Level Weekly Planner Modified Format

Grade level: 2 2021-2022
Level Weekly Planner
Theme: How the World Works

Central Idea: Earth`s natural cycles influence the activity of living things.
Lines of Inquiry: Natural cycles ( change, weather)
Approaches to Learning: Research Skills, Thinking Skills
Week:4
Day Common Core IB – PYP Subject Engagement Essential Assessment Use of technology
Standards Outcomes Area Questions method
Language Create plural nouns and use them in Why is it Assessment: Power point
L.2.1 sentences. important Write the words presentation
- Realize that Engage Explain that “Today we are to learn "pencil," "church," - Supporting
grammatical learning about plural nouns. As you might how to and "baby" on the videos’
L.2.1 structures can remember, a noun is a person, place, or form plural board. Students
be thing. Let’s review quickly. Turn to your nouns? must turn these
RF.2.4 irregular and partner and give them a list of 5 nouns.” What are three singular
begin to use -Teacher modeling the three nouns into plural
them Explore: (Think –Share) different nouns and use
appropriately Share with the students that, “Most of rules for each one in a
and the time you just have to add an –s to a creating a sentence. Review
consistently noun in order to make it plural. For plural students' work to
(L.1. b and d) example, I found my book. What if I noun?" assess if they can
found more than one book? What would Reading: form plural nouns
- Use my sentence be then?” Share another What can using the rules
increasingly they just learned.
accurate
example: “I like shopping at the mall. we discover
What if I go to more than one mall? How
grammatical does my sentence change? The rule here
by
constructs. is that you add –s to the end of the noun exploring
to make it plural. However, this rule nature?
doesn’t work with every noun. When
- Do
nouns end in ch, sh, s, x, z, you add –es.
animals in
For example, the fox ran into a hole.
real life do
the same
tasks that
Read texts at
Explain: they used
an appropriate What if there was more than one fox? to do in the
Sunday
level, How would the sentence change?” Write story?

independently 2 more examples on the board with
, confidently nouns ending in ch, sh, s, x, or z and have
and with good students explain how the sentence would What is
understanding change with more than one noun. Say, Donkey’s
“The last rule we will learn today is for a problem?
- Model Math Place Value to 1,000 - What do •PPT, SE, TE,
CCSS.2.NBT.A. numbers to you know
1.B. hundreds or Engage: Daily warm up: Remind students about the
✔ Thumbs interactive board
beyond using of what they have already learned about number up/thumbs down Supporting Videos
the base 10 place value. This should include how 3- 321? -Students explain
CCSS.2.NBT.A. place value digit numbers have ones tens and - What is way to write 231,
4 system hundreds place. the other other than in
On the board draw a place value chart, way to standard form.
and in it write a three-digit number 321. write the Their work shows
Using flat hundred, tens blocks, and ones number prior and emerging
then show students the number. 321? understandings.
Count out 3 groups of hundreds, 2 groups
of tens and one ones. - Students are
Remind them that there are groups, so asked to connect
even if they counted three groups in the how they say the
hundred place value but its consist of 300 number out loud
ones. And so on. with how it can be
Explore: (Think –Share) written in words.
Model another three-digit number using
any of the place value chart. Use the base
hundreds, ten and ones blocks to model a
three-digit number.
Explain to students that expanded

numbers show the value on each digit
individually.
Write an example number in expanded
form to show students this technique.
Example: 300+20+1
Ask the students to work together to
make numbers I will give them.
Write a few numbers on the board for my
groups to work on.
Differentiation
(High and middle) –
Enrichment: Let advanced students use
base ten blocks to try to find the
expanded form of four-digit numbers.
Support (low): Give struggling students
one-on-one assistance. Pair struggling
students with peer mentors.
2-ESS2-1. - Investigate Science Lesson revision –Slow changes on earth - What . Asking students to
slow changes processes list examples of
that happen ENGAGE: Show students a picture of a change the things they may
on Earth and tree growing through a rock. Ask students surface of have seen in
explain how to describe what they see in the image. the Earth nature that could
wind and Focus the discussion on the actual crack slowly over have been caused
water can formed from the plant growing. Ask time? by either
change the students to think of other places they weathering or
shape of land. have seen cracks in Earth’s surface. erosion. For
Examples include potholes in the road or example, students
cracks on the sidewalk. Explain that there can say they saw
are many different natural processes in weeds growing
our environment that change the surface through cracks or
of Earth. A process known as weathering saw a large pothole
causes these changes. Mention that even in the ground.
humans cause weathering and erosion.
For example, each time we dig soil, or just
walk along the ground, we are slowly Have students
changing Earth’s surface state whether their
EXPLORE: Explain to students that are example could
exploring the process of weathering and have been caused
erosion. They will revise different causes by weathering or
of weathering and some different types erosion. Provide
of erosion. They will also recognize that time for students
weather events like rain, snow, and wind to explain why they
are not the only factors that contribute to believe this to be
weathering and erosion. true.
EXPLAIN: After students complete all
stations facilitate a class discussion about
the differences between weathering and
erosion. I will Recap that for weathering,
weather is not the only contributing
factor. Human activities, plants, and
other factors can also cause weathering.
Review the different types of erosion and
features of each. Explain that Station 1
provided a visual of what happens to soft
pieces of rock during weathering. Station
2 demonstrated what happens during
water erosion.
ELABORATE: Students can draw y to
model what happens during weathering,
erosion, and deposition They should be
able to describe the causes of each
process, and be able to recognize at what
step each process is occurring within
their model demonstration.
PYP
Music
Art
Arabic
Monday Language Cause and effect. Why Write the following -Power point
Introduction: sometimes sentence starters presentation
Pretend like I am rushing into the things that on the board: -GIF pictures
classroom. Next, drop my bag on my desk happen get My mom dropped - Interactive bored
and act like I am out of breath. Pretend out of me off at my
like I am worried! control? friend's house so
Teacher modelling: ________.
Write the following sentence starter on My dad asked me
the board: to help with dinner
I woke up late so ________. so ________.
Explain to the students that every day, I was kind to my
things happen that lead to other things friend so
happening. Explain that sometimes what ________.
happens is out of our control, and other I forgot to tie my
times what happens is because of certain shoe so ________.
things we do or forget to do!
Write the words "cause" and "effect" on
the whiteboard.
Explain that when something happens
that makes something else happen as a
result, that is called the cause. Tell the
students that what happens after is called
an effect.
Underline the phrase "I woke up late."
Then, write the word "cause." Explain
that the cause of the actions you just
modelled was waking up late.
Explain to students that the word so
helps show that waking up late caused
other things to happen.
Ask student volunteers to share some of
the effects that happened because you
woke up late. Encourage them to refer to
their reading logs or journals to use their
observations to support their answers.
Finish the sentence starter by writing
their ideas on the board in complete
sentences. Ideas for the above scenario
include:
I woke up late so I rushed into the
classroom.
I woke up late so I was out of breath
when I arrived.
I woke up late so I dropped my bag on my
desk.
I woke up late so I felt worried.
Differentiation
Support: Allow students to work with
a partner during independent work
time.
Enrichment: Encourage students to
create their own cause/effect
sentences and illustrate them.
Math Place Value to 1,000 - What do

✔ Thumbs •PPT, SE, TE,
you know
Engage: Daily warm up: Remind students about the up/thumbs down interactive board
of what they have already learned about number -Students explain Supporting Videos
place value. This should include how 3- 321? way to write 231,
digit numbers have ones tens and - What is other than in
hundreds place. the other standard form.
On the board draw a place value chart, way to Their work shows
and in it write a three-digit number 321. write the prior and emerging
Using flat hundred, tens blocks, and ones number understandings.
then show students the number. 321?
Count out 3 groups of hundreds, 2 groups - Students are
of tens and one ones. asked to connect
Remind them that there are groups, so how they say the
even if they counted three groups in the number out loud
hundred place value but its consist of 300 with how it can be
ones. And so on. written in words.
Explore: (Think –Share)
three-digit number.

individually.
Example: 300+20+1
groups to work on.
Differentiation
2-ESS2-1. - Investigate Science Earth`s land form- Mountains - What is Provide •PPT, SE, TE,
slow changes the highest assessment by interactive board
that happen place on making
on Earth and Engage: introduce that we are starting a Earth statements and Supporting Videos
explain how new lesson in science. .Ask, What are called? having children
wind and some things we can use to see what the What is the indicate whether
water can world looks like? The earth`s globe, or a lowest each statement is
change the MAP. place? true or false by
shape of land. Explore: I will pull down world map on using a thumbs-
the screen. Announce that this is a map up or
of Earth. Use pointer to show where we Thumbs -down
are located at and announce it. Ask What do gesture.
students who can tell me which part of we already
the map shows land? i. Which part shows know about
the water? Is there more land or water landforms
on our Earth? d. This week we are in our
learning about what makes up our land world?
and bodies of water. These are called
landforms.
Direct children’s attention to the photo of
the mountains in the book. Have the
students give short descriptions of the
mountains, such as “very big,”
“pointed,”and “Guide the students to the
conclusion that mountains under the
ocean and on land have similar
characteristics
Explain: I will display a list of all of the
landforms students can think of.
For each of the landforms, I will have a
poster with a picture of that landform
with The name of the landform of the
lesson ( Mountain) go in details and a
description of it, with a list of its
characteristics and discuss it with the
students .
We will talk about what we see in the
picture. Then we will have the students
talk more about it. After we have
identified the landform, we will turn the
slide over and go further over its name
and characteristics.(Mountain )
For the closure of our lesson, we will have
a discussion on all of the landforms we
talked about that day. We will review
each landform using the gif. Some
possible ways we can do this are by
showing the class the picture of a
landform and asking for the name,
showing a picture and asking for
characteristics, telling the students a
name of a landform and asking for
characteristics, or telling the students
characteristics of a landform and asking
for its name.
Differentiation:
Enrichment : (High and middle)
Ask the students to make more online
research aver the giving topic (land form-
Mountain).
Support – low : Show the students
photos of different types land form and
Encourage them to sketch what they
have learned in the session .
PYP
Music
Art
Arabic
Tuesday L.2.5 understand Language - Homophones: Gather the -Power point

and use - Introduction students together presentation
specific Write and underline the words "maid" and read each -Videos
vocabulary to and "made" on the board. Point to stapled word card - Interactive bored
suit "maid" and tell students Amelia's job was pair. Students
different being a maid. Point to "made" and should give a
purposes explain that Amelia made mistakes. Tell thumbs up if they
students that maid and made are think the pair is
homophones. correct, and a
thumbs down if
-Teacher modeling: they think it's
With students still gathered together, incorrect.
write the words write and right on the
board.
Read the two words together, aloud with
the class.
Give students actions to symbolize the
different meanings of the words.
Example: air writing for "write", raising a
hand for "right" as in correct, and
pointing to the right for "right" as in the
direction.
Have students listen as you use these
homophones in sentences and mime
which meaning you are using.
Begin the game. Example sentences: I
think I made the right decision to teach
this class. I had to make a right turn to
get to school today. It’s important to
write your homework in your planner.
Observe responses and add more
sentences if practice is needed.
- Differentiation:
Enrichment: Challenge students to create
additional homophone pairs. Students
can write sentences that include a
homophone pair in the same sentence.
Support: Intentionally pass out word
cards that are easier to decode to
struggling students. Pair struggling

you know
three-digit number.

individually.
Example: 300+20+1
groups to work on.
Differentiation
2-ESS2-1. - Investigate Science What do Provide

slow changes Earth`s land form-Hills Valleys and plains we already assessment by
that happen know about making
on Earth and Engage: Brainstorm with students a list of landforms statements and
explain how different kinds of land. Have students in our having children
wind and describe each kind. Then guide them to world? indicate whether
water can use their descriptions to identify the - How are each statement is
change the kinds of land in the photo. mountains true or false by
shape of land. Explore: . Today we are learning about and hills using a thumbs-
another landforms. alike? How up or
Direct children’s attention to the photo of are they Thumbs -down
the giving land form in the book. Have different gesture.
the students give short descriptions of
the that land form that they are
observing , such as “very big,” “pointed,
flat “and “Guide the students to the
conclusion that these land form have
different the same characteristics
lesson then go in details and a
description of it. with a list of its
students .
for its name.
Differentiation:
Mountain).
Support – low: Show the students photos
of different types land form and
have learned in the session.
PYP
Arabic
Wednesd W.2.3 write about a Language Highlight the prompt. What do Assess how
ay range of topics Writing - Fairy Tale these titles students are
for a variety of Writing Trait: Plural Nouns all have in sequencing events
purposes, using common? as they write their
literary forms
Explain how We will build our fairy tale Cinderella fairy tale. Note
and structures
modelled by the remarking the burger component The Three their inclusion of
teacher and/or - Beginning Little Pigs sequence words
encountered in -Middle Goldilocks and details about
reading. -Ending (we will write a fairy tale with Snow their thoughts,
magical characters and events. White actions, and
It will have a beginning, middle, and end. feelings during
Then generate ideas for topic with a T- those events, as
Chart. (Brainstorm) well as a sense of
First, we’ll choose characters..... Good closure for their
Characters and bad characters story.
Then ask the students to Choose their
characters.....
What magical powers will they have?
Then Generate ideas of the setting
of our Fairy Tale....
THINK: What problem will he or she will
have?
How will the Fairy Tale End?
At the end the (Closure): Share your Fairy
Tale.
- Differentiation:
Support:
Have students write descriptions of the

events on their sheets, but skip writing
the entire fairy tale.
Enrichment:
Challenge students to create a sequence

map of their stories by visually
representing what happens at each step.

you know
three-digit number.

individually.
Example: 300+20+1
groups to work on.
Differentiation
2-ESS2-1. - Investigate Science Earth`s land form-Canyons What do Provide •PPT, SE, TE,
slow changes Engage: Brainstorm with students a list of we already assessment by interactive board
that happen different kinds of land. Have students know about making
on Earth and describe each kind. Then guide them to landforms statements and Supporting Videos
explain how use their descriptions to identify the in our having children
wind and kinds of land in the photo. world? indicate whether
water can Explore: . Today we are learning about each statement is
change the another landforms. true or false by
shape of land. Direct children’s attention to the photo of using a thumbs-
the giving land form in the book. Have up or
the students give short descriptions of Thumbs -down
the that land form that they are gesture.
description of it with a list of its
students .
for its name.
Differentiation:
Mountain).
have learned in the session
PYP
Arabic
Thursday W.2.3 write about a Language Highlight the prompt. What do Assess how
range of topics Writing - Fairy Tale these titles students are
for a variety of Writing Trait: Plural Nouns all have in sequencing events
purposes, using common? as they write their
literary forms
Explain how We will build our fairy tale Cinderella fairy tale. Note
and structures
modelled by the remarking the burger component The Three their inclusion of
teacher and/or - Beginning Little Pigs sequence words
encountered in -Middle Goldilocks and details about
reading. -Ending (we will write a fairy tale with Snow their thoughts,
magical characters and events. White actions, and
It will have a beginning, middle, and end. feelings during
Then generate ideas for topic with a T- those events, as
Chart. (Brainstorm) well as a sense of
First, we’ll choose characters..... Good closure for their
Characters and bad characters story.
Then ask the students to Choose their
characters.....
What magical powers will they have?
Then Generate ideas of the setting
of our Fairy Tale....
THINK: What problem will he or she will
have?
How will the Fairy Tale End?
At the end the( Closure): Share your Fairy
Tale
Differentiation:
Support:
Have students write descriptions of the

events on their sheets, but skip writing
the entire fairy tale.
Enrichment:
Challenge students to create a sequence

map of their stories by visually
representing what happens at each step.

you know
three-digit number.

individually.
Example: 300+20+1
groups to work on.
Differentiation
2-ESS2-1. - Investigate Science Earth`s land form-Plateaus - How are Provide •PPT, SE, TE,
slow changes Engage: Brainstorm with students a list of Canyons assessment by interactive board
that happen different kinds of land. Have students and making
on Earth and describe each kind. Then guide them to plateaus statements and Supporting Videos
explain how use their descriptions to identify the alike? How having children
wind and kinds of land in the photo. are they indicate whether
water can Explore: . Today we are learning about different each statement is
change the another landforms. true or false by
shape of land. Direct children’s attention to the photo of using a thumbs-
the giving land form in the book. Have up or
the students give short descriptions of Thumbs -down
the that land form that they are gesture.
description of it with a list of its
students .
for its name.
Differentiation:
Mountain).
have learned in the session
PYP
Arabic

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Grade level: 2 2021-2022

Level Weekly Planner

Theme: How the World Works

level, How would the sentence change?” Write story?

Explain to students that expanded

Math Place Value to 1,000 - What do

Explain to students that expanded

Tuesday L.2.5 understand Language - Homophones: Gather the -Power point

Math Place Value to 1,000 - What do

Explain to students that expanded

2-ESS2-1. - Investigate Science What do Provide

Have students write descriptions of the

Challenge students to create a sequence

Math Place Value to 1,000 - What do

Explain to students that expanded

Have students write descriptions of the

Challenge students to create a sequence

Math Place Value to 1,000 - What do

Explain to students that expanded

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