Grade: 2nd Month: December Year: 2011
WEEK 1 WEEK 2 WEEK 3 WEEK 4 Materials Assessment Differentiation &
Unit 3: Urban, Suburban and Rural: Essential Question - Why and how do communities develop differently? -Books from unit 3 Diff:
-Google Earth -NL support
Social What are the things that make What are some problems
How do environmental How could we improve -Brainpop video: -Photos with
Studies NYC communities unique? in our urban community?
factors influence the life our urban community? “Rural, Suburban captions to
Special events, people, pollution/crime/limited Individual book support
of community residents? and Urban”
traditions, practices and ideas options about NYC Community Walks definitions
-Research borough -Viewing station
Standard 3 – Geography notebook about
Social -Listening Station
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the NYC
interdependent world in which we live — local, national, and global — including the distribution of people, places, -Ind. Alphabox
Standards High – webquest
and environments over the Earth’s surface.
-Ind. RAN -Ind. research
Unit 2: Forces & Motion
What are the different -Science Notebook
Motion: What Are Ways What makes things move Science Notebook NY Hall of Science
Science How do you change kinds of motion? -Alphabox
Things Move? Forces- at different speeds? entries
movement? (straight, circular, back -Sesame Street
Classify moves as pushes
and forth, up and down) video clip: “I’m a
“Pushes & Pulls”
S1 - Physical Sciences Concepts
The student demonstrates conceptual understanding by using a concept accurately to explain observations and make predictions and by representing the concept in multiple ways
(through words, diagrams, graphs, or charts, as appropriate).
Science S8 - Scientific Investigation: The student demonstrates scientific competence by completing projects drawn from the following kinds of investigations…
S8c: A design, such as building a model or scientific apparatus.
S8d: Non-experimental research using print and electronic information, such as journals, video, or computers.
Readers Read Nonfiction (Within Social Studies)
Reading Readers will learn more about Readers comprehend a Readers accumulate Readers grow ideas about
a content area by reading just- nonfiction book by knowledge about a topic their topic by saying, “I
right books on a given topic thinking about the main by jotting down when learned that…and that
chunks of information they find a new fact makes me think…”
Reading Standards for Informational Text – Grade 2:
#2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
# 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and
technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the
Nonfiction: Writing descriptive texts that include facts and opinions Diff:
st nd -NL writing
Planning and 1 Draft 2 Draft Revising and Editing Editing Continued
-Choosing a topic and -Text Structures (title, Surface features Publishing
subtopics introduction and -hand writing -Grammar: inflections-
-Research Skills Review: conclusion) -spelling (editing plurals and ‘ed.’
Writing Low - Assigned
locating info from books and -Language features: resources) -Format and presentation
non-book sources, and Action words, linking -descriptive language
book (4 topics)
selecting and interpreting words, timeless present (using adjectives and
High – Choose
info. tense, factual descriptive adverbs)
own topics for
language, pictures, labels -punctuation
-Book as Power
Writing Standards for Informational Texts – Grade 2:
Point slide show
#2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
#5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
#6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
#7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Unit 3: Stickers, Number Strings, and Story Problems (Addition, Subtraction, a Unit and the Number System) Diff:
Whole-Number Operations -NL support
Counting and Quantity Whole-Number -Manipulatives
-Making sense of and
Math -Counting by equal The Base-Ten Number Computation strategies
developing strategies to solve
groups System and solutions Mod:
-Developing strategies for Understanding the Using manipulatives, -Mental math
subtraction problems with End of Unit
accurately counting a set equivalence of one group drawings, tools, and -Multiplication
totals up to 45 Assessment
of objects by ones and and the discrete units notation to show facts (5 X-table)
-Understanding the properties
of addition and subtraction
2.OA - Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. Add and
Math subtract within 20. Work with equal groups of objects to gain foundations for multiplication.
Standards 2.NBT - Number & Operations in Base Ten: Understand place value. Use place value understanding and properties of
operations to add and subtract.
4Rs Unit 4 - Learning to Be Assertive Personal connection responses
S.S. Rural, urban, suburban, pollution Notes:
Science Motion, force, position, speed
Reading main topic, fact, opinion
Writing subtopic, introduction, conclusion, punctuation
Math Base 10, digit
Math DYO Skills: money, time, graphs
Writing: Question of the Day (Student write paragraphs to answer different questions.)
Reading: Response to literature