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["　『中学道徳 あすを生きる』全体計画別葉（各教科等との関連表）　第２学年（R07～）",null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,null,"　　 日本文教出版"]
[]
["　　内容","道徳\n『中学道徳\nあすを生きる２』","特別活動",null,null,"教　　科",null,null,null,null,null,null,null,null,null,null,null,"総合的な\n学習の時間","地域・家庭\nとの連携"]
["月",null,"学級活動","生徒会\n活動","学校行事","国語","書写","社会（地理）","社会（歴史）","数学","理科","音楽","美術","保健体育","技術","家庭","英語"]
[]
[]
["４月","1 おじさん役と私\nA-(3)向上心、個性の伸長\n2 おばちゃんのくれた“おまじない”\nC-(13)勤労\n3 挨拶は言葉のスキンシップ\nB-(7)礼儀","２年生の役割を考えよう\nC-(15)\n２年生としての生活のあり方\nA-(4)\n学級の目標と組織をつくろう\nC-(15)","新入生歓迎会\nC-(15)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","始業式　A-(4)　\n入学式　C-(15)\n健康診断　A-(2)　\n離任式　B-(6)\n安全指導･避難訓練\nA-(2)",null,null,null,null,null,null,null,null,null,null,null,null,"◇校外学習･体験学習に向けて\nA-(1)"]
["５月","4 初心\nA-(4)希望と勇気、克己と強い意志\n5 五月の風―カナ―\nA-(1)自主、自律、自由と責任\n6 五月の風―ミカ―\nB-(8)友情、信頼","みんなでつくる学級の歩み\nB-(8)\n学習の重点や計画を考えよう\nA-(1)\n学習と部活動の両立\nA-(3)","運動会\nA-(1)\nC-(15)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","運動会\nC-(15)\n安全指導･避難訓練\nA-(2)",null,null,null,null,null,null,null,null,null,null,null,null,"【将来の進路に目を向けよう】\n・様々な進路\nA-(3)","地域清掃活動\nC-(16)"]
["６月","7 リスペクト　アザース\nC-(11)公正、公平、社会正義\n8 名乗り出なかった友\nB-(6)思いやり、感謝\n9 戦争を取材する\nA-(5)真理の探究、創造\n10 時を越えて―樫野で生まれたきずな―\nC-(18)国際理解、国際貢献","いじめのない学級\nB-(6)\n上級生･下級生との人間関係　B-(8)\n生活習慣と健康　A-(2)\n事件・事故から自分を守る　D-(19)\nふれあい月間・いじめアンケート　C-(11)","中央委員会・専門委員会･生徒会朝礼\nA-(1)","定期考査\nA-(4)\n進路説明会(第１回)\nA-(3)\n安全指導･避難訓練\nA-(2)",null,null,null,null,null,null,null,null,null,null,null,null,"・様々な職業\n・自分を取り巻く社会\nA-(3)","吹奏楽地域演奏会\nC-(12)"]
["７月","11 父の決意\nD-(19)生命の尊さ\n12 和樹の夏祭り\nC-(16)郷土の伝統と文化の尊重、郷土を愛する態度","趣味や特技と生活\nA-(3)\nさまざまな人との交流\nC-(16)","生徒会役員選挙\nA-(1)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","全校美化(各学期末) \nC-(15)\n安全指導･避難訓練\nA-(2)\n終業式\nA-(3)\n夏季休業　A-(1)",null,null,null,null,null,null,null,null,null,null,null,null,"◇情報の収集スキル,図書･インターネットの活用\nA-(1)","地域の夏祭り，盆踊り\nC-(16)"]
["９月","13 他人の靴を履いてみる\nB-(9)相互理解、寛容\n14 ヨシト\nC-(11)公正、公平、社会正義\n15 ネット将棋\nA-(1)自主、自律、自由と責任\n16 樹齢七千年の杉\nD-(21)感動、畏敬の念","学級生活を充実させよう\nC-(15)\n友だちにメッセージを贈ろう\nB-(8)\n男女の特徴\nB-(8)\n","生徒総会\nA-(1)\nC-(15)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","始業式\nA-(4)\nセイフティ教室\nA-(2)\n移動教室(２年)\nB-(8) D-(21)\n安全指導･避難訓練\nA-(2)",null,null,null,null,null,null,null,null,null,null,null,null,"【上級学校に目を向けよう】\n・上級学校の仕組み\nA-(3)","防災訓練\nC-(12)"]
["10月","17 自分の弱さと戦え\nD-(22)よりよく生きる喜び\n18 小さな工場の大きな仕事\nC-(13)勤労\n19 上勝から世界を変える\nD-(20)自然愛護\n20 美しい鳥取砂丘\nC-(10)遵法精神、公徳心","よりよい校風をつくろう\nC-(15)\n生徒会活動と学級\nC-(15)\n職場訪問・職業体験をしよう\nA-(5)\n何のために働くのか\nA-(3)","合唱コンクール\nD-(21)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","合唱コンクール\nD-(21)\n進路説明会(第２回)\nA-(3)\n安全指導･避難訓練\nA-(2)\n\n",null,null,null,null,null,null,null,null,null,null,null,null,"・上級学校訪問の準備\n訪問の際の態度･マナー\n質問内容･取材方法記録の工夫など\nB-(7)","地域の運動会\nC-(16)"]
["11月","21 行動する建築家坂　茂\nC-(12)社会参画、公共の精神\n22 夜のくだもの屋\nB-(6)思いやり、感謝\n23 アフガニスタンの人々と共に\nC-(18)国際理解、国際貢献\n24 制服は誰のもの\nC-(15)よりよい学校生活、集団生活の充実","わが校の学校行事\nC-(15)\n心に残る学校行事\nC-(12)\n自分を生かす職業\nA-(5)\nふれあい月間・いじめアンケート\nC-(11)","新入生説明会\nC-(15)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","定期考査\nA-(4)\n新入生説明会\nC-(15)\nマラソン大会\nA-(2)\n安全指導･避難訓練\nA-(2)",null,null,null,null,null,null,null,null,null,null,null,null,"・上級学校の訪問･見学\nB-(7)","町会敬老会\nC-(16)"]
["12月","25 命を見つめて―猿渡瞳さんの六百四十六日―\nD-(19)生命の尊さ\n26 行く年、来る年\nC-(17)我が国の伝統と文化の尊重、国を愛する態度","自分の性格や個性･能力の理解\nA-(3)\nいろいろな勉学の道\nA-(2)\n何のために学ぶのか\nA-(5)","ボランティア活動\nC-(13)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","三者面談　C-(14)\n道徳授業地区公開講座\nB-(9)\n安全指導･避難訓練\nA-(2)\n終業式　A-(3)\n冬季休業　A-(1)",null,null,null,null,null,null,null,null,null,null,null,null,"◇学習のまとめ，新しい課題の発見\nA-(4)","道徳授業地区公開講座\nB-(9)\n落ち葉清掃\nC-(12)\nC-(16)"]
["１月","27 コトコの涙\nB-(9)相互理解、寛容\n28 マークはなんのために？\nC-(12)社会参画、公共の精神\n29 最後のパートナー\nD-(19)生命の尊さ","各教科を振り返ってみよう\nA-(4)\n家庭学習の改善と充実\nA-(2)\n不安や悩みの理解\nA-(3)","ユニセフ募金活動\nC-(18)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","始業式\nA-(4)\n職場体験学習(２年)\nA-(3)\nB-(7)\n安全指導･避難訓練\nA-(2)\n",null,null,null,null,null,null,null,null,null,null,null,null,"・職場体験\n職場体験先の調査･連絡\n職業体験でのマナー\nB-(7)"]
["２月","30 避難所にて\nA-(2)節度，節制\n31 よみがえれ、えりもの森\nD-(20)自然愛護\n32 足袋の季節\nD-(22)よりよく生きる喜び\n33 恋する涙\nB-(8)友情、信頼","不安や悩みを解決するには\nA-(2)\n進路情報の収集と活用\nA-(1)\n進路計画の検討と修正\nA-(3)\nふれあい月間・いじめアンケート　 C-(11)","中央委員会・専門委員会･生徒会朝礼\nA-(1)","定期考査\nA-(4)\n安全指導･避難訓練\nA-(2)",null,null,null,null,null,null,null,null,null,null,null,null,"・職場体験学習の発表\nA-(1)"]
["３月","34 包む\nC-(17)我が国の伝統と文化の尊重、国を愛する態度\n35 きいちゃん\nC-(14)家族愛、家庭生活の充実","「学級の十大ニュース」を決めよう\nC-(15)\n進級の心構え\nA-(3)","３年生を送る会\nB-(6)\n中央委員会・専門委員会･生徒会朝礼\nA-(1)","卒業式\nB-(6)\n安全指導･避難訓練\nA-(2)\n修了式\nA-(3)\n春季休業　A-(1)",null,null,null,null,null,null,null,null,null,null,null,null,"・進路選択で生かすべき体験の教訓\nA-(3)"]
["＊この表のデータは、弊社webサイトからもダウンロードできます。",null,null,null,null,null,null,null,"　",null,null,null,null,null,null,null,null,null,"＊印刷設定はＡ３サイズです。お使いの動作環境によっては、1ページに収まらないことがあります。"]

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["国語/書写","地理","歴史","公民","数学","理科","音楽","美術","保健体育","技術家庭","英語"]
["選択する","選択する","選択する","選択する","選択する","選択する","選択する","選択する","選択する","選択する","選択する"]
["東書","日文","日文","日文","日文","東書","教出","日文","東書","東書","東書"]
["三省堂","東書","東書","東書","東書","大日本","教芸","開隆堂","大日本","教育図書","開隆堂"]
["教出","教出","教出","教出","大日本","学図",null,"光村","大修館","開隆堂","三省堂"]
["光村","帝国","帝国","帝国","学図","教出",null,null,"学研",null,"教出"]
[null,null,"山川","自由社","教出","啓林館",null,null,null,null,"光村"]
[null,null,"自由社","育鵬社","啓林館",null,null,null,null,null,"啓林館"]
[null,null,"育鵬社",null,"数研"]
[null,null,"学び舎"]
[null,null,"令和書籍"]

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["　国語(第２学年)"]
[]
["　　内容","教　　科"]
["月","国語","国語","国語","国語"]
[null,"『新編 新しい国語 2』","『現代の国語 2』","『中学国語 2』","『国語 2』"]
[null,"(東書)","(三省堂)","(教出)","(光村)"]
["４月","未来へ\nA-(3)　D-(20)　D-(21)\nあの夕暮れへ帰る\nC-(18)　D-(20)　D-(21)\n短歌を楽しむ\nC-(17)　D-(20)　D-(21)\n短歌の創作\nA-(3)\nD-(21)\n\n足跡\nA-(1)　C-(14)　D-(22)\n\n意見と根拠の聞き方\nA-(1)　B-(9)\nC-(12)　D-(20)\n\n\nネコだって推理できる\nA-(5)\n\n\n「地域の魅力」の紹介文\nA-(5)　 C-(16)","名づけられた葉\nA-(3)　D-(21)\nセミロングホームルーム\nB-(6)\nC-(15)\n\nグループディスカッション\nB-(9)","虹の足\nD-(20)　D-(21)\nいろいろな立場や考えを踏まえる\nA-(1)　B-(9)\nタオル\nC-(14)　D-(19)\n\n新聞の投書を書く\nA-(1)　C-(10)\n\n日本の花火の楽しみ\nA-(5)　C-(17)　D-(21)\n\n水の山　富士山\nA-(5)　D-(20)\n\n課題を設定して伝える\nA-(1)　A-(2)　A-(5)\n\n手紙・メールを整える　\nB-(7)　C-(15)\n夢を跳ぶ\nA-(4)　C-(12)","見えないだけ\nA-(3)　D-(21)\nアイスプラネット\nA-(5)　B-(9)　D-(21)\n\n\n魅力的な提案をしよう\nA-(1)\n\n枕草子\nC-(17)　D-(20)　D-(21)\n\nクマゼミ増加の原因を探る\nA-(5)　D-(20)"]
["５月",null,"\n宇宙に行くための素材\nA-(5)\n人間は他の星に住むことができるのか\nA-(5)　D-(20)\n手紙・メール\nB-(6)　B-(7)　C-(15)\n\n\n短歌の世界\nC-(17)　D-(21)\n短歌十首\nC-(17)　D-(21)\n短歌・俳句\nA-(3)　D-(20)\nD-(21)"]
["６月",null,null,null,"情報を整理して伝えよう\nA-(5)　C-(13)\n短歌に親しむ\nC-(17)　D-(20)　D-(21)\n短歌を味わう\nC-(17)　D-(20)　D-(21)\n言葉の力\nD-(21)　D-(22)\n語彙を豊かに\nA-(1)\nメディアの特徴を生かして情報を集めよう\nA-(1)　A-(2)\n読書を楽しむ　A-(3)\n翻訳作品を読み比べよう\nA-(3)"]
["７月","\n鰹節――世界に誇る伝統食\nA-(5)\nC-(17)","壁に残された伝言\nA-(5)\nD-(19)\nD-(21)\n","相違点を明確にして聞く　A-(1)　B-(9)　C-(12)\n\nSNSから自由になるために\nA-(1)　B-(9)\n脚本で動きを説明する\nA-(5)"]
["９月","字のない葉書\nC-(14)\n\n依頼状とお礼状\nB-(7)\nC-(13)\n\n黄金の扇風機\nB-(9)　C-(18)　D-(21)\nサハラ砂漠の茶会\nB-(9)　C-(18)　D-(21)\n\n「地図」の意見文\nA-(1)\nC-(12)\n\n落葉松\nC-(17)　D-(20)　D-(21)\n枕草子・徒然草\nC-(17)　D-(20)　D-(21)\n\n平家物語\nC-(17)\n\n漢詩\nC-(18)　D-(20)\nD-(21)　D-(22)\n「正しい」言葉は信じられるか\nA-(1)　A-(5)\n\nプレゼンテーション\nA-(1)　C-(12)　C-(16)\nメディアの垣根を越えて\nD-(21)","味は味覚だけでは決まらない\nA-(5)\n\nプレゼンテーション\nA-(1)\nC-(17)\n\n枕草子・徒然草\nC-(17)　D-(20)　D-(21)\n\n平家物語\nC-(17)\n\n漢詩の世界\nC-(18)　D-(20)\nD-(21)　D-(22)\nマンガ　情報の扱い方\nA-(5)　D-(20)\n一〇〇年後の水を守る\nA-(2)　C-(12)　D-(20)\n飲み水は不足しているか\nC-(12)　C-(18)　D-(20)\n水問題に関する資料\nA-(5)　C-(18)\n投稿文\nA-(1)　A-(5)\nC-(18)　D-(20)\n\n大阿蘇\nD-(20)　D-(21)\n小さな手袋\nB-(6)　D-(19)\n創作文\nA-(3)","持続可能な未来を創るために――不平等のない社会を考える\n「ここにいる」を言う意味　\nB-(9)　C-(11)　C-(12)\n紙の建築\nC-(12)　C-(13)　C-(18)\n\n\n構成を明確にして説明文を書く\nA-(1)　A-(5)\n\n敦盛の最期―平家物語―\nC-(17)\n随筆の味わい―枕草子・徒然草―\nC-(17)　D-(20)　D-(21)\n二千五百年前からのメッセージ―孔子の言葉―　A-(3)　A-(5)　B-(6)\nB-(8)　B-(9)　C-(18)\n坊っちゃん\nB-(6)　C-(14)\n短歌の味わい\nA-(3)　C-(17)　D-(21)\n夏の葬列\nD-(19)　D-(22)\n映像作品の表現を考える\nA-(5)　D-(21)\nガイアの知性\nD-(20)　D-(21)\n確かな根拠をもとに意見文を書く\nA-(1)　B-(9)","ヒューマノイド\nB-(8)　B-(9)\n\n字のない葉書\nC-(14)\n表現を工夫して書こう\nB-(7)\n\n聞き上手になろう\nB-(9)\n\nモアイは語る――地球の未来\nA-(5)　D-(20)\n\n適切な根拠を選んで書こう\nA-(1)　A-(5)　C-(12)\n\n月夜の浜辺　D-(21)\n平家物語　C-(17)\n扇の的――「平家物語」から　C-(17)\n仁和寺にある法師――「徒然草」から\nC-(17)\n漢詩の風景\nC-(16)　C-(18)　D-(20)\nD-(21)　D-(22)\n君は「最後の晩餐」を知っているか\nA-(5)\nD-(21)\n立場を尊重して話し合おう　\nB-(9)　C-(15)\n「自分らしさ」を認め合う社会へ\nA-(3)　B-(9)　C-(18)"]
["10月"]
["11月"]
["12月"]
["１月","走れメロス\nA-(1)　B-(8)　C-(11)\nC-(14)　D-(22)\n\n短歌から始まる物語\nA-(3)　C-(17)　D-(21)\n\n\nリンクマップによる話し合い\nA-(1)　B-(9)\nC-(12)\n\nわたしが一番きれいだったとき\nA-(3)　C-(18)","動物園でできること\nC-(13)　D-(19)　D-(20)\n\n\n論説文\nA-(1)\nD-(19)\nD-(20)","学ぶ力\nA-(3)\n\nさまざまな考えを踏まえ討論をする\nB-(9)","走れメロス\nA-(1)\nB-(8)\nC-(11)\nC-(14)\nD-(22)\n\n描写を工夫して書こう\nA-(3)\nA-(4)\nC-(15)\n\n\n国語の学びを振り返ろう\nA-(3)\nB-(9)"]
["２月",null,"\n\n走れメロス\nA-(1)\nB-(8)\nC-(11)\nC-(14)\nD-(22)","豚\nD-(19)　D-(20)\n走れメロス\nA-(1)　B-(8)　C-(11)\nC-(14)　D-(22)\n\n\n「連作ショートショート」を書く\nB-(9)\nC-(15)"]
["３月","地球環境と人間社会\nA-(1)\nC-(12)\nD-(19)\nD-(20)\n","情報誌\nB-(9)\nC-(16)",null,"鍵\nA-(5)"]

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[" 書写(第２学年)"]
[]
["  内容","教  科"]
["月","書写","書写","書写","書写"]
[null,"『新編 新しい書写』","『現代の書写』","『中学書写』","『中学書写』"]
[null,"(東書)","(三省堂)","(教出)","(光村)"]
["４月","読みやすく速く書く―行書②\nA-(3)\nC-(17)","行書\nA-(3)\nC-(16)\nC-(17)","行書で書こう\nA-(3)","読みやすく速く書くための行書\nA-(3)\nC-(17)"]
["５月"]
["６月"]
["７月"]
["９月",null,"行書と仮名\nA-(3)\nB-(7)\nC-(17)","行書と仮名を調和させて書いてみよう\nA-(3)\nC-(17)"]
["10月",null,null,null,"文字を使い分ける\nA-(3)\nC-(12)\nC-(13)\nC-(15)\nC-(17)"]
["11月"]
["12月","楷書と行書を使い分ける\nA-(2)\nB-(7)\nC-(12)\nC-(17)","楷書と行書\nA-(3)\nB-(7)\nC-(16)","\n\n\n書き初めを書く\nA-(3)\nB-(7)\nC-(17)"]
["１月",null,null,"学習活動や日常生活に生かして書こう\nA-(3)\nB-(7)\nC-(15)\nC-(16)\nC-(17)"]
["２月"]
["３月"]

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["　社会〔地理・歴史〕(第２学年)"]
[]
["　　内容","教　　科"]
["月","社会（地理）","社会（歴史）","社会（地理）","社会（歴史）","社会（地理）","社会（歴史）","社会（地理）","社会（歴史）","社会（歴史）","社会（歴史）","社会（歴史）","社会（歴史）","社会（歴史）"]
[null,"『中学社会 地理的分野』","『中学社会 歴史的分野』","『新編 新しい社会 地理』","『新編 新しい社会 歴史』","『中学社会 地理』","『中学社会 歴史』","『社会科 中学生の地理』","『社会科 中学生の歴史』","『中学歴史 日本と世界 改訂版』","『新しい歴史教科書』","『新しい日本の歴史』","『ともに学ぶ人間の歴史』","『国史教科書 第7版』"]
[null,"（日文）","（日文）","(東書)","(東書)","（教出）","（教出）","（帝国）","（帝国）","（山川）","（自由社）","（育鵬社）","（学び舎）","（令和書籍）"]
["４月","日本の地域的特色と地域区分\nA-(2)\nC-(16)\nC-(17)\nD-(20)",null,null,"近世の日本\nC-(10)\nC-(11)\nC-(12)\nC-(16)\nC-(17)\nC-(18)",null,"近世の日本と世界（３節、４節）\nC-(10)\nC-(11)\nC-(12)\nC-(17)\nC-(18)",null,"武家政権の展開と世界の動き（第４節、第５節）\nC-(10)\nC-(11)\nC-(12)\nC-(16)\nC-(17)\nC-(18)","近世の日本\nC-(10)\nC-(11)\nC-(12)\nC-(16)\nC-(17)\nC-(18)",null,null,"百姓と町人の世\nC-(10)\nC-(11)\nC-(12)\nC-(17)\nC-(18)"]
["５月",null,"\n\n\n近世の日本と世界\nC-(10)\nC-(11)\nC-(12)\nC-(16)\nC-(17)\nC-(18)","\n","\n\n"]
["６月",null,null,"地域調査の手法\nA-(5)\nC-(16)\n\n\n日本の地域的特色\nA-(2)\nC-(16)\nC-(17)\nD-(20)",null,"地域調査の方法を学ぼう\nA-(5)\nC-(16)\n\n日本の特色と地域区分\nA-(2)\nC-(16)\nC-(17)\nD-(20)",null,"地域調査のしかた\nA-(5)\nC-(16)\n\n日本の地域的特色\nA-(2)\nC-(16)\nC-(17)\nD-(20)",null,null,null,"近世の日本\nC-(10)\nC-(11)\nC-(12)\nC-(16)\nC-(17)\nC-(18)"]
["７月",null,null,null,null,null,null,"\n\n日本の諸地域\nC-(12)\nC-(16)\nC-(17)\nD-(20)"]
["９月","日本の諸地域\nC-(12)\nC-(16)\nC-(17)\nD-(20)",null,"\n\n\n\n\n日本の諸地域\nC-(12)\nC-(16)\nC-(17)\nD-(20)",null,"日本の諸地域\nC-(12)\nC-(16)\nC-(17)\nD-(20)"]
["10月",null,null,null,null,null,"\n\n\n\n\n日本の近代化と国際社会\nC-(10)\nC-(11)\nC-(12)\nC-(16)\nC-(17)\nC-(18)"]
["11月","\n\n\n\n地域の在り方\nA-(5)\nC-(12)\nC-(16)",null,"\n\n\n\n\n持続可能な地域の在り方\nA-(5)\nC-(12)\nC-(16)"]
["12月",null,"\n\n\n日本の近代化\nC-(10)\nC-(11)\nC-(12)\nC-(17)\nC-(18)",null,null,null,null,null,null,"\n\n\n近代の日本と国際関係\nC-(10)\nC-(11)\nC-(12)\nC-(16)\nC-(17)\nC-(18)"]
["１月",null,null,null,null,"日本の諸地域\nC-(12)\nC-(16)\nC-(17)\nD-(20)",null,null,"近代国家の歩みと国際社会（第１節～第５節）\nC-(10)\nC-(11)\nC-(12)\nC-(16)\nC-(17)\nC-(18)",null,null,"近代の日本\nC-(10)\nC-(11)\nC-(12)\nC-(17)\nC-(18)","\n\n世界は近代へ\nC-(10)\nC-(11)\nC-(12)\nC-(17)\nC-(18)"]
["２月",null,null,null,"開国と近代日本の歩み\nC-(10)\nC-(11)\nC-(12)\nC-(17)\nC-(18)",null,null,null,null,null,null,null,"\n\n\n近代国家へと歩む日本\nC-(10)\nC-(11)\nC-(12)\nC-(17)\nC-(18)"]
["３月",null,null,null,null,"地域のあり方\nA-(5)\nC-(12)\nC-(16)",null,"地域のあり方\nA-(5)\nC-(12)\nC-(16)"]
[null,null,"　"]

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["　数学(第２学年)"]
[]
["　　内容","教　　科"]
["月","数学","数学","数学","数学","数学","数学","数学"]
[null,"『中学数学 2』","『新編 新しい数学 2』","『数学の世界 2』","『中学校 数学 2』","『中学数学 2』","『数学 2』","『数学 2』"]
[null,"(日文)","(東書)","(大日本)","(学図)","（教出）","(啓林館)","(数研)"]
["４月","文字式の計算\nA-(5)","式の計算\nA-(5)　","式と計算\nA-(5)\nB-(9)","式の計算\nA-(5)\nB-(9)\n\n式の利用\nA-(5)\nB-(9)","式の計算\nA-(5)\nB-(9)\n","式の計算\nA-(5)\nB-(9)\n\n\n文字式の利用\nA-(5)\nB-(9)\n\n\n\n\n\n連立方程式\nA-(5)　B-(9)\nC-(12)","式の計算\nA-(5)\nB-(9)"]
["５月","\n文字式の活用\nA-(5)\nB-(9)\n\n連立方程式\nA-(5)\nB-(9)\n\n\n\n連立方程式の活用\nA-(5)\n\n１次関数\nA-(5)\nB-(9)","\n文字式の利用\nA-(5)\nB-(9)\n\n\n連立方程式とその解き方\nA-(5)　B-(9)\n\n連立方程式の利用\nA-(5)\nB-(9)\n\n\n１次関数\nA-(2)　A-(5)\n\n１次関数の性質と調べ方\nA-(5)","式の利用\nA-(5)　B-(9)\n\n関係を表す式　\nA-(5)\n\n連立方程式\nA-(5)　C-(13)","\n連立方程式\nA-(5)\nB-(9)\n\n\n連立方程式の利用\nA-(5)\nB-(9)\n\n１次関数 \nA-(5)\nB-(9)","\n式の利用\nA-(5)　\nB-(9)\n\n連立方程式とその解き方\nA-(5)\nB-(9)",null,"文字式の利用\nA-(5)\nB-(9)\n\n\n連立方程式\nA-(5)\nB-(9)\n"]
["６月",null,null,"連立方程式の解き方\nA-(5)\nB-(9)\n\n連立方程式の利用\nA-(5)\nC-(12)",null,"\n\n\n連立方程式の利用\nA-(5)\nB-(9)\n\n１次関数\nA-(5)\nB-(9)\nC-(16)","\n\n連立方程式の利用\nA-(5)\nB-(9)\n\n\n一次関数とグラフ\nA-(5)\nB-(9)\nC-(12)","\n\n\n\n\n連立方程式の利用\nA-(5)\nB-(9)"]
["７月",null,null,"１次関数\nA-(5)\nB-(9)","方程式と１次関数\nA-(5)\nB-(9)\n",null,null,"\n１次関数\nA-(5)\nB-(9)\nC-(12)"]
["９月","１次方程式と１次関数\nA-(5)\nB-(9)\n\n１次関数の活用\nA-(2)　A-(5)\nB-(9)　C-(12)\n","\n２元１次方程式と１次関数\nA-(5)\nB-(9)\n\n１次関数の利用\nA-(5)\nB-(9)","方程式とグラフ\nA-(5)\n\n\n１次関数の利用\nA-(5)","１次関数の利用\nA-(5)\nB-(9)","\n１次関数と方程式\nA-(5)\n\n\n１次関数の利用\nA-(5)\nB-(9)\nC-(12)\n\n\n平行線と角\nA-(5)\n\n合同と証明\nA-(5)\nB-(9)","一次関数と方程式\nA-(5)\nB-(9)\n\n一次関数の利用\nA-(5)\nB-(9)\n\n平行と合同\nA-(5)\nB-(9)\n\n図形の性質の利用\nA-(5)　B-(9)\n証明\nA-(5)　B-(9)","\n\n１次関数と方程式\nA-(5)\nB-(9)\n\n１次関数の利用\nA-(5)　B-(9)"]
["10月","\n角と平行線\nA-(5)","\n説明のしくみ\nA-(5)　B-(9)\n\n平行線と角\nA-(5)　B-(9)\n\n合同な図形\nA-(5)\nB-(9)\n\n\n\n\n\n三角形\nA-(5)","角と平行線\nA-(5)\nB-(9)","いろいろな角と多角形\nA-(5)\nB-(9)\n\n\n図形の合同\nA-(5)\nB-(9)",null,null,"\n平行線と角\nA-(5)\nB-(9)\n\n\n\n\n\n三角形の合同\nA-(5)\nB-(9)\n\n証明\nA-(5)\nB-(9)\n\n三角形\nA-(5)\nB-(9)\n\n\n四角形\nA-(5)\nB-(9)"]
["11月","\n三角形の合同と証明\nA-(5)\nB-(9)",null,"図形の合同\nA-(5)\nB-(9)","\n\n\n三角形\nA-(5)\nB-(9)","\n\n\n\n\n\n三角形\nA-(5)","\n三角形\nA-(5)\nB-(9)\n\n四角形\nA-(5)\nB-(9)"]
["12月","三角形\nA-(5)","平行四辺形\nA-(5)\nB-(9)　　　　　　　　　　　　　　　　　　","三角形\nA-(5)","四角形\nA-(5)\nB-(9)","\n\n\n\n四角形\nA-(5)","\n\n\n図形の性質と証明の利用\nA-(5)"]
["１月","平行四辺形\nA-(5)\n","\n\n\n\n確率\nA-(5)\nB-(9)","四角形\nA-(5)","確率 \nA-(5)\nB-(9)\n\n\n","\n\n\n\n三角形と四角形の利用\nA-(5)\n\n確率\nA-(5)\nB-(9)\n\n\n\n箱ひげ図\nA-(5)\nB-(9)","場合の数と確率\nA-(5)\nB-(9)","\n\n\n\n\nデータの散らばり\nA-(5)\nB-(9)"]
["２月","\n場合の数と確率\nA-(5)\nB-(9)\n\n箱ひげ図\nA-(5)\nB-(9)","\n確率による説明\nA-(5)\nB-(9)\n\n四分位範囲と箱ひげ図\nA-(5)","三角形や四角形の性質の利用\nA-(5)\n箱ひげ図\nA-(5)\n箱ひげ図の利用\nA-(5)\n\n確率\nA-(5)　B-(9)\n\n確率の利用\nA-(5)\n","データの分布\nA-(5)\nB-(9)\n\n",null,"確率の利用\nA-(5)\nB-(9)\n\n箱ひげ図\nA-(5)\nB-(9)\n\n","\nデータの傾向と調査\nA-(5)\nB-(9)\n\n確率\nA-(5)\nB-(9)"]
["３月"]
[null,null,null,null,null,null,null,"　"]

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["　理科(第２学年)"]
[]
["　　内容","教　　科"]
["月","理科","理科","理科","理科","理科"]
[null,"『新編 新しい科学 2』","『理科の世界 2』","『中学校 科学 2』","『中学理科 2』","『サイエンス 2』"]
[null,"(東書)","(大日本)","(学図)","(教出)","(啓林館)"]
["４月","物質のなり立ち\nA-(5)\n\n","気象観測を続けてみよう\nA-(5)　D-(20)\n\n物質の成り立ち\nA-(5)","物質のなりたちと化学変化\nA-(5)\n\n","化学変化と物質の成り立ち\nA-(5)","物質の成り立ち\nA-(5)\n"]
["５月","物質どうしの化学変化\nA-(5)\n\n\n酸素がかかわる化学変化\nA-(5)\n\n化学変化と物質の質量\nA-(5)\n\n化学変化とその利用\nA-(5)\n\n生物と細胞\nA-(5)　D-(19)\nD-(20)","\nいろいろな化学変化\nA-(5)\n\n\n\n化学変化と熱の出入り\nA-(5)\n\n化学変化と物質の質量\nA-(5)\n\n\n\n生物をつくる細胞\nA-(5)\nD-(19)\nD-(20)\n\n植物の体のつくりとはたらき\nA-(5)\nD-(19)\nD-(20)\n\n\n\n動物の体のつくりとはたらき\nA-(5)\nD-(19)","\n\n化学変化と物質の質量\nA-(5)","\nいろいろな化学変化\nA-(5)","物質の表し方\nA-(4)\nA-(5)\n\nさまざまな化学変化\nA-(2)　\nA-(5)　\nC-(13)\n\n化学変化と物質の質量\nA-(5)\n\n\n\n生物の体をつくるもの\nA-(5)　D-(19)　D-(20)\n\n\n植物の体のつくりとはたらき\nA-(5)\nD-(19)\nD-(20)"]
["６月",null,null,"\n化学変化の利用\nA-(5)\n\n\n生物のからだと細胞\nA-(5)\nD-(19)\nD-(20)","\n化学変化と物質の質量\nA-(5)\n\n\n生物の細胞と個体\nA-(5)\nD-(19)\nD-(20)\n\n植物の体のつくりとはたらき\nA-(5)\nD-(19)\nD-(20)\n"]
["７月","\n植物のからだのつくりとはたらき\nA-(5)\nD-(19)\nD-(20)",null,"植物のつくりとはたらき\nA-(5)\nD-(19)\nD-(20)\n"]
["９月","\n\n\n動物のからだのつくりとはたらき\nA-(5)\nD-(19)\n",null,"動物のつくりとはたらき\nA-(5)\nD-(19)\n","\n\n\n\n動物の体のつくりとはたらき\nA-(5)\nD-(19)","動物の体のつくりとはたらき\nA-(2)\nA-(5)\nD-(19)\n"]
["10月","\n\n\n刺激と反応\nA-(5)\nD-(19)\nD-(20)\n\n気象の観測\nA-(5)\nD-(20)\nD-(21)\n\n\n\n雲のでき方と前線\nA-(5)\nD-(20)\nD-(21)","\n\n\n\n\n電流と回路\nA-(2)\nA-(5)","\n電流・電圧・抵抗\nA-(2)\nA-(5)","\n\n\n\n\n\n気象の観測\nA-(5)\nD-(20)","動物の行動のしくみ\nA-(5)\nD-(19)\n\n\n地球をとり巻く大気のようす\nA-(5)\nD-(20)"]
["11月",null,"\n\n\n\n電流と磁界\nA-(5)","\n\n\n\n発電\nA-(2)\nA-(5)","\n空気中の水の変化\nA-(5)\nD-(20)\n\n低気圧と天気の変化\nA-(5)　D-(20)　D-(21)\n\n日本の気象\nA-(5)\nD-(20)\n\n大気の躍動と恵み\nA-(2)　A-(5)　D-(20)\n\n\n電流と電圧\nA-(5)","\n大気中の水の変化\nA-(5)\nD-(20)\n\n天気の変化と大気の動き\nA-(5)　D-(20)　D-(21)\n\n\n大気の動きと日本の四季\nA-(2)\nA-(5)\nC-(13)\nD-(20)\n\n電流の性質\nA-(2)\nA-(5)"]
["12月","\n大気の動きと日本の天気\nA-(2)\nA-(5)\nC-(13)\nD-(20)","電流の正体\nA-(5)\nC-(12)","\n\n電流の正体\nA-(5)"]
["１月","静電気と電流\nA-(5)\nC-(12)\n\n電流の性質\nA-(5)\nC-(12)\n","\n\n気象観測\nA-(5)\nD-(20)\nD-(21)\n\n気圧と風\nA-(5)\nC-(13)\n\n天気の変化\nA-(5)\nD-(20)\n\n日本の気象\nA-(2)\nA-(5)\nD-(20)","\n\n大気の性質と雲のでき方\nA-(5)\nD-(20)"]
["２月","\n\n\n\n\n電流と磁界\nA-(5)\nC-(12)",null,"\n\n\n\n天気の変化\nA-(5)\nD-(20)\nD-(21)","電流と磁界\nA-(5)\n\n\n\n\n\n静電気と電流\nA-(5)","\n電流の正体\nA-(5)\nC-(13)\n\n\n電流と磁界\nA-(5)"]
["３月",null,null,"日本の天気\nA-(2)\nA-(5)\nD-(20)"]

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["　音楽(第２学年)"]
[]
["　　内容","教　　科"]
["月","音楽","音楽"]
[null,"『中学音楽 2・3上/器楽』","『中学生の音楽 2・3上/器楽』"]
[null,"（教出）","(教芸)"]
["４月","生命が羽ばたくとき\nA-(4)　C-(15)　D-(22)\n\nサムのひとりごと\n誰も知らない私の悩み\nレヴェル・プレイン\nカノン２ 優しき流れ\nA-(3)\nC-(15)","明日を向いて\n翼をください\nMy Voice!\nA-(3)\nA-(4)\n"]
["５月","\n\nリズムパターンをつくろう\nA-(3)\nA-(5)","リズムゲーム、リズムアンサンブル、リズムチャレンジ\nMy Melody\nA-(3)\nA-(5)\nC-(15)"]
["６月","小フーガ ト短調\nA-(5)\nD-(21)\n\n\nYou Can Fly !\nA-(4)\nC-(15)","フーガ ト短調\nA-(5)\nD-(21)"]
["７月","\n\n交響曲第５番 ハ短調 作品６７\nA-(5)\nD-(21)","リコーダー LESSON２、３\nA-(3)\nC-(15)"]
["９月","浜辺の歌\n早春賦\n花の街\nC-(16)\nC-(17)\nD-(20)\nD-(21)","夏の思い出\n荒城の月\nサンタ ルチア\nMy Voice!\nC-(16)\nC-(17)\nD-(20)\nD-(21)\n\n","\n"]
["10月","荒城の月\nA-(3)\nC-(17)\n\n平調子の特徴を生かして音楽をつくろう\nA-(5)\nC-(17)","「アイーダ」から\n指揮をしてみよう！\nA-(3)\nC-(15)\nD-(21)"]
["11月","ボレロ\n組曲「惑星」から第１曲「火星」\nA-(5)\nD-(21)","歌い継ごう　日本の歌\nC-(17)\nD-(20)\nD-(21)"]
["12月","翼をください\nA-(3)\nA-(4)\n\n雅楽「越天楽」\nC-(17)\nD-(21)","歌舞伎「勧進帳」\n長唄「勧進帳」から\n「寄せの合方」によるリズムアンサンブル\nC-(15)\nC-(17)\nD-(21)"]
["１月","能「敦盛」キリから\nC-(17)\nD-(21)","世界の諸民族の音楽\nC-(18)\nD-(21)\n\nLet’s Create!\nA-(3)\nA-(5)\nC-(15)"]
["２月","そよぐ風の中で\nこの星のどこかで\nA-(4)\nB-(8)\nC-(15)","SessionⅠ\nA-(3)\nC-(15)\n\n心通う合唱\nA-(3)\nA-(4)\nC-(15)\nD-(22)"]
["３月","郷土の音楽や芸能\nC-(16)\nD-(21)","\n\n音楽の学びを振り返ろう\nA-(3)"]

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["　美術(第２学年)"]
[]
["　　内容","教　　科"]
["月","美術","美術","美術"]
[null,"『美術 2・3上』","『美術 2・3』","『美術 2・3』"]
[null,"(日文)","（開隆堂）","（光村）"]
["４月","学びの実感と深まり\nあなたの美を見つけて\nA-(5)\nD-(21)\n現代美術にザワザワザワッ！\nB-(9)\n自由な視点で風景を見つめる\nB-(9)","私たちに身近な美術\nA-(3)　\nD-(21)\n\n私が見つめた風景\nA-(1)\nD-(20)","うつくしい！\n「明日の神話」を鑑賞しよう\nA-(3)　\nC-(17)\nD-(21)\n\n空想の世界へようこそ\nB-(9)\nD-(21)\n形と色の挑戦\nA-(3)\nA-(4)\n\n\n\n\n\nメッセージを伝える\nC-(11)\nC-(12)\nC-(18)\nD-(20)"]
["５月"]
["６月","\nつくる・使う・材料を味わう工芸\nA-(3)\nB-(9)\n","世界観や魅力を伝える\nA-(5)\nD-(21)"]
["７月",null,"\n\n\n印象派の表現の広がり\nD-(21)\nD-(22)"]
["９月","浮世絵っておもしろい\n日本文化との出会い\nA-(5)\nC-(17)\nC-(18)\n\n\n\n\n\n空間を彩る光の装飾\nA-(5)\nD-(21)\n\n\n\n\n\n\n瞬間の美しさを形に\nA-(5)\nB-(9)\nD-(22)","語る彫刻\nA-(3)　A-(4)\n\nイメージを形にして\nA-(3)\n","日本の絵画を楽しむ五つのキーワード\nC-(17)　D-(19)　D-(20)\n\nゴッホと浮世絵\nA-(5)　C-(17)　D-(21)\n\n\n暮らしの中のデザイン・工芸\nD-(22)\n\n\n季節感のある暮らし\nC-(17)\nD-(20)\n\n\n「最後の晩餐」を鑑賞しよう\nA-(5)\nD-(21)\n\n\n心の中の風景を表す\nA-(3)\nB-(9)"]
["10月"]
["11月",null,"人間らしさを求めて\nA-(4)　\nA-(5)\n\n目にとまる　心にとまる\nC-(12)"]
["12月"]
["１月","ひと目で伝わるみんなのデザイン\nC-(12)\n\n\n\n\n\n\n\n\n筆と水で多彩に表す\nC-(17)\nD-(20)\n\n使う人の立場で考える\nB-(6)\nC-(11)\nC-(12)","物語だから動かしたい\nA-(3)　A-(5)　C-(15)\n\n写して　見つけて\nA-(3)　A-(5)　C-(17)","漫画表現を楽しむ\nC-(17)\n印象に残る映像表現\nB-(9)\nC-(11)\n\n躍動感を捉える\nA-(4)\nA-(5)\n\n\n\n\n\n\n\n\nみんなのためのデザイン\nB-(6)\nC-(11)\nC-(12)"]
["２月",null,"\n\nひと目で伝える表示\nC-(12)"]
["３月",null,"時代と文化を越えて\nA-(5)　\nC-(17)　\nD-(21)"]

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["　保健体育(第２学年)"]
[]
["　　内容","教　　科"]
["月","保健体育","保健体育","保健体育","保健体育"]
[null,"『新編 新しい保健体育』","『中学校保健体育』","『最新 中学校保健体育』","『新・中学保健体育』"]
[null,"（東書）","（大日本）","（大修館）","（学研）"]
["４月","体つくり運動\nA-(2)\n運動やスポーツの意義や効果と学び方や安全な行い方\nA-(4)　B-(7)　C-(15)\n\n\n陸上競技\nA-(4)\n\n傷害の防止\nC-(10)\nC-(12)\nD-(19)\n\n\n\n\n\n水泳\nA-(4)","体育理論\nA-(4)　C-(15)\n体つくり\nA-(2)\n\n陸上競技\nA-(4)","運動やスポーツの効果・学び方・安全　\nA-(4)\n体つくり運動\nA-(2)\n陸上競技\nA-(4)","体つくり運動\nA-(2)\nスポーツの意義や効果と学び方や安全な行い方\nA-(4)　C-(15)\n\n陸上競技\nA-(4)\n健康な生活と病気の予防②\nA-(2)\nC-(10)\n\n\n\n\n\n器械運動\nA-(4)\n\n"]
["５月",null,"健康な生活と病気の予防\nA-(2)\nC-(10)\n\n器械運動\nA-(4)","\n\n\nけがの防止と応急手当\nC-(10)\nC-(12)\nD-(19)"]
["６月",null,"\n\n\n\n水泳\nA-(4)","\n\n\n\n水泳\nA-(4)"]
["７月",null,null,null,"水泳\nA-(4)"]
["９月","器械運動\nA-(4)\n\n健康な生活と疾病の予防②\nA-(2)\nC-(10)\nD-(19)","傷害の防止\nC-(10)\nC-(12)\nD-(19)\n\n体つくり\nA-(2)\n　　\nダンス\nA-(3)\nC-(15)\n\n陸上競技\nA-(4)　　　","体つくり運動\nA-(2)\n\n球技（ベースボール型）\nC-(15)","\n球技1（ベースボール型）\nC-(15)\n\n"]
["10月","\n\n球技（ベースボール型）\nC-(15)",null,"\n\n\n\nダンス\nA-(3)\nC-(15)","\n\nダンス\nA-(3)\nC-(15)"]
["11月","\n\n武道\nB-(7)","\n\n\n\n\n球技（ベースボール型）\nC-(15)","\n\n\n健康な生活と病気の予防②\nA-(2)\nC-(10)\nD-(19)","\n\n球技2（ゴール型）\nC-(15)\n\n傷害の防止\nC-(10)\nC-(12)\nD-(19)\n\n体つくり運動\nA-(2)"]
["12月","\n\n\n球技（ゴール型）\nC-(15)",null,"\n陸上競技（長距離走）\nA-(4)"]
["１月","\n\n\n陸上競技（長距離走）\nA-(4)\n\n\n\n\n\n\nダンス\nA-(3)\nC-(15)","体つくり\nA-(2)\n\n球技（ゴール型）\nC-(15)","球技（ネット型）\nA-(2)\n\n","武道\nB-(7)\n\n\n\n\n\n\n\n\n\n球技3（ネット型）\nC-(15)"]
["２月",null,"\n\n武道\nB-(7)"]
["３月"]

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["　技術・家庭(第２学年)"]
[]
["　　内容","教　　科"]
["月","技術","家庭","技術","家庭","技術","家庭"]
[null,"『新編 新しい技術・家庭 技術分野』","『新編 新しい技術・家庭 家庭分野』","『新 技術・家庭 技術分野』","『新 技術・家庭 家庭分野』","『技術・家庭 技術分野』","『技術・家庭 家庭分野』"]
[null,"（東書）","（東書）","（教育図書）","（教育図書）","（開隆堂）","（開隆堂）"]
["４月","生活や社会を支える生物育成の技術\nC-(13)\nD-(19)\nD-(20)","衣服の選択と手入れ\nA-(1)\nA-(3)\nB-(7)\nC-(12)","生物育成の技術\n技術をいかそう\nA-(2)\nA-(5)\nD-(19)\nD-(20)","調理と食文化\nA-(1)\nA-(2)\nC-(16)\nC-(17)","生物育成の技術による\n問題解決\nA-(5)　D-(19)　D-(20)\nこれからの生物育成の技術\nA-(5)　\nD-(20)","かかわり合う地域と家庭\nB-(6)\nC-(12)\nC-(16)"]
["５月","生物育成の技術による問題解決\nA-(2)\nC-(16)\nD-(20)",null,null,null,"生活や社会とエネルギー変換の技術\nA-(2)\n電気の供給と利用\nA-(5)\nD-(20)","衣服のはたらきと手入れ\nA-(1)\nB-(6)\nC-(10)"]
["６月",null,"\n\n\n生活を豊かにするために\nA-(4)　A-(5)\n\n持続可能な衣生活\nC-(12)\nD-(20)\n","未来をつくろう\nA-(5)　C-(12)　D-(20)\n\nエネルギー変換の技術\n技術を見つめよう\nA-(2)\nA-(5)\nC-(12)\nD-(20)",null,null,null,null,"\n"]
["７月","社会の発展と生物育成の技術\nC-(13)\nD-(20)",null,null,null,"運動の利用\nA-(5)","衣服の選択と着方\nA-(3)\nB-(7)\nC-(17)"]
["９月","生活や社会を支えるエネルギー変換の技術\nA-(5)\nD-(20)",null,"技術をいかそう\nA-(2)\nA-(5)\nC-(12)","私たちの衣生活\nA-(1)\nA-(2)\nA-(3)\nＤ-(17)\nD-(20)","エネルギー変換の技術による問題解決\nA-(5)\nC-(12)","布を用いた作品で生活を演出\nA-(1)\nA-(3)"]
["10月","\n\n\nエネルギー変換の技術による問題解決\nA-(4)\nA-(5)","住まいの役割と安全な住まい方\nA-(2)　C-(14)　C-(16)\n\n\n持続可能な住生活\nC-(12)\nC-(16)\nD-(20)",null,null,null,"\n\n\n\n\n\n持続可能な衣生活\nC-(12)　\nD-(20)"]
["11月",null,null,null,"\n\n\n生活を豊かにする製作\nA-(1)\nA-(3)","\n\n\nこれからのエネルギー変換の技術\nC-(12)　D-(20)\n生活や社会と情報の技術\nA-(5)　\nC-(12)","人間にとっての住まい\nC-(14)\n生活に必要な住空間\nA-(1)\n自然とともにある住生活\nC-(17)"]
["12月",null,"\n\n\n私たちの消費生活\nA-(1)\nA-(2)\nC-(10)\n\n責任ある消費者になるために\nA-(1)\nA-(2)\nC-(10)\nD-(20)","\n\n\n未来をつくろう\nA-(5)\nC-(12)\nD-(20)",null,"\n\n\n情報の伝達\nA-(5)","安全で健康的な住生活\nA-(2)\nD-(19)"]
["１月",null,null,"情報の技術\n技術を見つめよう\nA-(1)\nA-(2)\nA-(5)\nC-(10)\nC-(12)","\n\n私たちの住生活\nA-(2)\nC-(14)\nC-(16)\nC-(17)","情報セキュリティと情報モラル\nA-(1)\nC-(10)\nC-(11)\n\nコンピュータとプログラミング\nA-(5)　\n\n\n\n双方向性のあるコンテンツのプログラミングによる問題解決\nA-(1)\nA-(2)\nA-(5)\nC-(12)","\n持続可能な住生活\nC-(12)　D-(20)\n\n家庭生活と消費\nA-(2)",null,"\n"]
["２月",null,"\n持続可能な消費生活\nA-(1)\nA-(2)\nC-(12)\nD-(20)","\n\n\n\n技術をいかそう①\nA-(2)\nA-(5)\nC-(12)",null,null,"購入・支払いと生活情報\nA-(1)\nC-(10)\n\n消費者被害と消費者の自立\nA-(1)\nA-(2)\nC-(10)\n\n\n\n\n生活の課題と実践\nA-(1)\nC-(12)\nC-(14)"]
["３月","\n\n社会の発展とエネルギー変換の技術\nA-(5)\nC-(12)\nD-(20)","\n\n家族・家庭生活での自立\nA-(1)\nC-(14)"]

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["　英語(第２学年)"]
[]
["　　内容","教　　科"]
["月","英語","英語","英語","英語","英語","英語"]
[null,"『NEW HORIZON 2』","『Sunshine 2』","『NEW CROWN 2』","『ONE WORLD 2』","『Here We Go! 2』","『BLUE SKY 2』"]
[null,"（東書）","（開隆堂）","（三省堂）","（教出）","（光村）","（啓林館）"]
["４月","Unit 0　My Spring Vacation\nB-(8)\n\nUnit 1　What can we experience on a trip?\nB-(9)\nC-(18)","PROGRAM 1　New Start\nB-(8)","Lesson 1　Meet New Friends\nC-(15)\n","Review Lesson　Ms. King's Trip with Her Friend\nC-(17)　\nD-（21）\n\nLesson 1　Assistance Dogs\nC-(11)   C-(12)","Unit 1　Hajin’s Diary\nA-(3)\nC-(15)","Unit 1　Talent Show\nA-(3)\nC-(15)"]
["５月","\n\nUnit 2　What is local food?\nC-(17)\nC-(18)","PROGRAM 2　Koshien Project in Africa\nA-(4)\nC-(18)\n","\nLesson 2　Fun with Books\nA-(3)\nD-(21)","\n\n\n\nLesson 2　Energy Sources for Our Future\nC-(12)\nD-(20)","\nUnit 2　Basketball Tournament\nA-(4)\nC-(15)\n","\n\n\n\nUnit 2　Festivals in the World\nC-(16)\nC-(17)\nC-(18)\n\n\n\nUnit 3　Visiting Singapore\nC-(10)\nC-(18)"]
["６月","Unit 3　What kind of job are you interested in?\nA-(4)\nC-(13)","\nPROGRAM 3　Taste of Culture\nC-(17)\nC-(18)\n","\nLesson 3　My Dream\nA-(4)\nC-(13)\nD-(20)\n","\nLesson 3　Design Makes Change\nC-(11)　C-(12)　C-(18)\n\n\nProject 1\nIdeas for Change\nA-(5)　C-(12)","\nUnit 3　Plans for the Summer\nB-(6)\n"]
["７月","Stage Activity 1　My Favorite Japanese Food\nC-(17)\n\nLet’s Read 1　History of Clocks\nA-(4)　A-(5)","Our Project 4　海外でヒットするラーメンのCMを作ろう\nA-(5)\n\nReading 1　The Three Dolls\nA-(1)　B-(7)　D-(22)\n\nPROGRAM 4　Leave Only Footprints\nC-(11)\nC-(15)\nC-(18)\nD-（20）","\nProject 1　スピーチ「My Dream」\nA-(4)　C-(13)\nReading Lesson 1　The Tale of Peter Rabbit\nA-(1)　C-(14)","\nReading 1　Six Amazing Things about Penguins\nD-(19)\nD-(21)\n","Let’s Read 1　The Cookies\nB-(6)　D-（22）\nYou Can Do It! 1　「わが町観光プラン」をおすすめしよう\nC-(16)","Project 1　Sharing Japanese Culture with the World\nC-(17)\nLet’s Read 1　The Restaurant of Many Orders\nA-(1)"]
["９月","Unit 4　What is important in a homestay?\nB-(9)\nC-(14)\nC-(18)",null,"Lesson 4　Safe Clean Water\nC-（12）\nC-(18)\nD-(20)","Lesson 4　Workplace Experience\nA-(4)\nC-(13)\n\n\n\nLesson 5　How to Celebrate Halloween\nC-(17)\nC-(18)\n\n\n\nLesson 6　Castles and Canyons\nC-(16)　C-(17)\nC-(18)　D-(21)","Unit 4　Tour in Singapore \nC-(18)","Unit 4　Preparing for Natural Disasters\nA-(2)"]
["10月","\n\nUnit 5　What design is good for everyone?\nC-(11)\nC-(12)","\nPROGRAM  5　Work Experience\nC-(12)\nC-(13)","\nLesson 5　Visiting Australia\nC-(16)\nC-(18)\nD-(21)",null,"Unit 5　How Do We Stay Safe?\nA-(2)\nD-（20）","Unit 5　What is Your Dream?\nA-(4)\nC-(13)"]
["11月","\nUnit 6　How can we make a good presentation?\nA-(5)","PROGRAM 6　High-Tech Nature\nA-(5)\nC-(12)\nD-(20)\n","\nLesson 6　Friends from Singapore\nC-(17)\nC-(18)","\n\n\n\n\n\nLesson 7　The Gift of Giving\nB-(6)　C-(12)　C-(18)","Unit 6　Guide Dogs\nC-(12)\nD-(19)","Unit 6　Kiri on the Stage\nB-(6)\nB-(8)\nC-(15)"]
["12月","Stage Activity 2　My School and School Life\nC-(15)\n\nLet’s Read 2　A Glass of Milk\nB-(6)","\nOur Project 5　日本のおすすめスポットを紹介しよう\nA-(5)　C-(17)\nReading 2　Friendship beyond Time and Borders\nB-（6）　C-(18)","Project 2　人気のあるもの調査\nC-(17)\nReading Lesson 2　Online Experiences\nC-(18)\nD-(20)","\nProject 2　My Dream Travel\nC-(17)　C-(18)\nReading 2　The Gift of Tezuka Osamu\nA-(1)　A-(3)　A-(4)","Let’s Read 2　Meet Hanyu Yuzuru\nA-(4)　B-(6)\nYou Can Do It! 2　誰もが楽しめるイベントを提案しよう\nC-(12)","Project 2　Our Dreams for the Future\nA-(5)\n\nLet’s Read 2　The Snowman\nB-(8)"]
["１月","Unit 7　What are World Heritage sites and their problems?\nC-(12)\nC-(17)\nC-(18)\nD-(20)","PROGRAM  7　Unique Animals\nD-(20)","Lesson 7　Gifts from China\nC-(17)\nC-(18)","Lesson 8　Rakugo in English\nC-(17)\nC-(18)\n\n\n\nLesson 9　Gestures and Sign Language\nB-(9)\nC-（17）\nC-(18)\n\n\nProject 3　Let's Introduce Japanese Culture\nC-(17)","Unit 7　Working Together \nB-(8)\nB-(9)\nC-(15)","Unit 7　World Heritage Sites\nC-(12)\nC-(17)\nC-(18)\nD-(20)"]
["２月","\n\n\n\nStage Activity 3　Let’s Have a Discussion\nC-(16)\nC-(18)","PROGRAM 8　A Hope for Lasting Peace\nC-(18)\nD-(19)","\nLesson 8　Rakugo Goes Overseas\nC-(17)　C-(18)\n\nProject 3　好きなもの×観光マップ\nC-(16)\nC-(17)",null,"Unit 8　Performing a Play\nB-(8)\nB-(9)\nC-(15) ","Unit 8　Food Diversity\nC-(17)\nC-(16)\nC-(18)"]
["３月","Let’s Read 3　Pictures and Our Beautiful Planet\nC-(18)\nD-(20)\nD-(21)","Our Project 6　My Heroの魅力を伝えよう\nA-(4)　D-（20）\n\nReading 3　Apollo 13\nA-(4)\nC-(15)","Reading g Lesson 3　A Pot of Poison\nA-(1)","Reading 3　How William Hoy Changed Baseball\nA-(3)　A-(4)\nB-(9)　C-(11)\nFurther Reading　Somebody Loves You, Mr.\nHatch\nB-(6)","Let’s Read 3　Emojis―From Japan to the World\nB-(9)　C-(18) \nYou Can Do It! 3　かるたで地域のPRをしよう\nC-(16)　C-(17)\nLet’s Read More 1　Plastic Food Samples\nA-(5)　C-(17)\nLet’s Read More 2　Ainu, My Voice  A-(3)　C-(11)　C-(16)","Project 3　Discussion\nB-(9)\nC-(15)\n\nLet’s Read 3　Charles Schulz\nA-(3)\nA-(4)"]