Curriculum Guide – Grade 2 Unit 4: Black-Eyed Susan Lesson: 1

Standard Learners use skills, resources, and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)

Indicator Respond to literature and creative expression of ideas in various formats and genres.

Objective Upon teacher request, students will evaluate the book cover, illustrations, and story elements to determine if the teacher-selected book should receive the Black-Eyed Susan book award.

AIM Upon teacher request, students will evaluate the book cover, illustrations, and story elements to determine if the teacher-selected book should receive the Black-Eyed Susan book award.

Title Black-Eyed Susan Award-Winning BooksType Acceleration Instruction MasteryLearning Preferences

Field Dependent

Field Independent Visual Auditory Tactile

Kinesthetic Active Reflective Global SequentialDescription Note: This activity can be implemented using an Internet-connected

computer, LCD projector, document camera, and screen/whiteboard. This lesson may be extended to two days.

Connect How do you pick your favorite toy? Are the toys that you like the same every year? Students can discuss how they choose their favorite toys at their table. They can record their answers on a dry erase board or share orally with a partner. As students share, responses can be recorded on a flipchart, or chart paper.

Option: In the Black-Eyed Susan Introductory PowerPoint and flipchart, a commercial for a Mighty Bean (a popular toy) is included.

InformConnect the idea of how someone chooses their favorite toy, to how they might choose a favorite book. Assess the student’s prior knowledge by asking if they have seen books with special awards on their covers? If so, what was the book awarded for? Do they know the names of some of these special awards? (Caldecott, Newbery, Black-Eyed Susan, etc.). Tell them about Maryland’s special award-winning program that allows teachers, librarians, and students to nominate books for the Black-Eyed Susan Award. Talk about the characteristics of award-winning books: vivid, descriptive language choices; memorable, fully-developed characters; non-formulaic plots; and universal themes. Mention why it is called the Black-eyed Susan Award. Show pictures of Maryland’s state flower and tell the history of the award. The nominated books are expected to be outstanding books that

broaden the human experience and provide students with new insights into their own lives. The criteria also requires that:

Books may be fiction or nonfiction. Books must have a copyright date of the current year or one of the

preceding three years and be readily available. Each title selected will have received positive reviews from

appropriate professional journals. Books must have been read, discussed, and voted upon by the

appropriate Black-Eyed Susan reading committee before being placed on the appropriate list.

Retrieved from: http://www.wcps.k12.md.us/williamsport_high/library_media/bes.html#what)(The above information is included in the flipchart and PowerPoint.)

PracticeDiscuss with students that Black-Eyed Susan books will have to have certain characteristics and qualities, much like how children might choose the characteristics of their favorite toy, game, or outfit. Display several of the Black-Eyed Susan Books by adding their covers and descriptions to the flipchart or PowerPoint. A second option is to also have students take a picture walk through the books with a partner. Ask: Even though the books will change, the criteria that you use to choose your favorite book will change.

Note: Each year a Black-Eyed Susan CD is available with book covers and other resources for teacher use after MASL’s (Maryland Association of School Librarians) fall meeting.

ApplyDistribute the Checklist for Evaluating Black-Eyed Susan Books. Go over the different elements the students will be covering for the checklist: Book Cover, Illustrations, and Story. Ask students to use three sticky notes and label them to match the elements: Book Cover, Illustrations, and Story. During the read aloud, students will be reflecting on these three different elements of the book. As a read aloud, librarians can choose an appropriate book for this unit from the Black-Eyed Susan literature choices. During reading, pause to reflect on the elements on the Checklist for Evaluating Black-Eyed Susan Books.

ReflectAfter reading, have students put the sticky notes in one of the three columns: Book Cover, Illustrations, and Story. Have students complete their Checklist for Evaluating Black-Eyed Susan Books. Students may use the

read aloud as a basis for evaluation or they may use other Black-Eyed Susan Books for the checklist. Ask: “Would you recommend this book to your friend to read? Why or why not?

Resources Black-Eyed Susan Intro PowerPoint Black-Eyed Susan flipchart Checklist for Evaluating Picture Books

Book Title: ________________________

Author: __________________________

YES! NO! Suggestions for the Author…

The Book Cover

Is it “eye catching?”

Does it motivate you to pick it up and read?

Does it give you clues as to what the story will be about?

The Illustrations

Do they get your attention?

Do they establish setting, characters, and plot?

The Story Does it keep you interested and wondering what is going to happen next?

Does the author keep your interest through word choice and tone?

Would you recommend this book to your friend to read?

Curriculum Guide – Grade 2 Unit 4: Black-Eyed Susan Lesson: 2

Standard Learners use skills, resources, and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)

Indicator Respond to literature and creative expression of ideas in various formats and genres.

Objective With teacher guidance, students will be able to categorize their literacy selections by genre based on characteristics with eighty percent accuracy.

AIM With teacher guidance, students will be able to categorize their literacy selections by genre based on characteristics with eighty percent accuracy.

Title Genres/Black-Eyed SusanType Acceleration Instruction MasteryLearning Preferences

Field Dependent

Field Independent Visual Auditory Tactile

Kinesthetic Active Reflective Global Sequential

Description

Note: This activity can be implemented using an Internet-connected computer, LCD projector, document camera, and screen/whiteboard.

ConnectMotivate students by asking the following questions; “What types of books do you like? When you browse for books in the library, what section/s do you choose books from? Do you enjoy books that make you laugh? Do you enjoy books that make you cry? Do you enjoy books that make you wonder what will happen next? Why do you think we have different sections for books in the library?”

InformNavigate to the Genre flipchart. Have a discussion about what a genre is by making it clear to students that genre is a fancy way of saying category or types of books. Read and discuss each genre with students and display book examples of each type of genre found in your school library. The Genre flipchart or Genre PowerPoint can be modified based on students’ academic level. Narrow genre focus by deleting slides to focus on fiction, nonfiction, and other areas of interest.

ApplyFor the read aloud, librarians can choose an appropriate book for this unit from the Black-Eyed Susan literature choices. This book should have been chosen based on its ability to fit into a particular genre category. A second option is to use a book focused on explaining genres such as: Joe Bright and the Seven Genre Dudes. During reading, pause to list elements related to the particular genre you are reading aloud. Black-Eyed Susan books should be displayed for students to preview and the genres for the other Black-Eyed Susan books that have been previously read can also be discussed.

PracticeStudents can use an interactive voting device, pinch cards, or oral response to answer the multiple choice questions on the types of genre, found at the end of the flipchart or PowerPoint.

ReflectWhat is your favorite genre? Why? What genres do you like the least? Why?

Resources Genre Flipchart Genre Book Study List

http://www.readwritethink.org/files/resources/lesson_images/lesson270/genre_books.pdf

Joe Bright and the Seven Genre Dude, by Jackie Mims Hopkins

Additional Teacher Note: "The analysis of different types of literature promotes cognitive development because it gives students an opportunity to apply similar skills and strategies, such as identifying themes discussed in one genre-fiction, for example–to other genres like poetry, reports, descriptive pieces, and plays." (Smith 1994) Research also shows that the more experience students have in reading different genres, the more successful they will be in writing in different genres.

Smith, Carl B. 1994. Helping Children Understand Literary Genres. Bloomington, IN: ERIC Clearinghouse on Reading English and Communication.

Curriculum Guide – Grade 2 Unit 4: Black-Eyed Susan Lesson: 3

Standard Learners use skills, resources, and tools to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. (Source: Standards for the 21st Century Learner)

Indicator Respond to literature and creative expression of ideas in various formats and genres.

Objective Upon teacher request, students will be able to categorize their literacy selections by genre based on characteristics with eighty percent accuracy.

AIM Upon teacher request, students will be able to categorize their literacy selections by genre based on characteristics with eighty percent accuracy.

Title Genres/Black-Eyed SusanType Acceleration Instruction MasteryLearning Preferences

Field Dependent

Field Independent Visual Auditory Tactile

Kinesthetic Active Reflective Global SequentialDescription Note: This activity can be implemented using an internet-connected

computer, LCD projector, document camera, and screen/whiteboard.

ConnectDistribute the Genres resource cards to students in pairs or groups. In order to prepare for this lesson, please make sure these cards have been cut. Add or change the cards according to your students’ needs. Also distribute several of this year’s Black-Eyed Susan Books to each group, along with past Black-Eyed Susan nominees and winners. Review with the class the definitions for genre from the prior lesson. Ask students to categorize their book using their resource cards as a guide. Ask students, “What strategies did you use to categorize your books? Where did you look on your books for keywords and ideas?”

To differentiate an option is to add or replace the connect piece above is to navigate to TeacherTube Video – Genre http://www1.teachertube.com/viewVideo.php?title=Genre&video_id=55568 .

InformNavigate to Destiny to check some of the students’ book choices for each genre to see if this fits the appropriate category. For select students, type in the student’s book title, click search, and then click on the title link to see more information about each book. When you find more information, there are key words that describe the book, and there are also many genre descriptions. Tell students, “Different genres helps us become a better reader by allowing us to predict what will happen next (the plot),

characterization (the reader’s expectations for a character in a fairy tale are far different from those for characters in a mystery, science fiction, or realistic fiction novel. The word "genre" is French for "kind.” Books are classified into different genres; each have different characteristics.” Examples:

Children enjoy reading stories about other people that are biographies. These form an effective "bridge" between storytelling and nonfiction - after all - everyone's life is a story! 

Modern fantasy is another genre students can identify with, especially the characters. Harry Potter, Charlotte’s Web, Winnie the Pooh, Alice in Wonderland, Willie Wonka and the Chocolate Factory, and The Wizard of Oz are all examples of modern fantasy written for young readers.

PracticeDistribute the Destiny Genre Scavenger Hunt. Navigate to Destiny to demonstrate how you can search different genres by typing in the genre type as a key word and then pressing enter. Model and inform students that they will be choosing their favorite book from each genre and record it on the Destiny Genre Scavenger Hunt.

To differentiate, have students distinguish fiction and nonfiction genres by looking at a group of fiction and nonfiction books. Students can make piles of fiction and nonfiction books (using past and present Black-Eyed Susan Books). Students could also use the Genre Gumball Wheel to record the number of fiction and nonfiction books.

ApplyIn groups or pairs, ask students to begin their Destiny Genre Scavenger Hunt or Genre Gumball wheel. For the Destiny Scavenger Hunt, students will navigate to Destiny on a computer and fill in the title and genre for their chosen book.To differentiate, students can use the Genre Gumball Wheel may color in each gumball on their genre wheel.

ReflectUsing a digital recording device, like Voicethread, a podcast, or Audacity, have students record some of the favorite Genre Scavenger Hunt literacy choices. Ask: How does searching for a particular genre on Destiny help me in the library? What is your favorite genre and why?To differentiate, ask, “How did you distinguish between fiction and nonfiction?”

Resources Genres Resource Cards TeacherTube Video – Genre

http://www1.teachertube.com/viewVideo.php?title=Genre&video_id=55568

Genre Gumball Wheel Destiny Genre Scavenger Hunt

Destiny Genre Scavenger Hunt

Name:__________________________________________Directions:

1. Navigate to Destiny or Destiny Quest.2. Select a genre that you are interested in from the list below.3. Type in your selected genre as your keyword search. 4. With your partner, choose an interesting book from your generated list.5. Use the organizer to create a collection of four books on your selected genre.

Legend

Folktale

Biography

Factual

Nonfiction

Humor

Autobiography Fantasy

Mystery

Adventure

Realistic Fiction

Myth

Science Fiction

Fable

Historical Fiction

Fairy Tale

Tall Tale

Title: _________________________________

Author: _______________________________

Genre:________________________________

Title: _________________________________

Author: _______________________________

Genre:________________________________

Book Illustration Book Illustration

Title: _________________________________

Author: _______________________________

Genre:________________________________

Title: _________________________________

Author: _______________________________

Genre:________________________________

Book Illustration Book Illustration

Of these four books, which one would you want to check out next time in the library?

______________________________________________________________________________________

Legend

A story passed down through the years that is based on real

Folktale

A story with imaginary characters and events that are so believable they could happen in

Textbook

A book that is used for instruction or the study of a particular subject.

Biography

A book or article written about a

person’s life.

Newspaper

Printed sheets of paper that contain news and interesting stories that are published at regular intervals.

Almanac

A book published every year that contains facts and statistics on many different subjects.

Genre Resource Cards

Thesaurus

A book of words and their synonyms.

Factual Nonfiction

A book or article written to explain real things by using facts.

Autobiography

A book or essay written by a person about his or her life.

Fantasy

A story that involves imaginary

characters or events that could not exist

in real life.

Mystery

A story in which clues are used to solve a puzzling event.

Adventure

A story that builds suspense using action and extraordinary events

occurring in rapid sequence.

Realistic Fiction

A story with imaginary characters and events that are

so believable they could happen in the

real world.

Myth

A story told long ago using

ancestors, gods, and heroes to explain real

events and cultural beliefs.

Science Fiction

A make believe story, set in the future or on other planets,

which uses elements of

science.

Fable

A short story meant to teach a lesson, usually

with animal characters that

act and talk like people.

Historical Fiction

A story, in a historical setting, with imaginary

characters and events that are so

believable they could have really

existed.

Fairy Tale

A story about

Tall Tale

A humorous story

Genre Resource Cards

Genre Gumball Reading WheelDirections: Color in a gumball for each

fiction or nonfiction book you have!

FICTION NONFICTION

Curriculum Guide – Grade 2 Unit 4: Black-Eyed Susan Lesson: 4

Standard Learners use skills, resources and tools to pursue personal and aesthetic growth. (Source: Standards for the 21st Century Learner)

Indicator Respond to literature and creative expression of ideas in various formats and genres.

Objective Upon request, students will be able to evaluate several Black-Eyed Susan selections in order to justify their nominee for the Black-Eyed Susan book award.

AIM Upon request, students will be able to evaluate several Black-Eyed Susan selections in order to justify their nominee for the Black-Eyed Susan book award.

Title Voting on a Favorite Black-Eyed Susan Picture Book Type Acceleration Instruction MasteryLearning Preferences

Field Dependent

Field Independent Visual Auditory Tactile

Kinesthetic Active Reflective Global SequentialDescription Connect

Inform students that today they will be voting on their top choice for the Black-Eyed Susan literary selection. Reflect back to the first lesson when they evaluated their book choice. Ask: What criterion is most important to you when you choose your favorite book? Are the book cover and illustrations most important? Or is the text to self connection that you make to the story most important for when you choose a book? Perhaps you focus most on the illustrations?

InformRemind students about the criteria for the Black-Eyed Susan award as listed below. You could review the first day flipchart or PowerPoint, or show the Black-Eyed Susan Animoto http://animoto.com/play/mHZ64XHjoT0FL7N5Rc1QKg.

Go to the Maryland Black-Eyed Susan Award Web site to share information about the award. http://www.wcps.k12.md.us/williamsport_high/library_media/bes.html#what

The Black-Eyed Susan Book Award honors outstanding books. Winners are chosen annually by students throughout the state of Maryland.

Each year since 1992 the Black-Eyed Susan Book Award has been given to one book in each of several grade-level categories. The first high school voting took place in the 1999-2000 school years.

After reading at least eight of the nominated books, a student is

eligible to vote for his/her favorite book. The Maryland Black-Eyed Susan Committee tallies the votes collected from across the state to determine the winner in each grade-level category.

The winning authors and/or illustrators receive a pewter plate engraved with the year and the Black-Eyed Susan Book Award logo.

Authors, illustrators, and publishers recognize the Black-Eyed Susan Book Award as an honor bestowed by Maryland students.

PracticeDiscuss with students that they will be writing 3 – 5 sentences in order to describe the reason for their Black-Eyed Susan choice. Navigate to the Voki Web site and explain to students how to use the Voki Web site and applications. Use an example Voki http://www.voki.com/pickup.php?scid=4131948&height=267&width=200 to describe last year’s Black-Eyed Susan winner, Let’s Do Nothing. Think aloud using Let’s Do Nothing (as spoken by the Voki http://www.voki.com/pickup.php?scid=4131948&height=267&width=200 ): “My vote for my favorite Black-Eyed Susan book is Let’s Do Nothing. The front cover showed Frankie and Sal looking bored, and I like to do nothing so I thought the title was interesting. Kids will like this book because they like to do nothing sometimes! Frankie and Sal decided to do nothing for 10 seconds. The story has hilarious illustrations, and I liked when Frankie and Sal pretend to be the Empire State Building and Godzilla.”

A second option is to have students record the reason for their vote and choice using a podcast, Audacity, or other digital recording device. A final option is to have the students use Microsoft Publisher to create an advertisement for their book.

ApplyStudents can work individually or in pairs to create their Voki, podcast, Audacity, or an advertisement using Microsoft Publisher. Display the sample advertisement using Microsoft Publisher; students can choose to create this using a computer or the teacher may choose to print this out depending on computer access.

ReflectDuring the reflection piece, distribute the voting sheet as provided by the Maryland Association of School Librarians (MASL) for students to cast their vote. Remind students that this is a student only vote – no adults! Visit the MASL Web site for online and other voting options: http://www.maslmd.org

Resources Black-Eyed Susan Intro PowerPoint Black-Eyed Susan Flipchart Black-Eyed Susan Animoto

http://animoto.com/play/mHZ64XHjoT0FL7N5Rc1QKg Let’s Do Nothing by Tony Fucile (or other Black-Eyed Susan book

choice for think aloud piece) Template for Black-Eyed Susan Advertisement (Microsoft Publisher) URL for Black-Eyed Susan voting: http://www.maslmd.org/index.php?

option=com_content&view=article&id=54&Itemid=71 Black-Eyed Susan Poster Advertisement Example (in Publisher) Example Voki to describe last year’s Black-Eyed Susan winner, Let’s

Do Nothing http://www.voki.com/pickup.php?scid=4131948&height=267&width=200