Earthschooling

Second Grade Years Lesson Plans –

SAMPLE ONLY - Missing Items Marked in Red
Main Index
1. How to Start………………………………………………...4
Second Grade Basics………………………….…………..5
2. January
a. Themes of the Month……………………………...11
b. Bread of the Month………………………………..12
c. Teacher Guide for the Month…………………….14
d. Index for the Month……………………………….32
e. Verses ………………………………………………35
f. Stories……………………………………………….38
g. Crafts……………………………………………….68
h. Lessons…………………………………...…………82
3. February
a. Themes of the Month………………………………101
b. Bread of the Month………………………………..102
c. Teacher Guide for the Month…………………….103
d. Index for the Month………………………………..105
e. Verses …………………………………………….108
f. Stories……………………………………………..111
g. Crafts……………………………………………..146
h. Lessons……………………………………………153
4. March
a. Themes of the Month……………………………170
b. Bread of the Month………………………………171
c. Teacher Guide for the Month…………………..172
d. Index for the Month…………………………….173
e. Verses …………………………….…………….176
f. Stories……………………………………………179
g. Crafts…………………………………………….215
h. Lessons…………………………………………..225

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 5. April
a. Themes of the Month………………………….238
b. Bread of the Month……………………………239
c. Teacher Guide for the Month…………………240
d. Index for the Month……………………………242
e. Verses …………………………………………..245
f. Stories………………………………………….248
g. Crafts…………………………………………..268
h. Lessons…………………………………………276
6. May
a. Themes of the Month…………………………285
b. Bread of the Month……………………………286
c. Teacher Guide for the Month………………..NONE
d. Index for the Month…………………………..288
e. Verses …………………………………………291
f. Stories………………………………………….293
g. Crafts…………………………………………..324
h. Lessons…………………………………………344
7. June & July…………………………………………….357
8. August
a. Themes of the Month………………………….363
b. Bread of the Month……………….…………..363
c. Teacher Guide for the Month………………..365
d. Index for the Month…………………………..366
e. Verses ………………………………………….369
f. Stories…………………………………………...371
g. Crafts……………………………………………409
h. Lessons……………………………………….....416
9. September
a. Themes of the Month………………………….422
b. Bread of the Month……………………………423
c. Teacher Guide for the Month………………..NONE
d. Index for the Month…………………….…….424
e. Verses ………………………………………….427
f. Stories………………………………………….431
g. Crafts…………………………………………..485
h. Lessons…………………………………………494

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 10. October
a. Themes of the Month…………………………508
b. Bread of the Month……………………………508
c. Teacher Guide for the Month…………………510
d. Index for the Month…………………………..511
e. Verses …………………………………………514
f. Stories…………………………………..……..517
g. Crafts…………………………………………..546
h. Lessons………………………………………...555
11. November
a. Themes of the Month…………………………..569
b. Bread of the Month…………………………….569
c. Teacher Guide for the Month…………………572
d. Index for the Month……………………………572
e. Verses …………………………………………..575
f. Stories…………………………………………...579
g. Crafts……………………………………………633
h. Lessons…………………………………………..643
12. December
a. Themes of the Month…………………………..668
b. Bread of the Month…………………………….668
c. Teacher Guide for the Month………………….670
d. Index for the Month…………………………….688
e. Verses ……………………………………………691
f. Stories…………………………………………….696
g. Crafts…………………………………………….718
h. Lessons……………………………………………729

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How to Start
You will need two resources at your disposal before you start. You do not need to
completely read these resources but you will NEED them as you create your lesson plans
and start to teach. Once you are enrolled as a member you can download these from your
website. I will also be sending these to you via E-mail. If you do not receive them please
tell me.

Waldorf Yearly Lesson Plan Guide

This is a “look-ahead” guide for the year as well as a resource for different ideas on how
to plan your lessons, your day, your week, your month and your year. This guide talks
also talks about rhythms and the “whys” of what we are doing. Additionally, there is a
guide to the “grades and ages” in this packet so you know what is appropriate for each
age.

Basic Waldorf Teacher Resources

These come in the form of downloadable handouts that you can read. These handouts
include all the basics for the lessons such as “How to Tell a Waldorf Story,” “How to
Knit”, “How to Finger-knit”, etc…All the basic bread recipes are found here as well.

How to Print & Organize E-books

This reference file will help you decide how you want to use your e-book and what
printing option is most suitable to your usage. This file will help you save money and
time on printing.

Videos & MP3

These can all be found at your online page. You can log in to your online page by going
to www.EarthSchooling.com and using the following codes:

Code Provided to Members

IMPORTANT Note
I have divided everything into the months of the year so that lessons are more appropriate
and to make your planning easier. However, you may mix lessons from other months
with your current month. Students may work at a quicker pace some months and a slower
pace other months depending on their level and on their interest in a subject. Note that the

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months of August and November have extra stories and lessons so if you find yourself
needing material you can use extras from those months. Be sure to highlight or mark the
lessons you DON‟T use each month so as the year progresses you know what extra
lessons you have. Also note that you can use the June and July lesson blocks during the
year if you do not teach during the summer or you find that the block is too large to cover
in the summer.

Second Grade Basics

Second graders are at the age when they begin to have strong likes and dislikes. Eight
year olds react strongly to imagery in the fables and in stories of saints. They hear
fables and stories of legendary characters such as saints. These stories teach of human
fallibility and present a model for overcoming adversity. Reading opens a new world
of words, and the children begin to master the multiplication tables. Second graders
continue to paint and explore Nature, and present their first dramatic play. They learn
to crochet and play the pentatonic flute.

Sixth Sense Math for Grade 2

Using the Six Senses & Whole Body to Learn Math
Copyright Kristie Burns 2008

This is not a book of math stories, nor is it a book about math gnomes, math games, or how to do
math using a different method. This book does not have endless pages of examples and
worksheets, nor does it have complex stories meant to teach you math concepts. This book is all
about teaching you a new way to look at math itself and by gaining a new perspective it allows
you to create your own learning stories, verses and opportunities in life. This book describes how
I experience math. My mother was a very strict math teacher who later went back to become an
electrical engineer. She tutored me at home in her own way because she wanted me to be ahead
in math at school. The daughter of the math teacher had to be the first in the class of course!
However, I, being of the sanguine temperament, was always resisting her lessons and finding my
own ways to learn about math. The end result was that I experienced math as a “solid concept” in
her world and also experienced math as a “sensual concept” in my world. As I grew older I
became fascinated with the mystical studies surrounding math. In some cultures math is akin to a
religion. Numbers can take on mystical and spiritual meanings and some numbers are viewed as
dangerous. Numerology studies the properties of numbers. The Fibonacci sequence illustrates the
concept of number sequences in nature. Some people believe that the fibonacci numbers have
mystical powers or a deeper meaning.

Math is not just a “concept” on paper, as is taught by many schools. And math is not just a
concept of addition and subtraction – no matter how many creative gnomes are involved. Math is
a holistic experience of the spiritual, physical and mental body and when we can learn to look at
math in that way – math will come more naturally and won‟t be something “we can‟t do” or “we

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are not good at” or we “don‟t understand”. Math is part of us and we already inherently
understand it. Math is already in us and we naturally use it in everyday life. We just need to learn
how to embrace it as part of us instead of something that is apart from us.

A story about my daughter‟s half-brother is a good example of how math comes naturally. He
recently took a liking to shoes. So every day when her and her stepsisters come home from
school, he takes their shoes from where they left them by the door and he gives them to the
person they belong to. He then insists that they need to wear the shoes and is only happy when
each person wears the shoes that match them and then walks around a bit. Now think 3 years in
the future. This child will be sitting in pre-school, doing a pre-math worksheet on matching. He
will suddenly be taught that “matching” is something mathematical; something abstract and
something that perhaps he needs to compete with other kids to be “better at”. So which IS better?
Is it better to match your loved ones to their shoes and laugh and smile or is it better to be staring
at a worksheet and told you need to make lines to the objects that match? And is he going to
learn better in one situation than the other?

Another story about Rudolph Steiner illustrates how even in a traditional Waldorf school, things
can sometimes become a bit routine and abstract. In this story Steiner brings their math lesson
back into the real, sensual and holistic world for the children.

It was a Festival day for the Waldorf School, for Dr Steiner arrived and was to visit the different
classes. The children on all hands looked happy and expectant; there was not always time for
him to visit every class, hence all the greater excitement and expectation. Every time a door
opened faces lightened up joyously, and it was triumphantly reckoned that since last time he
visited the parallel class, this time he must come to us. In the meanwhile, however, all must work
their very hardest, for they know that nothing delights Dr Steiner so much as good and willing
work. We happened to be having an Arithmetic period in the first class, and we stamped and
clapped the two-times tables gallantly and practiced it also in connection with many fairy tales.
We had built an imaginary golden staircase, which led up to a noble castle, where stood the
Princess awaiting the Prince. The Prince of course had been enchanted and had long sought the
Princess, and now he stood at the foot of the golden stair, and when he saw her above him, he
did not stop to mince one step at a time, but two steps at a time forsooth, 2, 4, 6, 8, 10, etc., to be
up the quicker. Thus the children steeped themselves in the two-times table, and we were just
wondering whether a really clever Prince could not go up three steps at a time when the door
opened and Dr Steiner was with us. Joy shone on all the children's faces. After he had greeted us
with a warmth that was characteristic of him, the lesson proceeded. Since Arithmetic always
frees and releases the children very much there was great liveliness in the class, and as we were
on the point of continuing with our fairy Prince and his golden steps, Dr Steiner himself
intervened, to our great joy. "Just think," he said, "we are now in Summer and outside the roses
are in bloom; how splendid it would be if someone were to come in to us and bring us a basket
of roses. And each of you were to receive the same number. Look! you could get the first three,"
and here he turned to a little girl with dreamy eyes. "But," he warned her, "you must be very
skilful and really catch them, and we will see at the same time how many roses there were in the

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basket." Then the next child had three roses thrown him, and at once called out 6, and the next
got three and called out 9 - and so on it went faster and faster, 12, 15, 18, 21, 24, 27, until at 30
the basket was empty. Now there was great rejoicing, but also a great outcry, for the remaining
20 also wanted roses, and so the whole thing had quickly to be done again, and by the time all
had received their three roses, the three-times table had been thoroughly practiced with the
utmost zest and vivacity. Moreover, it had worked through the whole body, for the little hands
and feet had been every bit as active as the heads in grasping the roses. Very beautiful also was
the rhythm of throwing and catching, which brought about simultaneously a bond between
teachers and taught. With friendly words of leave-taking and a warm "Auf Wiedersehen," Dr
Steiner hastened on to the next class to bring warmth and happiness to the hearts of other
children.

It had indeed been a festival day for children and teachers, and often when the responsibility of
the work with the children weighs heavily - work so beautiful and yet so arduous - comfort
comes from remembrance of the words of encouragement and warmth which Dr Steiner always
gave to a teacher where he perceived good will and earnest responsibility for the work of
education. (From CHILD AND MAN Vol. 2 No. 1)

So how can we change the way we look at math? How can we stop looking at math as a concept
and start looking at how it embraces us as human beings and is already part of us? This
workbook is a step in that direction. I will lead you through the numbers 1-10 and illustrate how
you can look at them in different ways. I will also talk a little bit about geometry and the
concepts of addition, subtraction, multiplication and division. In each discussion I will talk about
how you can experience these numbers and concepts in a holistic way – using your whole being
and using all of your senses. Through this method of looking at math you will develop what I
call your “sixth sense” of math – math will become part of your intuitive life as well as your
physical life. This book is meant to be an inter-active workbook. Use this book by reading the
entire book once through to get an overview. Then, slowly work through the book with your
child, introducing each new concept when they seem to have mastered the one before it. Work at
your own pace. I ask questions throughout the reading to give you ideas about questions you can
ask your child or ways in which you can introduce concepts to them.

Note that even if your child already knows his or her numbers and even if they already know
how to multiply and divide that learning to look at numbers in a different way will still help them
develop their math skills in higher math. Because, once you start to “feel” the numbers and the
processes as part of you, then you can start to use your sixth sense in any math that you are
doing.

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Second Grade and the Four Math Processes
It is popular in modern math to use manipulatives to teach children about the numerical
concepts.You can use teddy bears, jellybeans and even gnomes. The children really enjoy
these manipulatives and they are a very good way to introduce complex ideas to a child.
However, to integrate math in a holistic way, it is more beneficial to use the “manipulatives”
that already exist in nature. There are enough things that naturally come in fours that we don‟t
need to create an artificial situation when the child wants to learn about the four processes of
mathematics. By using the natural tools of four that we are already given in life, the child can
see the four processes of math as part of life itself and not something apart from themselves. I
have included some “Four Processes” stories to use for the first few months. These are a
review for the child, as they would have already used some of these stories in first grade.

Opening Songs
We had different opening songs depending on the time of day we had class and the age of
the children. I tried to choose an opening song that would be the same for each age so as
the child moved up in age they looked forward to a different opening song. And don‟t
worry that they get tired of it! Some kids I had sang the same opening song for two years
and still loved it! Choose what is appropriate for your family/group below and START
your circle time with your chosen song every morning.

You can see these verses being sung at:

http://www.youtube.com/watch?v=I7b7tdyVGnU

Good Morning Dear Earth

(Traditional Waldorf Song)
Good Morning dear Earth
(Thumb and middle finger pinch wrist and rock)
Good Morning Dear Sun
(Like a beam coming on me)
Good Morning Dear Trees
(Like Morning only hand stays up and fingers outstretch)
And the Flowers Everywhere
(Make fingers together at tips and brush across top of nose)
(“A” rubs down the other “A” and then shake finger in air like “shame” only the other
way)
Good Morning Dear Beasts
(Make like a monkey)
And the Birds in the Trees
(Make a beak twice)
Good Morning Dear You and Good Morning Dear Me.

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(hands reaching to each other, then hands cross over our chest)

Sabahil Xeyir ya Ardd.

Sabahil Xeyir ya Shams.
Sabahil Xeyir ya Ashgar.
Wi Alzuhuur Fi Kul Almakan.
Sabahil Xeyir ya Haywanet
Wil Assafeer fil Ashgar
Sabahil Xeyir leeki wi Sabahil Xeyir liya

The More We Get Together (In Spanish and English)

Opening Song
The more we get together, together, together
The more we get together the happier we‟ll be
„cause your friends are my friends and my friends are your friends
The more we get together the happier we‟ll be

Lo mas que nos reunimos, reunimos, reunimos

Lo mas que nos reunimos, seremos felices
Tus amigos son mis amigos y mis amigos son tus amigos.
Lo mas que nos reunimos, seremos felices

More provided to members…

Note: Since I have removed some items for this sample the
pages are not in alignment and January starts a bit before the
page below and the page numbers in the index do not
correspond.

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January Themes
Main Waldorf Holidays
Western Calendar New Year
Three Kings Day
Themes
Animals (Chinese Calendar Theme)
Moon
Lunar and Solar Calendars
Snow & Ice (Western World)
Other Holidays and Themes
Mozart‟s Birthday
Chinese New Year - January 26th
Dia De Los Reyes - Mexico
Martin Luther King Day

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 Bread of the Month
Donuts
I love to celebrate the new year with homemade donuts. You can have the children make the
dough or you can make it ahead of time and have them cut the shapes.

INGREDIENTS
2 eggs
2 1/2 cups sugar
1/2 cup sour cream
5 tablespoons butter or margarine, melted
1 teaspoon vanilla extract
10 cups all-purpose flour
3 teaspoons baking soda
1 teaspoon salt
1/2 teaspoon ground nutmeg
2 1/2 cups buttermilk
Oil for deep-fat frying
Confectioners' sugar

DIRECTIONS
In a large bowl, beat eggs; add sugar, sour cream, butter and vanilla. Combine flour, baking
soda, salt and nutmeg; add to sour cream mixture alternately with buttermilk. Turn onto a
lightly floured surface; roll to 1/4-in. thickness. Cut with a 2-1/2-in. doughnut cutter. In an
electric skillet or deep-fat fryer, heat oil to 375 degrees F. Fry doughnuts, a few at a time,
until golden, about 2 minutes; turn once with a slotted spoon. Drain on paper towels. Dust
with confectioners' sugar.
1 - (5.1 oz) box instant vanilla pudding1/2 tsp salt
1 cup nuts
Add dry ingredients to wet ingredients. Mix and pour into two well greased and sugared bread pans.
Bake at 325 degrees for 1 hour.

EarthSchooling Second Grade Curriculum Page 11

Teacher Guide for January
How did the Chinese Calendar Come to Be? Story for ALL
AGES...http://en.wikipedia.org/wiki/Chinese_calendar

About World Calendars

The Diversity Calendar: http://oregonstate.edu/diversity/DivCal2007/index.htm

Chinese New Years

Rat
(1912, 1924, 1936, 1948, 1960, 1972, 1984, 1996, 2008)
You are imaginative, charming and truly generous to the person you love. However, you
have a tendency to be quick-tempered and overly critical. You are also inclined to be
somewhat of an opportunist. Born under this sign, you should be happy in sales or as a
writer, critic, or publicist.

Ox
(1913, 1925, 1937, 1949, 1961, 1973, 1985, 1997, 2009)
A born leader, you inspire confidence from all around you. You are conservative, methodical
and good with your hands. Guard against being chauvinistic and always demanding your
own way. The Ox would be successful as a skilled surgeon, general, or hairdresser.

Tiger
(1914, 1926, 1938, 1950, 1962, 1974, 1986, 1998, 2010)
You are sensitive, emotional and capable of great love. However, you have a tendency to get
carried away and be stubborn about what you think is right; often seen as a "Hothead" or
rebel. Your sign shows you would be excellent as a boss, an explorer, a race car driver, or a
matador.

Rabbit
(1915, 1927, 1939, 1951, 1963, 1975, 1987, 1999, 2011)
You are the kind of person that people like to be around-affectionate, obliging, always
pleasant. You have a tendency, though, to get too sentimental and seem superficial. Being
cautious and conservative, you are successful in business but would also make a good lawyer,
diplomat, or actor.

Dragon
(1916, 1928, 1940, 1952, 1964, 1976, 1988, 2000, 2012)
Full of vitality and enthusiasm, the Dragon is a popular individual even with the reputation of
being foolhardy and a "big mouth" at times. You are intelligent, gifted and a perfectionist but
these qualities make you unduly demanding on others. You would be well-suited to be an
artist, priest, or politician.

EarthSchooling Second Grade Curriculum Page 12

Snake
(1917, 1929, 1941, 1953, 1965, 1977, 1989, 2001, 2013)
Rich in wisdom and charm, you are romantic and deep thinking and your intuition guides you
strongly. Avoid procrastination and your stingy attitude towards money. Keep your sense of
humor about life. The Snake would be most content as a teacher, philosopher, writer,
psychiatrist and fortune teller.

Horse
(1918, 1930, 1942, 1954, 1966, 1978, 1990, 2002, 2014)
Your capacity for hard work is amazing. You are your own person-very independent. While
intelligent and friendly, you have a strong streak of selfishness and sharp cunning and should
guard against being egotistical. Your sign suggests success as an adventurer, scientist, poet,
or politician.

Sheep
(1919, 1931, 1943, 1955, 1967, 1979, 1991, 2003, 2015)
Except for the knack of always getting off on the wrong foot with people, the Sheep can be
charming company. You are elegant and artistic but the first to complain about things. Put
aside your pessimism and worry and try to be less dependent on material comforts. You
would be best as an actor, gardener, or beachcomber.

Monkey
(1920, 1932, 1944, 1956, 1968, 1980, 1992, 2004, 2016)
You are very intelligent and have a very clever wit. Because of your extraordinary nature
and magnetic personality you are always well-liked. The Monkey, however, must guard
against being an opportunist and distrustful of other people. Your sign promises success in
any field you try.

Rooster
(1921, 1933, 1945, 1957, 1969, 1981, 1993, 2005, 2017)
The Rooster is a hard worker; shrewd and definite in decision making often speaking his
mind. Because of this you tend to seem boastful to others. You are a dreamer, flashy dresser
and extravagant to an extreme. Born under this sign you should be happy as a restaurant
owner, publicist, soldier, or world traveler.

Dog
(1922, 1934, 1946, 1958, 1970, 1982, 1994, 2006, 2018)
The Dog will never let you down. Born under this sign you are honest and faithful to those
you love. You are plagued by constant worry, a sharp tongue and a tendency to be a fault
finder. You would make an excellent businessman, activist, teacher or secret agent.

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Wild Boar
(1923, 1935, 1947, 1959, 1971, 1983, 1995, 2007, 2019)
You are a splendid companion -- an intellectual with a very strong need to set difficult goals
and carry them out. You are sincere, tolerant and honest but by expecting the same from
others you are incredibly naive. Your quest for material goods could be your downfall. The
Pig would be best in the arts as an entertainer, or possibly a lawyer.

Once Round the Sun

You can tell this story slowly throughout the month for younger children. For older children,
have them read a bit each day. It is a story of a boy who learns about how the year works. A
wonderful and educational adventure!

This is a wonderful story to read a bit of each day. It tells of a boy’s adventures learning
about the secrets of the YEAR! He starts with the New Year and travels onward…
Story by Elsa Titchenell, 1950
Copyright Expired
Peter put his brand-new roller-skates in the corner where he could see them first thing in the
morning. Then he left his clothes on a chair and got into bed. His mind was buzzing with the
questions he had forgotten to ask during the day.
"Oh, how I wish everybody would answer everything I ask them," he thought.
"Do you really wish that?" said a little voice at his elbow. Peter looked up quickly.
There was a tiny little man with a funny big hat sitting on the side of his bed. "Because if you
do, we might be able to arrange it." murmured the little man, and stroked his long beard. His
hand was no bigger than Peter's little fingernail.
"Who are you?" asked Peter, surprised.
"It doesn't matter who I am," said the little man. "But you may call me Uncle
Peppercorn. Come on," he said. "Hurry up. We've got a long way to go before morning."
Peter obediently got out of bed and dressed quickly. The little man jumped on Peter's
shoulder.
"Hang on tight!" he shouted. "Here we go!"
Peter didn't know what he was supposed to hang on to, but he didn't have time to ask. Before
he could say "what?" they were off, flying through the dark night, up, up, far above the
houses.
Away they went among the stars in the big blue nothing until Peter couldn't tell which
was the earth they had come from. All the stars were blinking and twinkling all around them
and Peter wondered if HE were blinking and twinkling too.
Then they came to a star that looked bigger than the others. It grew and grew until they
finally landed on a jutting mountain-top of this strange and beautiful star.
"Where are we?" wondered Peter. "Where's the earth?"
"We're about halfway to the North Pole of the sky," said Uncle Peppercorn. "Look, you
can just see the earth down there," and he pointed out into space.
"Which one is it?" said Peter, growing quite dizzy looking at the millions of pin-points
of light in the dark blue sky.

EarthSchooling Second Grade Curriculum Page 14

Rest of the story provided to members…

January Index
Verses
Stories
The Little Match Girl
Suggested Crafts or Lessons:
Watercolor or Play

Why the Evergreen Keeps His Leaves

Suggested Crafts or Lessons:
Watercolor or Play or Nature Walk

Aesop’s Travels
Suggested Crafts or Lessons:
Spool Knitting
Knitting is like travel…

Going to Sea: George Washington as a Reluctant Traveler

Suggested Crafts or Lessons:
Have the child tell the story or recite parts

The Paddle Wheel Boat

Suggested Crafts or Lessons:
Toy Parachute

The Midnight Ride

Suggested Crafts or Lessons:
Have the child tell the story or recite parts

Peter Sees Some Feather Hunters

Suggested Crafts or Lessons:
Pocket Mouse (as a friend of Peter)

A Mild Day in Winter (Science Story)

Suggested Crafts or Lessons:
German Paper Snowflakes

The Ruffed Grouse (Science Story)

Suggested Crafts or Lessons:
Sidewalk Chalk – draw grouse prints on the sidewalk

Saint Stories for January

Little Saint Elizabeth in FOUR PARTS

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Do one part each week…
It is traditional to do these stories as watercolor stories for the second graders
Sick Basket

Crafts & Lessons

German Paper Snowflakes
Suggested Story:
A Mild Day in Winter

Soap Balls
Suggested Story:
None

Ten Minute Doll

Suggested Story:
None

Spool Knitting Advanced

Note: Add beads as you knit
Suggested Story:
Aesop’s Travels
Going Travelling

Knitted Pocket Mouse

Suggested Story:
Peter Sees Some Feather Hunters

Mosquito Game and Story

Suggested Story:
Story and Craft Included Together

Toy Parachute
Suggested Story:
The Paddle Wheel Boat

Sidewalk Chalk
Suggested Story:
The Ruffled Grouse

Sock Snowmen (sewing skills)

Suggested Story:
More Friends Come with Snow

Snow Science
Suggested Story:
More Friends Come with Snow

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Sick Basket
Suggested Story:
St. Elizabeth

Lessons
Sixth Sense Reading – Reading
Sixth Sense Writing – Reading & Writing
Excerpts from Vintage Readers
Sixth Sense Math
Creating Times Tables Through Math – Time Tables Review
Poem/Play for Six – Multiplication Facts Review
Form Drawing for January
Watercolor Story of the Month

EarthSchooling Second Grade Curriculum Page 17

Verses
(Full List of verses provided to members)

Riddle Poem
As round as an apple, as deep as a cup
And all the kings horses can‟t pull it up

Higher than a house

Higher than a tree
Oh! Whatever can it be?

Lives in Winter
Dies in Summer
And grows with its roots upward!

There was a little green house

And in the little green house
There was a little brown house
And in the little brown house
There was a little yellow house
And in the little yellow house
There was a little white house
And in the little white house
There was a little heart.

Answers: A well, a star, and icicle, a walnut

EarthSchooling Second Grade Curriculum Page 18

Japanese Lullaby
Sleep, little pigeon,
And fold your wings,
Little blue pigeon
With velvet eyes;
Sleep to the singing
Of mother-bird swinging
Swinging the nest
Where her little one lies.

Away out yonder

I see a star,
Silvery star
With a tinkling song;
To the soft dew falling
I hear it calling
Calling and tinkling
The night along.
In through the window.

A moonbeam comes,
Little gold moonbeam
With misty wings;
All silently creeping,
It asks; "Is he sleeping
Sleeping and dreaming
While mother sings?"...
But sleep, little pigeon,
And fold your wings,
Little blue pigeon
With mournful eyes;
Am I not singing? –
See, I am swinging –
Swinging the nest
Where my darling lies.

EarthSchooling Second Grade Curriculum Page 19

This book is 731 pages long…I’ve included some excerpts below…these samples are randomly
taken from different months…

Ten Minute Doll

This doll only uses one piece of fabric and is easy to make!

1. Take a large square cloth.

2. Crease a line across the center

3. Roll both sides to this center creased line.

4. Tuck a crumpled piece of cloth inside about half-way along.

5. Fold back and tie with a loop of elasticized thread to make a body.

6. Pull out both sides to make arms and tuck flap underneath

7. Tie elastic around waist and wrist.

8. Decorate as needed.

Sidewalk Chalk

Making Sidewalk Chalk

This is a simple recipe and has an interesting history so I thought I would share it with everyone.
Some of my favorite projects to do with the children are projects that involve making things we
“usually buy in the store” such as paper, candles and today – chalk. Here is the recipe:
1. Take two parts plaster of paris to one part of warm water
2. Add food coloring (you can add this to the water before hand too)
3. Stir quickly and make sure there are no clumps.
4. Pour into Dixie cups (these are wax lined and that is what you need)
5. Tap the cup on the table to make sure air bubbles are expelled.
6. To use the chalk tear off the cup from the part you are using. As you need to tear more of
the cup do so. This provides you with a “chalk holder” as well so you don‟t get chalky
hands during sidewalk art time.

A Brief History of Plaster and Gypsum (For lesson included below for members)

EarthSchooling Second Grade Curriculum Page 20

Pocket Pet Mouse
You can use any natural yarn to make this pattern as well. Make sure it is furry yarn.
GAUGE:
24 stitches x 24 rows = 4 inches (10 cm) BE SURE TO CHECK YOUR GAUGE.
MOUSE
Cast on 20 stitches.
Work 20 rows in Garter stitch (all knit) The piece will be square, about 3.5 inches
[approximately 9 cm] Bind off all stitches. Leave a trailing end of about 4 inches of yarn when
cutting the extra yarn.
Fold square in half and stitch as shown.

Tie the yarn 'tail' onto the trailing end of the yarn. Knot it well.
Turn the fabric and open it -- it will be a cone. Put the stuffing into it.
Position stuffing with your finger to make the mouse the shape you'd like.

Fold down the flap at the top of the cone, tucking the ends of the yarn inside the mouse and
leaving the tail hanging out. Sew the open edges closed. To put eyes on the mouse, pull the
crochet hook all the way through the mouse's 'head' and use it to pull the black and white yarn
through together. Tie it off securely on one end (use several knots). Pull it tight and tie off on the
other end (use several knots). Trim closely. Tie a tuft of fun fur at the end of the mouse's tail.

EarthSchooling Second Grade Curriculum Page 21

Sixth Sense Reading
Reading Verses for Circle Time
Children this age, as I mentioned before LOVE to play with words. Tongue twisters offer
chances for a little fun competition for the melancholic child, a little play for the sanguine, a
sense of order for the phlegmatic and a chance to perform for the choleric. They are all-around a
good tool! I‟ve included some tongue twisters below but don‟t let that stop you from creating
your own or allowing your children to create their own! Remember – the point is to have fun
with the words. You can add any flavor you want. I have included samples for each word group
you can use OR you can create your own. I‟ve created two styles of tongue twisters. You only
need one or two a week.

GAME/CIRCLE TIME: Giggles will abound when you all try to say the following sentences
“three times fast”. Not all children will want to create their own but sometimes it becomes a
challenge to try to create one of your own that will have everyone else‟s tongue stumbling. So
give it a try or challenge the children to come up with their own and have them WRITE them
down in their main lesson books and/or the board and then trade books or have the teacher read
them out loud and see who can say them!

GAME/LESSON: Have each child recite the verse during circle time. Practice articulation.
During main lesson time have them copy the verse from the board and draw a picture that goes
with the verse. This can be a teacher-led drawing, however, the point is more to be funny and see
who can make the funniest drawing. Of course they will all be funny, but this lesson is more to
see what comes out of the child‟s imagination and less about drawing skills. It is also to get them
to think and focus on these sounds.

CIRCLE TIME GAME: Recite the verse and stomp feet as you walk in a circle or clap or snap
every time the word with the correct ending comes. You can also toss beanbags when the correct
ending comes. This works with the verses that have mixed endings. (see example with –AT)

STORY IDEA – any of the verses or tongue twisters below can be added to stories as repetitive
verses. See “-IND” below for an example of how you can use a repetitive verse in a story you are
already telling.

Below are some samples – the black ones are more traditional. The purple are more fantasy,
story and fable based rhymes/tongue twisters that you could tie into a story you are already
reading this month or challenge the kids to come up with a story that goes with it. Don‟t let the
children see the full list. Part of the fun is not knowing what tongue twister is coming from week
to week!

EarthSchooling Second Grade Curriculum Page 22

ACK back, black, crack, pack, quack, rack, sack, snack, stack, tack, track, whack.
Jack whacked the stacked sack on the cracked rack.
The black Fairy sack had a tiny snack pack.
AD ad, dad, fad, glad, grad, had, lad, mad, pad, rad, sad, tad.
The sad lad had a mad dad but the glad lad had a rad dad.
The lily pad had a glad frog lad. The shore had a mad sad princess.
AIL fail, hail, jail, mail, nail, pail, rail, sail, snail, tail.
A snail in the pail will fail to sail.
AIN brain, chain, drain, gain, grain, main, pain, plain, rain, stain, strain, train
A train in the rain and a chain down the drain (are both a pain).
(using AKE and AIN)
The Little Red Hen strained a plain grain to make flake cake.
AKE bake, cake, flake, make, rake, take.
Make a cake then bake a cake don’t bake a cake then make a cake. It won’t take.
ALE bale, male, pale, scale, tale, whale.
A male whale has no pale scales.
Neptune had a pale whale for sale on the scale.
ALL ball, call, fall, hall, mall, small, tall, wall.
A small ball on a tall wall will fall
The castle ball was in the small hall in the fall.

Site Word Main Lesson Stories

The problem with site word lists is that they have the lists structured starting in pre-school. If you
look at any Dolch word list you will see that there are lists of words that every child should know
by site when they are in preschool. That does not work with the Waldorf method. You can‟t quiz
a child on site words in preschool when they are just learning the letters in first grade. So the
approach to site words is more natural.

Instructions and stories for members…

Form Drawing for January
These lessons can be found in the supplements section.

EarthSchooling Second Grade Curriculum Page 23

Watercolor Verses
Three Kings Day
Story: Gold, Frankincense, Myrrh by Kristie Burns
Copyright Kristie Burns 2008

One day three wise men saw a star in the sky. They knew that they must bring gifts. So they each
purchased a gift. The one from the north purchased a yellow gold and put it into a lovely gold
box (paint 3/4 of the top (the north) of the paper yellow). The second wise man from the south
purchased some Frankincense, which glowed, when lit, a lovely red glow, infused the room he
was in with a lovely red glow and pleasant smell (paint the bottom 3/4 (the south) of the paper
red)…(as the orange emerges say…) and then emerged the third wise man. Not from the north
and not from the south, but among them as if by magic and he was carrying a box full of deep
orange myrrh.

EarthSchooling Second Grade Curriculum Page 24

Verses
Quand on fait des crêp’s chez nous (French Candlemas Verse)

Quand on fait des crêp‟s chez nous, ma mèr‟ vous invite

Quand on fait des crêp‟s chez nous, ell‟ vous invite tous
Un‟ pour toi, un‟ pour moi, un‟ pour mon p‟tit frèr‟ François
Un‟ pour toi, un‟ pour moi, un‟ pour tous les trois.

When We Make Crêpes at Our House

When we make crêpes at our house, my mom invites you

When we make crêpes at our house, she invites you all
One for you, one for me, one for my little brother Francois
One for you, one for me, one for all three of us.

German Candlemas Verse

Wenn's an Lichmess stürmt und schneit
Ist der Frühling nicht mehr weit
Ist es aber klar und hell
Kommt der Lenz noch nicht so schnell.

When it storms and snows on Candlemas Day

Spring is not far away
if it's bright and clear
Spring is not yet near

EarthSchooling Second Grade Curriculum Page 25

Math Poem Review

The Math Adventures of Suni and Max

Copyrighted by Kristie Karima Burns, MH, ND 2008

These poems are very flexible in nature. They can be told as a story, they can be read by the
child as a poem or they can be done as a play. I have done my best to keep the humor kind and
gentle and to fill the verses with peace and beauty from the earth, as well as math.

I have found that the kids in my classes enjoy these poems in many different ways. When I first
introduce the poems I like to pass them out to different children so each child only knows one
poem. The class usually sits, enthralled while the child reads out the poem story because they
want to know the punch line/end. As a teacher you can also “tell them” as poetry stories. If you
cannot memorize them, then at least you can practice reading them without looking down at the
paper too many times. I find that when first introducing them it is fun to do it one by one and
slowly so the element of surprise keeps them interested. After introducing the children to the
stories they can copy the poems in their books. Children usually have a favorite one they want to
copy.

I have also used these poems, set to a spontaneous melody or popular melody as part of our
circle time in the morning. However, this can get a little long so if I do this we usually have only
one verse that morning (along with our opening verse) and we only do one of the poems each
month. I use these poems in conjunction with beanbag math, and other methods of learning and
practice.

Another way I have used these stories is as skits. I will give the story to 3 or 4 children (or
sometimes even one), have them gather props from around the room and then I will read the
story as they act it out. This usually results in a lot of laughing and a good time! If you have any
other questions or ideas you have about how to use these stories please e-mail me at:
herbnhome@yahoo.com

These poems are appropriate for ages 7 and up. Some of the topics in the poems are not
appropriate for younger ages, although they may enjoy some of the poems if you wish.
There are two versions of each poem – use the one that matches how you teach the multiplication
tables:

EarthSchooling Second Grade Curriculum Page 26

Seven Directions of the Earth
My mum she always asks me,
“What did you see at school today?”
I think about bushes, trees and grass but
I really don‟t know what to say.

So one day I came home

and instead of saying, “green”
I had an adventure to share
about the things I‟d seen.

“I saw 7 robins,
14 hawks,
and 21 ducks
sitting on some rocks.”

“I saw 28 turkeys,
35 geese,
and 42 parrots
flying without a leash.”

“I saw 49 bluebirds,
and 56 hens,
63 crows,
and 70 wrens

“I think you‟re telling stories,”

said mom,
“and to prove it, I‟ll point out to you,
how could you have counted them all,
especially if they flew?”

“Oh that was easy,” I said to mom.

“I used math on a wing.
It‟s always very useful
when counting flocks of things.”

I noticed that one robin flew in each

of the 7 directions
and 1 x 7 is 7.
1 x 7 is 7!

EarthSchooling Second Grade Curriculum Page 27

And when I startled the hawks
2 flew up down and in between.
More pairs flew east, west, south and north
and 2 x 7 is 14.

I chased the ducks all over

and yelled “run, run run!”
I noticed 3 flew in each of the 7 directions.
3 x 7 is 21.

I wanted to warn the turkeys,

Thanksgiving they‟d be on a plate.
But 4 ran in each direction
and 4 x 7 is 28.

The geese were eating corn

as I jumped and took a dive.
5 flew in each of the directions
and 7 x 5 is 35.

The parrots were busy chattering

- talking like me and you -
and as I approached they flew off in 6‟s.
7 x 6 is 42.

I almost didn‟t see the bluebirds

camouflaged against the sky
but then they flew off in 7‟s
and 7 x 7 is 49.

The hens had escaped from a farm nearby

and were busy pecking sticks.
But then they flew off in groups of 8.
7 x 8 is 56.

The crows were circling

a squirrel that ran up in a tree
then they all scattered in groups of 9
and 7 x 9 is 63.

The wrens were hiding near the house.

When I came home they saw me.
Then they flew off in sets of 10
and 7 x 10 is seventy.

EarthSchooling Second Grade Curriculum Page 28

By that time mom was wide-eyed
And looking at bit harassed.
Perhaps she didn‟t believe me
or perhaps she was just IMPRESSED!

Seven Directions of the Earth – Version Two

My mum she always asks me,
“What did you see at school today?”
I think about bushes, trees and grass but
I really don‟t know what to say.

So one day I came home

and instead of saying, “green”
I had an adventure to share
about the things I‟d seen.

“I saw 7 robins,
14 hawks,
and 21 ducks
sitting on some rocks.”

“I saw 28 turkeys,
35 geese,
and 42 parrots
flying without a leash.”

“I saw 49 bluebirds,
and 56 hens,
63 crows,
and 70 wrens

“I think you‟re telling stories,”

said mom,
“and to prove it, I‟ll point out to you,
how could you have counted them all,
especially if they flew?”

“Oh that was easy,” I said to mom.

“I used math on a wing.
It‟s always very useful
when counting flocks of things.”

EarthSchooling Second Grade Curriculum Page 29

I noticed that one robin flew in each
of the 7 directions
and 7 is 1 x 7.
7 is 1 x 7!

And when I startled the hawks

2 flew to earth and to heaven.
More pairs flew east, west, south and north
and 14 is 2 x 7.

I chased the ducks in seven directions

and yelled “run, run run!”
21 is 3 times 7.
Chasing them was fun.

I wanted to warn the turkeys,

Thanksgiving was a bad day
But 28 is 4 times 7
when 4 ran each way.

The geese were eating corn

as I jumped in to grab a few
and 35 is 5 times 7
5 scattered together as they flew.

The parrots were busy chattering

- talking like me and you –
42 is 6 times 7
In groups of 6, they escaped TOO!

I almost didn‟t see the bluebirds

camoflauged against the sky
and 49 is 7 times 7
Grouped in 7s I heard them cry

The hens had escaped from a farm nearby

I thought I would be late
56 is 8 times 7.
when then they flew off in groups of 8.

The crows were circling

a squirrel that ran up in a tree
and 63 is 9 times 7.
When 9s grouped and scattered quickly

EarthSchooling Second Grade Curriculum Page 30

 The wrens were hiding near the house.
When I came home they saw me.
and 70 is 10 times 7.
Flying sets of ten as far as I could see.

By that time mom was wide-eyed

And looking at bit harassed.
Perhaps she didn‟t believe me
or perhaps she was just IMPRESSED!

Explore 17

Is a Prime Number

In the UK, when you reach the age of 17 -

Criminal charges against a person are dealt with in the adult courts,
A person can hold a licence to drive most vehicles,
A person can buy or hire any firearm or ammunition.

What age is the “magic age” in your country?

If you look carefully at wallpaper you will always find that the pattern repeats. You also find
repeating patterns on printed fabric. Mathematicians have discovered 17 different types of
repeating pattern (called plane symmetry groups). Each type is different in the way it repeats -
not in the color or the shape of the pattern. Look around your home and city for repeating
patterns and see if you can categorize some of them.

Try to make some of your own repeating patterns. There are some ideas below that you can copy.
Try to come up with your own as well using different geometric shapes such as rectangles,
triangles, circles, etc…

EarthSchooling Second Grade Curriculum Page 31

EarthSchooling Second Grade Curriculum Page 32