*A hard copy of the class syllabus will be sent home with each student on the first day of school. If you need an extra hard copy of the syllabus, please contact me via email and I will send it to you directly.*


              Ms. Lucy Roemer

                      2nd Grade Teacher


             School Phone: (914) 337-2613

             Planning Time: Monday – Friday: 1:30pm – 2pm, Room 116




Dear Second Grade Families,

        I’m very excited to welcome you back to school! I’m looking forward to a fantastic school year. I put together this syllabus to help answer some questions you may have about 2nd grade. Please take a few minutes to read through it, and feel free to keep it as a reference throughout the year.

About Me

I graduated from Tulane University in May 2016 with a bachelor’s degree in English. I’m currently a Graduate Student at Pace University and am working towards my Master’s Degree in Childhood Education as well as my New York State Teaching Certification. I started my teaching career a year ago, and most of my education experience has been spent in grades Pre-K through 4th grade.


As an educator, I strongly believe that each student is in charge of their own academic success. I aim to create a learning environment in which students feel confident and comfortable enough to explore their academic potential via a growth mindset. Each student will be encouraged to develop, grow and accept challenges, ultimately leading them to understand that their hard work will be recognized on an individual basis. I want my students to know that I value how they choose to compose themselves throughout the academic day; and if they are taking risks and finding new routes in which they can absorb information, I want to encourage that behavior and have them learn from their good choices.

Overall Learning Goals

Second grade is an excellent year for young students as we begin to solidify skills and concepts that were introduced last year, as well as continuing to build our knowledge and schemas. Children this age will begin to move away from concrete thinking and develop a more abstract concept for information. In order for the students to be totally successful this year, I encourage each of them to be proactive, take ownership of their learning, be independent in their work and be active in the learning process.


As an educator, I want to scaffold each student and move from the basic who, what, when and where, and provide them with the necessary tools and resources to embrace a higher level of thinking; this higher level of thinking will be prompted by Big Ideas and Essential Questions.


Course Description

This year, students will learn about world geography and global communities. We will begin by examining maps and finish with examining communities abroad. Students will use research and writing skills to gain a deeper understanding and appreciation for their learning. Students will be encouraged to look closer at the world around them, ask deeper level questions regarding natural land features and its various environments and habitats.  



Essential Questions

  • How do bodies of water affect where we live, and other global communities?
  • How do natural disasters affect people all over the world?
  • Why are bodies of water important for our ecosystems?
  • What are some of the similarities and differences amongst various global communities? 

Big Ideas





  • Understanding how to visually identify and orally name the seven continents and five oceans
  • Differentiating between bodies of water
  • How oceans and continents define one another
  • How bodies of water affect populations and cultures



Units of Topic and Skills

In conjunction with our Essential Questions and Big Ideas, students will need to have mastered a certain set of skills by the end of second grade to be completely successful in our Social Studies curriculum. I’ve broken down our units of study per each semester to ensure that we reach all necessary topics, meet our goals and implement any necessary lessons or activities that compliment a project-based learning theory. By the end of the year, students will have ideally mastered:

  • identifying different types of maps, know intermediate and cardinal directions, identify the equator, locate all 7 continents and 5 oceans, and compare/ contrast maps to globes. Each student will be able to research selected countries from each continent and extract information from our school databases and Non-Fiction Text Features.  


Semester 1

Semester 2

Semester 3

Semester 4

Unit of Study


  • Map skills
  • World Geography
  • Self-culture and tradition



  • World Communities:
  • North America
  • South America



  • World Communities (Cont.):
  • Europe
  • Africa



  • World Communities (Cont.):
  • Asia
  • Australia
  • Antarctica


Unit Goals


  • Identify different maps
  • Use a map key/ legend
  • Read coordinate directions
  • Identify and name 7 continents and 5 oceans
  • Label equator and prime meridian
  • Calculate Latitude and Longitude



  • Understand the culture of early America
  • Define population
  • Research Mexico, Central America, Canada, Argentina, Brazil and Chile to identify their capital, leader, natural resources, flag, landforms and culture



  • Research France, England, Italy, Rwanda, Egypt and South Africa to identify their capital, leader, natural resources, flag, landforms and culture



  • Research China, India, Australia and Antarctica to identify their capital, leader, natural resources, flag, landforms and culture
  • Discuss how scientists are the only people that “live” on Antarctica
  • Cold and hot deserts


Lessons & Activities


  • Making maps of classroom and bedroom
  • Use compass rose around the school to find locations
  • Who was Christopher Columbus
  • Use BrainPOP! videos as learning tools



  • Name cultures of where your family comes from
  • Share our cultures and make connections
  • Use folktales to highlight Native American Culture
  • Begin a map of cultures including where, and how various people live
  • iPad research of countries


  • Use Non-fiction books
  • Venn Diagrams between US and European and African countries
  • iPad and Atlas research of countries
  • PowerPoints to show pictures
  • Presentations by guest teacher


  • iPad and Atlas research of countries
  • Presentations by guest teacher
  • Student research and presentations to class
  • Student research to be created in a Non-Fiction book including Non- Fiction text features
  • Investigate types of Penguins
































































Classroom Rules and Expectations 

We will read Back-to-School Rules and generate class rules and expectations. Below is the class contract that we will develop together and all sign:

  • We walk in the classroom
  • Look and listen to the teacher when they are speaking
  • Be respectful to both classmates and teachers
  • Take care of school materials
  • Keep our hands to ourselves
  • Use our words when conflicts occur
  • Use our manners and say, “please” and “thank you”
  • Understand that we will make mistakes and that is how we will learn
  • We will work hard and try our best!

We will also read Have You Filled a Bucket Today? and discuss the idea of “put-ups”: giving compliments and saying kind words that make others feel good.

Grading and Behavior System




100% -90%


89% - 80%


79% - 70%


69% - 60%


59% - Below







Exceeds Expectations


Meets Expectations


Approaching Expectations


Below Expectations





Period Schedule

8:05 am


8:25 - 9:05 am

Period 1

9:10 - 9:50 am

Period 2

9:50 - 10:20 am


10:20 - 11:00 am

Period 4

11:05 - 11:45 am

Period 5/Lunch & Recess

11:50 - 12:30 pm

Period 6

12:35 - 1:15 pm

Period 7

1:20 - 2:00 pm

Period 8

2:05 - 2:45 pm

Period 9

2:45 pm


Dismissal Monday - Thursday. (Fridays are early dismissal 2:15pm)