Second Grade: ELA Week 1
Monday- Tuesday: 2.RL.5 Story Structure.
Pre-teach: Read “The Fire Cat” by Esther Averill to the entire
class. Once the book is finished introduce the concept: beginning, middle, and
end of a story. Have the students review what happened in the beginning, middle
and end of the book. Add the students thoughts to a graphic organizer as they
are sharing to help with this process. After talking about the story hold an
open conversation based off the question “do all stories have a beginning
middle and end?”
Transition the conversation
to Illustrations… “Do pictures tell stories?” “Do picture stories have a
beginning, middle, and end?” “How do you know it is the beginning? Middle…
End?”
Project: Students will be given a section from the story “The
fire cat” to illustrate. Once all students have completed their illustrations
the class will organize their work from beginning to end. Once they think they
have the correct order they will share their illustration and section of the
book in the order they have chosen.
1.
Introduce the
project
2.
Have students
choose from a “hat” their section of the story
3.
Brainstorm ideas
of how to illustrate their section
·
Ask; “Does your
illustration need to have every detail of your section of the story, or are
just the main ideas enough?” “What are the main ideas?”
4.
Hand out paper to
students and talk about drawing big and using the whole space
5.
Have them sketch
their section of the story in pencil.
6.
Once their sketch
is done have them cut out the words to their section of the story and add them
to the illustration.
7.
Then go over the outlines in oil pastel. Remind
them that they will be filling in the big sections with paint, so don’t fill in
everything with pastel.
8.
Once all students
are finished have the class organize themselves from beginning to end.
9.
Read their
section of the story and share their pictures
Supplies:
·
Paper
·
Pencil
·
Oil Pastels
·
Watercolor/cake
paint
·
Scissors
·
Glue
·
Paintbrushes
·
Water cups
Filler: Name Cards on colored paper with marker. Can add
drawings.
Wednesday RL.9 “The Owl and the Pussycat”
Pre-teach: Read “The Owl and the Pussycat” to the class. Once
the book is finished have a group discussion about the story focusing on
fiction and nonfiction. Discuss the differences between fiction and nonfiction
and have them decided what the story is. Ask “Is this something that would
happen in real life?” “ If we wanted to change this to a nonfiction story how
could we change it?” “What if one of the characters was different?”
Project: Students will create a boat cut out of paper. In the
boat they will illustrate two animals of their choice that aren’t normally
friends (fiction) going on a trip together.
1.
Have the students
brainstorm two animals that aren’t normally friends
2.
Hand out colored
paper to use for a boat
3.
Have the students
draw a boat (half moon) on their paper and cut it out
4.
Glue the boat
down to a blank piece of paper
5.
Draw their
animals inside the boat
6.
Put the boat in
an Environment “what is an environment?” (Chance for new vocab)
7.
Once students are
done they can pair share their artwork and come up with their own stories of an
adventure their characters might be going on.
Supplies:
·
Drawing paper
·
Colored paper
·
Glue
·
Scissors
·
Markers
·
Crayons
·
Colored pencils
Filler: Imagination drawing
Thrusday:1.L.5: Word relationships
Pre-teach: Introduce sorting words into categories. Talk about
different words and how they can relate to one another. “Popcorn and Lasagna
are different words, but what makes them similar.” “Can anyone think of two
different words that fit into the same category?” Once the students have an
understanding of word categories introduce the word sorting game where they
will have a stack of words and sort them into categories.
Project: Using the categories and words they sorted, students
will pick one word from each category to make a picture (example: color-red;
foods-pizza; animal-zebra. Draw a red pizza zebra or red zebra holding a pizza,
etc.).
1.
Have students
choose a word from each category
2.
Brainstorm ideas
of how to combine and illustrate their selected words (this will probably be
silly, have fun!)
3.
Hand out paper to
students and talk about drawing big and using the whole space
4.
Have them sketch
their drawing out in pencil.
5.
Once their sketch
is done have them color and embellish using the various supplies. (may need to
limit the amount of embellishments)
6.
Group share their
creations and see if classmates can guess what their words were.
Supplies:
·
Paper
·
Markers
·
Crayons
·
Colored Pencils
·
Glue
·
Scissors
·
Fuzzy sticks
·
Sequins
·
Pompoms
·
Foam shapes
·
Etc.
Filler: If time discuss how pieces of art can be put into
categories just like words. Students will work as a team to classify different
pieces of artwork into categories.
Second Grade: Math Week 2
Monday: Shapes 1.G.1. Describe 2D Shapes
Pre-teach: Teachers will begin by reviewing shapes. After
students have stated their prior knowledge of shapes such as names, number of
sides, and corners, etc. the teacher will introduce new concepts related to
this topic. Some options to expand upon are; filling large shapes with small
shapes, fractions, and new vocabulary.
Once the teachers are
finished with pre-teaching, the art teacher will transition the conversation to
shapes that students see in their lives. Questions such as “Where would you see
a circle?” can be asked. The art teacher will then ask them to “imagine a world
made entirely of shapes.” “Could everything we see be divided or imagined as a
shape?” “What about animals, people, buildings, cars, etc?” Once they are
imaging the world in shapes introduce the project.
Project: Students will be given colored paper to cut shapes out
of. They will use their colored shapes to create a world made entirely of
shapes. A world can be defined many different ways. Does it have to be an
entire view of the world? Does it have to be a real world? Can it be an
imaginary world? Can it be a scene or environment? Where you live? What you
like to do?
1.
Introduce the
project
2.
Show them examples
or artwork made by shapes. (Picasso, Cubism, Mosaics, etc)
3.
Talk about/review
a world made of shapes
4.
Pass out drawing
paper and put names on the back
5.
Talk about using
the entire space
6.
Pass out colored
paper, scissors, and glue
7.
Talk about laying
pieces out to see how they look before gluing them down
8.
Begin cutting out
shapes to create their “world”
9.
Work time
10. Add details using
drawing mediums
Supplies:
·
Artist examples
·
Paper
·
Markers
·
Crayons
·
Colored Pencils
·
Glue
·
Scissors
·
Fuzzy sticks
·
Sequins
·
Pompoms
·
Foam shapes
·
Etc.
Tuesday: Shapes 1.G.2. Describe 2D Shapes
Pre-teach: Teachers will begin by reviewing shapes. Teachers
will continue from where they left off the prior class expanding upon; filling
large shapes with small shapes, fractions, and new vocabulary.
Once the teachers are
finished with pre-teaching, the art teacher will transition the conversation to
shapes and art. Last class I asked you the question “do artists use shapes in
their art?” “What do you remember about artists and art?” After reviewing the
relations between shapes, art, and artist transition the students to tangrams.
Allow students in small groups to work with the tangram cards and wood shapes.
Once they have had time to
complete tangrams put the cards away and introduce the project. For
introduction create a project with the class. Have them circle around you as
you build your shape block creation and a blank piece of paper. Talk about the
importance of sharing and being patient. Continue with showing them the steps
for the project. Once the introduction is done hand out paper and have the
students put their names on it. They are now ready to begin building.
Project: Students will be challenged to use the tangrams to
build a large monster or robot on a white sheet of paper. When finished
constructing they will trace around the outside of their creation and then fill
their outline with details. Students will be encouraged to add color,
embellishments, and place their subject in an environment. (ex. Flying through
outer space…)
1.
Review how
artists use shape from last class
2.
Introduce
tangrams
3.
Allow students to
use the tangrams to fill the cards
4.
Collect the cards
and have students move to the front of the room and make a circle on the floor
5.
Demonstrate the
project
a.
Name on paper
b.
Use the wood
shapes to create a creature (real or fake)
c.
Trace the
creation
d.
Put the blocks
away
e.
Add details to
the creature including an environment
f.
Add
embellishments
6.
Have students
pair share telling about the shapes they used and what they created. If students
finish early have them write a sentence about the shapes they used to make
their artwork.
Supplies:
·
Tangrams
·
Paper
·
Markers
·
Crayons
·
Colored Pencils
·
Glue
·
Scissors
·
Fuzzy sticks
·
Sequins
·
Pompoms
·
Foam shapes
·
Etc.
Second Grade: Math Week 2
Wednesday- Thursday: Measurements in nonstandard units
1.MD.2
Pre-teach: Teachers will begin by reviewing measurements. After
students have stated their prior knowledge of measuring, the teacher will
introduce measuring by using non-standard units. Once the class understands how
to measure using non-standard units have them begin working on the measuring
worksheet.
Once they are finished with
the worksheet the art teacher will introduce the idea of creating their own
measuring tool. “If you could create your own measuring device what would you
make?” “What if my measuring device was a tooth, I could say that I am 680
teeth tall.” “Or a dinosaur, gorilla, hat, leaf, flower, cloud, hand, shoe,
etc. It could be anything!”
Project: Students will be given ONE piece of air dry clay to
create their measuring tool out of. Once their tool is dry (next class) allow
the students to paint their measuring tools using watercolor paint. After they
have finished painting and the tools are dry have them revisit their measuring
worksheets, but this time using their own tools to take the measurements.
1.
Review
measuring/introduce measuring using nonstandard units
2.
Complete the
worksheet
3.
Introduce the
project
4.
Demonstrate
techniques for building with clay
5.
Create the
measuring tools.
Remind the students that they must be
finished with them today!
6.
Allow them to dry
Day 2
7.
Paint the tools
using watercolor paint
8.
Allow paint to
dry
9.
Revisit the
measuring worksheet using their personal tools
Supplies:
·
Measuring worksheet
·
Air-dry clay
·
Clay tools
·
Drying trays
·
Paintbrushes
·
Water cups
·
Markers
·
Paper to line
trays and write names next to work
Second Grade: ELA Focus Week 3
Monday: “A Story A Story”
Pre-teach: Teachers will begin by introducing/reviewing nouns.
They may show Schoolhouse Rock: A Noun is a Person Place or Thing video as an
introduction. (https://www.youtube.com/watch?v=ZA7BoOPc_OI ) After students have stated their prior
knowledge of nouns, and have a clear understanding of what they are, the
teacher will read “A Story A Story”. As they are reading “A Story A Story” they
will talk about the nouns the author used and how they are an important part of
the story. They will also talk about how the illustrations relate to the story
and the nouns.
After the story is finished
the teacher will have every student write down 3 nouns; 1 Person or Animal, 1
Place, 1Thing. Once all the students have chosen their nouns the art teacher
will introduce what they will be doing with them.
Project: Students will create an illustration based off of the
nouns they have chosen. Before creating their illustration they will need to
make up a story that uses their 3 words. Once they have their story they can
illustrate it using pencil first and then painting their picture.
1.
Choose 3 nouns
2.
Using their
imagination they will create a story that uses the 3 nouns
3.
Hand out supplies
4.
Talk about using
the whole page
5.
Illustrate the
story
6.
Paint the picture
to add color and details.
Supplies:
·
Paper
·
Markers
·
Crayons
·
Colored Pencils
·
Watercolor Paint
·
Paint Brushes
·
Water Cups
Tuesday: “The Spider Weaver” Kente Cloth
Pre-teach: The Teacher will begin by reviewing the story the
students heard last class. Questions such as “What was the story about?”,
“Where did it talk place?”, and “What culture did it come from?” can be asked.
After the students have shared that it came from Africa, the Teacher will tell
them that they are going to learn about a special cloth that is made in Africa.
They will read “The Spider Weaver” to introduce the cloth.
Digital Copy of “The Spider
Weaver”-
http://www.satspapers.org.uk/SATs_Papers/KS1_English/English%202004/Reading%20Book%201%20The%20spider%20weaver%202004.pdf
Once the teachers are
finished with pre-teaching, the art teacher will show a video about Kente
Cloth.
https://www.youtube.com/watch?v=toWybhX5ZV8
After watching the video
about the special African cloth the art teacher will introduce the project for
the day.
Project: Students will be creating a paper Kente Cloth weaving.
After the weaving is done they will add patterns and geometric shapes.
1.
Demonstrate how
to weave using paper
2.
Have students
choose 11 strips of paper for their vertical stripes and set them aside
3.
Have students
choose 15 strips of paper for their
horizontal stripes and set them aside
4.
Take the vertical
strips and lay them out in a row
5.
Take one
horizontal strip and glue it to the ends of the vertical strips
6.
Now you are ready
to begin weaving.
7.
At the end of
every strip glue it down to the other strip it touches
8.
Once you are done
cut the extra paper off 3 of the edges (The 4th edge will be fringe)
9.
Use markers to
add patterns and geometric shapes
Supplies:
·
Colored Paper cut
in strips
·
Markers
·
Glue
·
Scissors
Wednesday- Thursday: Reading Menus/Favorite Food
Pre-teach: Teachers will begin by introducing how to read
menus. They can talk about how menus are descriptive and help people make
decisions. After looking at menus have students think about their favorite
food. This food can be something from a restraint or home. Have them describe
their favorite food as if they were trying to convince someone to order it.
Once they are finished with
describing their food the art teacher will introduce the project for the day.
Project: Students will be creating their favorite food using a
variety of materials. Each student will get a paper plate to create their food
on. Once they are done creating their food students will write a sentence (on a
notecard) about their food as you would see it in a menu. After students are
done they will divide themselves up to create a “Class Menu” they could create
groups such as appetizers, salads, desserts, etc. Once the “Menu” has been
divided have the students show their food and read their descriptions.
Day 1
1.
Introduce the
project
2.
Talk about
supplies and using your imagination to turn them into food
3.
Create the food
4.
Be sure to glue
everything!
5.
Write the
description
Day 2
6.
Finish Creating
7.
Finish
Description
8.
Divide into
groups
9.
Share food and
descriptions
Eat
the food if any teachers brought their favorite food in J
Supplies:
- Markers
- Paper
- Crayons
- Colored Pencils
- Glue
- Scissors
- Fuzzy sticks
- Sequins
- Pompoms
- Foam shapes
- Etc.
- Notecards
- Second Grade: Week 4Monday: Art Stations/Finish ProjectsPre-teach: There will be no pre-teaching today. Art teacher will set up stations at different tables in the room for students to move around to in order to finish various projects.Project: Students will use art time to finish projects from the prior 3 weeks. There will be a watercolor table, weaving table, colored paper and glue table, and drawing supplies table. Teachers will pass back all projects and students will go around to the different stations to finish them.Students who are finished with their work can choose a station to go work at and create a new piece.Supplies:· White Paper· Colored Paper· Scissors· Glue· Paper strips· Markers· Crayons· Colored Pencils· Watercolor Paint· Paint Brushes· Water CupsTuesday:1.L.5: Word relationshipsFinish Word RelationshipsPre-teach: Introduce sorting words into categories. Talk about different words and how they can relate to one another. “Popcorn and Lasagna are different words, but what makes them similar.” “Can anyone think of two different words that fit into the same category?” Once the students have an understanding of word categories introduce the word sorting game where they will have a stack of words and sort them into categories.Project: Using the categories and words they sorted, students will pick one word from each category to make a picture (example: color-red; foods-pizza; animal-zebra. Draw a red pizza zebra or red zebra holding a pizza, etc.).1. Have students choose a word from each category2. Brainstorm ideas of how to combine and illustrate their selected words (this will probably be silly, have fun!)3. Hand out paper to students and talk about drawing big and using the whole space4. Have them sketch their drawing out in pencil.5. Once their sketch is done have them color and embellish using the various supplies. (may need to limit the amount of embellishments)6. Group share their creations and see if classmates can guess what their words were.Supplies:· Paper· Markers· Crayons· Colored Pencils· Glue· Scissors· Fuzzy sticks· Sequins· Pompoms· Foam shapes· Etc.Filler: If time discuss how pieces of art can be put into categories just like words. Students will work as a team to classify different pieces of artwork into categories.
