2nd grade - kent.k12.md.uscharacter. complete the activities. lesson #2: reread the fable with...
TRANSCRIPT
Kent County Public Schools
2nd Grade
Home Learning Materials
May 4, 2020—May 22, 2020
Keep these materials for ongoing learning.
2nd Grade Pacing Guide for Weeks from 5/4/20-5/22/20 Please use this as a guide for completing your work.
Week #: Work to Complete this Week:
Week 6-
5/4/20-5/8/20
Reading/Writing: Lesson #1: Read “The Ant and The Grasshopper” using a different voice for the narrator and each character. Complete the activities. Lesson #2: Reread the fable with someone in your house. Complete the remaining activities.
Math: Practice learning how to add three digit numbers using base ten blocks with the week 6 math instruction slides. Then, complete two items from the choice board for your assignment. .
Science: Science Stem Egg Drop- Complete the Egg Drop Planning and the Egg Drop Reflection pages.
Related Arts: Choose one of the activities from the attached related arts, music, or PE/health pages.
Week 7-
5/11/20-5/15/20
Reading/Writing: Lesson #1: Read the article “Origami: Get into the Fold” and complete the activities. Lesson #2: Read the article “A Record with Wings” and complete the activities.
Math: Practice learning how to add three digit numbers by using the break apart strategy with the week 7 math instruction slides. Then, complete two items from the choice board for your assignment.
Social Studies: Goods and Services Lesson 1
Related Arts: Choose one of the activities from the attached related arts, music, or PE/health pages.
Week 8-
5/18/20-5/22/20
Reading/Writing: Lesson #1: Read the story “Why Fir Tree Keeps His Leaves” and complete the activities. Lesson #2: Read the myth, “The Contest of Athens” and complete the activities.
Math: Practice learning how to add three digit numbers by using the number line strategy with the week 8 math instruction slides. Then, complete two items from the choice board for your assignment. For additional practice with basic facts, play the Drop It Game.
Social Studies: Social Studies Past and Present Lesson 2
Related Arts: Choose one of the activities from the attached related arts, music, or PE/health pages.
2nd Grade Flexible Daily Schedule - *please adjust the order/time to fit your needs*
Monday Tuesday Wednesday Thursday Friday
Morning
ELA (20-40 min.) Lexia (10-20 minutes) Independent Reading (15-30 minutes)
Science or Social Studies (20-40 minutes) Lexia (10-20 minutes) Dreambox (15-20 min.) Independent Reading (15-30 minutes)
Math (20-40 min.) Dreambox (15-20 min.)
Related arts activity (20-40 min.) Lexia (10-20 minutes) Dreambox (15-20 min.) Independent Reading (15-30 minutes)
Additional resources, related arts, science/ss Lexia (10-20 minutes) Dreambox (15-20 min.) Independent Reading (15-30 minutes)
Afternoon
Math (20-40 min.) Dreambox (15-20 min.)
ELA (20-40 min.) Lexia (10-20 minutes) Independent Reading (15-30 minutes)
Monday Tuesday Wednesday Thursday Friday
ZOOM Meeting
Schedule for Academic Support
Mitzel: 10:00-11:00 Zottarelli: 10:00-11:00 Fogel: 6:00-7:00 Brown: 10:00-11:00 McGee: 10:00-11:00 Lins: 10:00-11:00
Mitzel:10:00-11:00 Zottarelli: 10:00-11:00 Fogel: 1:00-2:00 Brown:10:00-11:00 McGee: 4:00-5:00 Lins:10:00-11:00
Mitzel: 10:00- 11:00 Zottarelli:10:00-11:00 Fogel: 11:00-12:00 Brown: 6:15-7:15 McGee:10:00-11:00 Lins:10:00-11:00
Mitzel:6:00-7:00 Zottarelli: 6:00-7:00 Fogel: 1:00-2:00 Brown: 10:00- 11:00 McGee:4:00-5:00 Lins:10:00-11:00
Mitzel:10:00-11:00 Zottarelli:10:00-11:00 Fogel: 11:00-12:00 Brown:10:00-11:00 McGee:10:00-11:00 Lins:10:00-11:00
ELA Week 6 (5/4-5/8)
Lesson #1: Read “The Ant and The Grasshopper” using a different voice for the narrator and each character. Complete the activities. Lección # 1: Lee "La hormiga y el saltamontes" usando una voz diferente
para el narrador y cada personaje. Completa las actividades.
Parts: Narrator Ant Grasshopper Narrator: On a beautiful summer day a grasshopper sat and sang a sweet song. The grasshopper saw an ant working hard carrying grain to his house. Grasshopper: Look at that silly ant. All day long he works hard and never enjoys the sunshine. Narrator: The grasshopper laughed at the ant and then he continued his song. He basked in the warm sun all summer long without a care in the world. As summer turned to autumn the grasshopper continued to sing his song and enjoy the sunshine. The ant, on the other hand, continued to gather food and store it in his house. When winter came the cold winds blew hard and the snow covered the meadow with a thick blanket of white. The grasshopper tried to find food, but of course he found nothing. It didn't take long for the grasshopper to knock upon the ant's door and beg... Grasshopper: Please help me! I have nothing to eat! I shall starve without your help. Ant: My dear Mr. Grasshopper, all summer long I worked hard carrying food to my home while you played in the sunshine. I will not share my food with someone who is so lazy. Grasshopper: I was busy singing my song. I was making beautiful music. What should I do now? Narrator: The ant thought for a moment and then said... Ant: I suggest you dance. Narrator: And the moral of this fable is...
Write the moral (lesson) of the story. Use text evidence to support your answer. Escribe la moraleja (lección) de la historia. Use evidencia textual para
respaldar su respuesta.
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Using context clues, what do you think the word “basked” means? Usando pistas de contexto, ¿qué crees que significa la palabra "tomar el sol"?
________________________________________________________________________________________________________ Using context clues, what do you think the word “gather” means? Usando pistas de contexto, ¿qué crees que significa la palabra "reunir"?
________________________________________________________________________________________________________
Using the word bank below, write each verb and adjective in the box for the correct character. Usando el banco de palabras a continuación, escriba cada verbo y adjetivo
en el cuadro para el carácter correcto.
Ant Grasshopper
Verbs:
Adjectives:
Verbs: carry, gather, laugh, lie, store, watch, work, sing Adjectives: busy, hungry, happy, warm, lazy, cold Writing: Are you more like the ant or the grasshopper? Explain why. Escritura: ¿Eres más como la hormiga o el saltamontes? Explicar por qué.
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Lesson #2: Reread the fable with someone in your house. Compare the ant and the grasshopper by completing the chart: Lección # 2: Vuelve a leer la fábula con alguien en tu casa.
Compare la hormiga y el saltamontes completando la tabla:
Ant
Ways they are the same
Grasshopper
Circle 5 words in the play that have suffixes (-ed, -ing, -s) and write the base word below: Encierra en un círculo 5 palabras en la obra que tengan sufijos (-ed, -ing,
-s) y escribe la palabra base a continuación:
_______ ________ ________ ________ ________ Write your own fable. Start with a problem that needs to be solved (usually a character needs to learn a lesson). What animals would be good to use? What setting would they be in? Use the graphic organizer to plan your fable (continued on the next page). Escribe tu propia fábula. Comienza con un problema que necesita ser
resuelto (generalmente un personaje necesita aprender una lección). ¿Qué
animales serían buenos para usar? ¿En qué entorno estarían? Use el
organizador gráfico para planificar su fábula (continúa en la página
siguiente).
Look at the graphic organizer you completed. Use your ideas to write your fable below: Mire el organizador gráfico que completó. Usa tus ideas para escribir tu
fábula a continuación:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
MATH WEEK 6: Practice learning how to add three digit numbers using base ten blocks with the week 6 math instruction pages attached.
Select different choices from the choice board to do for week 6, 7 & 8.
Seleccione diferentes opciones del tablero de opciones para las semanas 6, 7 y 8.
Create a poster explaining
to someone how to use the
“break apart” or decompose
a number method of adding
three digit numbers.
Include a base ten
representation of your
example number.
Create a receipt to a toy store or
candy shop. Include all of the
things that you purchased and
the price of each item. At the
bottom add it up and show the
total spent.
Make a diagram explaining how an
open number line can be used to
solve addition and subtraction
problems.
Make a list of items in your house
that are about
1 inch
1 foot
1 yard
Create a menu of your
favorite foods. Give each
food a price including the
change. Take your families
order and add up their
total.
Create your own 1-step word
problem using one the keywords
below:
join, sum, total, altogether
Create your own 1-step word
problem using one of the
keywords from below:
Fewer, difference, remain, how
many more
Using 3 index card or pieces of
paper, write three 3-digit numbers
(Example: 889, 654,124) Answer
the following on a sheet of paper.
· Which number is greatest?
· Which is least?
· What is the difference between
the largest and smallest numbers?
· Write a number between the
middle number and the highest
number.
· Use the symbols <,>, = to
compare two of the numbers you
wrote down.
Create your own 3x3 money choice
board where students have to solve
different money word problems.
For example, how many dimes are
in $1.50 or show using coins how
to make 65 cents not using any
nickels. On another sheet of paper
complete each problem.
Find 6 different numbers
around your house. Now
create a 3-digit addition or
subtraction problem and
solve it using one of the
new ways you learned.
Construct a paper airplane.
Throw it ten times from the same
location. To the nearest yard,
record the distance the planes
traveled using a yardstick then
create a line plot using the data.
Show three ways to solve 456+
222
Show three ways to solve 560 +
362
WEEK 6: Science Stem Egg Drop--Complete the Egg Drop Planning and the Egg Drop Reflection pages
Science Stem Egg Drop
Dear Students,
Your challenge is to design and build a device that will protect an egg from breaking after it is
dropped. Your design will need to cushion the egg and slow it down so that it does not crack or
break when it hits the ground. You may use any materials you have at home (with your parents
permission). Queridos estudiantes, Su desafío es diseñar y construir un dispositivo que evite que un huevo se rompa después de que se caiga. Su diseño deberá amortiguar el huevo y reducir la velocidad para que no se agriete ni se rompa cuando toque el suelo. Puedes usar cualquier material que tengas en casa (con el permiso de tus padres).
Some example of materials you may need:
•Scrap paper/newspaper •Paper towels
•Straws •Scissors
•Popsicle sticks •Tape / Glue
•Cardboard boxes •Plastic Sandwich bags
•Grocery bags •Plastic Containers
•Balloons •String
Egg Drop Planning
Before you start building your egg catcher first draw a picture of your design on a separate sheet
of paper. If you have access to a printer you can print this page for drawing.
Antes de comenzar a construir su colector de huevos, primero haga un dibujo de su diseño en una hoja de papel separada. Si tiene acceso a una impresora, puede imprimir esta página para dibujar.
My Design:
Egg Drop Planning
Before you start building your egg catcher first answer the planning questions below.
Antes de comenzar a construir su receptor de huevos, primero responda las preguntas de planificación a continuación escribiendo debajo de la pregunta.
How will you use your materials? ¿Cómo usarás tus materiales?
How will you be sure that your egg will not break?
¿Cómo estarás seguro de que tu huevo no se romperá?
What possible problems could come up as you construct your design? ¿Qué posibles problemas podrían surgir al construir su diseño?
Egg Drop Testing Instructions
Now it is time to test your design! There are many different options to test
(please have an adult help you with this part of the assignment):
•If testing inside an adult can stand on a chair to drop the egg.
•If testing outside an adult can stand on a chair, or the top of a
playground.
•Another option is to test your design by dropping it out of a second story
window.
¡Ahora es el momento de probar tu diseño! Hay muchas opciones diferentes para evaluar (por favor, pida a un adulto que lo ayude con esta parte de la tarea): • Si realiza la prueba dentro de un adulto, puede pararse en una silla para dejar caer el huevo. • Si se realiza la prueba afuera, un adulto puede pararse en una silla o en la parte superior de un patio de recreo. • Otra opción es probar su diseño cayéndolo de una ventana de segundo piso.
*To add more challenge test from a higher distance.
When you finish testing your design complete the reflection page.
* Para agregar más prueba de desafío desde una distancia más alta. Cuando termine de probar su diseño, complete la página de reflexión.
Egg Drop Reflection
Now that you have tested your design, answer these reflection questions.
Ahora que ha probado su diseño, responda estas preguntas de reflexión.
What way did you test your design (inside, outside, out a window)?
¿De qué manera probaste tu diseño (dentro, fuera, fuera de una ventana)?
What about your design worked well? ¿Qué pasa con su diseño funcionó bien?
If you were to do this STEM challenge again what would you do differently?
Si volvieras a hacer este desafío STEM, ¿qué harías de manera diferente?
WEEK 7 Lesson #1: Read the article “Origami: Get into the Fold” and complete the activities. Lesson #2: Read the article “A Record with Wings” and complete the activities. Lección # 1: Lea el artículo y complete las actividades.
ELA Week 7 (5/11-5/15)
According the article, where does origami come from? When was it invented? Según el artículo, ¿de dónde viene el origami? ¿Cuándo se invento?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Number the paragraphs in the article. What paragraph tells about how origami exercises your brain? Numera los párrafos del artículo. ¿Qué párrafo dice acerca de cómo el
origami ejercita tu cerebro?
______________________________________________________________________________
What does the word ‘designers’ mean in paragraph 5? How do you know? ¿Qué significa la palabra "diseñadores" en el párrafo 5? ¿Cómo lo
sabes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sort the words in the word bank by closed or open syllables:
Closed Syllable Words: Open Syllable Words:
Word Bank: me, fun, he, she, back, so, go, math, no, cup, when, not
According to the article, what ways is origami used? Can you think of another way origami could be used? Según el artículo, ¿de qué maneras se usa el origami? ¿Se te
ocurre otra forma de usar el origami?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Lesson #2: Read the article “A Record with Wings” and complete the activities. Lección # 2: Lea el artículo "Un registro con alas" y complete
las actividades.
A Record with Wings
What would you do if you had a 24 square foot of piece of paper? Would you think to try to make the largest origami butterfly in the world? Well two fifth grade girls in Webster Hill Elementary School West Hartford, Connecticut did just that.
Annie Lopez-Lopez and Amy Nii were attending their math family night using origami to learn about angles and other geometry skills. They loved folding the paper to create different things. This fun activity inspired them to join their school’s origami club. The club decided that they would like to make the largest origami butterfly in the world. You ask yourself why a butterfly when you can make so many other animals. Webster Hill Elementary is called the Butterfly School because of the butterfly garden located in their school’s living courtyard.
After two years of planning and testing with their origami group, Annie and Amy were chosen to be the students who would take the challenge to make the world’s largest butterfly. They found out that they had to use one large sheet of paper. First they practiced making smaller butterflies, then they practiced making a 24 square piece of paper and folding it into a butterfly.
One day these two brave girls in front of their whole school, engineers, origami experts and other important people folded a huge piece of red paper on the gym floor into a 5 meter wide butterfly. It took them 10 steps. At one point they messed up and just started again. The girls took 106 photos and a video to show what they did that day. They had to get the Guinness World Book of Records to decide if they had beat the old record. So, they sent their photos, videos and a report of how and what they did. They were sure they had beaten the old record of a two meter butterfly. What would have happened if the girls did not take as much time planning and testing their butterfly? ¿Qué hubiera pasado si las chicas no hubieran tardado tanto en
planificar y probar su mariposa?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How many words can you make using these letters? Cut out or write the letters on a piece of paper and use them to make new words. Record the words in the chart below: ¿Cuántas palabras puedes formar usando estas letras? Recorta o
escribe las letras en una hoja de papel y úsalas para formar
nuevas palabras. Registre las palabras en el cuadro a
continuación:
T U T B E R F Y L
2 letter words 3 letter words 4 letter words 5 letter words 6 letter words
Can you figure out what the word is using all the letters? ¿Puedes descubrir cuál es la palabra usando todas las letras? _______________________________ What characteristics best describe the two girls? ¿Qué características describen mejor a las dos chicas?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
What was the author’s purpose for writing “A Record with Wings?” a. To tell a story about two girls who are friends b. How to fold your own butterfly c. Why butterflies are important to origami d. How two girls got into the Guinness Book of World Records
Try to make both the dog and the sailboat out of paper following the directions from both articles. Trate de hacer que el perro y el velero sean de papel siguiendo
las instrucciones de ambos artículos.
Origami: Get Into the Fold People in Japan have been folding paper to make objects for thousands of years.
Why not try it yourself? Here are the directions for making a sailboat. If you liked creating this boat, have an adult help you look in books or search the Internet for lots more things you can make.
1. Fold a piece of square paper in half to make a triangle. Cut the paper in half along
this crease. 2. With one of the triangles, fold it in half to form a smaller triangle. 3. Unfold so that you get the larger triangle again. 4. With the long side of the triangle closest to you, fold the top corner downwards to
meet the bottom edge of the triangle. 5. Take the corners on the right and left. Fold them upwards
so that the two bottom corners meet together in the middle. You should have a diamond now.
6. Fold the bottom corner of the diamond up to the center. 7. Turn it over. Now you have a sailboat.
Compare the directions for making the sailboat and making the butterfly: Compare las instrucciones para hacer el velero y hacer la
mariposa:
Sailboat Directions Ways they are the same Dog Directions
Writing: Write a paragraph describing which directions do you think are easier to follow? Why? Use ideas from the articles and your chart! Escritura: ¿Escribe un párrafo que describa qué instrucciones
crees que son más fáciles de seguir? ¿Por qué? ¡Usa ideas de los
artículos y tu tabla!
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
WEEK 7: Math: Practice learning how to add three digit numbers by using the break apart strategy with the week 7 math instruction pages attached. Then, complete two items from the choice board for your assignment (near the front of the packet).
Week 7: Social Studies: Goods and Services Lesson 1
Goods and Services Lesson 1
For the activity below, draw a line to sort the pictures into the correct category.
Para la actividad a continuación, dibuje una línea para ordenar las imágenes en la categoría correcta.
Complete each sentence with a word that makes sense.
1. A waiter provides a ____________. The service they provide is to
_________________.
2. Onions, peppers, and mushrooms are all __________ you might find
at a ______________.
3. A ____________ provides the service of making sure your teeth
stay healthy. A toothbrush and toothpaste are _________ that you
use at home to help keep your teeth clean.
EXIT TICKET
List 3 goods that your family has used this week.
Enumere 3 productos que su familia ha usado esta semana.
1. 2. 3.
Name 2 services someone has provided you this week.
Nombre 2 servicios que alguien le ha brindado esta semana.
1. 2.
WEEK 8: Reading/Writing: Lesson #1: Read the story “Why Fir Tree Keeps His Leaves” and complete the activities. Lesson #2: Read the myth, “The Contest of Athens” and complete the activities.
ELA Week 8 (5/18-5/22)
Lesson #1: Read the story and complete the activities: Lección # 1: Lea la historia y complete las actividades:
What things in the story happen in real life? What could not happen in real life? ¿Qué cosas de la historia suceden en la vida real? ¿Qué no
podría pasar en la vida real?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
How is the Fir Tree different from his friends? Use text evidence to support your answer. ¿Cómo es el abeto diferente a sus amigos? Use evidencia textual
para respaldar su respuesta.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
The theme of a story is the main message the author wants to tell the reader. To find the theme, think about what the characters say and do. Complete the boxes with 2 clues that help you find the theme, and the theme: El tema de una historia es el mensaje principal que el autor
quiere decirle al lector. Para encontrar el tema, piense en
lo que dicen y hacen los personajes. Complete los cuadros con
2 pistas que lo ayudarán a encontrar el tema y el tema:
CLUE:
CLUE:
THEME:
Lesson #2: Read the myth, “The Contest of Athens” and complete the activities: Lección # 2: Lee el mito, "El Concurso de Atenas" y completa las
actividades:
The Contest of Athens
Long ago, the city of Athens needed a patron, someone to watch over the city. There were two great beings who wished to be the patron. One was Poseidon, who ruled the seas. The other was Athena, who had great wisdom.
The king of Athens had to select one of these two. So he asked each one to give a valuable and important gift to Athens.
“Your gift must be something useful for the city,” said the king. It was Poseidon’s turn first. He hit the ground with his spear, the long-handled blade he always carried. From the ground, a well appeared. Water began to flow. The king hurried to the well to taste the water. He found that the water was as salty as the sea. “This will not do as a gift to Athens,” he said.
Next, it was Athena’s turn. She also hit the ground with her spear. In that spot, she buried an olive branch in the ground to make an olive tree. The olive tree would give the people of Athens food, oil, and wood.
The king was very happy with Athena’s fine gift. He stated, “Because you have given us this olive tree, I will make you the patron of Athens.”
Athena was pleased, but Poseidon was dejected at losing the contest. He flooded the land with seawater. Once he calmed down, he drained the floodwater away.
What did Poseidon give as his gift to the king? What did Athena give? How did the king feel about each of their gifts? ¿Qué le dio Poseidón como regalo al rey? ¿Qué
le dio Atenea? ¿Cómo se sintió el rey acerca de cada uno de sus
regalos?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
WRITING: Write a myth about a plant you know something about. Use traits of the plant as an important part of the story (think of the fir tree). Be sure to write a strong opening to get the reader’s attention and give some information about the characters and setting. Use the organizer to plan your writing. Escritura: Escribe un mito sobre una planta de la que sabes
algo. Use los rasgos de la planta como una parte importante de
la historia (piense en el abeto). Asegúrese de escribir una
apertura fuerte para llamar la atención del lector y brindar
información sobre los personajes y el entorno. Use el
organizador para planificar su escritura.
Write your myth here:
Escribe tu mito aquí:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Draw a picture to go with your myth (optional):
Haz un dibujo que vaya con tu mito (opcional):
WEEK 8 Math: Practice learning how to add three digit numbers by using the number line strategy with the week 8 math instruction pages attached. Then, complete two items from the choice board for your assignment (near the front of the packet). For additional practice with basic facts, play the Drop It Game.
Drop It Close your eyes and point to two different numbers. Record your equations
on a piece of paper. Do at least 12 addition problems and 12 subtraction
problems. Cierra los ojos y señala dos números diferentes. Registre sus ecuaciones en una hoja
de papel. Haga al menos 12 problemas de suma y 12 problemas de resta.
WEEK 8: 2nd Grade Social Studies Lessons
Past and Present Lesson 2
VOCABULARY
PAST: Something that has already happened (yesterday, last week,
last year, a long time ago)
EXAMPLE: The Ravens won the Super Bowl in 2001, almost 20 years ago.
PRESENT: Something that is happening now (today, currently, at this
time, now) EXAMPLE: We cannot watch the Orioles play baseball because of the stay at home orders. Read each sentence. Decide if it happened in the past or the present. Write past or present next to the sentence. Leer cada oración. Decide si sucedió en el pasado o en el presente. Escribe pasado o presente al lado de la oración.
Example: George Washington is president. Past
1. We have to stay at home because of the corona virus. _______
2. Donald Trump is President. _______
3. Families use a horse and buggy when they need to go somewhere.
_________
For the activity below, draw a line to sort the pictures into the correct category.
Para la actividad a continuación, dibuje una línea para ordenar las imágenes en la categoría
correcta.
Think about an adult (EX: grandma, aunt, mom) that grew up in the
past. Write down 3-5 questions you would like to ask them about how
they grew up. (EX: What kinds of food did you take for school lunch?
Did they have lunch available at school?)
Piensa en un adulto (EX: abuela, tía, mamá) que creció en el pasado. Escriba 3-5 preguntas que le gustaría hacerles sobre cómo crecieron. (EX: ¿Qué tipo de comida tomó para el almuerzo escolar? ¿Tenían almuerzo disponible en la escuela?)
1.
2.
3.
4.
5.
Let’s talk about Shadows! What is a shadow?
A shadow is a dark shape that is created on a surface when an object blocks light. Take a look at this:
https://www.youtube.com/watch?v=lOIGOT88Aqc Belgian artist, Vincent Bal, uses shadows from everyday objects to complete his drawings. View this video of him explaining how he creates his “Shadowology” artwork:
https://youtu.be/NInkH0ukCOI More examples of his art: https://youtu.be/b-R-ZHTRksI
Now we can try some fun
shadow art ourselves! First, decide if you want to make shadow art by using
objects and tracing them (#1) OR
a more challenging “Shadowology” art piece like
artist Vincent Bal creates (#2).
Find something that creates a fun shadow (a toy, piece of furniture, something in nature or a person). Use a natural light source (the sun) or angle a lamp to
emphasize the shadows of the object to draw.
Think about these questions before starting:
-->What kind of paper do I want to use? Plain, colored, etc. -->How should my object and paper be positioned to make an
interesting shadow with my light source? -->Do I want to capture the whole shadow or part of my object’s
shadow on my paper?
Using paper and a pencil, either trace the shadow your object creates (if completing #1) OR add the details of your drawing around the shadow (if completing #2).
When finished, take a picture of your drawing with the object included. Then, add color or details. Take another picture of
your drawing and compare. Which do you like better (with or without color)? Why?
Alternative material: use chalk or water on your sidewalk instead of paper (this works better with larger objects).
Share your shadow pictures with your art teacher!
Choose one of the following
Drawing Prompts to complete. Be creative and make it your own idea!
Use the entire piece of paper and include a
background. Start with pencil and then color your drawing using a medium of your choice (crayons,
colored pencil, markers, etc.). Refer back to the video posted in Google Classroom about Art Supplies to get
more unconventional ideas for supplies.
-A map with hidden treasure
-Something special to you
-Illustrate a scene from a favorite book Be descriptive in what you include by drawing lots of
details from the story. Here is Mrs. Boumiea’s sample drawing from
Benjamin, her 5 year old’s favorite book, Beast Feast!
Mrs. Boumiea will be adding
color to her drawing during the
Art Zoom Office Hours.
Be sure to share your picture
and the story behind your
artwork with a sibling or adult.
Send a picture to your art
teacher!
National Visual Arts Standards Cr1.2, Pr4.1, Re7.2, CN10.1, CN11.1
Word On The Street: Inspiring Our Community Through Art
Street art is art created on surfaces in public places. It is usually created as a way to convey messages to a large group of people. The murals (a painting on a wall) above are examples of famous street art pieces. Most of
Mrs. Boumiea’s classes have discussed murals. Check out this video to learn about Street Artists including images from Banksy, Jason Naylor, Andrea Von Bujdoss, Shepard Fairey, Lakwena Maciver, and
Eduardo Kobra: https://www.youtube.com/mcVR0IvZ4r4
Create a Positive Artwork to Share There are ideas below and examples in the video.
Think and plan What positive message do I want to use? What is an image or simple word that would quickly get my
message across to others? What materials do I have? Ideas:
Sidewalk or Fence Chalk Message Poster or Banner Cardboard Sign
Window Art (painted or paper) Nature Message Painted Rocks
Flag posted in your yard OR your own idea
**Be sure to ask your parents for permission and decide
on a good spot to create or display your art.** SHARE your positive artwork with others.
Don’t forget to take a picture for your art teacher!
Let’s make a guitar !
These are the materials you will need: a cereal box, a pen, a glass or something circular to trace, scissors, tape, 2 0r more rubber bands and your parents will need a knife. **The cutting is a little tricky.** Please watch this video with a
family member before starting and have your parents or an older sibling help you: https://www.youtube.com/watch?v=dr4oDIMbi_E&t=22s
Decorate your guitar
Be imaginative and make it personal! Prepare to show your guitar to family and friends
and be able to explain how you made it. You can show it off at your class zoom meetings!
Don’t forget to send a picture of your guitar to your art teacher.
Extension: Can you make a song to play on your guitar about
your experience staying home during this pandemic? What would you sing about to make people feel better? What would
you joke about? Send a video to your teachers.
Tune in to the Art Zoom Office
Hours to see Mrs. Jetton’s
finished blue guitar.
National Visual Arts Standards Cr1.2, Pr4.1, Re7.2, CN10.1, CN11.1
Flowers And a look at Georgia O’Keefe
Practice drawing an Iris flower https://www.youtube.com/watch?v=IABkbSgg0WQ Practice drawing a Black Eyed Susan https://www.youtube.com/watch?v=wFw_rdRKB8E Practice drawing a Daffodil https://www.youtube.com/watch?v=A3FydEEiyFA Use your new flower drawing skills to create a final product that is personal to you and serves a greater purpose, It can be an inspiring artwork for the kitchen, a birthday card for someone or maybe a sign of wellness to put in the window for others outside to appreciate.
Georgia O’Keeffe painted flowers among other things and was unique in her approach. Watch this short video: https://www.youtube.com/watch?v=vyRzUii-pSc
Questions to answer: Can a beautiful picture of flowers create a change in someone’s mood? How? Can a lack of artwork also contribute to peoples’ moods and feelings? What conclusion can you draw about art in hospitals or nursing homes? Does the age of the artist make a difference? Why would it? Please explain your ideas to someone in your family or a friend over the phone. Send a picture to your art teacher!
Recyclables Gather your trash!!! Mrs. Jetton gathered these items. It took a week or so to save so many containers. Now, what should she make? Important things to think about: How will I connect parts? Glue? Tape? How will I cut things? How will I add details & color? You might need a parent’s help to cut and assemble your masterpiece.
Brainstorm some ideas for your project. Draw sketches of each and think how you will make them.
Is your project finished? Is there anything else you need to add that you forgot?
Are you ready to send pictures of your project to family and friends?
Tell them what it is and how you made it. What was hard and what was your favorite part?
Give your project a title. Don’t forget to send your art teacher a picture!
.National Visual Arts Standards Cr1.2, Pr4.1, Re7.2, CN10.1, CN11.1
Music - PK-Gr. 2 - Earth Day Be creative and have fun! Any questions?/Want to share?
Contact Mrs. Frison (HHGES/RHES) email - [email protected] Mr. Thai (GALES/RHES) email - [email protected]
Mrs. Frison’s office hours are 8:45AM - 4:05PM Monday - Friday Mr. Thai’s office hours are 8:45AM - 4:05PM Monday - Friday
Week 6 - 5/4/2020
Earth Day is celebrated on April 22nd of every year. It reminds us to love and take care of the earth. We should also care about all of the earth’s animals and resources.
1. Watch “Earth Day Celebration Around the World!” or research the term “Go Green.” https://www.youtube.com/watch?v=Kz1YnhCxaso
2. What does “Go Green” mean?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
3. Watch the following song (or read the lyrics on the back) then answer the question. “Earth Is Our Home” https://www.youtube.com/watch?v=gLAp30NQ0E0
4. What are 3 or more animals or habitats (the natural homes of animals, plants, or other organisms) of the earth mentioned in the song? Write one animal or habitat on each line below.
a. ______________________________________________________________________________________________
b. ______________________________________________________________________________________________
c. ______________________________________________________________________________________________
5. Watch the following song. List the words for the 3Rs and something you can do for each R.
“Going Green Song” https://www.youtube.com/watch?v=TDL3xOEjAe8 R _____________________________________ ______________________________________________________________
R _____________________________________ ______________________________________________________________
R _____________________________________ ______________________________________________________________
6. Write a sentence or draw a picture of one thing you will do to help take care of the earth or its resources? Label your picture.
Earth Is Our Home Earth is our home, what a beautiful home. We love our beautiful home. Earth is our home and wherever we roam, We know Earth is our home. Flowers grow tall, insects so small, We love our beautiful home. Songbirds that sing, fit for a king, We know Earth is our home. Oceans so blue, oh what a view, We love our beautiful home. Trees touch the sky, clouds float on by, We know Earth is our home. Earth is our home, what a beautiful home. We love our beautiful home. Earth is our home and wherever we roam, We know Earth is our home. Ice on the sea with a walrus or three, We love our beautiful home. Deserts so dry, weeds tumble by, We know Earth is our home. Snow on the ground, hush not a sound, We love our beautiful home. Rivers so wide with turtles inside, We know Earth is our home. Earth is our home, what a beautiful home. We love our beautiful home. Earth is our home and wherever we roam, We know Earth is our home.
Going Green Song I turn the faucet off when I am brushing my teeth I turn the lights off when I am going to sleep I use cold water to wash laundry I do all that I can to save energy Reduce, Reuse, Recycle I’m going green, I’m keeping the Earth clean I’m going green, I’m keepin’ it, keepin’ it clean I reuse rechargeable batteries again and again I shop at the thrift store to find a great bargain I take my bottles and cans and recycle them We’ll make a better world if we all join hands Reduce, Reuse, Recycle I’m going green, I’m keeping the Earth clean I’m going green, I’m keepin’ it, keepin’ it clean Reduce energy, water and waste Reuse what I can before I throw it away Recycle CD’s and DVD’s Newspaper, Junk Mail and Magazines Cell Phones, Cardboard and Old Machines I’m going green, would you go with me
We know Earth is our home.
Music - PK-Gr. 2 - Earth Day Week 7 - 5/11/2020
In your class, you have worked with patterns. Figure out these patterns. What is the next item in each pattern? 1, 2, 3, 4, __ 2, 4, 6, 8, __ CAT, DOG, CAT, DOG, CAT, ______ If your answers were “5, 10 and DOG” you are correct! Now, say the whole CAT, DOG pattern using letters instead of words. CAT = A and DOG = B (The pattern would be A B A B A B.) A song or piece of music can have parts. How the parts are put in order can ALSO make patterns. In music, these patterns are called “FORM.” Each picture in the boxes below stands for a part or section of a song. Figure out the form (pattern) by writing the correct letter below the box. Hint: Always start with the letter “A.” If the next picture is different, use the next letter of the alphabet. If any pictures are the same make sure they have the same letter. The first one is done for you.
Music - PK-Gr. 2 - Earth Day
Week 8 - 5/18/2020
Last week, you were introduced to FORM in music. We discovered that the form of a song or piece of music depends on the order of the parts/sections of the song. This week, we will be applying what was learned. Remember, boxes that have the same letter within one form must be exactly the same picture. If the letters are different, the pictures must be different. Color each picture in the “A” boxes. You will create and color one picture in each remaining box to represent the letters for the forms that are listed below. Here are two examples to remind you:
ABCD Form = AABBAACC Form = (Different letters = Different Pictures) (Same letters = Same pictures)
