Flexible Time

15 days

2016-17 Curriculum Blueprint Grade: 2 Course: ELA

Sawgrass Bay Elementary Unit 3

Lexile Band 420-650 whole year, Lexile Band for Unit 478-536

Suggested Essential Questions to Choose From

Reading Learning Goals

Students will be able to recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.1.2

Students will be able to Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. RI.1.2

Students will be able to Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RL.2.6

Students will be able to use key details to make connections, describe how the author uses reasons to support specific points, and compare and contrast informational text. RI.2.6

Students will be able to compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. RL.3.9

Writing Learning Goals

Students will write opinion pieces in which they introduce the topic or book they are writing about, state and opinion, supply reasons that support the opinion, use linking words e.g (because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W.1.1

Focus Reading Standard

LAFS.2.RL.1.2 (DOK 3) and LAFS.2.RI.1.2 (DOK 2)

LAFS.2.RL.2.6 (DOK 2) and LAFS.2.RI.2.6 (DOK 2)

LAFS.2.RL.3.9 (DOK 3) and LAFS.2.RI.3.9 (DOK 3)

*See deconstructed standards

Focus Writing Standard

LAFS.2.W.1.1 (DOK 2)

*See deconstructed standard

Focus Language Standard

LAFS.2.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. use collective nouns (e.g., group)

LAFS.2.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize holidays, product names, and geographic names

*see grammar/language progression below

Focus Speaking & Listening Standard

LAFS.2.SL.1.3 (DOK 2) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Phonics

UE, UR, EA LONG, EA SHORT, EW

Additional spelling resource

High Frequency/Vocabulary

DOLCH LINK

FRY LINK

Week 10/11: Gobble, rude, dash, approach

Week 12/13: plenty, fragrant, usual, unusual

Grammar/Language

Week 10: subject/verb agreement

Week 11: subject/verb agreement

Week 12: review common nouns, introduce proper nouns and abbreviations

Week 13: review common nouns, continue proper nouns and abbreviations

Deconstructed Reading Standards

LAFS.2.RL.1.2 (DOK 3) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Identify fables and folktales from diverse cultures.

Define diverse cultures.

Recount details of a story (e.g., fables and folktales).

Determine the message, lesson or moral of a story (e.g., fables and folktales).

LAFS.2.RI.1.2 (DOK 2) Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

Recognize the main topic of a multi-paragraph informational text.

Identify the focus of specific paragraphs that support the main topic of a text.

First grade: Identify the main topic and retell key details of a text.

Third grade: Determine the main idea of a text; recount the key details and explain how they support the main idea.

LAFS.2.RL.2.6 (DOK 2) Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Recognize own point of view.

Identify the characters.

Identify traits of each character.

Define point of view.

Recognize dialogue to determine who is speaking.

Analyze characters to know what type of voice to use when speaking the part.

Determine differences in each characters point of view.

Read the dialogue in text using appropriate voices for different characters.

1st: Identify who is telling the story at various points in a text.

3rd: Distinguish their own point of view from that of the narrator or those of the characters.

LAFS.2.RI.2.6 (DOK 2) Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Identify main purpose of text according to what the author is answering.

Identify the authors main purpose of text to answer what the author wants to describe.

Describe the point of view of author of a text.

LAFS.2.RL.3.9 (DOK 3) Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Recall details and events from two or more versions of the same story written by different authors.

Identify characters of two or more versions of the same story written by different authors.

Compare/contrast two or more versions of the same story told from different cultures.

LAFS.2.RI.3.9 (DOK 3) Compare and contrast the most important points presented by two texts on the same topic.

Identify the important points presented in two informational texts on the same topic.

Compare the important points in two informational texts on the same topic.

Contrast the important points in two informational texts on the same topic.

Deconstructed Writing Standard

LAFS.2.W.1.1 (DOK 2) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Identify a topic or title of a book to write about.

Recognize and define opinions.

Recognize and define concluding sections or statements.

Recognize and define linking words.

Formulate and articulate an opinion about a text or topic.

Generate reasons that support stated opinions.

Organize writing to introduce, support, and conclude.

Link ideas with effective words in order to connect opinions and reasons.

Write an opinion piece which introduces the topic or book.

Write an opinion piece which supplies at least 2 supporting reasons for the opinion.

Write an opinion piece which uses effective words to link opinions and reasons.

Write an opinion piece which provides a concluding statement or section.

Suggested Literary Texts

*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)

Paired Texts

Week 10

Cinderella (480L)

Mufaros Beautiful Daughters (720L)

Week 11

The Three Little Pigs (560L)

The True Story of The Three Little Pigs AD570L

Week 12

The Three Little Wolves and the Big Bad Pig (700L)

Week 13

Lon Po Po (670L)

Lon Po Po you tube read aloud

Little Red Riding Hood (520L)

safari montage

Week 14

Twisted Stories Fairy Tales

(Teachers Choice)

Ninja Red Riding Hood

The Three Ninja Pigs

Goldirocks and the Three Bears

Goldilocks Rocks

Cinderella is So Angry

Goldilocks and the Three Dinosaurs 910L

Cinderellas Stepsisters

Interstellar Cinderella

Assessments:

Henny Penny and Chicken Little

Lion and the Mouse

Literary Tasks (Teach and Model)

Choose at least 1 task per standard that will support and scaffold learning for the published product. Can be used in whole group, small group, and journal responses.

Use to create your own tasks - LDC K-1 Template Tasks

Week 10

LAFS.2.RL.1.2 (DOK 3) Create a sequencing map to recount details from a text. Using the map, write a short response in which you determine the lesson of the folktale. Use textual evidence to support your answer.

LAFS.2.RI.1.2 (DOK 2) After reading a text, create a tree map to identify the main topic as well as the topic of individual paragraphs within the text.

Week 11

LAFS.2.RL.1.2 (DOK 3) After reading a text have a collaborative discussion about the lesson or moral. Use textual evidence, including dialogue and details to support your discussion.

LAFS.2.RL.2.6 (DOK 2) After reading a text, have students work collaboratively to identify dialogue in the text and determine who is talking at each point in the text. Have students reread dialogue to analyze how the character would sound at each point in the story and then practice reading with appropriate character voices.

LAFS.2.RI.1.2 (DOK 2) After reading a text, create a flow map identifying the main idea of each paragraph from the story and have a collaborative discussion on how these paragraphs support the topic.

LAFS.2.RL.2.6 (DOK 2) After reading a text, write 2-4 sentences explaining the speakers point of view of the character. Use evidence from the text to support your writing.

LAFS.2.RI.2.6 (DOK 2) After reading a text, have a collaborative discussion about the main purpose of the text. Identify the details from the text that support the authors purpose for writ