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Second Grade ELA Instructional Map – Quarter 3 Unit 2 Overview: This poetry unit is estimated to be 4 – 4 ½ weeks. After reading a variety of poems and texts, students will develop a sense of style and fluency . Skills to master in this unit include using adjective, descriptive sensory words, using details, recognizing different types of poetry, understanding the importance of matching an illustration to the written text, and transferring phonics skills into reading and writing. Another focus of this unit will be the fine tuning of presentation skills and audience behaviors. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [haul, went, very, tried, thing] and four high frequency words). Please note: the transfer patterns continue to include many variations rather than a set combination of letters. Contractions, homophones, and prefixes and suffixes are emphasized within high frequency words. The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit. Big Ideas: Students will understand that… Poets use rhyme, rhythm, and language patterns to convey thoughts and feelings. Readers of poetry demonstrate rhyme, rhythm, and language patterns when reading and/or reciting aloud. Writers revise and edit their written work to improve the quality of their final product. Essential Questions: How can a poet convey thoughts and feelings? What strategies do readers use when reading and/or reciting poetry aloud? Why do writers revise and edit their work? Erie School District Grade Two Quarter Three Unit Two---Revised June 2015 Page 1 Performance Task: The Performance Task for this unit has been removed and replaced with a CLOSE READ that includes a culminating activity. There will also be a District Assessment. Other Possible Sources of Evidence: exit slips, cold read comprehension quizzes, self-selected reading conferences, running records, fluency checks, writing workshop conferencing, developmental writing scale, high frequency word monitoring, DRAS, DIBELS, teacher observation during word study instruction, anecdotal records, independent work, etc. Student Objectives/Competencies: Students will be able to… - utilize precise describing words to describe noun (adjectives) rhyme patterns and words distinguish between poetry, stories, and fable listen and share poetry for enjoyment identify the five senses in descriptions understand different types of poetry writes many different poems construct a poem of choice be aware of the audience demonstrate appropriate audience behaviors ask and answer questions related to the text practice and use comprehension strategies use writing resources in the room participate in conversations with peers and adults about books and poems use prior knowledge and gather new information use grade level appropriate conventions use high frequency words demonstrate phonics (Refer to Word Study Documents for specifics.) use phonetic spelling use new vocabulary Erie School District Grade Two Quarter Three Unit Two---Revised June 2015 Page 2 - sequence events determine cause and effect annotate events use adjectives and adverbs use irregular verbs Required Works: Individual Copies of Print: CLOSE READ: The Day Jimmy’s Boa Ate the Wash (Harcourt Collections basal book 2, pp. 14-29) How I Spent My Summer Vacation (Harcourt Collections basal book 2, pp. 26-52) The Fishing Derby (A-Z, Level N) My Places (A-Z Poetry, Level N) Record Breaking Roller Coaster (Paired Text Informational) Roller Coaster (Paired Text Poem) March (Poem- Acrostic) The Ape in the Zoo (Poem- Limerick) Scholastic News Magazine Read Aloud: Jamaica’s Find (Interactive Read Aloud with Accompanying Script) – building copy of book provided Complementary Works: Individual Copies of Print: The Buffalo Hunt (A-Z, Level N) My School Pledge (Poem-Rhyming) Basketball (Poem-Cinquain) White (Poem-Free Verse) Erie School District Grade Two Quarter Three Unit Two---Revised June 2015 Page 3 Read Aloud: Moon Shot: The Flight of Apollo 11 by: Brian Floca Reading Resources (suggested usage of required materials) Close Read The Day Jimmy’s Boa Ate the Wash How I Spent My Summer Vacation Focus Standard CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding CC.1.1.2.E Read with accuracy and fluency to support comprehension CC.1.3.2.A Recount stories and determine their central message, lesson, or moral CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of details in a text CC.1.3.2.C Describe how characters in a story respond to major events and challenges. CC.1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot. CC.1.3.2.K Read and comprehend literature on grade level, reading independently and proficiently. CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding CC.1.3.2.A Recount stories and determine their central message, lesson, or moral CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to Writing-Poetry Lesson at a Glance -sequence of events -cause and effect -vocabulary -close read strategies -illustrations -annotating events -adjectives and adverbs -irregular verbs -rhyming words -sequence of events -story structure -annotating events -adjectives and adverbs -irregular verbs Erie School District Grade Two Quarter Three Unit Two---Revised June 2015 Focus Standards Lesson at a Glance LC=Lucy Calkins resource box (one per grade level) LCCN= Lucy Calkins Cliff Notes (Complete document on Schoolwires) Lesson=provided on Schoolwires Lucy Calkins Cliff Notes Unit 7 CC.1.4.2.M Write narratives to develop real or imagined experiences or events. LCCN Poetry: Seeing with Poets’ Eyes CC.1.4.2.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. LCCN Poetry: Listening for Line Breaks CC.1.4.2.Q Choose words and phrases for effect LCCN Poetry: Hearing the Music in Poetry CC.1.4.2.M Write narratives to develop real or imagined experiences or events. LCCN Poetry: Putting Powerful Thoughts in Tiny Packages LCCN Poetry: Finding Ingredients for a Poem CC.1.4.2.Q Choose words and phrases for effect LCCN Poetry: Showing, Not Telling LCCN Poetry: Hearing the Voices Page 4 demonstrate understanding of details in a text of Poetry CC.1.4.2.Q Choose words and phrases for effect CC.1.3.2.C Describe how characters in a story respond to major events and challenges. CC.1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. LCCN Poetry: Patterning on the Page LCCN Poetry: Using Comparisons to Convey Feelings CC.1.3.2.F Describe how words and phrases supply rhythm and meaning in a story, poem and song. The Fishing Derby CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot. CC.1.3.2.K Read and comprehend literature on grade level, reading independently and proficiently. CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding CC.1.3.2.A Recount stories and determine their central message, lesson, or moral CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of details in a text CC.1.3.2.C Describe how characters in a story respond to major events and challenges. CC1.3.2.E Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CC.1.3.2.G Use information from illustrations and words, in print or digital text, to demonstrate understanding of characters, setting, or plot. My Places CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding LCCN Poetry: : Searching for Honest, Precise Words LCCN Poetry: Contrasting Ordinary and Poetic Language LCCN Poetry: Stretching Out a Comparison (Sustaining a Metaphor) -events and characters -annotating events -irregular plural nouns -irregular verbs -adjectives and adverbs -formal vs. informal English -dialogue CC.1.4.2.T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing LCCN Poetry: Contrasting Poems with Stories CC.1.4.2.T With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. -rhyming words -irregular verbs Erie School District Grade Two Quarter Three Unit Two---Revised June 2015 LCCN Poetry: Finding Treasures in Discarded Drafts Page 5 LCCN Poetry: Revising and Editing Poetry CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of details in a text CC.1.3.2.F Describe how words and phrases supply rhythm and meaning in a story, poem and song. CC.1.3.2.K Read and comprehend literature on grade level, reading independently and proficiently. CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding CC1.3.2.K Read and comprehend literature on grade level, reading independently and proficiently. -adjectives and adverbs -capitalize geographic names Roller Coaster CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding CC.1.1.2.E Read with accuracy and fluency to support comprehension CC.1.3.2.H Compare and contrast two or more versions of the same story by different authors or from different cultures. CC.1.3.2.K Read and comprehend literature on grade level, reading independently and proficiently. -rhyming words March and The Ape in the Zoo CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding CC.1.3.2.F Describe how words and phrases supply rhythm and meaning in a story, poem and song. CC.1.3.2.H Compare and contrast two or more versions of the same story by different authors or from different cultures. CC.1.3.2.K Read and comprehend literature on grade level, reading independently and proficiently. CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding CC.1.1.2.E Read with accuracy and fluency to support comprehension CC.1.2.2.E Use various text features and search tools to locate key facts or information in a text -rhyming words Record Breaking Roller Coaster Scholastic News Grammar Focus: -adjectives and adverbs -irregular verbs -capitalize geographical names -facts Erie School District Grade Two Quarter Three Unit Two---Revised June 2015 Page 6 District Word Study Document efficiently CC.1.5.2.A Participate in collaborative conversations with peers and adults in small and larger groups CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding -high frequency words -au_(haul) -ent(went) -y(very) -ie/ie_(tried) -ing(thing) Assessments: -Culminating Activity for The Day Jimmy’s Boa Ate the Wash -Multiple opportunities for exit slips Assessments: -multiple samples of poetry writing Exit Slips/Text Dependent Questions for Required or Complementary Works: - What adjectives or adverbs did the author use? How did they help you create a clear mental image? - Thinking about the words the author used, what sights, sounds, feelings, tastes, and smells did you experience? - After reading this poem, draw an illustration to demonstrate your understanding. - Explain what the phrase/word __________ means from the story/poem. - List 5 words to describe ________ (character, item, event, setting, etc) in the story/poem. -Compare and contrast the two roller coaster pieces (poem and non-fiction text). -After reading the story _______, create a poem of your choice relating to the story. -Write an alliteration about the main character, setting or event from the story. -Tell how the ________ (alliteration, rhyme, repeated lines) provide rhythm to the poem. -Tell how the ________ (alliteration, rhyme, repeated lines) clarify your understanding of the poem. Erie School District Grade Two Quarter Three Unit Two---Revised June 2015 Page 7 Links: Please locate the following Resources under the Elementary Literacy tab at: http://www.eriesd.org/Page/8344 Developmental Writing Scale Comprehension Strategies Word Study Document Common Understandings www.corestandards.org/ www.pdesas.org/ Additional Poetry Resources: http://ettcweb.lr.k12.nj.us/forms/newpoem.htm http://examples.yourdictionary.com/alliteration-examples.html http://www.mywordwizard.com/alliteration-poems-for-kids.htm http://ettcweb.lr.k12.nj.us/forms/newpoem.htm - templates of different types of poetry http://www.poetry4kids.com/ -Ken Nesbitt http://www.poets.org/page.php/prmID/59 http://www.jackprelutsky.com/ http://www.poetryfoundation.org/browse/#subject=34 http://www.poemhunter.com/ http://www.readwritethink.org/search/?learning_objective=41&q=narrative+writing&sort_order=relevance Erie School District Grade Two Quarter Three Unit Two---Revised June 2015 Page 8