented in these lessons, please contact their

teacher. All Orange County Public School teachers are committed to supporting our students throughout this

distance learning experience. Thank you for all that you do to maintain a strong School/Home connection!

2

Day 1

Probe: Use your prior knowledge to answer the question below.

Explain your thinking.

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Activity: Look at the photos below and then answer the questions.

3

What did you notice about the different places?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Who and what do you think lives in these places?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What do you wonder about what you saw in the photos?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

What questions do you have?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Activity: Cut out the habitat headings and cards describing the characteristics of a habitat on

the next page. Place the cards with describing terms under the correct heading. Save the cards

for later in the week.

4

Arctic Grassland Desert Ocean Forest Pond

Extremely Cold Desert Cold Most of the Year Gets Snow, but Little

Rain

Not Very Many Plants Dry Land with Few Plants Gets Very Little Rain

Temperatures Can Be Extremely Hot

Plants Located Here Do Not Grow Tall

Land Habitat with Many Tall Trees

Gets Enough Rain and Sunlight for Trees to

Grow Well

Woodland and RainForest are Examples

of this Habitat

Dry Place with a lot of Grass

Very Few Trees Grass can be Tall Large Body of Salt Water

Covers Most of Earth’s Surface

Small Body of Fresh Water

Surrounded by Land on All Sides

5

This page is left intentionally blank to allow for cutting out the sort on the

previous page.

6

Day 2

Bell Ringer: Answer the question to review content from earlier this year.

What labels should be placed on this life cycle to show the correct order?

A. adult, egg, chick, hatchling

B. chick, egg, hatchling, adult

C. egg, hatchling, chick, adult

Activity: Read the information below. Circle the important words and underline the important

information to remember. Then, answer the question.

What is an Environment?

All the living and nonliving things around you make up your environment.

Reminder: All living things have basic needs. Those basic needs are food, water,

shelter, and space.

What is a Habitat?

A habitat is a smaller part of an environment.

Different habitats are found all over the Earth.

7

What is a Habitat?

A habitat is the place where a living thing gets the food, water, and shelter it

needs.

Living things live in a habitat that meets their needs.

Living things from one habitat usually cannot live in a different one.

A camel has all of its basic needs met in the desert habitat.

Probe: Revisit the probe from Day 1 using the information that you learned on Days 1 and 2.


______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

8

Day 3

Probe: Use your prior knowledge to answer the question below.


______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Activity: Answer the preview question and then read the information below. Circle the

important words and underline the important information to remember. Then, answer the

question.

Plants and animals live in specific habitats for a reason. Do you think all plants and

animals can survive in any habitat?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

9

Grasslands

Grasslands are wide open areas.

Tall grasses and flowers grow in this type of habitat.

Grassland Animals

Grasslands provide plenty of space to live.

Grassland Plants

Grass and wildflowers grow close to the ground.

It does not rain enough to grow tall trees.

What does a habitat have for a living thing?

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

10

Day 4


Which part of a plant’s life cycle is shown in the picture below?

A. seed B. seedling C. germination



Forests

There are many different types of forests.

Forests normally receive plenty of rain and sunshine.

11

Forest Animals

Forests provide food and places to live for a variety of animals. There is a diverse

population in each type of forest.

Forest Plants

Forests have many tall trees.

Plants on or near the ground can survive without as much sunlight.

How do plants and animals meet their basic needs in the forest?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

12

Day 5


Which stage of a butterfly’s life cycle is shown in the picture below?

A. egg

B. pupa

C. larva

Bellwork: Use the Habitats Sort from Day 1 to practice with placing cards under the correct

heading.



The Arctic

The Arctic is extremely cold.

It is cold most of the year.

It gets snow, but little rain.

13

Arctic Animals

To survive in the cold and snow Arctic animals have special characteristics.

Arctic Plants

To survive, plants grow close together and low to the ground.

Roots are shallow because the ground is frozen all year.

Arctic plants have small leaves to help from losing their water.

Why can’t all plants that live in a forest survive in the Arctic?

_____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

14

�

6HFRQG�*UDGHbhh�N�¸Âęā�b�čÂũƂ

�

7XYHIRX�2EQI�CCCCCCCCCCCCCCCCCCCCCCCCCCCCC��7GLSSP�CCCCCCCCCCCCCCCCCCCCCCCCCCCC��

¬ƃ

u½½Ĉ�âƃGļőüČ�ŶşûE�ƚ�į®�ŶƥŶƥƃƃ

4PIEWI�JSPPS[�]SYV�XIEGLIV�W�MRWXVYGXMSR�SR�YWI�ERH�VIXYVR�SJ�TEGOIXW�cc4SV�JEZSV�WMKE�PEW�MRWXVYGGMSRIW�HI�WY�QEIWXVS�WSFVI�IP�YWS�]�PE�HIZSPYGMµR�HI�PSW�TEUYIXIW�c

8ERTVM�W[MZ�IRWXVMOW]SR�T[SJIWª��[�WSY�NER�TSY�[�MXMPM^I�EO�VIXSYRIR��TEOª�]S�c4SV�JEZSV��WMKE�EW�MRWXVY©·IW�HS�TVSJIWWSV�WSFVI�S�YWS�I�S�VIXSVRS�HSW�TEGSXIW¬

�

�

�

У

� ½�)ŝǂǌþƈĚĮ�xĮþƷƈŝƈŇ�þĚŵĮǌУ УMƷþģĮ�ϩ�½ƕĚŝþź�½ǌǗģŝĮǂУ

½ǌþƈģþƷģУ½½ЃϩЃ ЃϩЃϩ�)ĮņŝƈĮ�þƈģ�þƱƱźǳ�ǌœĮ�ĚœþƷþĚǌĮƷŝǂǌŝĚǂ�ƕņ�ƷĮǂƱƕƈǂŝĔźĮ�ĚŝǌŝǻĮƈǂœŝƱЃУ

УÈþǂŵУ _ƈǂǌƷǗĚǌŝƕƈǂУУ

ƷĮǩŝĮǬ�ÈĮǲǌУУ Ɣ ƷĮǩŝĮǬ�ǌœĮ�ǌĮǲǌϾ� �³ĮǂƱƕƈǂŝĔźĮ� ŝǌŝǻĮƈǂœŝƱЃУƔ ƷĮǩŝĮǬ�ǩƕĚþĔǗźþƷǳ�БƷĮǂƱƕƈǂŝĔźĮϾ�ĚŝǌŝǻĮƈǂœŝƱϾ�ĚœþƷþĚǌĮƷŝǂǌŝĚǂ�ВЃУ

³Įþģ�ǌœĮ�ÈĮǲǌУУƔ ³Įþģ�ǌœĮ�ǌĮǲǌϾ��³ĮǂƱƕƈǂŝĔźĮ� ŝǌŝǻĮƈǂœŝƱЃУƔ �ƈƈƕǌþǌĮ�БƅþƷŵ�ǌœĮ�ǌĮǲǌВ�þǂ�ǳƕǗ�ƷĮþģ�ǌƕ�ƅþŵĮ�ƅĮþƈŝƈŇ�ƕņ�ǌœĮ�ǌĮǲǌЃУƔ ³ĮǂƱƕƈģ�ǌƕ�ǌœĮ�ƵǗĮǂǌŝƕƈǂЃУ

œƕǌƕУ�ƈþźǳǂŝǂУ

Ɣ �ĔǂĮƷǩĮ�ǌœĮ�ƱœƕǌƕŇƷþƱœǂ�ŝƈ�ǌœĮ�ǌĮǲǌЃУƔ xŝǂǌ�ƕƈ�ǳƕǗƷ�ƱþƱĮƷϾ�Ǭœþǌ�ģƕ�ǳƕǗ�ǂĮĮЄ�Б4ǩŝģĮƈĚĮВУƔ xŝǂǌ�ƕƈ�ǳƕǗƷ�ƱþƱĮƷ�Ǭœþǌ�ǌœŝǂ�ƅþŵĮǂ�ǳƕǗ�ǌœŝƈŵЄ�Б_ƈņĮƷĮƈĚĮϹВУƔ xŝǂǌ�ƕƈ�ǳƕǗƷ�ƱþƱĮƷ�þƈǳ�ƵǗĮǂǌŝƕƈǂ�ǳƕǗ�ƅþǳ�ǂǌŝźź�œþǩĮЃ�Б±ǗĮǂǌŝƕƈǂВУ

èƷŝǌĮУƔ èƷŝǌĮ�þ�ǂœƕƷǌ�ƷĮǂƱƕƈǂĮ�ǌƕ�М4ǲƱźþŝƈ�ǌœĮ�ŝƅƱƕƷǌþƈĚĮ�ƕņ�ĔĮŝƈŇ�þ�ƷĮǂƱƕƈǂŝĔźĮУĚŝǌŝǻĮƈЄНУ

Ɣ 4ģŝǌ�ѐ�ƷĮǩŝǂĮ�ǳƕǗƷ�ǬƷŝǌǌĮƈ�ƷĮǂƱƕƈǂĮЃУУMźƕǂǂþƷǳϽУϹ �_ƈņĮƷĮƈĚĮϽ��ĚƕƈĚźǗǂŝƕƈ�ƷĮþĚœĮģ�ƕƈ�ǌœĮ�Ĕþǂŝǂ�ƕņ�ĮǩŝģĮƈĚĮ�þƈģ�ƷĮþǂƕƈŝƈŇЃУУϹϹ_ņ�ǳƕǗƷ�ǂǌǗģĮƈǌ�ƈĮĮģǂ�þǂǂŝǂǌþƈĚĮ�Ǭŝǌœ�þƈǳ�ƕņ�ǌœĮ�ĚƕƈǌĮƈǌ�ƱƷĮǂĮƈǌĮģ�ŝƈ�ǌœĮǂĮ�źĮǂǂƕƈǂϾ�ƱźĮþǂĮУĚƕƈǌþĚǌ�ǌœĮŝƷ�ǌĮþĚœĮƷЃ��źź��ƷþƈŇĮ� ƕǗƈǌǳ�ǗĔźŝĚ�½Ěœƕƕź�ǌĮþĚœĮƷǂ�þƷĮ�ĚƕƅƅŝǌǌĮģ�ǌƕ�ǂǗƱƱƕƷǌŝƈŇ�ƕǗƷУǂǌǗģĮƈǌǂ�ǌœƷƕǗŇœƕǗǌ�ǌœŝǂ�ģŝǂǌþƈĚĮ�źĮþƷƈŝƈŇ�ĮǲƱĮƷŝĮƈĚĮЃ�Èœþƈŵ�ǳƕǗ�ņƕƷ�þźź�ǌœþǌ�ǳƕǗ�ģƕ�ǌƕ�ƅþŝƈǌþŝƈ�þУǂǌƷƕƈŇ�½ĚœƕƕźЉWƕƅĮ�ĚƕƈƈĮĚǌŝƕƈЀУУУУУУУУУ

УУ

½ǌþƈģþƷģУ½½ЃϩЃ ЃϩЃϩϽ� ��)ĮņŝƈĮ�þƈģ�þƱƱźǳ�ǌœĮ�ĚœþƷþĚǌĮƷŝǂǌŝĚǂ�ƕņ�ƷĮǂƱƕƈǂŝĔźĮ�ĚŝǌŝǻĮƈǂœŝƱЃУУУ

èœǳ�þƷĮ�ǬĮ�źĮþƷƈŝƈŇ�ǌœŝǂЄУÈœþǌ�ǬƕƷģ�ОƷĮǂƱƕƈǂŝĔźĮП�ŝǂ�þ�ĔŝŇ�ƕƈĮ�ǌœþǌ�ƅĮþƈǂ�ǂƕ�ƅþƈǳ�ģŝņņĮƷĮƈǌ�ǌœŝƈŇǂЃ�tƈƕǬŝƈŇ�œƕǬ�ǌƕ�ĔĮУþ�ƷĮǂƱƕƈǂŝĔźĮ�ĚŝǌŝǻĮƈ�Ěþƈ�ƱƕǂŝǌŝǩĮźǳ�ŝƅƱþĚǌ�ƕǗƷ�ņƷŝĮƈģǂϾ�ņþƅŝźǳϾ�þƈģ�ĚƕƅƅǗƈŝǌǳЃ�Èœŝǂ�ŝǂ�þƈУŝƅƱƕƷǌþƈǌ�ǂǌĮƱ�ŝƈ�źĮþƷƈŝƈŇ�Ǭœǳ�ĔĮŝƈŇ�þ�ƷĮǂƱƕƈǂŝĔźĮ�ĚŝǌŝǻĮƈ�ƅþǌǌĮƷǂЀУ

УåƕĚþĔǗźþƷǳУ

³ĮǂƱƕƈǂŝĔźĮУ �þŵŝƈŇ�Ňƕƕģ�ģĮĚŝǂŝƕƈǂ�þƈģ�ĚþƷŝƈŇ�ņƕƷ�ƕǌœĮƷǂЃУ

ŝǌŝǻĮƈǂœŝƱУ ŝǌŝǻĮƈǂœŝƱ�ŝǂ�þ�źĮŇþź�ƷĮźþǌŝƕƈǂœŝƱ�ĔĮǌǬĮĮƈ�þ�ƱĮƷǂƕƈ�þƈģ�þ�ĚƕǗƈǌƷǳЃУ

œþƷþĚǌĮƷŝǂǌŝĚǂУ ��ņĮþǌǗƷĮ�ƕƷ�ƵǗþźŝǌǳ�ĔĮźƕƈŇŝƈŇ�ǌǳƱŝĚþźźǳ�ǌƕ�þ�ƱĮƷǂƕƈЃУ

�

У³ĮǂƱƕƈǂŝĔźĮ� ŝǌŝǻĮƈǂœŝƱУ

�

�½ƕǗƷĚĮϽ�½ǌǗģŝĮǂ�èĮĮŵźǳ�ǗĔźŝĚþǌŝƕƈ�èĮĮŵ�ϫ��

��ϨЃ��ĚĚƕƷģŝƈŇ�ǌƕ�ǌœĮ�ǌĮǲǌϾ�Ǭœƕ�ŝǂ�ƷĮǂƱƕƈǂŝĔźĮ�ņƕƷ�ƅþŵŝƈŇ�þ�ĚƕƅƅǗƈŝǌǳ�þ�Ňƕƕģ�ƱźþĚĮ�ǌƕ�źŝǩĮЄУУׇ�ƱĮƕƱźĮ�ņƷƕƅ�ƕǌœĮƷ�ĚƕǗƈǌƷŝĮǂЃУ�ǬƕƷŵĮƷǂУ�ƱĮƕƱźĮ�ŝƈ�ǌœĮ�ĚƕƅƅǗƈŝǌǳУ�źþǬǳĮƷǂУУϩЃ�Mƕƕģ�ĚŝǌŝǻĮƈǂ�ŵƈƕǬ�ŝǌ�ŝǂ�ŝƅƱƕƷǌþƈǌ�ǌƕ�ĔĮ�ǬœŝĚœ�ƕņ�ǌœĮ�ņƕźźƕǬŝƈŇ�ĚœþƷþĚǌĮƷŝǂǌŝĚǂЄУУׇ��ĔƷþœþƅ�xŝƈĚƕźƈУ�œƕƈĮǂǌУ�ǗƈǌƷǗǌœņǗźУ�ƷǗģĮУ�

èƷŝǌǌĮƈ�³ĮǂƱƕƈǂĮϽ��М4ǲƱźþŝƈ�ǌœĮ�ŝƅƱƕƷǌþƈĚĮ�ƕņ�ĔĮŝƈŇ�þ�ƷĮǂƱƕƈǂŝĔźĮ�ĚŝǌŝǻĮƈЃНУ

�

�

У

ElementaryVisual & Performing Arts Packet

Week 5April 27 - May 1, 2020

Visual Art

The Art of

the Comic

Strip

Comic strips are a sequence

of drawings created by an

artist to tell a story. The

first comic book was created

in 1837.

Not only do artist create comics, artists are inspired by comics to create works of art as well.

Like a story, a comic strip

includes characters, a

setting, and a plot.

KAWSBOB, 2011

KAWS

Look Mickey, 1961

Roy Lichtenstein

Create a Comic Book Story! Design and draw your own comic book by filling in the boxes and speech bubbles below. Add color to your comic using

crayons, colored pencils, or markers. Remember to create a beginning, middle, and end to your story. What is the title

of your comic book story? What details can you add to improve your work?

Name: ______________________________________ Teacher: __________________

Directions: Create a short dance that is 8-16 counts long. Use a scarf (or something similar) in your

dance, and use your imagination when making up the dance steps. Draw pictures of your dance moves

below.

Theatre

Name: ______________________________________ Teacher: __________________

Directions: Think about a fairy tale that could be both read out loud, or acted out. How are these two

stories similar? Write your ideas below.

SEC

ON

D G

RA

DE

PH

YSIC

AL

EDU

CA

TIO

N St

ud

ent

nam

e:

____

____

____

____

____

____

____

Cla

ssro

om t

each

er n

ame:

____

____

____

____

____

____

____ A C T I V I T I E SI N S T R U C T I O N S

Work with a familymember tocomplete theactivities in a safelocation. Check off eachactivity youcomplete on thispaper and answerthe reflectionquestions. Return this paperand the answers tothe reflectionquestions to yourphysical educationteacher. At the beginning ofeach day, complete aMindful Minute. For60 seconds, clearyour mind and onlyfocus on yourbreathing. If yourmind starts towander, bring yourattention back toyour breathing. Complete a warm-up by usingexercises that youhave done in class. At the end of eachday, perform slowstretches to cooldown.

1.

2.

3.

4.

5.

6.

M Y R E F L E C T I O N S

___What physical activities do you enjoy?___How can practicing a game make the game more fun to play?

___Be active! Have fun!___Perform Elbows to Knees: Lift your right knee up and touch your left elbow; switch and bring your left knee up to your right elbow. Repeat 5 times on each side.___Perform Wild Arms. As fast as you can, complete 10 arm circles forward, 10 arm circles backward, 10 forward air punches, and 10 raise the roofs. Repeat 3 times.___Perform Kick City: Complete 10 sidekicks on the right, 10 sidekicks on the left, 10 front kicks, and 10 back kicks. Repeat 2 times.___Free dance for 30 seconds. Rest and repeat 2 times. ___Pretend you are hula hooping for 30 seconds. Rest and repeat 2 times.___Wiggle while standing for 30 seconds. Rest and repeat 2 times. ___Spin to the left for 30 seconds. Rest and spin to the right for 30 seconds. Rest and repeat 2 times. ___Perform a two-foot hop and backward swim with your arms for 30 seconds. Rest and repeat 2 times.___Jump as high as you can for 30 seconds and rest for 30 seconds. Repeat 4 times.___Perform each set of activities for 60 seconds: Jump-Spin-Clap; Stomp-Jump-Spin; Squat-Spin-Clap; Jump-Spin-Jump.___Work with a family member to play bowling games. Find 10 items to be the pins (empty plastic bottles, cans, etc.). Find a ball or round object to roll. Find a safe spaceto set up the pins in a triangle. Take turns standing a challenging distance from the pins and practice rolling your ball to knock down as many pins as you can. Count thenumber of pins you knocked down. Set up the pins after each turn. Repeat 10 times. As a challenge, increase the distance to the pins after each turn. ___Work with an adult family member to play tennis. Find a racquet (paper plate, plastic lid, cardboard, etc.). Find a ball (sock ball, paper crumpled into a ball, balloon, etc.). Find a net (rope, string, towel, chalk or tape on the floor). Find a safe space near a wall and practice hitting the ball against the wall with your racquet. Move closer to thewall and hit the ball before it bounces. Stand facing a family member and hit the ball back and forth from one racquet to the other. Hit the ball over the net to a familymember. Count how many shots you hit over the net in a row. Perform a juggle rally by hitting the ball up two or three times before you hit it over the net.___Work with a family member to play cornhole. Lay a towel on the floor/ground for the target. Put a plastic bowl on the target to act as the “hole”. Make 6 sock balls ofdifferent colors. Stand a challenging distance away from the target. Split the socks evenly between two players. Use an underhand toss to aim for the hole at the top ofthe target while alternating turns with your family member. When tossing underhand, put your feet together, step forward with the foot that is opposite your throwinghand, move your throwing arm back and swing it forward, release the sock ball at waist level. After tossing all of the sock balls, count who has the most balls on the towel(1 point) and in the hole (3 points). The first player to 21 wins. As a challenge, move your tossing line back one step after each turn. Play again while throwing with youropposite arm.___Work with an adult family member to play broom hockey. Find a broom or stick. Use a tennis ball or sock ball for the puck. Find one small box or bucket to be the goal.Find 3 cones, cereal boxes or cans. Place cones in a zigzag pattern in front of your goal. Sweep your puck around the cones and shoot it in the goal. Repeat 20 times andcount how many pucks you get in the goal. Ask a family member to play defense against you while you try to make goals. Alternate turns with a family member. Counthow many pucks you get in the goal. The first person to 21 wins!___Work with family members to play sports charades. Choose 1 player to be the actor. All others are the guessers. The object of Sports Charades is for the guessers to callout the sport that the actor is demonstrating. Actors cannot speak or make sounds, only movements. Choose a sport and begin acting!

second grade ela academic packet · directions: 1 ) read a penny for your thoughts . 2) read the...

Documents