Writing Pacing Guide Grade 2 - pemberton.k12.nj.us · Writing Pacing Guide. Grade 2 . MP Units Unit TOTAL* Cumulative TOTAL** MP1 Unit 1 – Neighborhood Visit 25 days 25 days MP1

Writing Pacing Guide

Grade 2

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Neighborhood Visit

25 days 25 days

MP1 FLEX DAYS

5 days 30 days

MP1-2 Unit 2 – Nature Watch

25 days 55 days

MP2 FLEX DAYS

5 days 60 days

MP2 Unit 3 – Tell Me About It

25 days 85 days

MP2 FLEX DAYS

5 days 90 days

MP3 Unit 4 – Heroes and Helpers

25 days 115 days

MP3 FLEX DAYS

5 days 120 days

MP3-4 Unit 5 – Changes, Changes Everywhere

25 days 145 days

MP4 FLEX DAYS

5 days 150 days

MP4 Unit 6 – What A Surprise!

25 days 175 days

MP4 FLEX DAYS

5 days 180 days

Pemberton Township School District Second Grade Writing

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Unit Title: Unit 1: Neighborhood Visit – Narrative Writing

Stage 1: Desired Results Standards & Indicators: NJSLS Grade 2 English Language Arts W.2.3 W.2.5 W.2.6 W.2.7 W.2.8 RL.2.1 RL.2.2 RL.2.3 RL.2.4 RL.2.5 RL.2.6 RL.2.7 RL.2.9 RL.2.10 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.5 SL.2.6 L.2.1 L.2.2 L.2.3 L.2.4 L.2.5 L.2.6 NJSLS Technology 8.1.2.A.2 NJSLS 21st Century Life and Careers CRP1. CRP2. CRP4. CRP12.


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Central Idea / Enduring Understanding: Students will…

• Understand the characteristics of true story sentences.

• Understand the parts of a friendly letter.

• Understand the characteristics of a good description.

• Identify the characteristics of a true story.

• Use fresh and colorful words rather than everyday words.

• Use adjectives to make writing more interesting.

• Write events in a true story in the order that they happened using time-order words.

• Add details to help the reader picture what happens.

• Use details to show feelings.

• Use sense words to make readers feel like they are at the scene.

• Group similar details together.

• Have all sentences in a true story be about the main idea.

• Write a strong beginning so readers will want to read on.

• Write a strong ending to tell how the story ends

and how the writer feels about what happened.

• Use complete sentences in writing and speaking.

Essential/Guiding Question:

• What makes great true story sentences?

• What makes a friendly letter?

• What makes a good description?

• What makes a good true story?

• Did I select words with color, variety, and sparkle?

• What will happen if the events of a story are out of order?

• How does a writer make their writing more

interesting?

• How do you hear me in the writing?

• What do sense words describe?

• Why is it important to organize similar details together?

• Why do you leave out unimportant details in a true story?

• Did I use a strong beginning and a strong

ending?


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• Write statements and questions correctly.

• Plan, draft, revise, and edit true story sentences.

• Plan, draft, revise, and edit a friendly letter.

• Plan, draft, revise, and edit descriptive sentences.

• Plan, draft, revise, edit, and publish a true story.


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Content:

• Writer’s Workshop: Minilesson Teaching Point, Writing & Conferring, Share

• Big Idea: Write to Narrate

• Focus Trait: Ideas, Voice, Word Choice,

Sentence Fluency

• Graphic Organizer: Flow Chart, What? Who? Where? Chart, Web Map

• Writing Process: Plan, draft, revise, edit, and

publish

• My Writing Rubric in Journeys: Students’ Self-Evaluation

• Students’ Proofreading Checklist in Journeys

• Academic Language: details, sequence of

events, adjectives, date, greeting, body, closing, signature, sense words, main idea, off-topic sentence, supporting sentence, time order words, beginnings and endings, exact words subject, predicate, sentences, statement, questions, noun, singular noun, plural noun

• Daily Proofreading Practice

Skills(Objectives):

• True story sentences

• Parts of a friendly letter

• Descriptive sentences

• True story

• Details

• Sequence of events

• Time-order words

• Express feelings

• Sense words

• Put details in order

• Main idea

• Off-topic sentence

• Supporting sentence

• Beginnings and endings

• Exact words

• Subjects and predicates

• Complete sentences

• Statements and questions

• Noun

• Singular and plural noun


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Stage 2: Assessment Evidence Performance Task(s):

• Lesson 1: True Story Sentences

• Lesson 2: Friendly Letter

• Lesson 3: Descriptive Sentences

• Lesson 4 & 5: True Story

• Use Second Grade district rubric for scoring

Other Evidence:

• Completion of Grammar Practice Book Pages

• Weekly Grammar Tests


• Verbal Responses

• Participation in Discussions

• Conferences


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 1 – Lesson 1 in Journeys Write to Narrate:

• Teaching Point: Sentences That Tell A True Story – Use the Writing Model Sentences That Tell a True Story to identify the characteristics of a true story. T23

• Teaching Point: Details – Use Henry and Mudge and Focus Trait: Ideas to model and practice adding details to sentences that tell a true story. T41

• Teaching Point: Sequence of Events – Use

Henry and Mudge and Planning Sentences That Tell a True Story to model writing a true story telling events in the order they happened. T51

Prewrite – Students choose a topic for their true story using Graphic Organizer: Flow Chart by placing events in the correct order.

• Teaching Point: Adjectives – Use Weak/Strong

Adjective Chart and Drafting Sentences That Tell a True Story to model writing a true story using interesting adjectives. T61 Draft – Students use their completed Flow Chart to draft their own true story using adjectives to make the writing more interesting.

• Teaching Point: Ideas – Using Revising Megan’s Draft, discuss the revisions made by the student writer. T68, 69 Revise: Students revise, edit, and publish their true story sentences.

Grammar:

• Teaching Point: Subjects and Predicates – Identify subjects and predicates of a sentence. T 22, 40, 50, 66, 67

Resources: Week 1 – Lesson 1 in Journeys

• Projectable 1.3

• Mentor Text: Henry and Mudge by Cynthia Rylant

• Student Practice Workbook pg. 7

• Projectable 1.9 • Graphic Organizer: Flow Chart

• Weak/Strong Adjective Chart • Completed Student Flow Chart • Projectable 1.11

• Projectable 1.12 • Student Draft • Student Final Copy of True Story Sentences

• Projectable 1.2, 1.6, • Student Practice Workbook pg. 2, 7, 11,


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Learning Opportunities/Strategies: Week 2 – Lesson 2 in Journeys Write to Narrate:

• Teaching Point: Friendly Letter – Use the Writing Model Friendly Letter to identify the characteristics of a friendly letter. T115

• Teaching Point: Expressing Feelings – Use My Family and Focus Trait: Voice to model and practice adding words and details to show feeling. T135

• Teaching Point: Planning A Letter – Use What?

Who? Where? Chart and Planning a Friendly Letter to model and practice writing a friendly letter. T145

Prewrite – Students choose a topic about something they like to do with their family and use Graphic Organizer: Flow Chart to plan their friendly letter.

• Teaching Point: Parts of a Friendly Letter – Use Incorrect/Correct Chart and Drafting a Friendly Letter to review the five parts of a friendly letter. T155 Draft – Students use their completed Flow Chart to draft their friendly letter.

• Teaching Point: Voice – Using Revising Nestor’s Draft, discuss the revisions made by the student writer. T162, 163 Revise and Edit – Students revise, and edit friendly letter.

Grammar:

• Teaching Point: Complete Sentences – Identify the parts of a complete sentence. T114, 134, 144, 160, 161


• Projectable 2.3

• Mentor Text: My Family by George Ancona • Student Practice Workbook pg. 22

• What? Who? Where? Chart • Projectable 2.10 • Graphic Organizer: Flow Chart

• Incorrect/Correct Chart • Projectable 2.11 • Student completed Flow Chart

• Projectable 2.12 • Student Draft • Student Final Copy of Friendly Letter

• Projectable 2.2, 2.6 • Student Practice Workbook pg. 17, 21, 26


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Learning Opportunities/Strategies: Week 3 – Lesson 3 in Journeys Write to Narrate:

• Teaching Point: Description – Use Writing Model Descriptive Sentences to identify the characteristics of a good description. T209

• Teaching Point: Sense Words – Use Henry and

Mudge Under the Yellow Moon and Focus Trait: Word Choice to demonstrate and practice using sense words. T227

• Teaching Point: Exploring A Description – Using

Planning Descriptive Sentences to model adding sense words to describe students’ neighborhood. T237 Prewrite – Students choose a topic for their descriptive sentences and complete a Web Map.

• Teaching Point: Putting Details in Order– Use Weak/Strong Description Chart and Drafting Descriptive Sentences to model and practice grouping similar details together. T247 Draft – Students draft their own descriptive sentences using their completed Web Map

• Teaching Point: Word Choice – Use Revising

Nadia’s Draft to discuss the revisions made by the student writer. T254, 255 Revise and Edit – Students revise, and edit their descriptive sentences.

Grammar:

• Teaching Point: Statements and Questions – Identify and write statements and questions correctly. 208, 226, 236, 252, 253


• Projectable 3.3

• Mentor Text: Henry and Mudge Under the Yellow Moon by Cynthia Rylant


• Projectable 3.9 • Graphic Organizer: Web Map

• Weak/Strong Description Chart • Projectable 3.11 • Student Completed Web Map

• Projectable 3.12 • Student Draft • Student Final Copy of Descriptive Sentences



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Learning Opportunities/Strategies: Week 4 – Lesson 4 Write to Narrate:

• Teaching Point: True Story – Use Writing Model True Story to identify the characteristics of a true story. T301

• Teaching Point: Main Idea – Use Diary of a Spider and Focus Trait: Ideas to model and practice how a true story paragraph should be about one important thing that happened. T325

• Teaching Point: Choosing a Topic – Use prompt

and model how to plan a true story by drawing one or two pictures to help think of one important that that happened. T335

Prewrite – Students use same prompt and plan their own paragraph by drawing pictures and choosing one to write about.

• Teaching Point: Laving Out Unimportant Details – Use Off-Topic Sentence and Supporting Sentence Chart and Planning a True Story to model how unrelated events and details should be left out in a true story. T345 Prewrite – Students use their pictures and Graphic Organizer: Flow Chart to use only details that support the main idea in the order that they happened.

• Teaching Point: True Story – Use Student Book pg. 120, 121 to read how one student writer planned their true story. T352, 353 Prewrite – Students check their Flow Chart to make sure they have included only details that support their main idea and the events are in the order that they happened.

Grammar • Teaching Point: Nouns – Identify nouns for

people, animals, places, and things. T300, 324, 334, 350, 351

Resources: Week 4 – Lesson 4

• Projectable 4.3

• Mentor Text: Diary of a Spider by Doreen Cronin • Student Practice Workbook pg. 52

• Prompt and Pictures

• Off-Topic Sentence and Supporting Sentence Chart

• Projectable 4.10 • Graphic Organizer: Flow Chart

• Student Book pg. 352, 353 • Graphic Organizer: Flow Chart

• Projectable 4.2, 4.6 • Student Practice Workbook pg. 47, 51, 56,


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Learning Opportunities/Strategies: Week 5 – Lesson 5 Write to Narrate:

• Teaching Point: True Story – Use Drafting a True Story to review the characteristics of a true story. T399 Draft – Students use their completed Flow Chart to draft their true story.

• Teaching Point: Time-Order Words – Use

Teacher’s Pet and Focus Trait: Sentence Fluency to model and practice how to use time-order words to help readers understand the order of events. T423 Draft – Students continue drafting their true story inserting time-order words.

• Teaching Point: Beginnings and Endings – Use Teacher’s Pet to model a weak and strong beginning and ending. T431 Draft – Students continue to draft making sure they write a strong beginning and a strong ending.

• Teaching Point: Exact Words – Use Teacher’s

Pet to model weak and strong words. T441 Draft and Revise – Students finish drafting and revise by using exact words as they write.

• Teaching Point: True Story – Use Raj’s Draft to discuss the revisions made by the student writer. T448 Revise, Edit, and Publish – Students proofread and make a final copy of their true story.

Grammar: • Teaching Point: Singular and Plural Nouns –

T398, 422, 430, 448, 449


• Projectable 5.3 • Student Completed Flow Chart

• Mentor Text: Teacher’s Pet by Dayle Ann Dodds • Student Draft



• Projectable 5.10 • Student Draft • Final Student Copy of True Story



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Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Model and demonstrate using a Think Aloud approach

• Minilesson

Strategy Charts • Provide writing

exemplars

• Utilize technology

• Feedback to push student to maintain above grade level proficiency

• Rubrics and

Writer’s Checklists


• Minilesson Strategy Charts

• Provide writing

exemplars


• Feedback to push student to maintain on grade level proficiency

• Prewriting Graphic Organizers

• Peer editing and

revising

• Rubrics and Writer’s Checklists



• Provide writing

exemplars


• Guided Writing: Small-group lessons during all phases of the writing process

• Prewriting – Quick

drawing to develop ideas and details

• Use of sentence

frames to jumpstart writing

• Portable word wall

with sequencing & transition words

• Rubrics and


• Flexible time allotment



• Provide writing exemplars


• Guided Writing:

Small-group lessons during all phases of the writing process

• Prewriting –

Quick drawing/talk out loud to develop ideas

• Use of sentence frames to jumpstart writing

• Spell-checkers

• Rubrics &


• Flexible time

allotment

• Journeys ELL Scaffolds


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Unit Title: Unit 2: Nature Watch – Informational Writing

Stage 1: Desired Results Standards & Indicators: NJSLS Grade 2 English Language Arts W.2.2 W.2.5 W.2.6 W.2.7 W.2.8 RI.2.1 RI.2.2 RI.2.3 RI.2.4 RI.2.5 RI.2.6 RI.2.7 RI.2.8 RI.2.9 RI.2.10 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.5 SL.2.6 L.2.1 L.2.2 L.2.3 L.2.4 L.2.5 L.2.6 NJSLS Technology 8.1.2.A.2 8.1.5.A.2 NJSLS 21st Century Life and Careers CRP1. CRP2. CRP4. CRP12.


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• Identify the characteristics of an informational paragraph.

• Identify the characteristics of a summary paragraph.

• Identify the characteristics of an informational

paragraph.

• Begin an informational paragraph with a topic sentence that clearly states the main idea.

• Include sentences in an informational paragraph

that tell more about the main idea.

• Use their own words instead of copying an author’s words.

• Place details in a summary paragraph in an

order that makes sense.

• Include a beginning, details, and ending in a summary paragraph.

• Begin an informational paragraph with one

main idea followed by supporting facts.

• Write all important steps in the order in which they happen for an instructions essay.

• Use exact words in instructions to make each

step clearer.

• Begin instructions with an opening that tells readers what they are going to explain and the materials they will need.

• End instructions so that readers will want to try

out the instructions.


• What is an informational paragraph?

• What is a summary paragraph?

• What makes a great informational paragraph?

• What sentence in an informational paragraph tells the main idea?

• What tells more about the main idea in an informational paragraph?

• Why are details in a summary paragraph placed

in the order in which they appear in the selection?

• What facts will support the main idea of my

informational paragraph?

• How can I write instructions to make it easier for readers to follow?

• Why is it important to use exact words when

writing instructions?

• How can I best begin writing instructions?

• How should writing instructions end?


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• Plan, draft, revise, and edit an informational paragraph.

• Plan, draft, revise, and edit a summary.

• Plan, draft, revise, edit, and publish an instructions essay.


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Content:


• Big Idea: Write to Inform

• Focus Trait: Ideas, Organization, Voice, Word

Choice

• Graphic Organizer: Idea-Support Map, Ideas List, Flow Chart


publish



• Academic Language: main idea, supporting

details, facts, supporting details, topic sentence, main idea, supporting facts, instructions, exact words, strong opening, strong ending, plural noun, proper noun, capital letter, verb, predicate, present, past future


Skills(Objectives):

• Informational paragraph

• Summary paragraph

• Instructions essay

• Topic sentence

• Main idea

• Facts

• Supporting details

• Write facts in your own words

• Main idea

• Supporting facts

• Combining sentences

• Important steps in instructions

• Write steps in order

• Exact words

• Strong opening

• Strong ending

• Plural noun

• Proper noun

• Verbs


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• Lesson 6: Informational Paragraph

• Lesson 7: Summary Paragraph


• Lesson 9 & 10: Instructions Essay

• Use Second Grade district rubric for scoring.

Other Evidence:






• Conferences


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 6 – Lesson 6 in Journeys Write to Inform:

• Teaching Point: Informational Paragraph– Use the Writing Model Summary Paragraph to identify the characteristics of a summary paragraph. T23

• Teaching Point: Main Idea and Supporting Details – Use Animals Building Homes and Focus Trait: Ideas to model and practice identifying the main idea and supporting details. T43

• Teaching Point: Using Facts and Supporting

Details – Use Animals Building Homes and Planning An Informational Paragraph to model and practice using facts to support the main idea. T51

Prewrite – Students use prompt and complete Graphic Organizer: Idea-Support Map to list ideas for their informational paragraph.

• Teaching Point: Topic Sentences – Use Animals Building Homes and Drafting an Informational Paragraph to model and practice writing a strong topic sentence. T61 Draft – Students use their Idea-Support Map to draft an informational paragraph.

• Teaching Point: Ideas – Using Revising Sean’s Draft, discuss the revisions made by the student writer. T68, 69 Revise and Edit: Students revise their informational paragraph to include a topic sentence and supporting details.

Grammar:

• Teaching Point: Plural Nouns – Form and use plural nouns. T22, 42, 50, 66, 67


• Projectable 7.3

• Mentor Text: Animals Building Homes by Wendy Perkins


• Projectable 6.9 • Graphic Organizer: Idea-Support Map

• Completed Student Idea-Support Web • Projectable 6.11

• Projectable 6.12 • Student Completed Informational Paragraph

• Projectable 6.2, 6.6, • Student Practice Workbook pg. 77, 81, 86


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Learning Opportunities/Strategies: Week 7 – Lesson 7 in Journeys Write to Inform:

• Teaching Point: Summary Paragraph – Use the Writing Model Summary Paragraph to identify the characteristics of a summary paragraph. T124

• Teaching Point: Organization– Use The Ugly Vegetables and Focus Trait: Organization to model and practice placing supporting details in the order in which they appear in the selection. T139

• Teaching Point: Main Ideas – Use The Ugly

Vegetables and Planning a Summary Paragraph to model and practice writing a beginning, details, and ending for a summary paragraph. T149

Prewrite – Students use Graphic Organizer: Flow Chart to plan a summary paragraph of The Ugly Vegetables on pg. 196-201.

• Teaching Point: Sentence Fluency – Use The Ugly Vegetables and Drafting a Summary Paragraph to model writing sentences with words in the right order and drafting a summary paragraph. T159 Draft Students use their completed Flow Chart to draft their summary paragraph.

• Teaching Point: Organization – Using Revising Kayla’s Draft, discuss the revisions made by the student writer. T166, 167 Revise and Edit – Students revise their summary paragraph.

Grammar:

• Teaching Point: Proper Nouns – T114, 138, 148, 164, 165


• Projectable 7.9

• Mentor Text: The Ugly Vegetables by Grace Lin • Student Practice Workbook pg. 97

• Mentor Text: The Ugly Vegetables by Grace Lin • Projectable 7.9 • Graphic Organizer: Flow Chart

• Mentor Text: The Ugly Vegetables by Grace Lin • Student Completed Flow Chart

• Projectable 7.12 • Student Draft • Student Final Copy of Summary Paragraph



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• Teaching Point: Informational Paragraph – Use Writing Model Informational Paragraph to identify the characteristics of an informational paragraph. T213

• Teaching Point: Using Your Own Words – Use

Super Storms and Focus Trait: Voice to model and practice writing facts in your own words. T233

• Teaching Point: Main Ideas and Supporting

Facts – Use Super Storms and Planning an Informational Paragraph to model and practice writing one main idea with supporting facts for each paragraph. T243 Prewrite – Students read prompt and use Graphic Organizer: Idea-Support Map to plan ideas for an informational paragraph.

• Teaching Point: Combining Sentences – Use Super Storms to model combining sentences and Drafting an Informational Paragraph to model writing a topic sentence and supporting facts for an informational paragraph. T253 Prewrite – Students draft their own dialogue using their completed Idea-Support Map.

• Teaching Point: Voice – Use Revising Greg’s

Draft to discuss the revisions made by the student writer. T260, 261 Revise and Edit – Students revise their informational paragraph by using their own words.

Grammar:

• Teaching Point: Verbs – Identify action verbs in present and past time. T212, 232, 242, 258, 259


• Projectable 8.3

• Mentor Text: Super Storms by Seymour Simon • Student Practice Workbook pg. 112

• Mentor Text: Super Storms by Seymour Simon • Graphic Organizer: Idea-Support Map

• Mentor Text: Super Storms by Seymour Simon • Student Completed Idea-Support Map

• Projectable 8.12 • Student Draft • Student Final Copy of Informational Paragraph



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Learning Opportunities/Strategies: Week 9 – Lesson 9 Write to Inform:

• Teaching Point: Instructions – Use Writing Model Instructions to identify the characteristics of Instructions. T307

• Teaching Point: Ideas – Use Without One Step/With All Steps Chart and Focus Trait: Ideas to model and practice including all important steps. T331

• Teaching Point: Using A List – Use How to Read

a Book Aloud Chart to model writing a list to brainstorm steps for writing instructions. T341

Prewrite – Students read prompt and plan their own instructions by listing important steps and details.

• Teaching Point: Telling the Steps in Order – Use Steps Out of Order/Steps in Order Chart and Planning Instructions to model how steps in instructions must be told in the order in which they happen. T351 Prewrite – Students use Graphic Organizer: Flow Chart and their Ideas List to put their steps in order.

• Teaching Point: Instructions – Use Student Book pg. 286, 287 to read how one student writer planned their instructions. T358, 359 Prewrite – Students check their Flow Chart to make sure they have included all the important steps.

Grammar

• Teaching Point: Verbs in the Present – T306, 330, 340, 356, 357


• Projectable 9.3

• Without One Step/With All Steps Chart • Student Practice Workbook pg. 127

• How to Read a Book Aloud Chart • Ideas List

• Steps Out of Order/Steps in Order Chart • Projectable 9.10 • Student Completed Ideas List • Graphic Organizer: Flow Chart




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• Teaching Point: Instructions – Use Drafting Instructions to review the steps and details in writing instructions. T405 Draft – Students use their completed Flow Chart to draft their instructions.

• Teaching Point: Choosing Exact Words – Use

Jellies and Focus Trait: Word Choice to model and practice choosing exact words in instructions to make each step clearer. T427 Draft – Students continue drafting their instructions.

• Teaching Point: Strong Openings – Use Weak/Strong Opening Chart to model openings. T435 Draft – Students continue to draft their instructions to include a strong opening.

• Teaching Point: Draft – Use Weak/Strong

Ending Chart to model endings. T445 Draft – Students revise their draft to include a strong ending.

• Teaching Point: Instructions – Use Revising Alexa’s Draft to discuss the revisions made by the student writer. T452, 453 Revise, Edit, and Publish – Students proofread and make a final copy of their instructions essay.

Grammar: • Teaching Point: Verbs in the Present, Past, and

Future – T404, 426, 434, 450, 451



• Mentor Text: Jellies by Twig George • Student Draft

• Weak/Strong Opening Chart • Student Draft

• Weak/Strong Ending Chart • Student Draft

• Projectable 10.10 • Student Draft • Final Student Copy of Instructions Essay



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• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



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Unit Title: Unit 3: Tell Me About It – Opinion Writing



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• Identify the characteristics of a persuasive letter.

• Identify the characteristics of an opinion paragraph.

• Identify the characteristics of a persuasive

paragraph.

• Identify the characteristics of a persuasive essay.

• State a goal clearly in a persuasive letter.

• Identify reasons for writing a persuasive letter.

• Use persuasive words like you should and I really think.

• Use words that show a strong opinion.

• Use good reasons to help persuade readers to agree with an opinion.

• Find just the right words to write an opinion.

• Choose reasons that matter to the audience.

• Select facts to help make the reasons more convincing to a reader.

• Start every sentence differently.

• Use facts to help support an opinion.

• Write different types of sentences with correct punctuation and capitalization.

• Use quotation marks correctly.


• What makes a great persuasive letter?

• What makes a great opinion paragraph?

• What makes a great persuasive paragraph?

• What makes a great persuasive essay?

• Did I begin by stating my opinion clearly?

• How did I convince my audience?

• Did I choose interesting words, so I do not use the same word over and over again?

• Why is it important to know your audience?

• Why are sentences better with different beginnings?

• What is the difference between a fact and an opinion?


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• Plan, draft, revise, edit, and publish a persuasive letter.

• Plan, draft, revise, and edit an opinion paragraph.

• Plan, draft, revise, and edit a persuasive

paragraph.

• Plan, draft, revise, edit, and publish a persuasive essay.


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Content:


• Big Idea: Write to Persuade

• Focus Trait: Ideas, Voice, Word Choice,

Organization

• Graphic Organizer: Web Map, Idea-Support Map


publish



• Academic Language: clear goal, persuasive

words, heading, date, greeting, body, closing, exact words, synonym, audience, fact and opinion, statement, question, command, exclamation, exclamation point, quotation marks, capitalization, titles, abbreviations


Skills(Objectives):

• Persuasive letter

• Opinion paragraph

• Persuasive paragraph

• Persuasive essay

• State a clear goal

• Strong reasons to support goal

• Facts to support reasons

• Persuasive words

• Five parts of a letter

• Exact words

• Synonyms,

• Overused words

• Audience

• Variety of sentence beginnings

• Facts and opinions

• Types of sentences

• Quotation marks

• Capitalization

• Titles

• Abbreviations


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• Lesson 11: Persuasive Letter

• Lesson 12: Opinion Paragraph.

• Lesson 13: Persuasive Paragraph

• Lesson 14 & 15: Persuasive Essay.


Other Evidence:






• Conferences


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 11 – Lesson 11 in Journeys Write to Persuade:

• Teaching Point: Persuasive Letter – Use the Writing Model Persuasive Letter to identify the characteristics of a persuasive letter. T23

• Teaching Point: Stating a Clear Goal – Use Click, Click, Moo Cows That Type and Focus Trait: Ideas to model and practice stating a goal that tells what the writer wants the reader to do. T45

• Teaching Point: Reasons – Use Goal/Reason/

Detail or Example Chart and Planning a Persuasive Letter to model writing strong reasons using details and examples to support each reason. T53

Prewrite – Students use prompt and complete Graphic Organizer: Web Map to write reasons for their choice.

• Teaching Point: Ending a Persuasive Letter – Use Weak/Strong Ending Chart and Drafting a Persuasive Letter to model drafting a persuasive letter. T63 Draft – Students use their Web Map to draft their persuasive letter using correct capitalization and punctuation.

• Teaching Point: Ideas – Using Revising Kurt’s Draft, discuss the revisions made by the student writer. T70, 71 Revise and Edit: Students revise and edit their persuasive letter.

Grammar:

• Teaching Point: Sentence Types – Identify commands, questions, and statements. T22, 44, 52, 68, 69


• Projectable 11.3

• Mentor Text: Click, Click, Moo Cows That Type by Doreen Cronin


• Goal/Reason/ Detail or Example Chart • Projectable 11.9 • Graphic Organizer: Web Map

• Weak/Strong Ending Chart • Projectable 11.11 • Completed Student Web Map

• Projectable 6.12 • Student Completed Draft • Student Final Copy of Persuasive Letter



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Learning Opportunities/Strategies: Week 12 – Lesson 12 in Journeys Write to Persuade:

• Teaching Point: Opinion Paragraph – Use the Writing Model Opinion Paragraph to identify the characteristics of an opinion paragraph. T117

• Teaching Point: Showing Feelings – Use the Weak/Strong Opinion Chart and Focus Trait: Voice to model and practice choosing words that will show how strongly a writer feels about their opinion. T137

• Teaching Point: Reasons – Use the Opinion/Reasons Chart and Planning an Opinion Paragraph to model using good reasons to persuade readers to agree with an opinion. T145 Prewrite – Students use Graphic Organizer: Idea-Support Map to write an opinion they hold and list reasons.

• Teaching Point: Stating A Clear Opinion – Use

the Weak/Strong Opinion Chart and Drafting an Opinion Paragraph to model and practice drafting an opinion paragraph. T155 Draft – Students use their completed Idea-Support Map to draft their opinion paragraph.

• Teaching Point: Voice – Using Revising Han’s Draft, discuss the revisions made by the student writer. T162, 163 Revise and Edit – Students revise and edit their opinion paragraph.

Grammar:

• Teaching Point: Types of Sentences – Write exclamations, questions, commands, and statements with correct capitalization and punctuation. T116, 136, 144, 161, 162



• Weak/Strong Opinion Chart • Student Practice Workbook pg. 172

• Opinion/Reasons Chart • Projectable 12.9 • Graphic Organizer: Idea-Support Map

• Weak/Strong Opinion Chart • Student Completed Idea-Support Map

• Projectable 12.12 • Completed Student Draft • Student Final Copy of Opinion Paragraph



8 | P a g e

Learning Opportunities/Strategies: Week 13 – Lesson 13 in Journeys Write to Persuade:

• Teaching Point: Persuasive Paragraph – Use Writing Model Persuasive Paragraph to identify the characteristics of a persuasive paragraph. T209

• Teaching Point: Using Exact Words – Use the Weak/Strong Chart and Focus Trait: Voice to model and practice using exact words. T231

• Teaching Point: Audience– Use the

Goal/Reason Chart and Planning a Persuasive Paragraph to model writing a goal and reasons that will matter to audience. T239 Prewrite – Students read prompt and use Graphic Organizer: Web Map to plan a goal and reasons for a persuasive paragraph.

• Teaching Point: Beginning Sentences in Different Ways – Use Same/Different Beginnings Chart and Drafting a Persuasive Paragraph to model writing a persuasive paragraph and beginning sentences in different ways. T249 Draft – Students use their Web Map to draft a persuasive paragraph


Rachel’s Draft to discuss the revisions made by the student writer. T256, 257 Revise and Edit – Students revise their persuasive paragraph using exact words and beginning sentences in different ways.

Grammar:

• Teaching Point: Quotation Marks – Write quotation marks with correct punctuation and capitalization. T208, 230, 238, 254, 255



• Weak/Strong Chart • Student Practice Workbook pg. 187

• Goal/Reason Chart • Projectable 13.9 • Graphic Organizer: Web Map

• Same/Different Beginnings Chart • Projectable 13.11 • Graphic Organizer: Web Map

• Projectable 13.12 • Completed Student Draft • Student Final Copy of Persuasive Paragraph



9 | P a g e

Learning Opportunities/Strategies: Week 14 – Lesson 14 Write to Persuade:

• Teaching Point: Persuasive Essay – Use Writing Model Persuasive Essay to identify the characteristics of a Persuasive Essay. T303

• Teaching Point: Facts and Opinions – Use Helen Keller and Focus Trait: Ideas to model and practice the difference between a fact and an opinion. T325

• Teaching Point: Brainstorming Ideas – Use

Brainstorming List to model writing a list of possible goals for a persuasive essay. T333

Prewrite – Students read prompt and plan their persuasive essay by choosing a goal and brainstorming a list of reasons.

• Teaching Point: Supporting Facts – Use Reason/Supporting Facts Chart and Planning a Persuasive Essay to model writing a goal, two important reasons, and two facts to support each reason. T343 Prewrite – Students use their Ideas List and Graphic Organizer: Web Map to brainstorm two facts for each reason.

• Teaching Point: Persuasive Essay – Use Student Book pg. 440, 441 to read how one student writer planned their persuasive essay. T350, 351 Prewrite – Students check their Web Map to make sure they have included two strong reasons for their goal and two facts that help make the reasons convincing.

Grammar

• Teaching Point: Capitalization – Names of the week, months of the year, book titles, and holidays. T302, 324, 332, 348, 349



• Mentor Text: Helen Keller by Jane Sutcliffe • Student Practice Workbook pg. 202

• Brainstorming List • Students’ Ideas List

• Reason/Supporting Facts Chart • Projectable 14.10 • Student Completed Ideas List • Graphic Organizer: Web Map

• Student Book pg. 440, 441 • Graphic Organizer: Web Map



10 | P a g e

Learning Opportunities/Strategies: Week 15 – Lesson 15 Write to Persuade:

• Teaching Point: Persuasive Essay – Use Drafting a Persuasive Essay to model drafting a persuasive essay. T397 Draft – Students use their completed Web Map to draft their persuasive essay.

• Teaching Point: Topic Sentences – Use Officer

Buckle and Gloria and Focus Trait: Organization to model and practice writing a reason as a topic sentence. T421 Draft – Students continue drafting their persuasive essay.

• Teaching Point: Beginnings – Use Weak/Strong Beginning Chart to model using different kinds of sentences to help make the beginning of an essay more interesting. T431 Draft – Students continue to draft their persuasive essay to include a strong opening.

• Teaching Point: Closings – Use Weak/Strong

Closings Chart to model closings that tells the goal in different words and sums up the reasons. T441 Draft and Revise – Students revise their draft to include a strong ending.

• Teaching Point: Organization – Use Revising Alexa’s Draft to discuss the revisions made by the student writer. T448, 449 Revise, Edit, and Publish – Students revise, proofread, and make a final copy of their instructions essay.

Grammar: • Teaching Point: Titles – Write titles for people

correctly. T396 • Teaching Point: Abbreviations – T 420, 430,

446, 447


• Projectable 15.3 • Student Completed Web Map

• Mentor Text: Officer Buckle and Gloria by Peggy Rathman

• Student Completed Web Map • Student Draft

• Weak/Strong Beginning Chart • Student Completed Web Map • Student Draft

• Student Completed Web Map • Student Draft

• Projectable 15.10 • Student Draft • Final Student Copy of Persuasive Essay



11 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 4: Heroes and Helpers – Narrative Writing



2 | P a g e


• Identify the characteristics of a story paragraph.

• Include interesting details to help readers picture what is happening.

• Write a setting that is clear to readers.

• Use dialogue to tell what characters are like.

• Write events in the order that they happen.

• Break long sentences into shorter sentences to

make writing clearer.

• Use sense word to describe.

• Use details to help readers paint pictures in their mind.

• Write a clear and strong beginning, middle, and

end.

• Use time-order words to show how events connect and when events take place.

• Replace a repeated noun with a pronoun.

• Use commas in sentences with a series of nouns

or verbs.

• Plan, draft, revise, and edit a story paragraph. • Plan, draft, revise, and edit a fictional narrative

story.

• Plan, draft, revise, and edit a descriptive paragraph.

• Plan, draft, revise, edit, and publish a story.


• What makes a great story paragraph?

• What makes a great fictional narrative story?

• What makes a great descriptive paragraph?

• How can I make the story more interesting?

• How can I show a character’s voice?

• Why should events be written in order?

• How can I make my writing clearer?

• How can I help my readers feel like they are at the scene?

• Did I use an appropriate beginning, middle, and end?

• What words show the passing of time in a

story?


3 | P a g e

Content:


• Big Idea: Write to Express

• Focus Trait: Ideas, Voice, Sentence Fluency,

Word Choice, Organization

• Graphic Organizer: Flow Chart, Column Chart, Problems/Solutions Chart, Story Map


publish



• Academic Language: details, setting, dialogue,

sequence of events, sense words, simile, metaphor, problem/solution, time-order words, pronoun, subject-verb agreement, homophones, verb be, commas


Skills(Objectives):

• Story paragraph

• Fictional narrative story

• Story

• Details

• Setting

• Dialogue

• Sequence of events

• Stringy sentences

• Sense words

• Show rather than tell

• Similes and metaphors

• Beginning, middle, end

• Problem/solution

• Time-order words

• Noun and pronoun

• Subject-verb agreement

• Homophones

• The verb be

• Commas in date, greeting, closing of a letter

• Commas in a series


4 | P a g e


• Lesson 16: Story Paragraph

• Lesson 17: Fictional Narrative Story

• Lesson 18: Descriptive Paragraph

• Lesson 19 & 20: Fictional Narrative Story


Other Evidence:






• Conferences


5 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 16 – Lesson 16 in Journeys Write to Express:

• Teaching Point: Fictional Narrative Paragraph – Use the Writing Model Story Paragraph to identify the characteristics of a story paragraph. T23

• Teaching Point: Details – Use Mr. Tanen’s Tie Trouble and Focus Trait: Ideas to model and practice adding details. T47

• Teaching Point: Setting – Use Unclear/Clear

Setting Chart to model writing a clear setting and Planning A Story Paragraph, to model planning a story paragraph. T55

Prewrite – Students use prompt and complete Graphic Organizer: Flow Chart to list ideas for their character to do.

• Teaching Point: Dialogue – Use Without/With Dialogue Chart and Drafting a Story Paragraph to model writing a story paragraph with dialogue. T65 Draft – Students use their Flow Chart to draft a story paragraph.

• Teaching Point: Ideas – Using Revising Ahmed’s Draft, discuss the revisions made by the student writer. T72, 73 Revise and Edit: Students revise and edit their story paragraph.

Grammar:

• Teaching Point: Pronouns – pg. 22, 46, 54, 70, 71



• Mentor Text: Mr. Tanen’s Tie Trouble by Maryann Cocca-Leffler


• Unclear/Clear Setting Chart • Projectable 16.9 • Graphic Organizer: Flow Chart

• Without/With Dialogue Chart • Projectable 16.11 • Completed Student Flow Chart

• Projectable 16.12 • Student Completed Draft • Student Final Copy of a Story Paragraph

• Projectable 16.2, 16.6, • Student Practice Workbook pg. 2, 7, 11,


6 | P a g e

Learning Opportunities/Strategies: Week 17 – Lesson 17 in Journeys Write to Express:

• Teaching Point: Fictional Narrative – Use the Writing Model A Story to identify the characteristics of a good story. T119

• Teaching Point: Word Choice – Use Luke Goes to Bat and Focus Trait: Voice to model and practice using dialogue T143

• Teaching Point: Sequence of Events – Use Luke

Goes to Bat and Planning a Story to model and practice writing events in the order that they happen. T151

Prewrite – Students use prompt and Graphic Organizer: Flow Chart to plan a story.

• Teaching Point: Avoid Stringy Sentences – Use Luke Goes to Bat to model avoiding stringy sentences and Drafting a Story to model drafting a fictional narrative story. T161 Draft Students use their completed Flow Chart to draft their story.

• Teaching Point: Voice – Using Revising Tandy’s Draft, discuss the revisions made by the student writer. T168, 169 Revise and Edit – Students revise and edit their story.

Grammar:

• Teaching Point: Subject-Verb Agreement with Pronouns and Homophones – T118, 142, 150, 166, 167



• Mentor Text: Luke Goes to Bat by Rachel Isadora • Student Practice Workbook pg. 22

• Mentor Text: Luke Goes to Bat by Rachel Isadora • Projectable 17.9 • Graphic Organizer: Flow Chart

• Mentor Text: Luke Goes to Bat by Rachel Isadora • Projectable 17.11 • Graphic Organizer: Flow Chart

• Projectable 17.12 • Student Completed Flow Chart • Student Final Copy of Fictional Narrative Story



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Learning Opportunities/Strategies: Week 18 – Lesson 18 in Journeys Write to Express:

• Teaching Point: Descriptive Paragraph – Use Writing Model Descriptive Paragraph to identify the characteristics of a descriptive paragraph. T215

• Teaching Point: Sense Words – Use My Name is

Gabriela and Focus Trait: Word Choice to model and practice using sense words to describe. T237

• Teaching Point: Showing rather Than Telling –

Use Weak Telling/Strong Showing Sentence Chart and Planning a Descriptive Paragraph to model listing ideas using sense words to describe. T247 Prewrite – Students read prompt and use Graphic Organizer: Column Chart to describe their topic.

• Teaching Point: Similes and Metaphors – Use Simile/Metaphor Chart and Drafting a Descriptive Paragraph to model a simile and metaphor and to draft a descriptive paragraph. T257 Draft – Students draft a descriptive paragraph using their Column Chart.


Alice’s Draft to discuss the revisions made by the student writer. T264, 265 Revise and Edit – Students revise and edit their descriptive paragraph.

Grammar:

• Teaching Point: Use the Verb Be – pg. 214, 236, 246, 262, 263



• Mentor Text: My Name is Gabriela by Monica Brown


• Weak Telling/Strong Showing Sentence Chart • Projectable 18.9 • Graphic Organizer: Column Chart

• Simile/Metaphor Chart • Projectable 18.11 • Student Completed Column Chart

• Projectable 18.12 • Completed Student Draft • Student Final Copy of a Descriptive Paragraph



8 | P a g e

Learning Opportunities/Strategies: Week 19 – Lesson 19 Write to Express:

• Teaching Point: Fictional Narrative – Use Writing Model Story to identify the characteristics of a story. T311

• Teaching Point: Beginning, Middle, and End – Use The Signmaker’s Assistant and Focus Trait: Organization to model and practice writing a beginning, middle, and end. T335

• Teaching Point: Problems and Solutions – Use

Possible Problems/Solutions Chart to model writing listing possible problems and solutions for a story. T343

Prewrite – Students read prompt and plan possible problems and solutions using a similar chart.

• Teaching Point: Details – Use The Signmaker’s Assistant to model details that show characters’ feelings and Planning a Story to model planning a story. T353 Prewrite – Students use their completed Problems/Solutions Chart and Graphic Organizer: Story Map to plan their story.

• Teaching Point: Organization – Use Student Book pg. 144, 145 to read how one student writer planned their story. T360, 361 Prewrite – Students check their ideas so it follows the Story Map with a beginning, middle, and end.

Grammar

• Teaching Point: Commas – Use commas in the date, greeting, and closing of a letter. T310, 334, 342, 358, 359



• Mentor Text: The Signmaker’s Assistant by Tedd Arnold


• Possible Problems/Solutions Chart

• Mentor Text: The Signmaker’s Assistant by Tedd Arnold

• Projectable 19.10 • Student Completed Problems/Solutions Chart • Graphic Organizer: Story Map

• Student Book pg. 144, 145 • Graphic Organizer: Story Map



9 | P a g e

Learning Opportunities/Strategies: Week 20 – Lesson 20 Write to Express:

• Teaching Point: Fictional Narrative – Use Drafting a Story to model drafting a story to include a setting, characters, a beginning, and a middle. T407 Draft – Students use their completed Story Map to begin drafting their story.

• Teaching Point: Interesting Beginnings – Use

The Heart of a Hero and Focus Trait: Organization to model and practice writing an interesting beginning. T431 Draft – Students continue drafting their story.

• Teaching Point: Strong Endings – Use The Heart of a Hero to model ending a story by telling how the problem is solved and what happens to the characters. T439 Draft – Students continue to draft their story to make sure their ending tells how the problem is solved.

• Teaching Point: Time-Order Words – Use The

Heart of a Hero to model the use of time-order words. T449 Draft and Revise – Students draft and revise their story to include time-order words.

• Teaching Point: Organization – Use Revising Julie’s Draft to discuss the revisions made by the student writer. T456, 457 Revise, Edit, and Publish – Students proofread and make a final copy of their story

Grammar: • Teaching Point: Commas – Use commas in

sentences with a series of nouns or verbs. T406, 430, 438, 454, 455


• Projectable 20.3 • Student Completed Story Map

• Mentor Text: The Heart of a Hero by Caralyn Buehner



• Student Draft


• Student Draft

• Projectable 20.10 • Student Draft • Final Student Copy of Fictional Narrative Story



10 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 5: Changes, Changes Everywhere – Informational Writing

Stage 1: Desired Results Standards & Indicators: NJSLS Grade 2 English Language Arts W.2.2 W.2.5 W.2.6 W.2.7 W.2.8 RI.2.1 RI.2.2 RI.2.3 RI.2.4 RI.2.5 RI.2.6 RI.2.7 RI.2.8 RI.2.9 RI.2.10 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.5 SL.2.6 L.2.1 L.2.2 L.2.3 L.2.4 L.2.5 L.2.6 NJSLS Technology 8.1.2.A.2 NJSLS 21st Century Life and Careers CRP1. CRP2. CRP4. CRP12.


2 | P a g e


• Identify the characteristics of a problem/solution paragraph.

• Identify the characteristics of a compare/contrast paragraphs.

• Identify the characteristics of an informational

paragraph.

• Identify the characteristics of a research report.

• Use exact words to make ideas clearer.

• Describe a problem and a solution.

• Use details that support the main idea.

• Organize writing into one paragraph that compares and a second paragraph that contrasts.

• Use transition words to explain how things are

alike and different.

• Use their own words when writing an informational paragraph.

• Write information in an order that is easy for

readers to understand.

• Write a topic sentence that will make readers want to read on to learn about the topic.

• Use exact details to help readers picture the

topic.

• Take notes to remember the facts found for a research report.

• Put information in their own words.


• What makes a great problem/solution paragraph?

• What makes a great compare/contrast paragraphs?

• What makes a great informational paragraph?

• What makes a great research report?

• How can I make my writing clearer to the

reader?

• Why is it important to state the problem clearly at the beginning?

• Is the writing focused on one main idea?

• Do I have details that tell more about the main

idea?

• How can a Venn Diagram help to organize compare and contrasts ideas?

• How do transition words help tell how things

are alike and different?

• How can using synonyms help to write an informational paragraph?

• Why is it important to present information in

order?

• How should an informational paragraph begin?

• How can I help readers understand the information in a research report?

• Why should you take notes when researching a

topic?


3 | P a g e


• Write a different topic sentence for each paragraph in a research report.

• Include only facts in a research report.

• Explain the meaning of unknown words in a research report.

• Plan, draft, revise, and edit a problem/solution

paragraph.

• Plan, draft, revise, and edit a compare/contrast paragraph.

• Plan, draft, revise, and edit an informational

paragraph.

• Plan, draft, revise, edit, and publish a research report.


• Why must you not copy exact words from research sources?


4 | P a g e

Content:


• Big Idea: Write to Inform

• Focus Trait: Word Choice, Organization, Ideas,

Voice

• Graphic Organizer: Flow Chart, Venn Diagram, KWL Chart


publish



• Academic Language: problem/solution, exact

words, compare/contrast, main idea, details, transition words, synonyms, topic sentence, adjectives, irregular verbs,


Skills(Objectives):

• Problem/solution paragraph

• Compare/contrast paragraph

• Informational paragraph

• Research report

• Exact words

• Main ideas

• Details

• Transition words

• Use own words

• Synonyms

• Present information in order

• Topic sentence

• Note-taking

• Put information in own words

• Adjectives

• Special adjectives (a, an, the) and (-er, -est)

• Irregular verbs (have, has, had, run/ran, come/came, see/saw, and go/went, say/said, eat/ate, give/gave, take/took)


5 | P a g e


• Lesson 21: Problem/Solution Paragraph

• Lesson 22: Compare/Contrast Paragraphs


• Lesson 24 & 25: Research Report


Other Evidence:






• Conferences


6 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 21 – Lesson 21 in Journeys Write to Inform:

• Teaching Point: Problem/Solution Paragraph – Use the Writing Model Problem/Solution Paragraph to identify the characteristics of a problem/solution paragraph. T23

• Teaching Point: Exact Words – Use Penguin Chick and Focus Trait: Word Choice to model and practice using exact words. T45

• Teaching Point: Describing A Solution – Use

Penguin Chick to model an unclear and clear solution and Planning A Problem/Solution Paragraph to model planning a problem/solution paragraph. T55

Prewrite – Students use prompt and complete Graphic Organizer: Flow Chart to list ideas for a problem/solution paragraph.

• Teaching Point: State the Problem – Use Penguin Chick to model an unclear and clear problem and Drafting a Problem/Solution Paragraph to model drafting a problem/solution paragraph. T65 Draft – Students use their Flow Chart to draft a problem/solution paragraph.

• Teaching Point: Word Choice – Using Revising Matt’s Draft, discuss the revisions made by the student writer. T72, 73 Revise and Edit: Students revise and edit their problem/solution paragraph.

Grammar:

• Teaching Point: Adjectives – Identify adjectives hat tell how something looks, tastes, smells, feels, or sounds. T22, 44, 54, 70, 71



• Mentor Text: Penguin Chick by Betty Tatham • Student Practice Workbook pg. 82

• Mentor Text: Penguin Chick by Betty Tatham • Projectable 21.9 • Graphic Organizer: Flow Chart

• Mentor Text: Penguin Chick by Betty Tatham • Projectable 21.11 • Completed Student Flow Chart

• Projectable 21.12 • Student Completed Draft • Student Completed Final Copy of a

Problem/Solution Paragraph



7 | P a g e


• Teaching Point: Compare/Contrast Paragraph – Use the Writing Model Compare/Contrast Paragraph to identify the characteristics of a compare/contrast paragraph. T119

• Teaching Point: Details – Use Gloria Who Might Be My Best Friend and Focus Trait: Organization to model and practice writing one main idea with supporting details for each paragraph. T141

• Teaching Point: Comparing and Contrasting –

Use Compare/Contrast Questions Chart and Planning Problem/Solution Paragraph to model writing one paragraph that compares and one paragraph that contrasts. T151

Prewrite – Students use prompt and Graphic Organizer: Venn Diagram to plan a problem/solution paragraph.

• Teaching Point: Draft – Use Without/With Transition Words Chart to model using transition words and Drafting Problem/Solution Paragraph to model drafting a problem/solution paragraph. T161 Draft – Students use their completed Venn Diagram to draft their compare/contrast paragraphs.

• Teaching Point: Organization – Using Revising

Leo’s Draft, discuss the revisions made by the student writer. T168, 169 Revise and Edit – Students revise and edit their compare/contrast paragraphs.

Grammar:

• Teaching Point: Special Adjectives – Identify when to use (a, an, the) and when to use (-er, -est). T118, 140, 150, 166, 167



• Mentor Text: Gloria Who Might Be My Best Friend by Ann Cameron


• Compare/Contrast Questions Chart • Projectable 22.9 • Graphic Organizer: Venn Diagram

• Without/With Transition Words Chart • Projectable 17.11 • Graphic Organizer: Venn Diagram

• Projectable 22.12 • Student Completed Draft • Student Final Copy of Compare/Contrast

Paragraph



8 | P a g e


• Teaching Point: Informational Paragraph – Use Writing Model Informational Paragraph to identify the characteristics of an informational paragraph. T215

• Teaching Point: Synonyms – Use The Goat in the Rug and Focus Trait: Word Choice to model and practice using synonyms. T237

• Teaching Point: Organization – Use The Goat in

the Rug and Planning an Informational Paragraph to model explaining facts in an order that makes sense. T247

Prewrite – Students read prompt and use Graphic Organizer: Flow Chart to plan what they write about their topic.

• Teaching Point: Topic Sentences – Use The Goat in the Rug and Drafting an Informational Paragraph to model writing a topic sentence with supporting sentences that give facts. T257 Draft – Students use their Flow Chart to draft an informational paragraph.


Kenny’s Draft to discuss the revisions made by the student writer. T264, 265 Revise and Edit – Students revise and edit their informational paragraph.

Grammar:

• Teaching Point: Irregular Verbs – Identify when to use have, has, and had. T214, 236, 246, 262, 263

Resources: Week 23 – Lesson 23 in Journey


• Mentor Text: The Goat in the Rug by Geraldine • Student Practice Workbook pg. 112

• Mentor Text: The Goat in the Rug by Geraldine • Projectable 23.9 • Graphic Organizer: Flow Chart

• Mentor Text: The Goat in the Rug by Geraldine • Projectable 18.11 • Student Completed Flow Chart

• Projectable 23.12 • Completed Student Draft • Student Final Copy of an Informational

Paragraph



9 | P a g e


• Teaching Point: Research Report – Use Writing Model Research Report to identify the characteristics of a research report. T311

• Teaching Point: Exact Details – Use Half-Chicken and Focus Trait: Ideas to model and practice using exact details. T333

• Teaching Point: Topic Ideas – Use KWL Chart to

model brainstorming topic ideas. T343 Prewrite – Students read prompt, choose a topic, complete first two columns in KWL chart, and find sources to use for research.

• Teaching Point: Taking Notes – Use Original Sentences/Notes Chart and Planning a Research Report to model taking notes. T353 Prewrite – Students complete third column of KWL chart and complete Graphic Organizer: Flow Chart to record information.

• Teaching Point: Ideas – Use Student Book pg. 306, 307 to read how one student writer planned their research report. T360 Prewrite – Students check their Flow Chart to be sure they used exact details and have included all the information necessary to answer their research questions.

Grammar

• Teaching Point: Irregular Verbs – Identify when to use run/ran, come/came, see/saw, and go/went. T310, 332, 342, 358, 359



• Mentor Text: Half-Chicken by Alma Floe Ada • Student Practice Workbook pg. 127

• KWL Chart

• Original Sentences/Notes Chart • Projectable 24.10 • Student Completed KWL Chart • Graphic Organizer: Flow Chart


• Projectable24.2, 24.6 • Student Practice Workbook pg. 122, 126, 131


10 | P a g e


• Teaching Point: Research Report – Use Drafting a Research Report to model drafting a research report. T407 Draft – Students use their completed Flow Chart to begin drafting their research report.

• Teaching Point: Using Your Own Words – Use

How Groundhog’s Garden Grew and Focus Trait: Organization to model and practice putting information in one’s own words. T431 Draft – Students continue drafting their research report using their own words.

• Teaching Point: Topic Sentences – Use How Groundhog’s Garden Grew to model turning questions from KWL Chart into topic sentences for each paragraph in a research report. T439 Draft – Students continue to draft their research report.

• Teaching Point: Fact and Opinion – Use

Sentence 1/Sentence 2 Chart to model including only facts and meanings for any words readers might not know. T449 Draft and Revise – Students draft and revise their research report and illustrate their topic.

• Teaching Point: Research Report – Use Revising Rosa’s Draft to discuss the revisions made by the student writer. T456, 457 Revise, Edit, and Publish – Students proofread and make a final copy of their research report.

Grammar: • Teaching Point: Irregular Verbs – Identify when

to use say/said, eat/ate, give/gave, and take/took. T406, 430, 438, 454, 455



• Mentor Text: How Groundhog’s Garden Grew by Lynne Cherry


• Mentor Text: How Groundhog’s Garden Grew by Lynne Cherry

• Student Draft

• Sentence 1/Sentence 2 Chart • Student Draft

• Projectable 25.10 • Student Draft • Final Student Copy of Research Report



11 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 6: What A Surprise! – Opinion Writing



2 | P a g e


• Identify the characteristics of a response poem.

• Identify the characteristics of an opinion paragraph.

• Identify the characteristics of a response

paragraph.

• Identify the characteristics of a response to literature.

• Write rhyming couplets.

• Use adjectives to write ideas and descriptions

more clearly.

• Distinguish the difference between a fact and an opinion.

• Use only important details to support an

opinion.

• Use graphic features as a source of information.

• Use words from the text to support facts and examples.

• Use examples from the text to support reasons.

• Use opinion words and phrases to show an

opinion.

• Write a summary by following the order of events in the text.

• Remind readers of their opinion at the end of a

response to literature.

• Plan, draft, revise and edit a response poem.


• What makes a great response poem?

• What makes a great opinion paragraph?

• What makes a great response paragraph?

• What makes a great response to literature?

• Why is a poem like a song?

• How can I make my opinion clearer?

• What is the difference between a fact and an opinion?

• How can I use graphic features for details and examples?

• Where can I find facts and examples to support

an opinion and reasons?

• How can I show my opinion?

• How do I retell what happens in a text?


3 | P a g e


• Plan, draft, revise, and edit an opinion paragraph.

• Plan, draft, revise, and edit a response paragraph.

• Plan, draft, revise, edit, and publish a response

to literature.


4 | P a g e

Content:


• Big Idea: Write to Respond

• Focus Trait: Word Choice, Ideas,

• Graphic Organizer: T-Map, Idea-Support Map


publish



• Academic Language: rhythm, rhyme, rhyming

couplets, details, adjectives, fact and opinion, graphic features, direct quotation, adverbs, contractions, possessives, prepositions


Skills(Objectives):

• Response poem

• Opinion paragraph

• Response paragraph

• Response to literature

• Exact words and details

• Rhythm and rhyme

• Adjectives

• Fact and opinion

• Combining sentences

• Details that do not belong

• Graphic features

• Reasons and examples from the text

• Direct quotation

• Opinion words and phrases (I think, I feel, I like, I should, wonderful, awful, best, worst)

• Order of events

• Adverbs

• Contractions

• Possessives

• Prepositions


5 | P a g e


• Lesson 26: Response Poem

• Lesson 27: Opinion Paragraph

• Lesson 28: Response Paragraph

• Lesson 29 & 30: Response to Literature


Other Evidence:






• Conferences


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Stage 3: Learning Plan Learning Opportunities/Strategies: Week 26 – Lesson 26 in Journeys Write to Respond:

• Teaching Point: Response Poem – Use the Writing Model Response Poem to identify the characteristics of a response poem. T23

• Teaching Point: Exact Words and Details – Use The Mysterious Tadpole and Focus Trait: Word Choice to model and practice using details that tell about the five senses. T47

• Teaching Point: Using Rhyme – Use Rhyming

Words/Rhyming Lines Chart and Planning A Response Poem to model writing rhyming couplets. T55

Prewrite – Students use prompt and complete Graphic Organizer: T-Map to list rhyming words.

• Teaching Point: Rhythm – Use The Mysterious Tadpole and Drafting a Response Poem to model rhythm and rhyme while drafting a response poem. T65 Draft – Students use their T-Map to draft a response poem.

• Teaching Point: Word Choice – Using Revising Luke’s Draft, discuss the revisions made by the student writer. T72, 73 Revise and Edit: Students revise and edit their response poem.

Grammar:

• Teaching Point: Contractions – Identify contractions for verbs with not, and with pronouns, pg. 22, 26, 54, 72, 73



• Mentor Text: The Mysterious Tadpole by Steven Kellogg


• Rhyming Words/Rhyming Lines Chart • Projectable 26.9 • Graphic Organizer: T-Map

• Projectable 26.11 • Graphic Organizer: T-Map • Completed Student Flow Chart

• Projectable 26.12 • Student Completed Draft • Student Final Copy of a Response Poem



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Learning Opportunities/Strategies: Week 27 – Lesson 27 in Journeys Write to Respond:

• Teaching Point: Opinion Paragraph – Use the Writing Model Opinion Paragraph to identify the characteristics of an opinion paragraph. T119

• Teaching Point: Adjectives – Use The Dog That Dug for Dinosaurs and Focus Trait: Word Choice to model and practice using adjectives to make an opinion clearer. T141

• Teaching Point: Fact and Opinion – Use The

Dog That Dug for Dinosaurs and Planning an Opinion Paragraph to model and practice using facts to tell more about an opinion. T151

Prewrite – Students use prompt and Graphic Organizer: Idea-Support Map to plan an opinion paragraph.

• Teaching Point: Combining Sentences – Use Luke Goes to Bat to and Drafting an Opinion Paragraph to model combining sentences while drafting an opinion paragraph. T161 Draft Students use their completed Idea-Support Map to draft their opinion paragraph.

• Teaching Point: Word Choice – Using Revising Gina’s Draft, discuss the revisions made by the student writer. T168, 169 Revise and Edit – Students revise and edit their opinion paragraph.

Grammar:

• Teaching Point: Adverbs – Identify adverbs that tell how and when. T118, 140, 150, 166, 167



• Mentor Text: The Dog That Dug for Dinosaurs by Shirley Raye Redmond

• Student Practice Workbook pg. 172,

• Mentor Text: The Dog That Dug for Dinosaurs by Shirley Raye Redmond

• Projectable 27.9 • Graphic Organizer: Idea-Support Map

• Mentor Text: Luke Goes to Bat by Rachel Isadora • Projectable 27.11 • Graphic Organizer: Idea-Support Map

• Projectable 27.12 • Student Completed Idea-Support Map • Student Final Copy of Opinion Paragraph



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Learning Opportunities/Strategies: Week 28 – Lesson 28 in Journeys Write to Respond:

• Teaching Point: Response Paragraph – Use Writing Model Response Paragraph to identify the characteristics of a response paragraph. T215

• Teaching Point: Details That Don’t Belong – Use

Working in Space and Focus Trait: Ideas to model and practice leaving out details that do not support the opinion. T237

• Teaching Point: Examples from Photographs –

Use Working in Space and Planning an Opinion Paragraph to model finding details in a picture to support an opinion. T245 Prewrite – Students read prompt and use Graphic Organizer: T-Map to describe their topic.

• Teaching Point: Examples from the Text – Use Working in Space and Drafting an Opinion Paragraph to model choosing words that show feelings about the facts from the text. T255 Draft – Students draft a response paragraph using their T-Map.

• Teaching Point: Ideas – Use Revising Arianna’s

Draft to discuss the revisions made by the student writer. T262, 263 Revise and Edit – Students revise and edit their response paragraph.

Grammar:

• Teaching Point: Possessives – Form possessives with singular and plural nouns. pg. 214, 236, 244, 262, 263



• Mentor Text: Working in Space by Patricia Whitehouse


• Mentor Text: Working in Space by Patricia

Whitehouse • Projectable 28.9 • Graphic Organizer: T-Map

• Mentor Text: Working in Space by Patricia Whitehouse

• Projectable 28.11 • Student Completed T-Map

• Projectable 18.12 • Completed Student Draft • Student Final Copy of an Response Paragraph



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Learning Opportunities/Strategies: Week 29 – Lesson 29 Write to Respond:

• Teaching Point: Response to Literature – Use Writing Model Response to Literature to identify the characteristics of a response to literature. T309

• Teaching Point: Using Examples to Support Reasons – Use Two of Everything and Focus Trait: Ideas to model and practice writing examples from the text to support opinions and reasons. T331

• Teaching Point: Listing Reasons – Use Two of Everything to model supporting an opinion with reasons, details, and examples. T341 Prewrite – Students use prompt to write their opinion and list of reasons.

• Teaching Point: Direct Quotation and Using

Your Own Words – Use Two of Everything and Planning a Response to Literature to model using direct quotes or using your own words to rewrite examples. T351

Prewrite – Students complete Graphic Organizer: T-Map to select quotations and their own words as examples.

• Teaching Point: Ideas – Use Student Book pg. 468, 469 to read how one student writer planned their response to literature. T358, 359 Prewrite – Students check their T-Map to make sure they have included all the reasons and examples that support their opinion.

Grammar

• Teaching Point: Possessive Pronouns – T308, 330, 340, 350, 356, 357



• Mentor Text: Two of Everything by Lily Toy Hong • Student Practice Workbook pg. 202

• Mentor Text: Two of Everything by Lily Toy Hong • Student’s Opinion with List of Reasons

• Mentor Text: Two of Everything by Lily Toy Hong • Projectable 29.10 • Student’s Opinion with List of Reasons • Graphic Organizer: T-Map

• Student Book pg. 144, 145 • Graphic Organizer: T-Map



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Learning Opportunities/Strategies: Week 30 – Lesson 30 Write to Respond:

• Teaching Point: Response to Literature – Use Drafting a Response to Literature to model drafting a response to literature. T405 Draft – Students use their completed T-Map to draft their response to literature.

• Teaching Point: Opinion Words and Phrases –

Use Now and Ben and Focus Trait: Word Choice to model and practice adding opinion words and phrases. T427 Draft – Students continue drafting their response to literature using opinion words and phrases.

• Teaching Point: Order of Events – Use Now and Ben to model how to summarize events in a text. T437 Draft – Students continue to draft their story to make sure events are in the order in which they happen in the text.

• Teaching Point: Writing A Closing – Use Two of

Everything to model retelling the opinion in the closing. T447 Draft and Revise – Students draft and revise their story to make sue their closing retells their opinion.

• Teaching Point: Response to Literature – Use Revising Cooper’s Draft to discuss the revisions made by the student writer. T454, 455 Revise, Edit, and Publish – Students proofread and make a final copy of their response to literature.

Grammar: • Teaching Point: Prepositions – Identify

prepositions that tell when and where. T404, 426, 436, 452, 453


• Mentor Text: Two of Everything by Lily Toy Hong • Projectable 30.3 • Student Completed Story Map

• Mentor Text: Now and Ben by Gene Barretta • Mentor Text: Two of Everything by Lily Toy Hong • Student Practice Workbook pg. 217 • Student Draft

• Mentor Text: Now and Ben by Gene Barretta • Mentor Text: Two of Everything by Lily Toy Hong • Student Draft

• Mentor Text: Two of Everything by Lily Toy Hong • Student Draft

• Projectable 30.10 • Student Draft • Final Student Copy of Response to Literature



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• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment


Documents

Writing Pacing Guide Grade 2 - pemberton.k12.nj.us · Writing Pacing Guide. Grade 2 . MP Units Unit TOTAL* Cumulative TOTAL** MP1 Unit 1 – Neighborhood Visit 25 days 25 days MP1