All SubjectsInstructional Unit Plan · listening to others with care, speaking . ... Describe the evacuation plan for a tornado drill. Lesson 4 ... “Jellyfish look like plastic

Ratcheting Up the Three R’s All SubjectsInstructional Unit Plan

Subject: Literacy

Estimated Length of Unit: 6 weeks

Beginning Date:

Projected Ending Date:

Course: Reading, writing, language, speaking and listening

Grade: 2

Unit Theme, Big Idea, or Essential Question: Neighborhood Visit

UBD Stage One-Desired Results (A is Optional) Lesson 1 Objectives 1. Describe the overall structure of a story (sequence of events), including how the beginning introduces the story and the ending concludes the action. 2. Identify subjects and predicates. 3. Write sentences that narrate a true story. Lesson 2 Objectives 1. Compare and contrast the most important points presented by two texts on the same topic. 2. Produce, expand, and rearrange complete simple sentences. 3. Write a friendly letter. Lesson 3 Objectives 1. Describe why an author might write a story. 2. Identify kinds of sentences (declarative, imperative, interrogative, exclamatory). 3. Write a personal narrative story. Lesson 4 Objectives 1. Describe how characters in a story respond to major events and challenges. 2. Identify nouns. 3. Write about a place you’ve visited. Tell how you got there and name some cities you went through. Lesson 5 Objectives 1. Ask and answer questions such as who, what, when, where, and how to demonstrate understanding of key details. 2. Identifying singular and plural nouns 3. Describe in their own words what a character says about another (What Donkey says about Peacock).

Frameworks and Common Core State Standards

Cross Curriculum Frameworks CCSS Reading CCSS Writing CCSS Speaking

and Listening Social Studies- G.2.2.1, G.2.2.2, G.2.2.3, G.3.2.1

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions,

SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 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. RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply

thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 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 question.

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. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. SL.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 feelings. __________ Language

rhythm and meaning in a story, poem, or song. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 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. 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.2.10 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. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L.2.1a Use collective nouns (e.g., group).* L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). 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, scrawny). L.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).

Unit Specific Vocabulary: sequencing, compare and contrast, author’s purpose, cause and effect, story structure, text and graphic features, personal narrative, subjects/predicates, complete sentences, statements/questions, nouns, singular and plural, group, leader, rule, neighborhood, community, urban area, suburb, rural area, market

UBD Stage Two-Evidence Pre Assessment

x Attach Copy at the End of the Unit Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3 of the points possible coming from constructed response questions.

x Proposed Date for Traditional Assessment _______________ x Attach a copy to the end of this unit.

B. Project-Based Assessment Choose four options for this Unit of Instruction that students can choose from for their project-based Assessment.

x Create a handout that lists the four options and includes instructions and a rubric for each choice.

x Proposed Date for Project-Based Assessment Presentations __ x Attach a copy of the handout explaining the choices for the project and how to obtain

the rubric to the end of this unit.__________ Alternative Assessment or Big Finale ------What choices will be given students for this Unit?

□ Comic Strip □ Diary □ Interview □ Letter to the Editor □ Newspaper Story □ Radio Program □ Newscast □ Monologue □ Poem or Song □ Slideshow □ Brochure □ Model □ Press Conference □ Play □ Soundtrack □ Essay □ Rewrite □ Oral Interpretation □ □

Introducing the Unit

Anchoring Activity This activity should engage the students and establish the relevance of the entire unit of study.

Anchoring Activity Video Clip, Song, Poem, Current Event Brainstorming Activity Socratic Seminar Other_______________

Description of Anchoring Activity

-Discuss what makes a community with your students. Brainstorm the people who live and work there. What building do you find? What resources are available?

Now that you have established what the students need to know and be able to do at the end of this unit

of study, now plan the day-to-day learning experiences.

UBD Stage Three-Learning Plan Lesson # Date/Day

Teaching/ Delivery Method (What I will say or do)

Check for Understanding (What will the students say or do)

Day 1-5 -Sequence of Events -Subjects and Predicates

-Narrative Writing x Read Henry and Mudge. x Target Vocabulary x Phonics (Short vowels a, i) CVC

pattern x Weekly level readers

x Grab and Go Theme test x Online assessment x End of lesson summary about what

the students have learned

Day 6-10 -Compare and Contrast -Complete Sentences -Narrative Writing

x Read My Family. x Target Vocabulary x Phonics (Short vowels o, u, e)

CVC pattern

x Grab and Go Theme test x Online assessment x End of theme summary about

what the students have learned

Day 11-15 -Author’s Purpose -Statement and Questions

-Narrative Writing x Read Henry and Mudge Under

the Yellow Moon x Target Vocabulary x Phonics (Long a, i) x Sounds for c

x Grab and Go Theme test x Online assessment x End of theme summary about what


Day 16-19 Cause and Effect What is a noun?

Narrative Writing x Read Diary of a Spider x Phonics (Long vowels o, u, e) x Sounds for g



Day 20-24 Story Structure

Singular and Plural Nouns Narrative Writing

x Read Teacher’s Pet x Phonics (Consonant blends with

r, l, s)




Subject: Literacy


Beginning Date: 9.28.15



Grade: 2

Unit Theme, Big Idea, or Essential Question: Nature Watch

UBD Stage One-Desired Results (A is Optional) Lesson 1 Objectives 1. Use text and graphic features to understand text. 2. Identifying more plural nouns. 3. Writing prompt: Tell how two animal homes are the same and how they are different. Lesson 2 Objectives 1. Gather details from a selection to draw conclusions about a character. 2. Identify proper nouns. 3. Write an informative paragraph of how to plant a seed. Lesson 3 Objectives 1. Identify the main topic of a paragraph and describe how reasons support specific points the author makes in a text. 2. Identify a verb. 3. Writing: Describe the evacuation plan for a tornado drill. Lesson 4 Objectives 1. Describe what they learn from the way a character acts. 2. Identify verbs in the present. 3. Informational descriptive * Lesson 5 Objectives 1. Determine facts and opinions from a text. Use supporting details from the text. 2. Identify verbs in the present, past, and future. 3. Write an explanation to this statement: “Jellyfish look like plastic trash floating in the sea.”


Cross Curriculum Frameworks CCSS Reading CCSS Writing CCSS

Speaking and Listening

Social Studies-

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within

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. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

SL.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

the text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. 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.

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 question.

others’ talk in conversations by linking their comments to the remarks of others. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. SL.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

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.* RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.2.3 Describe how characters in a story respond to major events and challenges. 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. 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. 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.2.10 By the end of the year, read and comprehend literature, including

feelings. SL.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 on pages 26 and 27 for specific expectations.)* __________ CCSS Language L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2a Capitalize holidays, product names, and geographic names. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.4a Use sentence-level context as a clue

stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3d Decode words with common prefixes and suffixes. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

to the meaning of a word or phrase. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). 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). L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.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).

Unit Specific Vocabulary: UBD Stage Two-Evidence

Pre Assessment x Attach Copy at the End of the Unit

Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3 of the points possible coming from constructed response questions.




x Proposed Date for Project-Based Assessment Presentations __ x Attach a copy of the handout explaining the choices for the project

and how to obtain the rubric to the end of this unit.__________ Alternative Assessment or Big Finale ------What choices will be given students for this Unit?


Introducing the Unit Anchoring Activity

This activity should engage the students and establish the relevance of the entire unit of study.

Anchoring Activity Video Clip, Song, Poem, Current Event Brainstorming Activity Socratic Seminar Other_______________


-Discuss and research animals and their habitats. Create a shoebox habitat for the animal study of their choice.





Check for Understanding

Day -Text and Graphic Features -More plural nouns

-Informative Writing x Read Animals Building Homes x Target Vocabulary x Phonics (Common Final Blends:

nd, ng, nk, nt, ft, xt, mp) x Vocabulary Strategy: Base word

and prefixes un-, re- x Weekly level readers



Day -Conclusions -Proper nouns

-Informative Writing x Read The Ugly Vegetables. x Target Vocabulary x Phonics (Double consonants

and ck) x Vocabulary Strategies:

Homophones



Day -Main Idea and Details -What is a verb?

-Informative Writing x Read Super Storms x Target Vocabulary x Phonics (Consonant diagraphs

th, sh, wh, ch, tch, ph) x Vocabulary Strategies:

Compound Words



Day -Understanding Characters -Verbs in the present Informative Writing

x Read How Chipmunk Got His Stripes



x Phonics (Base word and ending ed and ing)

x Vocabulary Strategy: Synonyms

Day -Fact and Opinion -Verbs in the present, past, and future

Informative Writing x Read Jellies x Phonics (Contractions) x Vocabulary Strategy: Base

words and suffixes, -er, -est




Subject: Literacy


Beginning Date:



Grade: 2

Unit 3 Theme, Big Idea, or Essential Question: Tell Me About It

UBD Stage One-Desired Results (A is Optional) Lesson 1 Objectives 1. Draw conclusions about characters. 2. Identifying simple and compound sentences. 3. Write a new ending to the story. Lesson 2 Objectives 1. Ask and answer such questions as who, what, where, when, why & how to demonstrate understanding of key details in a selection. 2. Identifying simple and compound sentences. 3. Focus on strengthening writing by revising and editing. Lesson 3 Objectives 1. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 2. Locate quotation marks within text 3. Write topic sentences for opinion pieces Lesson 4 Objectives 1. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within a text.

2. Using proper nouns. 3. Lesson 5 Objectives 1. Determine the cause and effect of a selection. 2. Demonstrate command of the conventions of standard English punctuation. 3. Write about what makes a hero.



and Listening Social Studies-

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.* RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.8 Describe how reasons support specific points the author makes in a text.

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. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 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 question.

SL.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. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. SL.2.5 Create audio recordings of stories or poems;

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. 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. RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3 Describe how characters in a story respond to major events and challenges. 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. 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.2.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2–3 text

add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. __________ CCSS Language L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2a Capitalize holidays, product names, and geographic names. L.2.2c Use an apostrophe to form contractions and frequently occurring possessives. L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.*

complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3c Decode regularly spelled two-syllable words with long vowels. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.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, bookmark). L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.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).



Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3 of the points possible coming from constructed response questions.




x Proposed Date for Project-Based Assessment Presentations __ x Attach a copy of the handout explaining the choices for the project and how to

obtain the rubric to the end of this unit.__________ Alternative Assessment or Big Finale ------What choices will be given students for this Unit?



This activity should engage the students and establish the relevance of the entire unit of study. Anchoring Activity

Video Clip, Song, Poem, Current Event Brainstorming Activity Socratic Seminar Other_______________







Day -Conclusions -Kinds of Sentences -Persuasive Writing

x Read Click Clack Moo Cows that Type. x Target Vocabulary x Phonics (Base word endings: s,

es) x Vocabulary Strategy: Prefixes

pre- and mis- x Weekly level readers



Day -Story Structure -Kinds of Sentences -Persuasive Writing

x Read Violet’s Music. x Target Vocabulary x Phonics (Vowel diagraphs ai,

ay) x Vocabulary Strategies:

Idioms



Day -Author’s Purpose -Quotation Marks

-Persuasive Writing x Read Schools Around the World x Target Vocabulary x Phonics (Vowel diagraphs ee, ea) x Vocabulary Strategies: Using a

dictionary



Day Main Idea and Details Using Proper Nouns Persuasive Writing

x Read Helen Keller x Phonics (Long o; o, oa, ow)



x Vocabulary Strategy: Suffix -ly

Day Cause and Effect Abbreviations

Persuasive Writing x Read Officer Buckle and Gloria x Phonics (Compound words,

schwa sound) x Vocabulary Strategy: Dictionary

Entry




Subject: Literacy


Beginning Date:



Grade: 2

Unit Theme, Big Idea, or Essential Question: Heroes and Helpers

UBD Stage One-Desired Results (A is Optional) Lesson 1 Objectives 1. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2. Recognize pronouns. 3. Writing: When might a character need help solving a problem? Lesson 2 Objectives 1. Describe the connection between a series of events. 2. Demonstrate command of the conventions of standard English grammar & usage when writing and speaking (subject-verb agreement). 3.Write informative text. Lesson 3 Objectives 1. Recount of describe key ideas or details from a text read aloud or information presented orally or through other media. 2. Identifying verbs. 3. Descriptive writing. Lesson 4 Objectives 1. Know and use various text features: captions, bold print, subheadings, glossaries, indexes) 2. Demonstrate commands of writing commas in dates and places). 3. Write a personal narrative.

Lesson 5 Objectives 1. Compare and contrast heroes then and now. 2. Using commas in a series. 3. Revise and edit personal narrative writing.



and Listening Social Studies-

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. 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

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. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 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 question.

SL.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. SL.2.1c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant,

needed at the high end of the range. RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 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.2.10 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. RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3c Decode regularly spelled two-syllable words with long vowels. RF.2.3e Identify words with inconsistent but common spelling-

descriptive details, speaking audibly in coherent sentences. __________ CCSS Language L.2.1c Use reflexive pronouns (e.g., myself, ourselves).* L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2a Capitalize holidays, product names, and geographic names. L.2.2b Use commas in greetings and closings of letters. L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy,

sound correspondences. RF.2.3f Recognize and read grade-appropriate irregularly spelled words. RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

tell/retell). L.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.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). 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, scrawny). L.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).



Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3

of the points possible coming from constructed response questions. x Proposed Date for Traditional Assessment _______________ x Attach a copy to the end of this unit.















Day -Story Structure -Pronouns

-Fictional Narrative Paragraph x Read Mr. Tanen’s Tie Trouble. x Target Vocabulary x Phonics (Base word endings: ed,

ing) x Vocabulary Strategy:

Homographs



x Weekly level readers Day -Sequence of Events

-Subject/Verb Agreement -Fictional Narrative Paragraph

x Read Luke Goes to Bat. x Target Vocabulary x Phonics (Long i; i, igh, ie, y) x Vocabulary Strategies:

Antonyms



Day -Understanding Characters -The verb be

-Descriptive paragraph x Read My Name is Gabriela. x Target Vocabulary x Phonics (Long e sound for y,

change y to i) x Vocabulary Strategies: Suffixes:

-y and -ful



Day -Text and Graphic Features -Commas in Dates and Places

-Fictional Story x Read The Signmaker’s Assistant x Phonics (Words with ar) x Vocabulary Strategy: Synonyms



Day -Compare and Contrast -Commas in a Series

-Fictional Story x Read Dex: The Heart of a Hero x Phonics (r-controlled vowels: or,

ore) x Vocabulary Strategy: Prefix over




Subject: Literacy


Beginning Date: Projected Ending Date:


Grade: 2

Unit Theme, Big Idea, or Essential Question: Changes, Changes Everywhere

UBD Stage One-Desired Results (A is Optional)

Lesson 1 Objectives 1. Recount of describe key ideas or details from a text read aloud or information presented orally or through other media. 2. Recognize adjectives. 3. Writing: Write a problem/solution paragraph. Lesson 2 Objectives 1. Describe how characters in a story respond to major events and challenges. 2. Use adjectives. 3.Write a compare/contrast paragraph. Lesson 3 Objectives 1. Recount of describe key ideas or details from a text read aloud or information presented orally or through other media. 2. Identifying irregular verbs. 3. Write an informational paragraph. Lesson 4 Objectives 1. Identify the cause and effects of stories. 2. Recognize action verbs. 3. Write to inform. Lesson 5 Objectives 1. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

2. Use more irregular action verbs. 3. Write to inform. Research report.




Social Studies-

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 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. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.* RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.8 Describe how reasons support specific points the author makes in a text. 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

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. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 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 question.

SL.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. SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. SL.2.4 Tell a story or recount an experience with appropriate facts and relevant,

complexity band proficiently, with scaffolding as needed at the high end of the range. RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated line) supply rhythm and meaning in a story, poem, or song. 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.2.10 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. RF.2.3b Know

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 feelings. __________ CCSS Language L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). L.2.3a Compare formal and

spelling-sound correspondences for additional common vowel teams. RF.2.3d Decode words with common prefixes and suffixes. RF.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 grade-level text with purpose and understanding. RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

informal uses of English. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. L.2.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L.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).



Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3

of the points possible coming from constructed response questions. x Proposed Date for Traditional Assessment _______________ x Attach a copy to the end of this unit.















Day -Main Idea and Details -Adjectives

-Problem-Solution Paragraph x Read Penguin Chick. x Target Vocabulary x Phonics (Words with er, ir, ur) x Vocabulary Strategy: Dictionary

Entry x Weekly level readers



Day -Understanding Characters -Using Adjectives

-Compare/Contrast Paragraph x Read Gloria Who Might Be

My Best Friend. x Target Vocabulary x Phonics (Base words and

endings er, est) x Vocabulary Strategies:

Idioms



Day -Drawing Conclusions -Irregular Verbs

-Informational Paragraph x Read The Goat in the Rug. x Target Vocabulary x Phonics (Suffixes y, ly, ful; final

syllables tion, ture) x Vocabulary Strategies: Suffixes:

Multiple meaning words



Day -Cause and Effect -Irregular Action Verbs

-Research Report x Read Half-Chicken x Phonics (Prefixes: re, un, over,

pre, mis) x Vocabulary Strategy: Antonyms



Day -Sequence of Events -Irregular Action Verbs

-Research Report x Read How Groundhog’s Garden

Grew x Phonics (Words with au, aw, al,

o, a) x Vocabulary Strategy: Using

Content




Subject: Literacy


Beginning Date: Projected Ending Date:


Grade: 2

Unit 6 Theme, Big Idea, or Essential Question:

What a Surprise!

UBD Stage One-Desired Results (A is Optional) Lesson 1 Objectives 1. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 2. Use and identify adjectives. 3. Write informative/explanatory texts. Lesson 2 Objectives 1. Compare and contrast most important points and key details presented in two texts on the same topic. 2. Explain the function of nouns and adjectives. 3. Write narratives to develop real or imagined experiences or events. Lesson 3 Objectives 1. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2. Form and use the past tense of frequently occurring irregular verbs. 3. Write an informative paragraph. Lesson 4 Objectives 1. Determine how one event in a story cause another to happen. 2. Form and use the past tense of frequently occurring irregular verbs. 3. Write an informative paragraph. Lesson 5 Objectives 1. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 2. Compare formal and informal uses of English irregular action verbs. 3. Write an informative paragraph.




Social Studies-

RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,

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. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. W.2.7 Participate in shared research and writing projects (e.g.,

SL.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.

electronic menus, icons) to locate key facts or information in a text efficiently. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.* RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RI.2.8 Describe how reasons support specific points the author makes in a text. 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. RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RL.2.3 Describe how characters in a story respond to major events and challenges. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated line) supply

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 question.

SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 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. SL.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 feelings. __________ CCSS Language L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat,

rhythm and meaning in a story, poem, or song. 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.2.10 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. RF.2.3b Know spelling-sound correspondences for additional common vowel teams. RF.2.3d Decode words with common prefixes and suffixes. RF.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 grade-level text with purpose and understanding. RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and expression. RF.2.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

hid, told). L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified. L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

Unit Specific Vocabulary:

UBD Stage Two-Evidence Pre Assessment

x Attach Copy at the End of the Unit Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3 of the points possible coming from constructed response questions.
















Day -Story Structure -Contractions

-Write to Respond/response poem x Read The Mysterious Tadpole. x Target Vocabulary x Phonics (Words with oo, ew, ue,

ou) x Vocabulary Strategy: Multiple

Meaning Words x Weekly level readers



Day -Fact and Opinion -What is an Adverb?

-Write to respond/opinion paragraph x Read The Dog that Dug for

Dinosaurs x Target Vocabulary x Phonics (Words in oo (book) x Vocabulary Strategies:

Synonyms x Weekly level readers



Day -Text and Graphic Features -Possessive Nouns

-Write to respond/response paragraph x Read Working in Space. x Target Vocabulary x Phonics (Vowel Diphthongs ow,

ou) x Vocabulary Strategies:

Classify/Categorize x Weekly level readers



Day -Understanding Characters -Possessive Pronouns

-Response to Literature x Read Two of Everything x Phonics (Long a, i, Diphthongs

oi, oy) x Vocabulary Strategy: Antonyms x Weekly level readers



Day -Compare and Contrast -What is a preposition?

-Dictionary

x Grab and Go Theme test x Online assessment

x Read Now and Ben x Phonics (Final stable syllable –le) x Vocabulary Strategy: Dictionary x Weekly level readers

x End of theme summary about what the students have learned

Documents

All SubjectsInstructional Unit Plan · listening to others with care, speaking . ... Describe the evacuation plan for a tornado drill. Lesson 4 ... “Jellyfish look like plastic