Section A: Strategies & Tasks Checklist
DCSD Unit Task [ ] Interdisciplinary Integration [x] Differentiated Instruction [x]
GADOE Task/Activity/Resource [ ] Intervention Strategies [x] 21st Century Learning Skills [x]
STEM/STEAM Integration [x] Gifted-Extensions for Learning [x] Research-Based Instructional Strategies [x]
Nonlinguistic Representations [x] Cooperative Learning [x] Summarizing/Note Taking [x]
Generating/Testing Hypotheses [x] Setting Objectives/Feedback [x] Cues, Questions, Organizers [x]
Section B: Unit & Sprint (2-Week) Overview
UNIT AT-A-GLANCE
Unit Name & Pacing Discovery Project: Junior Investigator Edition
Unit Driving Question How can we use the tools of researchers to investigate a question and share our discoveries with the world?
Unit Description & Rationale This unit transforms students into research teams. They will navigate the full research cycle: establishing group norms, selecting a discipline (Science or Social Studies), conducting background research, planning a procedure/story, gathering data, and presenting findings. The pedagogy focuses on student agency, collaboration (static groups), and "learning by doing."
Engaging Scenario / Unit Hook Students are inducted as "Junior Investigators" signing official team contracts. They are not just students; they are scientists, anthropologists, and historians working in a "lab" environment.
THIS SPRINT'S FOCUS (2 Weeks)
School Name / Teacher Name Huntley Hills Elementary / Mr. Ian
Grade/Subject/Course 2nd Grade Gifted / Eager Investigators
Sprint Dates / Pacing Jan 20, 2026 - Jan 30, 2026 / Sprint 2
Sprint Focus & Summary Inquiry & Design: This sprint shifts from topic selection to deep investigation. Students will break down their broad science topics (Slime, Crystals, Electric Cars) into specific research questions, conduct background research using books/media, and design their experiments/inventions.
Analysis: In *Lion, Witch, Wardrobe*, students will analyze character motivations (Edmund's betrayal) and the logic of fantasy worlds.
Sprint Learning Targets & Success Criteria Learning Targets (Sprint Level):
  • I can generate specific research questions to guide an investigation.
  • I can cite sources and paraphrase information into notes.
  • I can design a fair test (Science) or a prototype plan (Engineering).
  • I can use logic to analyze character decisions and plot points.
Success Criteria (Sprint Level):
  • Completed Packet Page 6 (Questions) & Page 7 (Bibliography).
  • Completed "Experiment Plan" (Pg 14) or "Invention Plan" (Pg 15).
  • Seesaw posts reflecting on Choice Time tasks.
Standards for the Sprint Priority Standard(s):
  • ELAGSE2W7: Participate in shared research and writing projects.
  • ELAGSE2RI1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding.
  • S2CS3: Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
Supporting/Integrated Standard(s):
  • TA2.CR.1: Organize, design, and refine complex non-verbal communication (Stealth Squads).
  • MGSE2.OA.2: Fluently add and subtract within 20 using mental strategies.
Non-Content Standard(s):
  • NAGC 4.2: Social Competence (Cooperation and leadership).
Essential Question(s) for the Sprint How do researchers turn a "cool idea" into a "testable question"?
Why is it important to give credit to our sources?
How does desire (like Turkish Delight) affect our logic?
Big Ideas for the Sprint Inquiry: Good answers come from good questions.
Process: Planning (Design/Variables) must happen *before* doing.
Integrity: Giving credit (citations) and owning mistakes (Edmund).
Section C: Instructional Logistics & Resources for the Sprint
Key Vocabulary Tier 2 (Academic): Logic, Premises, Superior, Eternal, Bibliography, Variable, Constraint.
Tier 3 (Domain-Specific): Faun, Mantle, Courtiers, Hypothesis, Prototype, Primary Source.
Materials & Resources Texts: The Lion, the Witch, and the Wardrobe (Class Set), Novel-Ties Packets, Non-fiction Science Books (Slime, Crystals, Cars).
Technology: Chromebooks (XtraMath, Arcademics, Seesaw), Projector.
Printables: Project Guide Packets (Student copies), Puzzle Sheets, Stealth Squad Keys (Weather, Battery, Glue, Shield, Anchor, Setup, Debrief).
Supplies: Dry-erase markers, Sticky notes, "Ready to Check" tray.
Differentiation & Adaptive Practices Project:
  • Blue/Green Teams (Science): Focus on Variables/Hypothesis (Packet pg 14).
  • Red Team (Engineering): Focus on Constraints/Prototyping (Packet pg 15).
Novel: Vocab support via "Novel-Ties" definitions; Read-aloud to support comprehension.
Homework & Extensions Extensions: Choice Time "Task Cards" encourage deeper thinking (e.g., "The Boss Block" in coding).
Homework: None assigned.
Parental Engagement Students capture their Choice Time creations on Seesaw to share with families.
Section D: Assessment Plan for the Sprint
Formative Assessment Strategies Project Packet: Teacher checks Page 6 (Questions), Page 7 (Biblio), and Page 14/15 (Plans).
Novel Study: Verbal discussion participation and packet checks (Vocab/Questions).
Seesaw: Digital artifacts from Choice Time demonstrating task completion.
Stealth Squads: Visual observation of "Pass the Pulse" and "Sculptor" success.
Summative Assessment Note The "Experiment/Invention Plan" (completed Thursday 1/29) is the summative check for the Planning Phase of the project.

Week 3: Daily Lesson Plan for Monday (Jan 19)

CONTEXT FOR TODAY'S LESSON
Note MLK DAY - NO SCHOOL

Week 3: Daily Lesson Plan for Tuesday (Jan 20)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Project: Questioning / Fluency: Games
Standard(s) ELAGSE2RI1 (Ask/Answer Questions), MGSE2.OA.2 (Fluency)
Strategies Cooperative Learning, Generating Hypotheses, STEM Integration
PLAN FOR TODAY'S LESSON
Learning Target I can break a broad topic into specific research questions.
I can practice math facts using digital games.
Success Criteria Packet Page 6 completed with 5 questions assigned to team members.
Participation in fluency games.
Assessment Evidence Packet Page 6 Check.
Materials & Vocab Materials: Chromebooks (Arcademics/Sheppard Software), Project Packets.
Vocab: Variable, Ingredient, Process, Function.
Differentiation Project:
  • Blue (Slime) & Green (Crystals): Ask "What" (ingredients) and "Why" (reaction) questions.
  • Red (Car): Ask "How" (build) and "What" (materials) questions.
IGNITE (Fluency - 10 min) Game Choice:
  • Launch: Students log in to Chromebooks.
  • Choice: Students select a fluency game (Arcademics or Sheppard Fruit Splat) appropriate for their target operation (Add/Sub/Mult).
  • Play: 8 minutes of focused play.
EXPLORE (Project - 15 min) Teacher Action:
  • Review: "You have your big topic (Slime, Crystals, Car). Now we need the details."
  • Instruction: Direct groups to Page 6 ("Detective Work").
  • Model: "If I were studying baking, I wouldn't just ask 'How to bake?' I would ask 'What ingredients do I need?' 'How hot should the oven be?'"
  • Task: Teams generate 5 questions (Who/What/Where/Why/How) and assign a student's name to each.
Student Action:
  • Blue/Green (Science): Generate questions like "What makes slime sticky?" "How do crystals form?"
  • Red (Engineering): Generate questions like "What motor do we need?" "How do wheels attach?"
  • Scribe: Writes questions on Page 6.
REFLECT (5 min) Debrief: "Read your *own* question out loud to your group. This is your mission for Thursday."

Week 3: Daily Lesson Plan for Wednesday (Jan 21)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Novel Study: Ch 4 / Teambuilding
Standard(s) ELAGSE2RL3 (Character Motivation), TA2.CR.1 (Non-verbal)
Strategies Nonlinguistic Representations, Cooperative Learning, Summarizing
PLAN FOR TODAY'S LESSON
Learning Target I can create a "Secret Handshake" to bond with my squad.
I can explain why the White Witch is interested in Edmund.
Success Criteria Squad performs handshake from memory.
Vocab (p.3) matching complete; Discussion Q8&9 (p.4) answered.
Assessment Evidence Visual check of handshakes; Packet check (p.3 & 4).
Materials & Vocab Materials: Lion/Witch/Wardrobe books, Novel-Ties packets, Keys (Weather, Anchor).
Vocab: Reigns, Courtiers, Faun, Mantle, Wardrobe, Eternal.
Differentiation Support: "Menu" activity allows partner work for students who need writing support.
Intervention: Provide sentence stems for the "Humor" activity (e.g., "It is funny because...").
IGNITE (Stealth Squads - 8 min) Secret Handshake:
  • Setup: Teacher displays "Weather Key" and "Anchor Key." Groups check in on mood/safety.
  • Mission: "Invent a secret handshake. It must have 6 moves. (Example: High five, fist bump, spin, clap, snap, bow)."
  • Practice: 5 minutes to learn it perfectly.
  • Test: Perform silently for the teacher.
EXPLORE (Novel Study - 15 min) Teacher Action:
  • Pre-Read (Guided): Guide students to Page 3 of study guide. Complete matching for: Reigns, Courtiers, Faun, Mantle, Wardrobe, Eternal.
  • Read Aloud: Chapter 4 ("Turkish Delight").
  • Discussion: Guide students to Page 4. Discuss Q8 (Power of Turkish Delight) and Q9 (Witch's interest in Edmund's family).
Student Action:
  • Work: Students complete the Vocab matching (p.3).
  • Listen/Discuss: "She wants the siblings because of the prophecy!"
  • Menu: Partners work on Page 5 "Humor" (Bookshelf titles).
REFLECT (2 min) Debrief: "Why did Edmund eat the food even though the Queen was scary?"

Week 3: Daily Lesson Plan for Thursday (Jan 22)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Project: Resources / Fluency: XtraMath
Standard(s) ELAGSE2W8 (Recall information/Gather sources), MGSE2.OA.2 (Fluency)
Strategies Research-Based Strategies, Note Taking, STEM Integration
PLAN FOR TODAY'S LESSON
Learning Target I can locate resources that help answer my research questions.
I can record bibliographic information (Title, Author).
Success Criteria At least 2 sources listed on Packet Page 7.
XtraMath session completed.
Assessment Evidence Packet Page 7 Check.
Materials & Vocab Materials: Science Book Bins (Slime/Chem, Rocks/Crystals, Machines/Cars), Chromebooks, Project Packets.
Vocab: Bibliography, Source, Author, Title, URL.
Differentiation Scaffold: Pre-selected websites bookmarked on Chromebooks for each team to avoid aimless searching.
IGNITE (Fluency - 10 min) XtraMath:
  • Routine: Login independently.
  • Goal: Complete one full session (until "You are done" screen).
  • Transition: Move directly to project folders.
EXPLORE (Project - 15 min) Teacher Action:
  • Instruction: "Today we find the answers. You need books and websites."
  • Task: Direct students to Page 7 (Bibliography).
  • Model: Show how to find the Title and Author on a book cover. Show where to write it on Page 7.
Student Action:
  • Search: Teams dig through the book bins or bookmarked sites.
  • Record: Scribes write the Title and Author for at least 2 sources on Page 7.
  • Notes: If time permits, begin reading to find answers.
REFLECT (5 min) Debrief: "Show me your best source. Why is it useful?"

Week 3: Daily Lesson Plan for Friday (Jan 23)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Critical Thinking / Choice Time
Standard(s) MGSE2.MP.1 (Perseverance), NAGC 4.2 (Self-Reflection via Seesaw)
Strategies Student Agency, Setting Objectives/Feedback, Technology Integration
PLAN FOR TODAY'S LESSON
Learning Target I can solve logic puzzles with a partner.
I can reflect on my choice time activity using Seesaw.
Success Criteria Puzzle sheet completed and checked.
Seesaw post uploaded responding to a specific Task Card.
Assessment Evidence Teacher check of puzzle; Seesaw post review.
Materials & Vocab Materials: Logic Puzzle Sheets, Choice Time Stations, iPads/Chromebooks (Seesaw).
Vocab: Reflection, Documentation, Evidence.
Differentiation Choice: Students select station and specific "Task Card" (e.g., "The Smartest Move" for Board Games).
IGNITE (Critical Thinking - 15 min) Logic Puzzles:
  • Workflow: Select Puzzle -> Work -> Submit to Tray -> Teacher Check.
  • Goal: Complete at least one sheet accurately.
EXPLORE (Choice Time - 15 min) Teacher Action:
  • Prompt: "Choose your station. Grab the Task Cards. You must do the activity AND answer the card on Seesaw."
  • Monitor: Ensure students are taking photos/recording voice on Seesaw.
Student Action:
  • Engage: Play game, build lego, code, etc.
  • Reflect: Open Seesaw. Take a photo of the work. Record voice answering the prompt from the Task Card (e.g., "The tricky part was...").
REFLECT (2 min) Debrief: "Who posted a 'Secret Meaning' (Reading) or a 'Master Strategy' (Games)?"

Week 4: Daily Lesson Plan for Monday (Jan 26)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Teambuilding / Novel Study
Standard(s) ELAGSE2RL3 (Characters), TA2.CR.1 (Focus)
Strategies Nonlinguistic Representations, Cooperative Learning, Summarizing
PLAN FOR TODAY'S LESSON
Learning Target I can maintain focus while passing a signal (pulse) around a circle.
I can describe Edmund's personality using text evidence.
Success Criteria Pulse travels full circle without breaking.
Vocab II (p.6) complete; Logic Qs (p.7) discussed.
Assessment Evidence Visual check of Pulse; Packet check (p.6 & 7).
Materials & Vocab Materials: Novel-Ties, Books, Keys (Anchor, Setup Deck).
Vocab: Superior, Logic.
Differentiation Stealth Squads: "Blind Mode" option for advanced groups.
Novel: Menu activity (Edmund's personality) can be done with a partner for support.
IGNITE (Stealth Squads - 8 min) Pass the Pulse:
  • Setup: Student Leader chooses a "Setup Key" (e.g., Battery or Glue) to focus the team.
  • Mission: "In a circle, hold hands. Squeeze right hand. Pass the squeeze. Speed it up."
  • Debrief: Review with the "Anchor Key" (Did you feel safe?).
EXPLORE (Novel Study - 15 min) Teacher Action:
  • Pre-Read (Guided): Page 6 Vocab: Superior, Logic.
  • Read Aloud: Chapter 5 ("Back on this Side of the Door").
  • Discussion: Page 7 "Questions of Logic for Discussion." (Professor's logic about Lucy).
Student Action:
  • Work: Complete Vocab (p.6).
  • Discussion: Debate: "Why does the Professor believe Lucy?"
  • Menu: Page 7 Q1 (Edmund's personality). Write traits/evidence.
REFLECT (2 min) Debrief: "Is Edmund 'Superior'? Why does he think he is?"

Week 4: Daily Lesson Plan for Tuesday (Jan 27)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Project: Note Taking / Fluency: Games
Standard(s) ELAGSE2W8 (Recall Information), MGSE2.OA.2 (Fluency)
Strategies Summarizing/Note Taking, Generating Hypotheses
PLAN FOR TODAY'S LESSON
Learning Target I can paraphrase information from sources to answer my research questions.
I can practice math facts using digital games.
Success Criteria At least 3 facts recorded on Notes Pages (9-13).
Participation in fluency games.
Assessment Evidence Packet Notes check.
Materials & Vocab Materials: Books, Chromebooks, Project Packets.
Vocab: Paraphrase, Fact, Detail.
Differentiation Strategy: "Read, Close, Write" strategy prevents copying.
IGNITE (Fluency - 10 min) Game Choice:
  • Action: Students choose Arcademics or Sheppard Fruit Splat.
  • Focus: Play for high score.
EXPLORE (Project - 15 min) Teacher Action:
  • Instruction: "Look at the questions you wrote on Page 6. Today we answer them."
  • Task: Read sources found on Tuesday. Fill out Pages 9-13 (Research Notes).
  • Rule: "Read the sentence. Close the book. Write it in your own words."
Student Action:
  • Research: Blue/Green teams look for slime recipes/crystal growth times. Red team looks for motor types/wheel axles.
  • Writing: Record facts and the source number.
REFLECT (5 min) Debrief: "Share one surprising fact you learned today."

Week 4: Daily Lesson Plan for Wednesday (Jan 28)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Teambuilding / Novel Study
Standard(s) ELAGSE2RL3 (Plot), TA2.CR.1 (Body Control)
Strategies Nonlinguistic Representations, Cooperative Learning
PLAN FOR TODAY'S LESSON
Learning Target I can non-verbally sculpt a partner into a specific pose.
I can explain how Edmund betrayed his siblings.
Success Criteria "Clay" holds the pose created by "Sculptor."
Vocab (p.6) complete; Q3-5 (p.7) discussed.
Assessment Evidence Visual check of Sculptures; Packet check (p.6 & 7).
Materials & Vocab Materials: Novel-Ties, Books, Keys (Setup, Debrief).
Vocab: Premises, Fraternize.
Differentiation Stealth Squads: "Living Statue" mod (hold pose for 30 seconds).
Novel: Discussion focuses on the Robin as a symbol of good (literary device).
IGNITE (Stealth Squads - 8 min) Sculptor & Clay:
  • Setup: Student Leader chooses "Setup Key."
  • Mission: "One person (Sculptor) poses another (Clay). Observers must approve the pose."
  • Constraint: No talking. Gentle touch only.
  • Debrief: Student Leader chooses "Debrief Key" (e.g., The Mirror Key - Did I cause the crash?).
EXPLORE (Novel Study - 15 min) Teacher Action:
  • Pre-Read: Page 6 Vocab: Premises, Fraternize.
  • Read Aloud: Chapter 6 ("Into the Forest").
  • Discussion: Page 7 Q3 (How did they know Edmund was there before?), Q4 (Why stay?), Q5 (The Robin).
Student Action:
  • Work: Complete Vocab (p.6).
  • Discussion: "Edmund knew where the lamp post was!"
  • Menu: Continue Q1 (Edmund's personality) from Monday.
REFLECT (2 min) Debrief: "Why did they trust the Robin?"

Week 4: Daily Lesson Plan for Thursday (Jan 29)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Project: Design / Fluency: XtraMath
Standard(s) S2CS3 (Tools/Measuring), MGSE2.OA.2 (Fluency)
Strategies Generating/Testing Hypotheses, STEM Integration, Setting Objectives
PLAN FOR TODAY'S LESSON
Learning Target I can design a fair experiment (variables) OR an invention plan (constraints).
I can practice math facts for accuracy.
Success Criteria Page 14 (Science) OR Page 15 (Engineering) completed.
XtraMath session completed.
Assessment Evidence Packet Page 14/15 Check (Summative for Planning Phase).
Materials & Vocab Materials: Project Packets, Chromebooks.
Vocab: Variable, Control, Constraint, Prototype.
Differentiation Path B (Science): Blue/Green Teams use Page 14 (Independent/Dependent Variables).
Path B (Engineering): Red Team (Cars) uses Page 15 (Design/Sketch/Materials).
IGNITE (Fluency - 10 min) XtraMath:
  • Action: Complete one full session.
  • Focus: Accuracy over speed.
EXPLORE (Project - 15 min) Teacher Action:
  • Instruction: "Today we plan the build/test."
  • Split:
    • "Blue & Green Teams: Go to Page 14. What is the ONE thing you will change (Variable)?"
    • "Red Team: Go to Page 15. Draw your car. What are the rules (Constraints)?"
Student Action:
  • Blue (Slime): Plan variables (e.g., Amount of Borax).
  • Green (Crystals): Plan variables (e.g., Temperature of water).
  • Red (Car): Sketch design, list materials (batteries, wires, wheels).
REFLECT (5 min) Debrief: "Red Team, show us your sketch. Blue/Green, tell us your variable."

Week 4: Daily Lesson Plan for Friday (Jan 30)

CONTEXT FOR TODAY'S LESSON
Unit / Focus Critical Thinking / Choice Time
Standard(s) MGSE2.MP.1 (Perseverance), NAGC 4.2 (Self-Reflection via Seesaw)
Strategies Student Agency, Technology Integration
PLAN FOR TODAY'S LESSON
Learning Target I can solve logic puzzles with accuracy.
I can document my learning process using Seesaw.
Success Criteria One puzzle sheet completed and checked.
Seesaw post uploaded with reflection.
Assessment Evidence Teacher check of puzzle; Seesaw post.
Materials & Vocab Materials: Logic Puzzles, Choice Stations, iPads/Chromebooks.
Vocab: Deductive Reasoning, Artifact.
Differentiation Choice: Students choose activity and reflection prompt.
IGNITE (Critical Thinking - 15 min) Logic Puzzles:
  • Action: Students select new sheets or continue previous work.
  • Check: Submit to tray for teacher verification.
EXPLORE (Choice Time - 15 min) Teacher Action:
  • Prompt: "Remember to use the Task Cards on the Hub. Your Seesaw post must answer the question on the card."
Student Action:
  • Create: Do the activity.
  • Record: Upload photo/video to Seesaw. Voice record the answer to the Task Card prompt (e.g., "The 'Aha!' moment was...").
REFLECT (2 min) Debrief: "Who thinks they leveled up in a skill today? Which one?"