web viewrl.2.4: describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated...

Curriculum DocumentOriginal Development: Spring 2013

Unit: One

Subject/Course: English/Language Arts

Grade Level: Second

School Year: 2013-2014

This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)

Big Ideas: Why is this learning important? What generalization or principle do you want to know/do? The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.

Describe how words and phrases supply rhythm and meaning in literature.Describe the overall structure of a story.Identify the main topic of a multi-paragraph text.Participate in shared research and writing projects.

Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

Domain: Reading LiteratureCluster: Craft & StructureStandard Code:

RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (Understand/DOK 2)

RL.2.5: Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. (Understand/DOK 2)

Domain: Informational Text K–2Cluster: Key Ideas & DetailsStandard Code:

RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (Understand/DOK 2)

Domain: Writing Standards K–2Cluster: Research to Build and Present KnowledgeStandard Code:

W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) (Understand/DOK2)

Domain: Speaking and Listening Standards K-2Cluster: Comprehension and Collaboration

SL.2.1: Participate in collaborative conversations with diverse

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partners about grade 2 topics and texts with peers and adults in small and larger groups

Reading, Writing Language Speaking and Listening Skills

RF.2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable wordsRF.2.3c: Decode regularly spelled two-syllable words with long vowelsRF.2.3d: Decode words with common prefixes and suffixesRF.2.3e: Identify words with inconsistent but common spelling-sound correspondences RF.2.3f: Recognize and read grade-appropriate irregularly spelled words RF.2.4: Read with sufficient accuracy and fluency to support comprehensionRF.2.4a: Read on-level text with purpose and understandingRF.2.4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings RF.2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary RL. 2.1: Recount stories, including fables, folktales, and myths from diverse cultures and determine their central message, lesson, or moral RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or sectionW.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers W.2.8: Recall information from experiences or gather information from provided sources to answer a questionSL.2.1a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.2.1b:Build on others’ talk in conversations by linking their comments to the remarks of othersSL.2.1c: Ask for clarification and further explanation as needed about the topics and texts under discussionSL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other mediaL.2.1: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2a: use collective nouns (e.g., group) L.2.1e: Use adjectives and adverbs, and choose between them depending on what is to be modifiedL.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening L.2.3a: compare formal and informal uses ofL.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)

Math Practice Mathematical Practices

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including CODE 1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.TechnologyStandard:including CODE

ET02-S3C1-02 Differentiate types of information and online sources.ET02-S2C1-O 1: Communicate with others as a whole class or small group using digital tools.ETO2-S2C2-O 1: Identify and apply cooperative group rules to effectively collaborate in aclassroom digital learning project.

ELP Standard:including CODE

Completed by SEI/ELP teachers (later)

Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Chapter conclusion introduction main idea paragraph poetry repetition rhyme spelling patterns

Declarative Knowledge: What concepts (facts, ideas, cause/effect) does the student need to KNOW?

Procedural Skill: What procedures (steps, algorithms, tactics) does the student need to know HOW to DO?

Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (1.RL.4)

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (1.RL.5)

Identify the main topic and retell key details of a text. (1.RI.2) Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a

given topic and use them to write a sequence of instructions). (1.W.7)

Vocabulary : alliteration author beginning digital graphic organizer ending illustrator poet Shared writing rhythm research

Assessments

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Provide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)

RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (Understand/DOK 2)Sample Activity/Assessment:The Seasons (ed. John N. Serio) is a book of collected poems by different poets. Introduce the poem “SummerSong.” Ask the students, “What did you notice about the first four lines of the poem?” (Possible answer: Repetition of By the…”) Note the pattern of rhyme in the first four lines (i.e., ABAB) and how it changes as it progresses through the poem (i.e., AABB). Continue to look at the features of poetry as you read other seasonal poems in this unit. Each of the poems from The Seasons exemplifies at least one of the characteristics of the second grade standards: rhyme, rhythm, alliteration, and repetition.RL.2.5: Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. (Understand/DOK 2)Sample Activity/Assessment:The student will fill in the different parts of the Graphic organizer. You can use the example or one like it.

RI.2.2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. (Understand/DOK 2)Sample Activity/Assessment:To introduce the work of organizing informational text, choose a book with a variety of text features and strong paragraphs. Explain to the children that as you read for information, you will also be looking at the author’s craft. Guide students to look closely at the way each informational book on the four seasons is arranged (e.g., through the use of headings, subheadings, and paragraphs). Choose one page to look for the purpose of paragraphs in organizing the information in the text. You might want to make a copy of the page for the students to examine as you demonstrate the topical chunks of information in paragraphs. Extend this lesson by listing text features in multiple books on seasons and related topics. Focus on the purposes of the text features in the books.

W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) (Understand/DOK 2)Sample Activity/Assessment:Introduce a digital tool for organizing information, such as that found in the computer program Kidspiration. Modelthe organization of gathered information into broad topics through webbing. Use one part of the graphic organizer(web) to demonstrate to the class how to write one well-developed paragraph. Working in small groups, use thewebbed information to write the remaining paragraphs. When the paragraphs are completed, combine them into a

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Beginning

Middle

End

book. Assign students to add illustrations. If small groups of children researched different regions, the books could be called “If I Lived in the Midwest” or “If I Lived in the Rockies.”

SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups (Understand/DOK 2)Sample Activity/Assessment:Focus a discussion on the characteristics of seasons in your local climate. Discuss activities that your students might associate with each season. Talk about how one of the seasons’ activities might help the local economy more than others by asking questions such as, “Which season is most important to our community? Think of a place in the United States with seasons that are very different from ours. What is an interesting activity from that region or state that we could research?” (e.g., fishing, mountain climbing, ice hockey). Use digital resources and speakers who have visited to gather information. Important topics to cover include geographical information, the weather/climate/season, and a description of the activity or sport.

This section completed per whole unit. (Its purpose is to focus on integrating the standards through resources & instructional strategies that focus on unit big ideas.)

UNIT Resources & InstructionPrimary text connections: List chapters, pages, etc.2.RL.42.RL.5: Harcourt TE Just for You Theme 1Story: “Mixed Up Chameleon”pp. 14A-53RGenre: Fantasy/ScienceFocus Skills: Main Idea

Harcourt TE Just for You Theme 1Story: “Henry and Mudge Under the Yellow Moon”pp. 82A-99VGenre: Realistic Fiction/Social StudiesFocus Skills: Narrative Elements

Harcourt TE Just for You Theme 1Story: “Wilson Sat Alone”pp. 124A-149PGenre: Realistic Fiction/Social StudiesFocus Skills: Narrative Elements

Harcourt TE Just for You Theme 2Story: “The Enormous Turnip”pp. 152A-171RGenre: Folktale/Social StudiesFocus Skills: Sequence

Harcourt TE Banner Days Theme 2Story: “The Pine Park Mystery”pp. 152A-175RGenre: Play/Social StudiesFocus Skills: Narrative Elements

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Harcourt TE Banner Days Theme 2Story: “Goodbye Curtis”pp. 176A-199VGenre: Realistic Fiction/Social StudiesFocus Skills: Compare and Contrast

Harcourt TE Banner Days Theme 2Story: “Anthony Reynoso Born to Rope”pp. 228A-249TGenre: Personal Narrative/Social StudiesFocus Skills: Summarize and Restate

Harcourt TE Banner Days Theme 2Story: “China Town”pp. 250A-277RGenre: Realistic Fiction/Social StudiesFocus Skill: Details

Harcourt TE Just for You Theme 3Story: “Johnny Appleseed”pp. 284A-311VGenre: Play/Social StudiesFocus Skills: Details

Harcourt TE Just for You Theme 3Story: “Watermelon Day”pp. 366A-393PGenre: Realistic Fiction/Social StudiesFocus Skills: Make Inferences

2.RI.2Harcourt TE Just for You Theme 2Story: “Helping Out”pp. 172A-193RGenre: Photo Essay/Social StudiesFocus Skill: Main Idea

2.W.72.SL.1

Supplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Harcourt Reading Children’s literature Grade Level booksAchieve 3000GalileoEd.Helper.comSuperteacher.com Buckle Down Reading

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GoogleBingAsk.comWebquesthttp://www.learnnc.org/lp/editions/ccss2010-english/6844

Teacher Instructional Strategies: Research-based strategies that “fit.” Grouping Questioning Visual Aids Setting High Expectations Technology Assessments

Integration of Technology: Specific examples that apply the technology standards in the content. Students need to learn about the different types of information and sources available online.

Students will develop a strategy before searching on the internet. Some Online Sources include: Encyclopedia, Dictionaries, Databases, Government sites, Atlases.

Using teacher-selected digital resources, students will gather and organize information on a selected topic. Examples: Nettrekker helps teachers find high quality, standards-aligned learning resources and create engaging lesson plans. Delicious is an online bookmarking tool for storing, sharing, and discovering web bookmarks. Teachers use, Diigo, an online bookmarking tool to organize preselected websites.

Students build on prior knowledge of sorting and classifying, identify common properties in the classroom environment and then make, explain, and defend conjectures to extend their knowledge. What's My Rule for Sorting?

Integration of ELP Strategies: (Language, Grammar, etc)Completed by SEI/ELP teachers (later)

Exemplary Learning Activities (Optional): List one exemplary strategy per box.

Exemplary Scaffolding Strategy (Optional): List one exemplary strategy per box.

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http://illuminations.nctm.org/LessonDetail.aspx?ID=L494

http://www.learnnc.org/lp/editions/ccss2010-english/6844


Unit: TwoSubject/Course: English/Language ArtsGrade Level: Second gradeSchool Year: 2013-2014

This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)Big Ideas: Why is this learning important? What generalization or principle do you want to know/do? The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.Recount stories, and determine their central message.Compare and contrast two or more versions of the same story.Identify the main purpose of a text.Write informative/explanatory texts in which they introduce a topic.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

Domain: Reading Standards for Literature K–2Cluster: Key Ideas and DetailsStandard Code:

RL.2.2: Recount stories, including fables, folktales, and myths from diverse cultures and determine their central message, lesson, or moral(Understand/DOK 2)

Domain: Reading Standards for Literature K–2Cluster: Integration of Knowledge and IdeasStandard Code:

RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures (Apply/DOK 3)

Domain: Informational Text K–2Cluster: Craft and StructureStandard Code:

RI.2.6: Identify the main purpose of a and, how to demonstrate understanding of key details in a text

Domain: Writing Standards K-2Cluster: Text Type and PurposesStandard Code:

W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section (Understand/Apply DOK 2/3)

Reading, Writing RL.2.6: Acknowledge differences in the points of view of characters, including

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Language Speaking and Listening Skills

by speaking in a different voice for each character when reading dialogue aloud. RI.2.1: Ask and answer such questions as who, what, where, when, why, RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject areaRI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficientlyRI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the rangeW.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closureW.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing text, including what the author wants to answer, explain, or describe (Understand & Apply/DOK 2/3)W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) W.2.8: Recall information from experiences or gather information from provided sources to answer a questionRF.2.4: Read with sufficient accuracy and fluency to support comprehensionRF.2.4a: Read on-level text with purpose and understandingRF.2.4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings RF.2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding wordsRF.2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable wordsRF.2.3b: Know spelling-sound correspondences for additional common vowel teamsRF.2.3c: Decode regularly spelled two-syllable words with long vowelsRF.2.3d: Decode words with common prefixes and suffixesRF.2.3e: Identify words with inconsistent but common spelling-sound correspondences RF.2.3f: Recognize and read grade-appropriate irregularly spelled wordsSL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groupsSL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other mediaSL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issueSL.2.4: Tell a story or recount an experience with appropriate facts and

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relevant, descriptive details, speaking audibly in coherent sentences SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelingsSL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectationsL.2.1b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish) L.2.2: Conventions of Standard English: Demonstrate command of the conventions of standard EnglishL.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening L.2.3a: compare formal and informal uses of EnglishL.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategiesL.2.4a: Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 2 reading and content, choosing flexibly from a range of strategiesL.2.4b: use sentence-level context as a clue to the meaning of a word or phraseL.2.4c: use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional) L.2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmarkL.2.4e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

Mathematical Practicesincluding CODE

Mathematical Practices1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.




8. Look for and express regularity in repeated reasoning.

TechnologyStandard:including CODE

ET02-S3C2-O2: Use primary and secondary sources.ETO2-S2C2-O1: Identify and apply cooperative group rules to effectively collaborate in a classroom digital learning project.



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http://www.corestandards.org/ELA-Literacy/L/2

Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?collective nouns point of view real tall tale Venn diagramopinion




Retell stories, including key details, and demonstrate understanding of their central message or lesson. (1.RL.2)

Compare and contrast the adventures and experiences of characters in stories. (1.RL.9) Distinguish between information provided by pictures or other illustrations and information

provided by the words in a text. (1.RI.6) Write informative/explanatory texts in which they name a topic, supply some facts about the topic,

and provide some sense of closure. (1.W.2)

Vocabulary: Biography, characters, compare, contrast, expression, fantasy, fluency, real, point of view

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)RL.2.2: Recount stories, including fables, folktales, and myths from diverse cultures and determine their central message, lesson, or moral. (Understand/DOK 2)Sample Activity/Assessment:Introduce the genre of tall tales by explaining how they are stories about a special kind of hero that is bigger than life. Even though the story is based on a real person, the person is exaggerated to be stronger or bigger than any real hero can ever be. Read about a hero from the 1800s named John Henry. As you read the story, challenge the students to think about the part of the story that is so amazing we know it is not really true. After the children have enjoyed the story, go back through the story and have the students write down one thing that might be real and one thing they think is fantasy. Ask questions such as, “Why do you think we have this tall tale? Why do you think the story has a race between a machine and a human? Why do you think the man beats the machine?”RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures (Apply/DOK 3)Sample Activity/Assessment:After reading the fairy tale The Princess and the Pea, introduce another version of the story, The Cowboy and the Black-Eyed Pea. Before reading the book, challenge the students to think about how the two stories are the same and how they are different. Create a Venn diagram or other graphic organizer to compare and contrast the two stories. Have the children use Post-Its to add their ideas to the Venn

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diagram. When finished, ask students to use the graphic organizer to construct sentences that describe two ways in which the stories are the same and two ways in which they are different. Continue this activity with other traditional stories and their alternative versions.RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe (Understand & Apply/DOK 2/3)Sample Activity/Assessment:Teacher Modeling I will explain that some authors write books to inform readers about a subject. I will show students a variety of books from the classroom library, which was written to inform the reader. I will talk about characteristics of each book that show that the author is trying to inform the reader. I will read Apples by Gail Gibbons and chart the characteristics of the book that show that the author is trying to inform the reader about a specific topic. (Direct Teaching Teacher Example Chart is provided below in Teacher and Student Materials.)Think CheckAsk: How did I identify the characteristics of the text that show the author's purpose was to inform? Students should respond that you read the text and paid attention to detail in the text that provided the reader with real information to learn.Guided PracticeWe will choose books from the classroom library that show that the author is trying to inform the reader. Each student (or group of students) will choose one book and give two examples from the text that show that the purpose of the book is to inform.Independent PracticeYou will read the passage “Bare Bones.” (Student Independent Practice is provided below in Teacher and Student Materials.) You will identify (by underlining) text evidence from the passage that shows the author’s purpose is to inform.

W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section (Understand/Apply DOK 2/3)Sample Activity/Assessment:By reading the informational books during this unit, students learn about influencial people during the 1800s in the “Wild West.” Give the students this prompt: “Write about the person most interesting to you from the Wild West days. Be sure to tell to answer the questions „who, what, where, when, why, and how‟ as you write about your person. Use online sources and books to do your research. ”When students are finished with their research, pair them according to related choices to allow sharing of information. After the first draft is written, have them spend time revising the work with peers or the teacher.


UNIT Resources & InstructionPrimary text connections: List chapters, pages, etc.2.RL.2Harcourt TE Banner Days Theme 1Story: “The Day Jimmy’s Boa Ate the Wash”pp. 14A-39RGenre: Fantasy/Social StudiesFocus Skills: Cause and Effect

Harcourt TE Banner Days Theme 1Story: “How I Spent My Summer”pp. 40A-65V

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Genre: Fantasy/Social StudiesFocus Skills: Cause and Effect

2.RL.9Harcourt TE Just for You Theme 1Story: “Get Up and Go!”pp. 54C-81VGenre: Informational BookFocus Skills: Author’s Purpose

Harcourt TE Banner Days Theme 3Story: “Dinosaur Travel”pp. 336A-363VGenre: Informational Book /Social StudiesFocus Skills: Author’s Purpose

Harcourt TE Just for You Theme 3Story: “Watermelon Day”pp. 366A-393PGenre: Realistic Fiction/Social StudiesFocus Skills: Make Inferences

2.RI.62.W.2Supplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Harcourt Reading Children’s literature Grade Level booksAchieve 3000GalileoEd.Helper.comSuperteacher.com Buckle Down ReadingGoogleBingAsk.comWebquesthttp://www.learnnc.org/lp/editions/ccss2010-english/6844


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Integration of Technology: Specific examples that apply the technology standards in the content. While gathering research for a writing project, students will identify a topic or question to be

answered and gather keywords to help with their search. Students use primary and secondary sources to conduct research on a wide variety of topics.




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Unit: ThreeSubject/Course: English/Language ArtsGrade Level: Second gradeSchool Year: 2013-2014

This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)Big Ideas: Why is this learning important? What generalization or principle do you want to know/do? The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.Describe how characters in a story respond to major events and challenges.Acknowledge differences in the opinions of characters when reading dialogue aloud.Use information gained to demonstrate understanding of the elements of a story.Write informative/explanatory texts to introduce a topic, using facts and definitions to develop points, and provide a concluding statement.Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)

Domain: Reading LiteratureCluster: Key Ideas & DetailsStandard Code:

RL.2.3: Describe how characters in a story respond to major events and challenges. (Understand/DOK 2)

Domain: Reading LiteratureCluster: Craft and StructureStandard Code:

RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (Understand/Apply DOK2/3)

Domain: Reading LiteratureCluster: Integration of Knowledge and IdeasStandard Code:

RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (Understand/DOK 2)

Domain: Reading Informational TextCluster: Craft and StructureStandard Code:RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe

Domain: Writing Standards K-2Cluster: Text Types & Purposes

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Standard Code: W.2.2: Write informative/explanatory texts in which they

introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section (Understand/Apply DOK 2/3)

Domain: Language Standards K-2Cluster: Conventions of Standard EnglishStandard Code:

L.2.2: Conventions of Standard English: Demonstrate command of the conventions of standard English (Apply/DOK 2)

L.2.2b: Use commas in greetings and closings of letters (Understand/DOK 2)

Domain: Language Standards K-2Cluster: Vocabulary Acquisition and UseStandard Code:

L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies (Understand/DOK 2)

L. 2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark (Understand/DOK 2)


RI.2.2.: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editingW.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding wordsRF.2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable wordsRF.2.3b: Know spelling-sound correspondences for additional common vowel teamsRF.2.3c: Decode regularly spelled two-syllable words with long vowelsRF.2.3d: Decode words with common prefixes and suffixesRF.2.3e: Identify words with inconsistent but common spelling-sound correspondences RF.2.3f: Recognize and read grade-appropriate irregularly spelled wordsRF.2.4: Read with sufficient accuracy and fluency to support comprehension RF.2.4a: Read on-level text with purpose and understandingRF.2.4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings RF.2.4c: Use context to confirm or self-correct word recognition and

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understanding, rereading as necessary SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groupsSL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelingsSL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectationsL.2.4e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrasesL.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)




4. Model with mathematics.5. Use appropriate tools strategically





ET02-S6C2-05: Create and edit multimedia presentation using painting/drawing applications.ETO2-S2C2-O1: Identify and apply cooperative group rules to effectively collaborate in a classroom digital learning project.ET02-S3C2-O2: Use primary and secondary sources.ETO2-S6C1-O1: Classify basic technology terms.ETO2-S3C1-O2: Differentiate types of information and online sources.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Body closing compound word contrast editing informative/explanatory writing figurative greeting haiku idiom literal friendly letter metaphor How-to books


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Describe characters, settings, and major events in a story, using key details. (1.RL.3) Use illustrations and details in a story to describe its characters, setting, or events. (1.RL.7) Identify who is telling the story at various points in a text. (1.RL.6) Write informative/explanatory texts in which they name a topic, supply some facts about the topic,

and provide some sense of closure. (1.W.2)

Vocabulary: capitalization, compare, revision

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)RL.2.3: Describe how characters in a story respond to major events and challenges. (Understand/DOK 2)Sample Activity/Assessment:Introduce a book such as Snow in Jerusalem by reviewing how unlikely friends become friends through finding something in common. Tell the students that they are going to read a book about two children who were not friends, but they found something in common. As the story is read, have the students focus on how the children find something in common to make a friendship. Talk about how these two characters faced a challenge and made a hard choice.

RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (Understand/Apply DOK2/3)Sample Activity/Assessment:Read and discuss the following fairy tales. Make a chart comparing and contrasting them.

The Three Little PigsWait, No PaintThe True Story of the 3 Little Pigs

After completing the chart, focus on the difference that each story was told from a different character. Since people see things differently, the story changed as the character told it from his/her point of view.

Discuss how the story might have been different if the first little pig told the story. How might he have felt about the wolf? How did he feel about his brothers? How did he feel about his house being broken down? Discuss the same questions for the other two pigs.

Following this example, I like to read some more fairy tales (but I have also done this with stories we have just read in our reading series too) and then break students up into groups of 2 or 3. I have the groups pick a character and discuss how things would change if that character was telling the story. I give them the following list of questions to guide them, but leave it open-ended for any other creative ideas.

1. Story Title________________2. Character________________

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3. How was the character feeling? Why?4. What was the problem in the story? How would the problem change if this character were telling the story?5. Would the setting change?6. Would there be any other characters?7. Would your character do or say anything different? Write it down.8. How would the ending be different?

After about 15-20 minutes, we meet together as a group and share. After my higher-level students share, I would have they go back to their seats to write a new story or a new ending from their character’s point of view.

RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot (Understand/DOK 2)Sample Activity/Assessment:Have students select a folktale to read. Provide each student with a piece of plain white paper. Then, give these instructions to the children: “Read a folktale with a partner (a stronger reader could read to a weaker reader, or they could take turns, or read chorally). When you are finished reading the folktale, follow these directions: Fold your paper into fourths. Draw a picture of the main characters in one square. Draw the setting in another square. Draw your favorite part of the plot in another square. In the last part, write a few sentences describing what you think the folktale is teaching.

Each time the students do this activity, substitute one more square with writing instead of drawing. As a student reads the last book independently, have them use the four-square outline to write a retelling of the folktale.W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section (Understand/Apply DOK 2/3)Sample Activity/Assessment:By reading the informational books during this unit, students learn about Native Americans during the 1800s in the “Wild West.” Give the students this prompt: “Write about the person most interesting to you from the Wild West days. Be sure to tell to answer the questions „who, what, where, when, why, and how‟ as you write about your person. Use online sources and books to do your research. ”When students are finished with their research, pair them according to related choices to allow sharing of information. After the first draft is written, have them spend time revising the work with peers or the teacher.

L.2.2: Conventions of Standard English: Demonstrate command of the conventions of standard English (Apply/DOK 2)Sample Activity/Assessment:Ask one of the students to lend you a book. On the board, write “This is ____ book.” Ask, “What word should we put in the blank if we want to write that the book belongs to Johnny.” (Johnny’s). “What marks and letters do we need to write after the word Johnny to show that he is the owner or possessor of the book?” (apostrophe-s)

L.2.2b: Use commas in greetings and closings of letters (Understand/DOK 2)Sample Activity/Assessment:

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Review the letters of the alphabet with students, using a classroom wall chart if needed. Discuss the order of the letters. Discuss the meaning of the word dictionary with students. Show students an example of a picture dictionary. If you have Internet access, view the Little Explorers picture dictionary with students. (Click a letter tile to access the dictionary entries for that letter.) Ask students to name some of the people, places, and things, such as parents, siblings, grandparents, friends, teachers, police officers, pets, school, toys, books, etc., that are important in their lives. Ask students to name the first letter of each noun they say. Tell students that they will create picture dictionaries showing pictures of the words they named. With parents' permission, ask students to bring in pictures of those people, places, and things. Have students glue pictures onto construction paper. Write the word under each picture, or assist students in writing each name. Have students use a marker to write the letter of the alphabet that the name begins with at the top of the page. Have students arrange their pictures in ABC order. Let students design covers for their dictionaries. Fasten the pages together with brads or another type of paper fastener

L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies (Understand/ DOK 2)Sample Activity/Assessment:Teacher ModelingI will explain that knowing what parts of a word mean can help you understand the entire word. I will explain that some words have a prefix that can be used to help you identify the meaning of the word. I will introduce the prefixes un- (not), non- (not) and re- (back or again). I will show a chart of sentences and read the first sentence. I will discuss the prefix of the bolded word and use this to figure out the meaning of the entire word. We know the word believable means that something is easy to believe. The word has un- before it, which is a prefix that means not. So I know that unbelievable means the speaker thinks something is difficult to believe. I will repeat this for sentences 2–4.Think CheckAsk: How did I determine the meaning of the unknown words? Students should respond that you looked at the prefix and root word separately and thought about the meaning based on the meaning of the prefix.Guided PracticeWe will read the remaining sentences on the chart and discuss the meaning of the prefix in each bolded word. We will use the prefixes to help us determine the meaning of the words.Independent PracticeYou will read the sentences on the independent practice worksheet and use the prefixes to determine the meaning of the words in bold.

L. 2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark (Understand/DOK 2)Sample Activity/Assessment:After reading about bridges, have students predict the meaning of compound words that contain the word “bridge”: footbridge, drawbridge, flybridge, and bridgework. Repeat the activity using another root word such as “water”: waterbed, watercolor, watermelon, waterlog, watershed, waterproof, watertight, rainwater, waterway, and waterspout. Extend this lesson by discussing idioms using the word “bridge” such as, “we’ll cross that bridge when we come to it,” “that’s water under the bridge,” and “don’t burn your bridges.”


UNIT Resources & InstructionPrimary text connections: List chapters, pages, etc.2.RL.3Harcourt TE Just for You Theme 2

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http://www.EnchantedLearning.com/Dictionary.html

Story: “Lemonade for Sale” pp. 254A-281VGenre: Realistic Fiction/MathFocus Skills: Compare and Contrast2.RL.6 2.RL.7Harcourt TE Theme 3Story: “From Seed to Plant”pp. 312A-337RGenre: Informational Book/ScienceFocus Skills: Reading Diagrams

2.RI.62.W.2L.2.2/L.2.2bHarcourt Trophies pp.T2 194-225, 226-253T3 366-393T4 96-121,

Harcourt Trophies pp.T5 176-199,T6 364-383, 384-409

Harcourt pp. 176-199, 364-383, 384-409

L.2.4/L.2.4dHarcourt pp. 152-175, 200-227, 250-277, 254-283, 306-335, 336-363, 384-409, 338-365

Supplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Harcourt Reading Children’s literature Grade Level booksAchieve 3000GalileoEd.Helper.comSuperteacher.com Buckle Down ReadingGoogleBingAsk.comWebquesthttp://www.learnnc.org/lp/editions/ccss2010-english/6844

Teacher Instructional Strategies: Research-based strategies that “fit.” Grouping Questioning Visual Aids Setting High Expectations

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Technology Assessments

Integration of Technology: Specific examples that apply the technology standards in the content. Students review technology related terms and classify them, with the assistance of the teacher or

an adult. Students create a document and apply basic formatting to that document. Students use a software program or online resource to create and edit a multimedia presentation.





Unit: FourSubject/Course: English/Language ArtsGrade Level: Second gradeSchool Year: 2013-2014

This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)Big Ideas: Why is this learning important? What generalization or principle do you want to know/do? The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.Acknowledge differences in the opinions of characters, when reading dialogue aloud.Describe the connection between a series of concepts in a text.Compare and contrast important points presented by two texts on the same topic.Write opinion pieces, supply reasons using linking words, and a concluding statement.Write narratives that recount a well-elaborated event, including details, and provide a closure.Use a variety of digital tools to produce and publish writing

Common Core Standards / State StandardsContent Standard:including CODE + (Rigor)*Bold indicates FOCUS standards


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

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Domain: Informational Text K–2Cluster: Key Ideas and DetailsStandard Code:

RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (Understand/DOK 2)

Domain: Informational Text K–2Cluster: Integration of Knowledge and IdeasStandard Code:

RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. (Understand/DOK 2)

Domain: Writing Standards K-2Cluster: Text Types & PurposesStandard Code:

W.2.1: 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 (Understand/DOK 2)

W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure (Understand/DOK 2)

Domain: Writing Standards K-2Cluster: Production and Distribution of WritingStandard Code:

W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers (Understand/ DOK 2)


RL.2.3: Describe how characters in a story respond to major events and challengesRL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or songRF.2.3: Know and apply grade level phonics and word analysis skills in decoding wordsRF.2.3a: distinguish long and short vowels when reading regularly spelled one-syllable wordsRF.2.3b: know spelling-sound correspondences for additional common vowel teams RF.2.3c: decode regularly spelled two-syllable words with long vowels RF.2.3d: Decode words with common prefixes and suffixes RF.2.3e: Identify words with inconsistent but common spelling-sound correspondencesRF.2.3f: Recognize and read grade-appropriate irregularly spelled wordsRF.2.4a: Read on-level text with purpose and understanding

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RF.2.4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings RF.2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other mediaSL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issueSL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelingsL.2.1d: form and use past tense of frequently occurring irregular verbs (e.g., sat, hid, told) L.2.3a: compare formal and informal uses of English compare formal and informal uses of EnglishL.2.4b: use sentence-level context as a clue to the meaning of a word or phraseL.2.4c: use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional) L.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawnyL.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy)


Mathematical Practices1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.







ETO2-S1C4-O1: Use digital creativity tools to create original works.ETO2-S2C3-O1: Identify challenges and digital strategies as a class to effectively communicate with other cultures.ETO2-S1C4-O1: Use digital creativity tools to create original works.



Clarifications of Content Standard

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Academic Vocabulary: What academic vocabulary does the student need to know?Autobiography conclusion linking words opinion piece recordScan time order words



Prerequisites: Use Hess’s Cognitive Rigor Matrix to “map” pre-requisite conceptual & procedure knowledge Identify who is telling the story at various points in a text. (1.RL.6) Describe the connection between two individuals, events, ideas, or pieces of information in a text.

(1.RI.3) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,

descriptions, or procedures). (1.RI.9) Write opinion pieces in which they introduce the topic or name the book they are writing about, state an

opinion, supply a reason for the opinion, and provide some sense of closure. (1.W.1) Write narratives in which they recount two or more appropriately sequenced events, include some

details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (1.W.3)

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (1.W.6)

Vocabulary: Action, biography, narrative, act out

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud (Understand/DOK 2)Sample Activity/Assessment:1.Gather students around the computer screen (or projection screen if available). If you prefer, distribute hard copies of the book among the students. Explain to students that they are going to be doing some acting today and they are going to be learning about what characters in stories are thinking and feeling.

2.Show students the cover of Alexander and the Terrible, Horrible, No Good, Very Bad Day. Ask them to describe the illustration to you (e.g., the boy is in bed, he looks mad, there are toys around his bed on the floor). Based on the title and the illustration, ask students to describe what they think Alexander might be thinking (e.g., he doesn't want to get out of bed, he's grounded, his mom yelled at him, he's sick).

3.Tell students that when we imagine what a character is thinking outside of what the story tells us, it is called subtext. Explain that they are going to be acting out the subtext in this story.

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4.Model this strategy for students using the first page of the story. Read the text aloud and show the illustration to students.The text reads: I went to sleep with gum in my mouth and now there's gum in my hair and when I got out of bed this morning I tripped on the skateboard and by mistake I dropped my sweater in the sink while the water was running and I could tell it was going to be a terrible, horrible, no good, very bad dayChoose one of the above subtexts to model, or create your own.

Tell students that they are going to be viewing the rest of the story online and that they are going to be acting out their own subtexts.

. Access Kennedy Center: StorytimeOnline and begin playing the online story. After each "page," pause the recording and choose two to three students (depending on how many characters are on that particular page) to act out the subtext. Give each student an index card with his or her character's name on it. Have the students come up to the front of the room and hold up their cards so the rest of the class can see who they are. Students then take turns telling their subtext aloud. Below is an example from the second page of the story using three students to play Alexander, Anthony, and Nick:Anthony: Wow! I'm going to test this out on the new racetrack I constructed! I bet it's the fastest car yet!

Nick: Cool! I bet Sherlock Holmes had one of these! I bet I can solve a lot of mysteries with this!

Alexander: This is the worst day ever. My brothers always get everything just because they're older! I wish I was as old as them.

7.Continue with the story in this way. Try to give as many students as possible the opportunity to act out a subtext. When the story is complete, ask student volunteers to tell what it was like to act out the feelings of the characters. How did it help them to better understand the story? Ask students to write reflections describing their experience with the Subtext Strategy and telling how it helped them better understand the characters and the story. Did it help them relate to the characters? Were they able to make text-to-self connections? How did it feel to play a character?

RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (Understand/DOK 2)Sample Activity/Assessment:Choose a short story to read aloud to your students. In advance of the reading,

choose five (5) main events from the story and draw five simple illustrations of those events. If you are the world's worst drawer, you might simply use five cards; write on each card a statement about a key event from the story.

write on each illustration a statement that describes what is happening in the illustration. tape the illustrations and their accompanying descriptive statements out of sequence on a board, or tack

them to a bulletin board. post next to each illustration one of the construction-paper letters. Post the letters in sequence: a, b, c, d,

and e. Read aloud the story. Then share the five illustrations you have drawn, in random order (not in sequence). Read

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http://www.kennedy-center.org/multimedia/storytimeonline/

the statement on each illustration as you show it to students. Tape the illustrations on a board, or tack them to a bulletin board. Next to each illustration tack one of the letter squares you created. Have students write the order of the letters so that the pictures tell the events of the story in the correct sequence. For example, the pictures might tell the story in this order: d b e a c Now that you have introduced the idea behind the activity, it's the students' turn! Choose grade appropriate stories for students to read. Then use or adapt one of the three lesson ideas below:

Each student might read a different story. S/he will decide on and illustrate five key events from that story.

Small groups of five students might read the same story. After reading the story, the students will decide on five key events to illustrate. Each student will draw a picture and write a statement that represents one of the events. In subsequent days, read aloud the books that had been selected for this activity (or students might read them on their own). After reading the book, present listeners with the student-drawn illustrations. Post them out of sequence on a bulletin board and label them with the letter cards a to e. Have students write the order of the letters so that the pictures tell the events of the story in the correct sequence.

You might read aloud a chapter book and decide on the key events in the book. If you have 20 students in the class, make a list of 20 key events. Have each student draw a picture of one of those events. The student should write on the picture a statement that describes the event in the picture. Arrange the pictures in order to reflect the events in the story. Then post them on a bulletin board in groups of five pictures.

--- pictures for events 1 to 5 of the story should be arranged out of sequence in a row; the pictures should be labeled with letters cards a to e.--- pictures for events 6 to 10 of the story should be arranged out of sequence in a row; the pictures should be labeled with letters cards a to e.--- pictures for events 11 to 15 of the story should be arranged out of sequence in a row; the pictures should be labeled with letters cards a to e.--- pictures for events 16 to 20 of the story should be arranged out of sequence in a row; the pictures should be labeled with letters cards a to e.

Have students arrange each row of pictures to reflect the correct sequence of events from the story. They should write the order of the pictures for each row. For example, the correct sequence for the first row of pictures might be b d a e c; the correct sequence for the second row might be c b a e d; and so on

RI.2.9: Compare and contrast the most important points presented by two texts on the same topic(Understand/DOK 2)Sample Activity/Assessment:Read aloud the two supplied texts about Ruby Bridges (Ruby Bridges Goes to School and The Story of Ruby Bridges). Before reading, explain that one of the books is an autobiography(Ruby Bridges Goes to School: A True Story) that Bridges wrote about her own experiences. Explain that the other book,The Story of Ruby Bridges, is biographical, which means that an author wrote the book about Bridges’s life. When you finish reading each book aloud, have the students choose the most important parts of the story. Then, have them compare how the books are similar and how they are different. (There are several other opportunities to do this compare/contrast activity, or assessment, with the Greensboro Sit-In and Martin Luther King, Jr. texts.)

W.2.1: 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. (Understand/DOK 2)Sample Activity/Assessment:In this sixth six-week unit of second grade, students will use Joanna Cole’s field trip into the human body (The

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Magic School Bus Inside the Human Body) as a jump-off point to study the four body systems: skeletal, muscular, digestive, and nervous.Give the students this prompt: “Choose one thing you think is most important to do to stay healthy. Be sure to back up your opinion with reasons, use appropriate linking words between your ideas, and provide a strong conclusion.”W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (Understand/DOK 2)Sample Activity/Assessment:During these three sessions, you will read aloud three fairy tales you selected. 1. Activate students' prior knowledge about fairy tales. Use the Beginning, Middle, and Ending Chart. Ask

students how fairy tales usually begin and end. What happens in the middle? 2. Put up a Prewriting Questions chart paper. Instruct students to answer the questions as the story is being

read aloud. 3. Hold up the book or printout and read the title. Ask students to predict what will happen.

Read the fairy tale aloud, reminding students to pay attention to the events at the beginning, middle, and end. Pause as you are reading to give them opportunities to provide answers for the Beginning, Middle, and Ending Chart and the Prewriting Questions. (Fill in the charts as they give suggestions.)

4. Place the storyboard pieces for the story you read on the chalkboard ledge (or, if you are using felt or magnetic pieces, set them up on the felt or magnet board), and have students sequence the important events of the story from the beginning to the ending. Students may draw out the sequence of the story too.

W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers. (Understand/DOK 2)Sample Activity/Assessment:

Introduce the story Curious George by H.A. Rey. Show students the book and ask if anyone is familiar with Curious George. Assuming that some of them will be, use an LCD projector and the ReadWriteThink Webbing Tool to make a web of all they know about George. Leave the web up on the screen when you are finished. (If you do not have a projector, use the transparency or chart paper you have prepared).

During ReadingAs you read the book, ask questions to guide the discussion and highlight strategies that good readers use. The following questions can be asked as you read the corresponding page numbers, but remember that the reading should be interactive so take cues from your students and tailor your questions according to their needs and responses.Page 4: Where do you think George lives? What is George like?Page 6: The story says that George was curious about the man's hat. What do you think he will do with it?Page 10: How do you think George felt when he was captured in the yellow sack?Page 14: What kind of trouble could George get into on the ship?Page 24: Even though George tried to be a good monkey, what kind of trouble do you think he can get into at the Man with the Yellow Hat's house?Page 34: What do you think will happen when George sees the firemen?Page 36: What will happen to George now that he's caught?Page 38: Poor George, they put him in prison. How will he get out?Page 44: What do you think will happen when George gets curious about the balloons?Page 46: How does George feel whisked up into the air with the balloons? How would you feel?Page 50: How do you think George felt when he saw the Man with the Yellow Hat? Do you think he'll get in trouble?Page 52: Where do you think the Man with the Yellow Hat will bring George now?Page 54: Do you think George is happy at the zoo? What kinds of trouble do you think he can get into when he gets curious at the zoo?

After Reading

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http://interactives.mped.org/view_interactive.aspx?id=127&title=

http://www.readwritethink.org/lesson_images/lesson874/prewrite.pdf

http://www.readwritethink.org/lesson_images/lesson874/bme.pdf

3. Draw students' attention to the web and ask them to add to it based on the things they learned during the read-aloud. Add to the web as your students come up with new insights about Curious George's character.

Note: Print out the final web at the end of this session. Make a copy for each student and a large copy on chart paper that you can post and add to during next session when students will be taking George on a visit to various locations in your school where you will pose and photograph him for a digital "book." Share a list of the places you will be visiting during the next session. Have students get into their groups and spend about 10 minutes deciding which place they would like to photograph George and what they think George will be doing there.


UNIT Resources & InstructionPrimary text connections: List chapters, pages, etc.2.RL.62.RI.3Harcourt TE Just for You Theme 1Story: “Days with Frog and Toadpp. 100A-123PGenre: Story/Social StudiesFocus Skill: Compare and Contrast

Harcourt TE Banner Days Theme 2Story: “Goodbye Curtis”pp. 176A-199VGenre: Realistic Fiction/Social StudiesFocus Skills: Compare and Contrast

2.RI.92.W.12.W.32.W.6

Supplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Harcourt Reading Children’s literature Grade Level booksAchieve 3000GalileoEd.Helper.comSuperteacher.com Buckle Down ReadingGoogleBingAsk.comWebquesthttp://www.learnnc.org/lp/editions/ccss2010-english/6844

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Integration of Technology: Specific examples that apply the technology standards in the content. Teachers use correct technology terminology on a daily basis within contextual situations to build

student vocabulary and understanding. Brainstorm and list technologies and develop a timeline for their introduction. In a cooperative learning group, students will brainstorm ideas for resources to use during a

learning project. Prior to digital interaction, students will brainstorm ways to overcome obstacles such as: Language,

Culture, Norms, Traditions, Availability of technical resources, Digital citizenship.




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Unit: FiveSubject/Course: English/Language ArtsGrade Level: Second gradeSchool Year: 2013-2014

This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)Big Ideas: Why is this learning important? What generalization or principle do you want to know/do? The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.Retell stories to determine their central message.Explain how specific images contribute to and clarify a text.Write narratives that recount a well-elaborated event, including details, and provide a closure.


Domain: Reading LiteratureCluster: Key Ideas & DetailsStandard Code:

RL.2.2: Recount stories, including fables, folktales, and myths from diverse cultures and determine their central message, lesson, or moral. (Understand/DOK 2)


RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (Apply/DOK 2)


W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (Apply/ DOK 2)

Domain: Speaking and Listening K-2Cluster: Comprehension and CollaborationStandard Code:

SL.2.3: 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. (Understand/DOK 2)

Domain: Speaking and Listening K-2

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Cluster: Presentation of Knowledge and Ideas SL.2.4: Tell a story or recount an experience with appropriate

facts and relevant, descriptive details, speaking audibly in coherent sentences. (Understand/DOK 2)


RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or songRL.2.5: Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the actionRL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the rangeRI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficientlyRI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the rangeW.2.1: 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 W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding wordsRF.2.3a: distinguish long and short vowels when reading regularly spelled one-syllable wordsRF.2.3b: know spelling-sound correspondences for additional common vowel teams RF.2.3c: decode regularly spelled two-syllable words with long vowels RF.2.3d: Decode words with common prefixes and suffixesRF.2.3e: Identify words with inconsistent but common spelling-sound correspondences RF.2.3f: Recognize and read grade-appropriate irregularly spelled words RF.2.4a: Read on-level text with purpose and understandingRF.2.4b: Read on-level text orally with accuracy, appropriate rate, and

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expression on successive readings RF.2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessarySL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other mediaSL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelingsL.2.1b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish) L.2.2a: Capitalize holidays, product names, and geographic namesL.2.4a: Determine or clarify the meaning of unknown and multiple meaning word and phrases based on grade 2 reading and content, choosing flexibly from a range of strategies









ET02-S2C2-O1: Identify and apply cooperative group rules to effectively collaborate in a classroom digital learning project.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?conclusion, folktale, index, legend, narrative poem, noun, plot, plural,




Retell stories, including key details, and demonstrate understanding of their central message or

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lesson. (1.RL.2) Use the illustrations and details in a text to describe its key ideas. (1.RI.7) Write narratives in which they recount two or more appropriately sequenced events, include some

details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (1.W.3)

Vocabulary: Character, setting

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)RL.2.2: Recount stories, including fables, folktales, and myths from diverse cultures and determine their central message, lesson, or moral. (Understand/DOK 2)Sample Activity/Assessment:SESSION 1 TALKING BACKThe following lesson activities can be divided over five 45-minute sessions. Depending on the characteristics of your classroom and the abilities of your students, the instructional time may need to be adjusted.1. Gather students in a comfortable area and briefly introduce the traditional version of Cinderella. Ask

students to make predictions about the text and share their experiences related to the book, honoring and validating all responses.

2. Read aloud Cinderella, allowing students to chime in when reading familiar passages. Stop at certain points and give students the opportunity to respond to and think about the text. Ask students to "talk back" to the book, encouraging them to voice their opinions, tell the characters what to do or what not to do, and provide advice to characters who are facing a problem. Throughout the reading, model this talking back technique, offering your own opinions and comments when appropriate.

3. Choose an illustration from the book and talk back to one of the characters. For example, if you choose the illustration where the stepsisters boss Cinderella around, you might "talk back" to Cinderella by saying, "Don't worry, Cinderella, it's going to turn out okay. Just wait. A fairy godmother will come and help you out so that you can go to the ball."

4. Allow students to choose an illustration from the copies you made (see Preparation, Step 3), and give them each a large sticky note for their writing. Instruct them to talk back to the character or characters in the picture and to write what they would say on the sticky note. Younger students may need to dictate their ideas to you. When working with ELLs, take time to discuss the illustration with them. Name objects in the illustration and converse about what is happening. It may even be helpful to pair ELLs with students who have chosen the same illustrations so that they can talk about them while adding their sticky notes.

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5. After all the students have had an opportunity to "talk back" to at least one illustration, bring students together to share. Collect the illustrations with the students' writing and bind them together into a class book. You may want to glue or tape the sticky notes to the pages before binding.

RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (Understand/DOK 2)Sample Activity/Assessment:

SESSION ONE1. Gather students together. Review the list of math vocabulary words and ask for any additions. If no

chart has been started, make one now with the students to use as a reference when they do their writing. If students have difficulty generating a vocabulary list, refer back to the stories which were read aloud; read excerpts to help students identify math words.

2. When the chart has several words on it, have students review the list of words and talk about and give examples of the meaning of each one. Leave the vocabulary chart posted on the wall for subsequent sessions, and add the words to the classroom word wall, if there is one.

SESSION TWO1. Post four or five sheets of chart paper (or any oversized paper) side by side. Gather students together.

Tell them that everyone is going to participate in telling a story with pictures, and that the story will have some math in it. Begin by generating ideas as to who will be in the story and what they might be doing.

2. Ask for a volunteer to suggest a character. Ask another volunteer to suggest a setting and a third to tell what the character is doing.

3. Then ask prompting questions of the students to make sure a number of objects is established. For example, if the story is about a boy and a girl on a picnic, you might ask what they will be eating and how many food items they have. On the first sheet of paper, draw a picture to show the beginning of the story, including the character(s), setting, and the objects in question.

4. Continue by asking students what might happen next. Encourage them to use words from the math vocabulary list to describe the objects. Questions could include:How do the characters get more or less items?How many more?How many less?

5. As students develop the sequence of the story, keep in mind that this is essentially an expanded story problem, so it should be simple and kept to four or five steps/pages. Draw a picture on each chart paper that shows what happens, with special attention to the objects that increase or decrease.

6. When the story is complete, have students retell it, using math vocabulary and focusing on the quantities of objects and how they change. As they retell the story, write the corresponding text at the bottom of each chart paper with a marker. Then, with a highlighter, highlight all the math vocabulary which dictates changing quantities of objects. Have students read the story a third time, and create an equation that represents what happens in the story. Leave the story posted on the wall for reference for the next session.

SESSION THREE1. Gather students together to review the illustrated story. Inform them that they will be working in groups

to create their own stories. Remind them that they want to draw pictures to tell a simple story that will be about adding or taking away things.

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2. Have students brainstorm some ideas about who the stories might be about, where they might take place, and what the people might be doing. Give each group four sheets of paper to draw their collaborative stories.

3. As students work, circulate among the groups to ask questions and assist when needed. As groups finish their illustrated stories, have them "read" them aloud. If the story shows no increase or decrease of something, help them work that into the story by inserting an extra page or adding to a drawing.

4. When stories are complete, have students write them out, using a shape or border template at Shape Book Pattern where they can write and print out a separate page of text for each illustrated page.

SESSION FOUR1. Have each student group read their story aloud to the class. After they read each story, ask questions

about addition and subtraction of objects in the stories, write the equations that represent the stories on the board, and talk about the math symbols used. Students can then write equations at the top or bottom of pages with corresponding text.

2. Each group then uses their text and drawings to make a book. These can be big books, with pages mounted onto construction paper and then bound, or pages can be stapled together with construction paper covers. Keep the books available in the classroom for students to read on their own.

W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (Understand/DOK 2)Sample Activity/Assessment:

After reading Little Frog's Monster Story and discussing the story elements, use the K-W-L chart to determine what students already know about frogs and toads. Record their responses in the K column of the chart. In the W column, record what students want to learn. The L column will be used to record new information that students' learn after reading and visiting websites.

Read the book Frog or Toad? and record any new information that students' learn in the L column of the chart

Have students access the interactive Venn diagram. Label one circle "frogs" and the other one "toads." Have students list characteristics of frogs and toads focusing on how they are different. In the middle section, focus on how frogs and toads are alike. Students should print their Venn diagram when finished.

Model how to create a story using one piece of information about frogs and toads. For example, frogs have smooth skin and toads have bumpy skin. While modeling, using setting, characters, problem, solution, and ending to create the story.

Using one piece of information from their Venn diagram printout, students begin generating their own creative stories about frogs and toads. Have each student choose one piece of information and

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verbalize a story aloud.

After each child has verbalized a story, distribute the Story Elements handout, which lists each of the story elements with a space to draw a picture. Instruct students to draw pictures that capture the story that they verbalized to the class. After pictures are drawn, students can share their drawings and stories with the class.

Have students begin independent writing. To get students started, model an appropriate beginning for a story or provide a uniform beginning, such as "Once upon a time . . ." During this writing activity, do not place emphasis on spelling.

After independent writing is done, conference with each student about his or her story. This will provide you an opportunity to teach spelling, sentence construction, flow of the story, and inclusion of story elements.

After conferencing, students should revise their story, make corrections, and submit a finished version.

SL.2.3: 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. (Understand/DOK 2)Sample Activity/Assessment:

SESSION ONE1. Introduce Chrysanthemum to the class and read it aloud.2. Pass out blank bingo cards.

3. Using your class list as a guide, call out every student's name on the list. Write every name on the chart paper so that your students can copy the names. You may also wish to have name sticks so that you may draw names from a cup.

4. Students write each name in a box of their choice on their bingo cards. Please note the names must be written in the boxes randomly to prevent multiple bingos.

5. Allow the students to individualize their cards by decorating them with markers, crayons, or other classroom materials.

6. Collect bingo cards so that you can play the game during the next session.

SESSION TWO1. Hand out bingo cards randomly to students. Explain the general rules for bingo so that students

understand the game.2. Hand out plenty of Chrysanthemum markers for each student. 3. Invite students to brainstorm 3 or 4 personal questions designed to get to know one another on the

chart paper (for instance, What is your favorite color? What is your favorite book? Do you have any pets?)

4. Begin the game by randomly calling out a student's name, or drawing a name stick from a cup.5. Students respond by placing their Chrysanthemum markers on the called name.6. The student whose name was called responds by answering one of the three questions on the chart

paper. 7. Continue to play until someone yells, "Bingo."

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8. The Name Bingo Game's twist is to reward the student who call bingo by giving them the opportunity to think of another question to be written on the chart paper.

SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (Understand/DOK 2)Sample Activity/Assessment:Activity 1. What is History?Listening to the contributions of several students and writing things in chronological order during this lesson will help students to build a foundation for later activities. Explain that the past means things that have already happened. Ask someone to tell an event from yesterday's history. Next, ask students to relate events from last year. Once all students seem to understand the meaning of "the past," ask for a few students to tell an event from when they were babies. Do they remember these events? If not, how do they know about them? Refer back to the events from yesterday that have been listed. Just as the class has a history, each family also has an important history made up of events from the past. Have students brainstorm some events in their families’ histories. Examples might include births, deaths, marriages, immigrations, graduations, vacations, bar/bat mitzvahs, adoptions, moves, opening of a family business, etc. Be sure to reinforce that every family is different, and therefore, every family will have different events in its past that make up its history. Demonstrate a timeline using events from your own family history. Write the events and the dates and have the students help you put them in chronological order. You might also want to show the children timelines available through The Internet Public Library. The timelines are divided into several time periods in history and include mostly political events such as presidential inaugurations, beginnings and ends of wars, and states joining the Union. Working in conjunction with someone at home, each child should create a family timeline that contains 5-7 events from his/her own family history. Young students can have an adult scribe for them, but they should be familiar with the events that are included on their timeline


UNIT Resources & InstructionPrimary text connections: List chapters, pages, etc.2.RL.2Harcourt TE Banner Days Theme 1Story: “The Day Jimmy’s Boa Ate the Wash”pp. 14A-39RGenre: Fantasy/Social StudiesFocus Skills: Cause and Effect

Harcourt TE Banner Days Theme 1Story: “How I Spent My Summer”pp. 40A-65VGenre: Fantasy/Social StudiesFocus Skills: Cause and Effect2.RI.7 2.W.32.SL.32.SL.4

Supplemental Text Connections: List other school-purchased curriculum resources.

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http://www.bbc.co.uk/history/walk/memory1.shtml

Other materials available: List other useful resources, teacher-created, online, etc.

Harcourt Reading Children’s literature Grade Level booksAchieve 3000GalileoEd.Helper.comSuperteacher.com Buckle Down ReadingGoogleBingAsk.comWebquesthttp://www.learnnc.org/lp/editions/ccss2010-english/6844


Integration of Technology: Specific examples that apply the technology standards in the content. Students should be able to retrieve and save information (e.g., text documents, digital photos,

video and music). A helpful correlation to teach this performance objective might be the school library.

Students use a software program or online resource to create and edit a multimedia presentation.




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Unit: SixSubject/Course: English/Language ArtsGrade Level: Second gradeSchool Year: 2013-2014

This section completed once per whole unit. (Its purpose is to clarify the unit’s big idea and connecting standards.)Big Ideas: Why is this learning important? What generalization or principle do you want to know/do? The big idea resides at the heart of the discipline, and has value beyond classroom. These may come from the cluster deconstructing process.Describe how words and phrases supply rhythm and meaning in literature.Describe specific points the author makes in a text.Read and comprehend informational texts with proficiency. Write opinion pieces, supply reasons using linking words, and a concluding statement.



RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (Understand/DOK 2)

Domain: Reading LiteratureCluster: Range of Reading and Level of Text ComplexityStandard Code:

RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Understand/DOK 2)


RI.2.8: Describe how reasons support specific points the author makes in a text. (Understand/DOK 2)

Domain: Informational Text K–2Cluster: Range of Reading and Level of Text ComplexityStandard Code:

RI.2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Understand/DOK 2)

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W.2.1: 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. (Apply/DOK 2)

Domain: Speaking and Listening K-2Cluster: Presentation of Knowledge and IdeasStandard Code:

SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Understand/Apply/DOK 2)


RL.2.2: Recount stories, including fables, folktales, and myths from diverse cultures and determine their central message, lesson, or moralRI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or sectionRF.2.3: Know and apply grade-level phonics and word analysis skills in decoding wordsRF.2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable wordsRF.2.3b: Know spelling-sound correspondences for additional common vowel teamsRF.2.3c: Decode regularly spelled two-syllable words with long vowelsRF.2.3d: Decode words with common prefixes and suffixesRF.2.3e: Identify words with inconsistent but common spelling-sound correspondences RF.2.3f: Recognize and read grade-appropriate irregularly spelled wordsRF.2.4a: Read on-level text with purpose and understandingRF.2.4b: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings RF.2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groupsSL.2.1a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.2.1b: Build on others’ talk in conversations by linking their comments to the remarks of others

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SL.2.1c: Ask for clarification and further explanation as needed about the topics and texts under discussionSL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other mediaSL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectationsL.2.1c: Conventions of Standard English: Use reflexive pronouns (e.g., myself, ourselves) L.2.1e: Use adjectives and adverbs, and choose between them depending on what is to be modifiedL.2.5a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy)


Mathematically Practice1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.







ETO2-S3C1-O1: Generate key words and synonyms from a posed question for a search.ET02-S1C4-O1: Use digital creativity tools to create original works.



Clarifications of Content StandardAcademic Vocabulary: What academic vocabulary does the student need to know?Adjectives dictionary explanatory writing opinion writing reflexive pronouns




Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (1.RL.4)

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Identify the reasons an author gives to support points in a text. (1.RI.8) With prompting and support, read informational texts appropriately complex for grade 1. (1.RI.10) Write opinion pieces in which they introduce the topic or name the book they are writing about,

state an opinion, supply a reason for the opinion, and provide some sense of closure. (1.W.1)

Vocabulary: fantasy

AssessmentsProvide one assessment item for each content standard (one standard per box). For each assessment include: 1) standard + descriptive title + (Rigor) 2) an actual assessment item or quality description of the assessment 3) connection to Rdg, Wrtg, or Math Practice (if appropriate)RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or son. (Understand/DOK 2)Sample Activity/Assessment:

SESSION ONE: INTRODUCING BILL MARTIN, JR.1. Introduce Bill Martin, Jr. to the students, using the books you’ve collected and the Websites you’ve

chosen.

2. Invite students to browse through your collection of Martin’s books. Students may already be familiar with some of his books—encourage them to tell about their favorites and share why they like the books.

3. Begin a chart to record the characteristics of Martin’s work, which will include student observations about the repetition, rhythm, and rhyme of the texts. Some student responses might be:

o “You can clap his words. His words sing. His books make you dance.”

o “He uses lots of rhyming words. B, C, and tree rhyme! So do D, E, G! And P, T, V, Z! What about F and out of breath?”

o “His sentences sound the same. It’s easy to learn because it’s kind of the same. I can read it after I heard it only twice. I hear a pattern.”

4. After the students have shared their observations, as a group, label and categorize the responses:

o “You can clap his words. His words sing. His books make you dance.” (rhythm)

o “He uses lots of rhyming words. B, C, and tree rhyme! So do D, E, G! And P, T, V, Z! What about F and out of breath?” (rhyme)

o “His sentences sound the same. It’s easy to learn because it’s kind of the same. I can read it after I heard it only twice. I hear a pattern.” (repetition in Brown Bear, Brown Bear, What Do You See?, Panda Bear, Panda Bear, What Do You See?, Polar Bear, Polar Bear, What Do You Hear?)

5. Alternatively, if students’ skills allow, head a paper with three columns labeled with the words Rhythm,

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Rhyme, and Repetition and have the students fill in the information on their own.

6. Ask students to explore the books for details on other people who have worked with Martin. Depending upon the books that you have available for students to investigate, they will find that Martin wrote books with John Archambault and Michael Sampson. Illustrators of his books include Lois Ehlert and Eric Carle.

7. Read about Bill Martin Jr.'s favorite things in the "Giving Order to Chaos" section of his interview with Reading Rockets.

8. As a class, brainstorm a list of favorite things, or invite students to create their own personal lists of favorite things.

9. Compare students’ favorite things with those listed on the Website.

10. In pairs, groups, or as a whole class activity, visually represent the comparison using the Venn Diagram tool

RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Understand/DOK 2)Sample Activity/Assessment:SESSION 1: SEMANTIC IMPRESSIONS1. Show students the cover of the book Chicken Sunday by Patricia Polacco. Tell them that you will be

reading this book but that first you want them to learn some of the vocabulary they will find in the story.

2. Show students the chart with the list of vocabulary words (see Preparation, Step 2). Briefly discuss each word, asking if anyone knows the meaning or can use it in a sentence. For example, you might say, "Sigh means to breathe deeply. Billy let out a sigh when he didn't get an A on his math test."

3. Next, tell students they will be working together to compose a story using these words and that the words must be used in this order. Other rules include:Once a word has been introduced, it may appear again.

Other forms of the words may be used (e.g., exchange for exchanged).4. Call on volunteers to provide ideas for a sensible story with a beginning, middle, and end using the

given vocabulary words. Write the story on chart paper as it is created. The vocabulary list should be visible at all times while the story is being written.

Note: If this is the first time students are using the Semantic Impressions strategy, it should be completed as a whole-group activity. Once students become more comfortable using this strategy,

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they can write their stories in small groups, with partners, or individually.

5. Read the completed story to the class. Ask students if there are any revisions that need to be made and make them on the chart paper.

6. Give students a brief summary of Chicken Sunday. Activate their schema by asking them to think of someone they have known who wanted something he or she could not have. Questions for discussion include:What did you do or could you possibly do to try and help that person?

Have you ever decorated eggs for Easter using a paintbrush? Do you think this would be difficult to do? Why or why not?

7. Before reading, remind students to listen for the vocabulary words they used in their story as you read aloud Chicken Sunday. Stop periodically while reading to have students predict what will happen next and to discuss how the vocabulary words are used in the story.

8. After you have read the story, ask students to try and retell it using some of the vocabulary words. Allow a few students to try. Students can also build upon one another's oral retellings.

RI.2.8: Describe how reasons support specific points the author makes in a text. (Understand/DOK 2)Sample Activity/Assessment:1. Begin the lesson by activating students' prior knowledge of families. Invite them to answer questions

such as :Who is part of your family? What are relatives? What is an extended family? What special names do you use for your grandparents?When and why do relatives gather together?

2. Read aloud the book Bigmama's by Donald Crews. After reading, ask students to think about the following questions:Focusing on text-to-self connections: What does this story remind you of? Can you relate to the characters in the story?Does anything in this story remind you of anything in your own life?Focusing on text-to-text connections: What does this remind you of in another book you have read?How is this text similar to other things you have read?How is this text different from other things you have read? Focusing on text-to-world connections: What does this remind you of in the real world?How are events in this story similar to things that happen in the real world?How are events in this story different from things that happen in the real world?

3. Using the Making Connections posters as a visual aid, introduce the three types of connections Text-to-Self Connection, Text-to-Text Connection, and Text-to-World Connection. Explain how readers often make connections to a story to help them better understand the text. Use the think-aloud strategy to model how to make each type of connection, using your list of personal connections to this text.

4. Have students make connections to the text and share them aloud. Remind students to explain which

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of the three connections they are making.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (Understand/DOK 2)Sample Activity/Assessment:Tracking Sun Shadows (Large Group)

1. Begin early on a sunny day and plan to make periodic measurements throughout the day. 2. Having selected a suitable spot, use a compass to determine North, East, South, and West.

Place the recording sheet of cardboard or heavy paper on level ground such that the edges are aligned with the compass directions. Place the yardstick upright in the large coffee can filled with soil or stones and put this at the center of the southern edge of the recording sheet.

3. Mark the direction of magnetic North on the recording sheet. Make sure the students do not move the cardboard, but, just in case, mark the outline of the recording sheet on the pavement with chalk and the outline of the can with a marker, so that their positions may be checked. If permitted, it may be helpful to outline the chart, or its corners, on to the pavement with spray paint so that observations can be repeated from day to day and week to week.

4. Mark the line and tip of the shadow cast by the yardstick with a marker and record the time of the observation. Ask students to predict where the shadow will fall after a certain time interval, such as 15 minutes or an hour. Each student or group of students can mark the place they predict with a small stone or popsicle sticks. When the chosen interval has passed, mark the new shadow position with a marker. The class can check their markers against the actual position.

5. Throughout the course of the day, periodically (every hour or half hour) record the movement of the shadow of the yardstick by marking the line and tip of the shadow.

Analysis: After a day of recording, connect the shadow ends recorded near noon time with a line. At Midday,

the Sun is at its highest in the sky, and therefore corresponds to the shortest shadow. At this time, the Sun is due South, and so the shadow of the stick points toward the Earth's North Pole. Mark this North-South line. (If not measured, the locations of the noon and midday shadows can be estimated from the positions of shadows marked at nearby times.)

Compare the North-South line marked by the midday shadow with that marked with the compass. Do they agree? Discuss the difference between True and Magnetic North. A compass is simply attracted by the magnetic force. Demonstrate how a nearby magnet can easily fool the compass. Try making it point South by placing a magnet to its south!

If a computer is available, the length of each shadow could be measured and entered, along with its time, into a spreadsheet or graphing program (like AppleWorks, Excel, or Cricket Graph). The computer could make a graph relating the shadow length to the time of each observation. The data for each day could be saved and compared to later days. Even without a computer, a simple graph could be made by hand.

Discussion: Discuss observations of shadow lengths. Questions might include: How do shadow lengths change during the day? Why do they change? Is there a pattern to where the shadows fall and their lengths? Why is there a pattern? Is the Sun directly overhead at any time? Why is the shortest shadow around noon? Why does the shortest shadow point North? Why doesn't it point in the same direction as the magnetic compass? This activity can be a month long project for students. Look for more information on the Earth’s Rotation.

W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state

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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. (Apply/DOK 2)Sample Activity/Assessment:

Talk to your students about comparing and contrasting different perspectives. Say, "Three different people could look at the same item and have three very different opinion of what's the most important thing about that topic. When Margaret Wise Brown wrote her important-passages, she was thinking from the perspective of a poet. Today, we're going to think about the same topics she poetically explored from different perspectives."

Share any of the important-passages from the book and be sure your students understand the format of these passages. If you need to create a frame for them to successfully write these passages, do so. Here is a picture of a poster-frame we saw in the classroom of Nevada teacher/librarian Amy Hybarger

Then share the important passage from the book about the rain. Have them listen to it with the ears of a poet, then discuss her poetic, image-filled details.

Ask students to work with a partner and to compose two different important-passages about rain from two different perspectives. Here are some ideas for the passages: Important Things About Rain

a weatherman an umbrella manufacturer the Wicked Witch of the West a global warming activist a global warming nay-sayer

a Dust Bowl victim a Hurricane Katrina survivor a commercial fisherman a professional athlete or?

Place the partners' two passages side by side with Margaret Wise Brown's poetic look at rain. Tell them the three passages create set of three-voice important-passages, which they will soon be creating for a different topic. Students can create another poster but using a different passage.

SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (Apply/DOK 2)Sample Activity/Assessment:Introduce the tiny topic notepad to the students. The teacher will motivate students by stating, Well, today Wherever you go, whatever you do, think, “How could I use writing to make the world a betterplace?” Students need not physically walk through the world in order to let things spark ideas. We can sit at our desk and pretend that we are going to the cafeteria, wearing our Tiny Topic Notepad. Think “What ideas for persuasive writing will come to me when I am in the lunchroom?” Demonstrate a strategy used to nudge to shift from observing to growing ideas.

What I Notice What It Makes Me Think

Set children up to try thinking within a mental structure in which they shift between observing for a while then reflecting for a while. Have a child spy something around the room and then describe that one thing until I tell you to stop. Interject “and the thought I have about this is. . .” Again have children observe and then articulate a thought about that observation about something in the cafeteria.Turn and talk to your partner about possible ideas and thoughts on how you can improve the lunchroom. Record in your tiny topic notepad.


UNIT Resources & Instruction

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Primary text connections: List chapters, pages, etc.2.RL.42.RL.10Harcourt TE Banner Days Theme 1Story: “The Day Jimmy’s Boa Ate the Wash”pp. 14A-39RGenre: Fantasy/Social StudiesFocus Skills: Cause and Effect

Harcourt TE Banner Days Theme 2Story: “Max Found Two Sticks”pp. 200A-227RGenre: Realistic Fiction/MusicFocus Skills: Multiple Meaning Words

2.RI.8Harcourt TE Theme 3Story: “From Seed to Plant”pp. 312A-337RGenre: Informational Book/ScienceFocus Skills: Reading Diagrams

2.RI.102.W.12.SL.5

Supplemental Text Connections: List other school-purchased curriculum resources.Other materials available: List other useful resources, teacher-created, online, etc.Harcourt Reading Children’s literature Grade Level booksAchieve 3000GalileoEd.Helper.comSuperteacher.com Buckle Down ReadingGoogleBingAsk.comhttp://www.learnnc.org/lp/editions/ccss2010-english/6844Webquest


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Integration of Technology: Specific examples that apply the technology standards in the content. Create an original work using a software program or online resource.

While gathering research for a writing project, students will identify a topic or question to be answered and gather keywords to help with their search.




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web viewrl.2.4: describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated...

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