Last updated: 6/7/2016
Curriculum Map: 2nd grade May-June
Subject/Grade Level/Unit Title:
Subject: Cross Curricula
Grade Level: Second Grade
Unit Title: Units of Study
Timeframe Needed for Completion/Grading Period:
May, June
Big Idea/Themes/Understandings:
Big Idea/Themes: Fundations, Spelling, Human Body: Building Blocks and Nutrition, Immigration, Fighting or a Cause, Narrative/Informative/Opinion Writing, Vocabulary, Grammar, Air and Weather, Measurement and Data, Geometry
Understanding: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States. Demonstrate an understanding of the human body, building blocks, and nutrition. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Numbers and number sense,measurement, data, and geometry
Essential Questions: Social Studies
- What is an immigrant?
- Why did immigrants leave their home countries to make a new home in the United States?
- Why was the United States called the "land of opportunity"?
- What is the meaning of e pluribus unum?
- What is the significance of Ellis Island and the Statue of Liberty?
- How has immigration brought millions of newcomers to the United States?
- Why did large populations of immigrants settle in major cities such as New York, Chicago, Philadelphia, Detroit, Cleveland, Boston, and San Francisco?
- Why did some immigrants settle in the Midwest?
- How could your ancestors have been immigrants who helped make America the country that it is today?
- Can you sing the song "This Land Is Your Land"?
- What does it mean to be a citizen of a country?
- What are the ways that a person becomes an American citizen?
- How is the government of the United States based on the Constitution, the highest law of our land?
- Who is the "Father of the Constitution"?
- Why did members of one powerful group often exclude members of other groups from certain rights?
- How were organizations and movements, such as the civil rights movement, created as people fought for equal rights?
- Why did fighting for important causes help to change laws and improve the lives of many people?
- What is the meaning of the terms inequality, discrimination, suffrage, segregation, and activist?
- What are the concepts of nonviolence, civil rights, and human rights?
- What were the lives like and what were the contributions of Susan B. Anthony, Eleanor Rooseelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Dr. Martin Luther King Jr., and Cesar Chavez?
- What are the main causes for which Susan B. Anthony, Eleanor Roosevelt, Mary McLeod Bethune, Jackie Robinson, Rosa Parks, Dr. Martin Luther King Jr., and Cesar Chavez fought during their lifetimes?
- Who was Susan B. Anthony?
- Who campaigned for women's rights, especially the right to vote?
- Who was married to President Franklin Roosevelt?
- Who was Eleanor Roosevelt?
- How was the Great Depression a difficult time in American history?
- What is the role of the United Nations in the world?
- Who did Mary McLeod Bethune work with?
- Why was there a lack of educational opportunities for African American girls in the nineteenth century?
- Why did three presidents ask Mary McLeod Bethune for advice?
Essential Questions: Science
- What can air do?
- How does a parachute use air?
- What happens when air is pushed into a smaller space?
- How can water be used to show that air takes up space?
- How can compressed air be used to make a balloon rocket?
- What is the weather today?
- What does a thermometer tell us about the weather?
- What types of clouds are in the sky today?
- Where does the rain come from and where does it go?
- How can bubbles be used to observe the wind?
- How strong is the wind today?
- How can pinwheels be used to observe the wind?
- What does a wind vane tell us about the weather?
- What weather conditions are good for kite flying?
- How can we compare the number of days of different kinds of weather?
- What does the moon look like at different times during a month?
- What are the local weather patterns over a year?
- What are the five senses and associated body parts?
- Why are the skeletal, muscular, circulatory, nervous, digestive, and excretory systems important systems in the human body?
- What are the significant contributions of Anton Van Leeuwenhoek?
- What are all living things made of?
- What is the relationship among cells, tissues, organs, and systems?
- What are the important components of the digestive system and their functions?
- What is the process of nourishing the body from the time food is taken into the mouth until waste is removed from the body?
- What are the important components of the excretory system and their functions?
- How do the digestive and excretory systems work together?
- What is the importance of vitamins and minerals to the body?
- What is the importance of eating a balanced diet?
- What are healthy and unhealthy foods?
- What would be a daily balanced diet?
Essential Questions: Language Arts
A Summary of the Bends in the Road for this Unit
How can I combine reading with role playing and directing to grow my understanding of characters across fairy tales, folk tales, fables, and fantasy?
Bend I: Stepping into the Magical World of Fairy Tales, Folk Tales, Fables, and Fantasy?
How do...
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I step into the world of the story, walking in different characters' shoes, feeling, thinking, and acting as they do, in order to gain a deeper understanding of who they are?How can...
- my partner and I direct each other in the roles of characters in order to get a "big picture" view of all the story elements in our books, including the setting and magical elements?Bend II: Literay Language and VocabularyHow can...
- I make sense of the complex language and literay devices common to the genres of fairytales, folktales, fables, and fantasy?
- I incorporate this language into my own vocabulary?Bend III: Discovering Predictable Roles Characters PlayHow can...
- I think across the books I've been reading to grow my thinking about the predictable role characters play in fairytales, folktales, fables, and fantasy?Bend IV: Comparing and Contrasting Lessons that Stories ConveyHow can...
- my reading club work together to consider the lessons characters learn and to compare how different authors explore similar morals in sometimes very different ways?
Essential Questions: Mathematics
Topic 16 Time, Graphs and Data
How can the hands on an analog clock be arranged to show time?
What are different ways to say the times before and after the hour?
How can you use a bar graph to organize information and compare data?
How can you show the length of objects to see which is the longest or shortest?
How does showing data in a pictograph and a tally chart help you compare that data?
How can you solve a problem by using a graph?
Topic 15 Measuring Length
How can you measure the length of an object using nonstandard units?
How are standard units, such as inches, used to measure length?
How can you measure length using centimeters?
What are inches, feet, and yards?
Which classroom objects can be used to approximate the standard units centimeter and meter?
How does the length of the unit of measure affect the number of units needed to measure an objects length?
How can you use addition and subtraction to solve measurement problems?
How can you compare the lengths of two paths?
How can you use objects to measure lengths of objects that are not straight?
Topic 12 Geometry
How are attributes, such as the number of flat surfaces, vertices, and edges used to describe and classify three-dimensional goemetric figures?
What plane shapes form the flay surfaces of a common olid figure?
How can polygons (triangles, quadrilaterals, pentagons, and hexagons) be identiied by attributes (sides, angles, and vericles)?
How can new shapes be made by combining other shapes?
How can cutting larger shapes make new smaller shapes?
How can a rectangle be partitioned into equal squares and the number of squares be counted accurately?
What does" equal parts" mean?
How do you identify equal and unequal parts?
How can you use clues about the attributes of plane shapes and solid figures to solve a problem?
Social Studies:
| SS.2.ID.1 A community is a population of various individuals in a common location. It can be characterized as urban, suburban, or rural. Population density and use of the land are some characteristics that define and distinguish types of communities. |
| SS.2.ID.1.a An urban community, or city, is characterized by dense population and land primarily occupied by buildings and structures used for residential and business purposes. |
| SS.2.ID.1.c Rural communities are characterized by a large expanse of open land and significantly lower populations than urban or suburban areas. |
| SS.2.ID.1.c.1 Students will identify the characteristics of urban, suburban, and rural communities and determine in which type of community they live. |
| SS.2.ID.1.c.2 By discussing different types of housing (apartment, single-family house, etc.) and the proximity of houses to each other, students will understand the term “population density” and how it applies to different communities. |
| SS.2.ID.1.d Activities available for people living in urban, suburban, and rural communities are different. The type of community a person grows up in will affect a person’s development and identity. |
| SS.2.ID.1.d.1 Students will identify activities that are available in each community type and discuss how those activities affect the people living in that community. |
| SS.2.ID.2 People share similarities and differences with others in their own community and with other communities. |
| SS.2.ID.2.a People living in urban, suburban, and rural communities embrace traditions and celebrate holidays that reflect both diverse cultures and a common community identity. |
| SS.2.ID.2.a.1 Students will examine the ethnic and/or cultural groups represented in their classroom. |
| SS.2.ID.2.a.2 Students will explore the cultural diversity of their local community by identifying activities that have been introduced by different culture groups. |
| SS.2.ID.2.a.3 Students will identify community events that help promote a common community identity. |
| SS.2.ID.2.b.1 Students will explore how different ideas, talents, perspectives, and culture are shared across their community. |
| SS.2.CIV.3 The United States is founded on the principles of democracy, and these principles are reflected in all types of communities. |
| SS.2.CIV.3.a.1 Students will explore democratic principles such as dignity for all, equality, fairness, and respect for authority and rules, and how those principles are applied to their community. |
| SS.2.CIV.3.b Government is established to maintain order and keep people safe. Citizens demonstrate respect for authority by obeying rules and laws. |
| SS.2.CIV.3.b.1 Students will examine the ways in which the government in their community provides order and keeps people safe and how citizens can demonstrate respect for authority. |
| SS.2.CIV.3.d Symbols of American democracy serve to unite community members. |
| SS.2.CIV.3.d.1 Students will examine the symbols of the country including the eagle, American flag, the Statue of Liberty, the White House, and Mount Rushmore. |
| SS.2.CIV.4 Communities have rules and laws that affect how they function. Citizens contribute to a community’s government through leadership and service. |
| SS.2.GEO.5 Geography and natural resources shape where and how urban, suburban, and rural communities develop and how they sustain themselves. |
| SS.2.TCC.6 Identifying continuities and changes over time can help understand historical developments. |
| SS.2.TCC.7 Cause-and-effect relationships help us recount events and understand historical development. |
| SS.2.ECO.8 Communities face different challenges in meeting their needs and wants. |
| SS.2.ECO.9 A community requires the interdependence of many people performing a variety of jobs and services to provide basic needs and wants. |
Science:
| MST1 Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. |
| MST2 Students will access, generate, process, and transfer information using appropriate technologies. |
| MST4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
| MST5 Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. |
| MST6 Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. |
| MST7 Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. |
Language Arts: Reading
| RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. |
| 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.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. |
| RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. |
| RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. |
| RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RL.2.11 Make connections between self, text, and the world around them (text, media, social interaction). |
| RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. |
| RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. |
| RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. |
| RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. |
| RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |
| RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. |
| RI.2.8 Describe how reasons support specific points the author makes in a text. |
| RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. |
| RI.2.10 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 range. |
| RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. |
| RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words. |
| RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. |
| RF.2.3.c Decode regularly spelled two-syllable words with long vowels. |
| RF.2.4 Read with sufficient accuracy and fluency to support comprehension. |
| RF.2.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
Language Arts: Writing
| W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. |
| W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. |
| 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. |
| W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. |
| W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| W.2.7 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). |
| W.2.8 Recall information from experiences or gather information from provided sources to answer a question. |
| W.2.11 Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed. |
Language Arts: Speaking and Listening
| SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. |
| SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). |
| SL.2.1.b Build on others' talk in conversations by linking their comments to the remarks of others. |
| SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. |
| SL.2.1.d Seek to understand and communicate with individuals from different cultural backgrounds. |
| SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |
| SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
| SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. |
| SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. |
| SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
Language Arts: Language
| L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.2.1.a Use collective nouns (e.g., group). |
| L.2.1.b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). |
| L.2.1.c Use reflexive pronouns (e.g., myself, ourselves). |
| L.2.1.d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). |
| L.2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified. |
| L.2.1.f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). |
| L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.2.2.a Capitalize holidays, product names, and geographic names. |
| L.2.2.b Use commas in greetings and closings of letters. |
| L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil). |
| L.2.2.e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
| L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| L.2.3.a Compare formal and informal uses of English. |
| L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. |
| L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase. |
| L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). |
| L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). |
| L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). |
| L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. |
| L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. |
| L.2.5.a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). |
| L.2.5.b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). |
| L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). |
Mathematics: Counting and Cardinality
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Operations and Algebraic Thinking
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Number and Operations and Base Ten
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Mathematics: Measurement and Data
| 2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. |
| 2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. |
| 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.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? |
| 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. |
Mathematics: Geometry
| 2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
| 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |
| 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. |
Essential Skills and Vocabulary:
Unit 16:
- Teach the sounds of au and aw
- Teach the spelling of generalizations for the /o/ sound
Unit 17:
- Teach consonant-le syllable type
- Teach spelling consonant-le words
- Review of all 6 syllable types
Fundations Unit Spelling Words
Week 31: launch, straw, astronaut, haunt, crawl, special, August, hawk, claws, laugh
Week 32: maple, apple, trouble, couple, young, fable, tumble, pebble, tackle, handle
Week 33: stumble, marble, snuggle, sparkle, cable, Thursday, Saturday, puzzle, simple, purple
Vocabulary Skills:
- Demonstrate understanding of word relationships and nuances in word meanings
- Develop vocabulary through listening skills
Assessment Tasks:
- Observation
- Projects
- Formative
- Cumulative
- Spring Benchmark ELA
- End-of-the-Year Math Assessment
Resources:
Brainpop Jr.
Scholastic News
Discovery Education
Raz-Kids
IXL
Teacher Collaboration
Student Notebooks
Mentor Texts
EnVisions
engageny
