Day 2 · Tuesday

Objective: I can describe celebrations people in the U.S. observe and explain why there are so many.

Standards: D2.Geo.4.3-5, D2.Civ.14.3-5

Materials: Calendar that shows all 12 months, 8 index cards, Notebook, Crayons, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 11. Ask: "Name two features of the Northeast." (Any two: big cities, cold snowy winters, the Atlantic coast, maple syrup.) Then ask the big question: "Why do neighbors sometimes celebrate different days?"

2. Mini-Lesson · 10–15 min

   Say: "People in the United States come from many backgrounds. So there are many celebrations." Teach three kinds. Say: "A national holiday is a day the whole country marks by law." "Independence Day, Thanksgiving and Juneteenth are national holidays." Tell the Juneteenth story. Say: "On June 19, 1865, enslaved people in Galveston, Texas, learned that slavery had ended." "Black families celebrated that day every year. For many years, people asked leaders to make it a national holiday." "In 2021 it became one. People can change their country by speaking up." Say: "Other celebrations come from a religion or a culture, like Christmas, Hanukkah, Diwali and Lunar New Year." "Some honor a heritage. Native nations hold powwows today, where people dance, drum, sing and visit." Say: "No family celebrates all of these. When a day is new to us, we ask kindly: What do you do on that day?" Ask: "What happened on June 19, 1865?" (Enslaved people in Galveston learned that slavery had ended.) Ask: "How did Juneteenth become a national holiday?" (People asked for years, and a law passed in 2021.) If stuck, say: "Listen again." Then reread the Juneteenth story.

3. Activity / Source Work · 15–20 min

   Celebration cards. Your child writes one name on each of eight cards. Read each fact below aloud. Your child finds the month on the calendar, then writes the month and one thing people do. Independence Day: July 4. Parades and fireworks. Juneteenth: June 19. Parades, cookouts and music. Thanksgiving: November. Families share a meal and give thanks. Lunar New Year: January or February. Family meals and red envelopes. Diwali: October or November. Families light lamps and share sweets. Hanukkah: November or December. Families light candles for eight nights. Eid al-Fitr: the date moves each year. It ends Ramadan, a month of fasting, with prayers and a feast. Kwanzaa: December 26 to January 1. Families light candles and honor African American heritage. Next, your child sorts the cards into two piles. National holidays: the first three. Cultural or religious traditions: the other five. Ask: "Which card has no set month? What did the fact say?" (Eid al-Fitr. Its date moves each year.) Check that each card has a month and one true activity.

4. Notebook Entry · 10 min

   Your child makes a chart of five celebrations with three columns: Name, Month, One thing people do. Decorate it with crayons. Sample row: "Diwali, October or November, families light lamps."

5. Exit Ticket · 5 min

   Read the questions aloud. Your child answers in the notebook. Praise kind, curious words about new celebrations.

Homework: Your child asks a friend, neighbor or relative about a celebration they enjoy. Write two things learned. Look for a month and an activity.

Objective: I can write equations with a letter for the unknown and solve two-step problems.

Standards: 3.OA.D.8, 3.OA.A.4

Materials: Small sticky notes or paper scraps, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 1. Read: "Omar has 2 boxes of 9 pencils and loses 3." Your child names the two steps and solves (multiply, then subtract; 15). Then try ×6 and ÷6 facts with no clock. Ask 6 × 7, 6 × 9, 48 ÷ 6 and 36 ÷ 6 (42, 54, 8, 6).

2. Mini-Lesson · 10–15 min

   Write 24 + ? = 30. Say: "You know the ? stands for a number. A letter can do the same job. Any letter works." Stick a note marked n over the ?. Read it aloud: "24 plus n equals 30." Ask: "What number is n?" (6) Write n = 6. Say: "Check by putting 6 back in. 24 + 6 = 30." Say: "Now a two-step story with letters." Read: "4 tables have 6 children each. 5 children leave for music. How many stay?" Ask: "What is the hidden question?" (How many children in all.) Write 4 × 6 = t. Ask: "What is t?" (24) Write t = 24, then 24 − 5 = s. Ask: "What is s?" (19) Say: "So s = 19. That means 19 children stay." Now your child does more. Read: "Zoe has 28 cards and finds 8 more. She makes 4 equal piles. How many are in each pile?" Your child writes both equations with letters. (28 + 8 = c, c = 36; 36 ÷ 4 = p, p = 9)

3. Guided Practice · 10–15 min

   Your child writes each equation on its own line and circles the letter. 1) 18 + n = 25 (n = 7). 2) 6 × m = 42 (m = 7). Read it as "6 times what number is 42?" 3) 45 ÷ k = 9 (k = 5). 4) Omar has 9 bags of 4 oranges. He gives away 6. How many are left? (9 × 4 = b, b = 36; 36 − 6 = r, r = 30). If stuck, say: "Cover the letter with your finger. What number makes the equation true?"

4. Independent Practice · 15–20 min

   Your child solves each one, then puts the answer back in to check. 1) n + 15 = 40 (n = 25). 2) 7 × m = 56 (m = 8). 3) 54 ÷ k = 6 (k = 9). 4) y − 8 = 12 (y = 20). 5) Draw 3 rows of 6 dots and 4 more dots. Write equations with letters. (3 × 6 = d, d = 18; 18 + 4 = t, t = 22) 6) 6 boxes hold 8 pears each. 10 pears are eaten. How many are left? (6 × 8 = p, p = 48; 48 − 10 = r, r = 38) 7) Ravi has 19 stamps and gets 11 more. He fills 6 pages equally. How many on each page? (19 + 11 = s, s = 30; 30 ÷ 6 = g, g = 5) 8) 63 chairs stand in 7 equal rows. Then 2 chairs are added to each row. How many in each row now? (63 ÷ 7 = c, c = 9; 9 + 2 = n, n = 11)

5. Exit Ticket · 5 min

   Read each question aloud; your child writes every equation on paper and circles each letter.

Fact fluency: ×6 and ÷6 facts

Homework: Write and solve a two-step problem with a letter for each unknown. Sample: 3 packs of 5 pens, 2 lost. Equations: 3 × 5 = p, p = 15; 15 − 2 = k, k = 13.

Objective: I can find and label the rhyme scheme of a poem.

Standards: RL.3.5, RL.3.4

Materials: The paper copy of 'Morning on Maple Street' from Day 1, A sheet of paper with 'The Wind' copied by hand (4 lines; keep it for Day 3), Notebook, Two highlighters, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Write these base words in the notebook: test, view, spell, place, stop, fiction. Your child adds pre-, mis- or non- to build pretest, preview, misspell, misplace, nonstop and nonfiction. They draw a line between each prefix and its base word. Ask: "Why does misspell have two s's?" (One s ends mis- and one s starts spell.) Spaced review from Week 14. Ask: "Where does the comma go in Boise Idaho 83702?" (Between Boise and Idaho.)

2. Mini-Lesson · 10–15 min

   Say: "Rhyming words end with the same sound. A rhyme scheme uses letters to show which lines rhyme." Teach three steps. Say: "The end sound of the first line gets A. A new end sound gets the next letter, B. If a line rhymes with one above it, it reuses that letter." Model on stanza 1 of the Day 1 copy. Say: "Line 1 ends in five. I write A. Line 2 ends in alive. It rhymes with five, so it gets A too." Highlight both in one color. Say: "Line 3 ends in stop. That is a new sound, so I write B. Line 4 ends in hop. It rhymes with stop, so it gets B." Highlight those in the second color. Say: "The rhyme scheme of this stanza is AABB."

3. Guided Practice · 10–15 min

   Copy this poem on paper with a new row at each slash, then read it aloud. "The Wind": The wind went racing down the lane, / It tugged at every tree, / It rattled on the window pane, / And whistled loud at me. 1) Your child highlights the last word of each line. (Lane, tree, pane, me.) 2) Ask: "Line 1 ends in lane. Which letter?" (A.) "Is tree the same sound or a new one?" (New, so B.) "Pane?" (It rhymes with lane, so A.) "Me?" (It rhymes with tree, so B.) 3) Ask: "What is the rhyme scheme? Which lines rhyme?" (ABAB. Lines 1 and 3 rhyme, and lines 2 and 4 rhyme.) 4) Ask: "Can wind really race? What does the poet mean?" (No. The wind moves fast, like a runner.) If stuck, say: "Say the two end words out loud. Same sound, same letter."

4. Independent Practice · 15–20 min

   1) Your child marks the rhyme scheme of stanza 2 of the Day 1 poem with a pencil. (Tune, soon, two, new: AABB.) 2) They write a 4-line poem in the notebook about a food or an animal. First they list two rhyme pairs. Then they pick AABB or ABAB. 3) They label each line with its letter. Short model, "Toast": The toast pops up, all warm and brown, / I spread the butter up and down. / The jam goes on, a sticky red, / And crumbs go tumbling off my bread. (AABB.) Checklist: the poem has four lines. The rhyming words truly share an end sound. The letters match the rhymes.

5. Exit Ticket · 5 min

   Say the end words in the first item slowly. Your child may look at both poems for the others.

Homework: Find a poem or song at home. Label the rhyme scheme of 4 lines. Look for: lines with the same end sound share a letter.

Practice page · Week 15, Day 2

English Language Arts

I can find and label the rhyme scheme of a poem.

Show answers

Look: Labeling rhyme

1. Give the first line's end sound the letter A.
2. A new end sound gets B. A line that rhymes with an earlier line gets that same letter.
3. AABB: lines 1 and 2 rhyme, 3 and 4 rhyme. ABAB: lines 1 and 3 rhyme, 2 and 4 rhyme.

The Garden Cat

A gray cat naps beneath the beans, Her tail curled like a snail. She dreams of fish and fat sardines, And birds along the rail. A beetle tickles at her ear, She swats the air. The coast is clear! She stretches, yawns and rolls in dirt, Then naps again on Papa's shirt.

Use the poem above.

1. 1.

   Write the rhyme scheme of stanza 1.
2. 2.

   Write the rhyme scheme of stanza 2.
3. 3.

   Which lines rhyme in stanza 1?
4. 4.

   Write a word that rhymes with 'snail.'
5. 5.

   Write a 4-line weather poem with an AABB or ABAB rhyme scheme. Label the letters.

Add pre-, mis- or non- to fit the sentence.

1. 6.

   I always ____ my keys. (place wrongly)
2. 7.

   A true book about sharks is ____. (not fiction)
3. 8.

   Turn the oven on to ____ it. (heat before)

Objective: I can describe the four stages in a butterfly's life cycle.

Standards: 3-LS1-1

Materials: Paper plate, Glue, 1 grain of rice, 1 spiral pasta, 1 pasta shell and 1 bow-tie pasta (all dry), Marker, Bean cup and Bean Log, Science notebook and pencil

1. Day 72 — Butterfly Metamorphosis — Wonder Warm-Up · 5 min

   Spaced review from Week 11. Ask: "Monarch butterflies fly to Mexico for winter. What is that behavior called?" (Migration.) Check the bean cup and add a Bean Log line. Then the wonder. Say: "A caterpillar crawls and chews leaves. A butterfly flies and sips nectar. How can they be the same animal?"

2. Mini-Lesson · 10–15 min

   Say: "Many insects go through metamorphosis. That means the body changes form as the animal grows up." Hold up four fingers. Say: "A monarch butterfly has four stages. One, egg. The mother lays it on a milkweed leaf. Two, larva, also called a caterpillar. It eats milkweed and grows fast. It sheds its skin several times. Three, pupa, also called a chrysalis. The caterpillar hangs still. Its last skin splits and shows a hard green shell. Inside, the body is rebuilt. Four, adult. The butterfly comes out, dries its wings and flies. It sips nectar and lays eggs, and the cycle starts again." Say: "In summer, all of this takes about a month." Ask: "Which stage does the eating and growing?" (The larva.) "Which stage lays eggs?" (The adult.) "What is a butterfly's pupa called?" (A chrysalis.) Say: "Many moths spin a silk cocoon around the pupa. Butterflies do not." If stuck, say: "Count the stages on your fingers: egg, larva, pupa, adult."

3. Investigation / Hands-On · 15–20 min

   Pasta Life Cycle Model. 1) Your child draws lines with the marker to split the plate into 4 equal parts. 2) They glue the rice in part 1 and write Egg. 3) They glue the spiral in part 2 and write Larva (caterpillar). 4) They glue the shell in part 3 and write Pupa (chrysalis). 5) They glue the bow-tie in part 4 and write Adult (butterfly). 6) They draw an arrow from each part to the next, and from the adult back to the egg. 7) Your child tells the life story aloud, touching each piece. Look for four stages in order, both names on parts 2 and 3, and a full circle of arrows. Ask: "How is this model like a real butterfly's life?" (It has the same stages in the same order.) "How is it different?" (Real stages are alive and take days or weeks.)

4. Science Notebook Entry · 10 min

   In the notebook, your child draws the four-stage cycle with labels and one fact for each stage. Sample fact: "Larva: eats, grows and sheds its skin." Then they finish: "Metamorphosis means ___." Look for: a big change in body form as an animal grows up.

5. Wrap-Up & Exit Ticket · 5 min

   Read the three questions aloud, and let your child look at the pasta plate. Praise the correct use of larva, pupa and chrysalis.

Homework: Look for a butterfly, moth or caterpillar outdoors or in a book. Draw it and name its stage. Keep the bean's soil damp.