Language Arts Unit: Long Ago and Today Timeframe: 9 weeks Grade: 2
Literature Core Text: Aesop’s FablesInformational Core Text: Social Studies Text / Materials:
· Chart paper or butcher paper, markers
· Folded paper for flipbooks
Supporting Texts: Fables by Arnold Lobel, Mufaro’s Beautiful Daughters, Cinder-Elly, Cendrillon (in HMR 4th grade anthology), web resources
Reading Literature Standards:
RL 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL 3: Describe how characters in a story respond to major events and challenges.
RL 6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL 7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL 9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. / Reading Informational Text Standards:
RI 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI 2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI 5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI 6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI 7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. / Writing Standards:
W 3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. / Supporting Standards:
RL 5
RI 4
W 5,8
Essential Questions:
RL 1: How can we create questions to help us understand a story?
RL 2: How can a story teach us a lesson?
RL 3: How do characters respond to major events in a story?
RL 6: What are the characters’ points of view?
RL 7: How do illustrations contribute to a story?
RL 9: How do different authors present the same story?
W 3: How do I write about a topic? How do I organize a narrative piece? / RI 1: Why do readers use the text to answer questions?
RI 2: How do readers identify the main topic of a text?
How is informational text different from literature?
RI 5: What are text features? How do I use them?
RI 6: What is the author’s purpose for writing this text?
RI 7: How do illustrations contribute to understanding informational text?
Summative Unit Assessments:
W 3: Students will write a fairy tale independently using the story planner in Appendix A or another graphic organizer.
WEEK 1
Week 1:
Learning Targets:
· Ask and answer 5 W’s & H questions to determine key details of informational text orally and in writing with sentence frames and question stems when necessary
· Identify the main topic of a two paragraph informational text by first identifying main idea of each paragraph
· Actively participate in whole group discussions about text features and the information each provides; -actively participate in whole group charting of various text features and listing the information each provides to the reader and where you find each feature
· Use sentence frames to orally and in writing tell the main purpose of a text
· Actively participate in whole class discussions and charting of how specific images contribute to and clarify a text / Standards:
RI 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI 5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI 6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI 7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Social Studies Book- Unit 2, lesson 5
· Introduce the social studies text.
· Review the 5 W and H questions. Refer to any charts or cards used in quarter 1 for the question words. Remind students, “Asking these questions helps us understand what we are reading.”
· Point out text features (titles, headings, bold and highlighted words, pictures and captions). Explain and discuss how it helps readers to understand text.
· This lesson focuses on map skills and geographical knowledge; labeling the parts of a map, and labeling geographical features found in North America.
Lesson 5, Part 1: (Vocabulary: state, country)
Discussion Questions RI1
· What is the topic of these two pages? RI2
· What text features help us understand the text? RI5
· What was the author’s purpose for writing this? RI6
· How do the paragraphs connect to the topic? RI2
Tasks:
· Read pages 116 – 117. RI5, RI7
ü After reading, begin an unanswered questions chart. RI1
· Discuss features of informational text: headings, illustrations, bold print and/or highlighting. Discuss how these elements help to clarify the text. RI5
ü Start a chart to keep track of text features. Add to it as you discuss specific text features. See an example in Appendix B.
ü Discuss how highlighted/bold words help make sense of the text.
· Discuss the author’s purpose. RI6
ü Use sentence frames to orally say and write the author’s purpose of the text.
§ The author wrote this so that ______.
§ The author’s purpose was to ______.
Lesson 5, Part 2: (Vocabulary: continent)
Discussion Questions:
· What is the topic of the text?
· What text features help us understand the text?
· What was the author’s purpose for writing this?
· How do the paragraphs connect to the topic?
Tasks:
· Read pages 118 – 119.
ü Identify the topic of the heading.
ü Discuss how highlighted/bold words help make sense of the text.
· Discuss the author’s purpose.
ü Use sentence frames to orally say and write the author’s purpose of the text.
§ The author wrote this so that ______.
§ The author’s purpose was to ______.
Lesson 5, Part 3 (Vocabulary: title, compass rose, map scale, map key, date)
Discussion Questions:
· What is the topic of the text?
· What text features help us understand the text?
· What was the author’s purpose for writing this?
· How do the paragraphs connect to the topic?
Tasks:
· Read pages 120 – 121.
ü Discuss how illustrations help make sense of the text. Add to the chart. RI7
ü Identify the main idea of the second paragraph. RI2
· Discuss the author’s purpose.
ü Use sentence frames to orally say and write the author’s purpose of the text.
§ The author wrote this so that ______.
§ The author’s purpose was to ______.
· As a class, label a blank map of North America. The teacher marks each item, one at a time, on an empty map. Students follow along. You have student copies of blank maps. This is a two-day activity. RI5, RI7
WEEK 2
Week 2:
Learning Targets:
· Ask and answer 5 W’s & H questions to determine key details of informational text orally and in writing with sentence frames and question stems when necessary
· Identify the main topic of a two paragraph informational text by first identifying main idea of each paragraph
· Actively participate in whole group discussions about text features and the information each provides; -actively participate in whole group charting of various text features and listing the information each provides to the reader and where you find each feature
· Use sentence frames to orally and in writing tell the main purpose of a text
· Actively participate in whole class discussions and charting of how specific images contribute to and clarify a text / Standards:
RI 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI 2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI 5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI 6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI 7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
Teachers will need to get a copy of a school map. Using a ruler, draw grid lines similar to the map on p. 89. Then make copies for your students to use later this week.
Allow students time to review the map of North America on p. 121 before giving the CFA.
CFA: Using the word bank, complete a blank map of North America. (Teacher writes the word bank on the board or displays it under a document camera.) RI5, RI7
Lesson 5, Part 4
Discussion Questions:
· What is the topic of the text?
· What text features help us understand the text?
· What was the author’s purpose for writing this?
· How do the paragraphs connect to the topic?
Tasks:
· Read pages 122 – 123.
ü Review heading and illustration. (text features)
ü Identify the main ideas of the paragraphs.
· Discuss the author’s purpose.
ü Use sentence frames to orally say and write the author’s purpose of the text.
§ The author wrote this so that ______.
§ The author’s purpose was to ______.
Lesson 5, Part 5
Discussion Questions:
· What is the topic of the text?
· What text features help us understand the text?
· What was the author’s purpose for writing this?
· How do the paragraphs connect to the topic?
Tasks:
· Read pages 124 – 125.
· Discuss the author’s purpose.
ü Use sentence frames to orally say and write the author’s purpose of the text.
§ The author wrote this so that ______.
§ The author’s purpose was to ______.
· Make a flip book for the 5 W’s & H questions. See Appendix B for an example. RI1
ü Write at least six questions that can be answered by the information on pages 122 – 125.
ü At least one question for each question word. (5W and H)
Part 6 (Vocabulary: grid map)
Discussion Questions:
· What is the topic of the text?
· What text features help us understand the text?
· What was the author’s purpose for writing this?
· How do the paragraphs connect to the topic?
Tasks:
· Read pp. 88-89.
· Discuss the author’s purpose.
ü Use sentence frames to orally say and write the author’s purpose of the text.
§ The author wrote this so that ______.
§ The author’s purpose was to ______.
· Practice reading the grid map by asking questions such as:
ü What is in square B4?
ü Where is the school located?
ü What is in square C3?
· Partners practice asking each other questions about the grid map.
· Pass out the grid map of your school.
ü Discuss the purpose of the school map.
ü Practice locating a few classrooms, the cafeteria, and the office.
CFA: Create two What questions and two Where questions about the school map. RI1
WEEK 3
Week 3:
Learning Targets:
· Ask and answer 5 W’s & H questions to determine key details of folktales and fables from diverse cultures orally and in writing with sentence frames and question stems when necessary.
· Describe the folktale and fable genres.
· Actively participate in whole class discussions and read alouds to chart characters, setting, challenges, lesson/moral, problem and solution of folktales and fables from diverse cultures.
· Orally and in writing, retell folktales and fables from diverse cultures using temporal words and key details in sequence.
· Explain that a challenge is something that requires special effort.
· Identify that the sequence of events are important to the understanding of a character’s actions by orally participating in whole class discussions.
· Identify major events in folktales and fables from diverse cultures by completing a graphic organizer with sentence frames. / Standards:
RL 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL 3: Describe how characters in a story respond to major events and challenges.