Download Second Grade ELA Instructional Map – Quarter 3 Unit 2 Overview

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…
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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:
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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
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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…
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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
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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
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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
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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
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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
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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.
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Links:
Please locate the following Resources under the Elementary Literacy tab at: http://www.eriesd.org/Page/8344
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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
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