Sequence / Skills / Resources / Assessments / Instructional
Strategies
1. Learning About Others
This module includes attachments. / Students will be able to:
discuss what they know about chameleons. (2.SL.1, 3)
ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RL.1)
recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
(2.RL.2) / Extended/Short Texts:
Mixed-Up Chameleon , The, Eric Carle
Chameleons Are Cool, Martin Jenkins
Electronic Resources and Alternative Media:
The Mixed-Up Chameleon, Eric Carle / Formative Assessments:
Discussion with group about what they know about chameleons and facts they learned from story Chameleons Are Cool.
Write out retell of story The Mixed-Up Chameleon using graphic organizer
Summative Assessments:
Literature Response Journal questions / Small group/Whole Class discussion on paired texts
5 W’s Chart
Sequencing Graphic Organizer
Literature Response Journal
2. Appreciating Your Uniqueness
This module includes attachments. / Students will be able to:
recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (2.RL.2)
describe how characters in a story respond to major events and challenges. (2.RL.3) / Extended/Short Texts:
The Mixed-Up Chameleon ,
Eric Carle
Electronic Resources and Alternative Media:
The Mixed-Up Chameleon, Eric Carle / Summative Assessment:
Literature Response Journal: / Literature Response Journal
3. Being True to Yourself
This module includes attachments. / Students will be able to:
recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
(2.RL.2) (2.SL.1,2,3)
ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RL.1)
describe how characters in a story respond to major events and challenges. (2.RL.3)
use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (2.RL.7) / Extended/Short Texts
A Bad Case of Stripes , David Shannon
Stand Tall Molly Lou Melon Patty Lovell
Electronic Resources and Alternative Media:
A Bad Case of Stripes, David Shannon
Stand Tall Molly Lou Melon Patty Lovell
Instruction:
Brainstorm themes, issues, and questions on text(s). / Formative Assessments:
Retelling with partner story they read/listened to.
Writing issues, themes and questions on web / Buddy Buzz: Retelling of story
Small group/Whole Class discussion on paired texts
Discuss with a group issues, themes, and questions they had on the two texts and record on a web.
Literature Circle Response Strategy: Webbing What’s On My Mind
4. Being True to Yourself Part 2 / Students will be able to:
createand respond to questions that come up when discussing two texts in literature response journal.
(2.W.4,) ( 2.SL.1,2) / Extended/Short Texts :
A Bad Case of Stripes , David Shannon
Stand Tall Molly Lou Melon Patty Lovell
Electronic Resources and Alternative Media:
A Bad Case of Stripes , David Shannon
Stand Tall Molly Lou Melon Patty Lovell / Summative Assessments:
Literature Response Journal / Small group/Whole Class discussion on paired texts
Literature Response Journals
5.Creating an Ending
This module includes attachments. / Students will be able to:
recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
(2.RL.2)
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. (2.W.3) / Extended/Short Texts:
A Bad Case of Stripes, David Shannon
Electronic Resources and Alternative Media:
A Bad Case of Stripes,David Shannon / Summative Assessments:
Narrative writing on an alternate ending to A Bad Case of Stripes.
Use state adopted 2nd grade Narrative Writing rubric to assess narrative writing. / Model of narrative writing
Narrative Writing Graphic Organizer
Write a narrative in which they come up with their own ending toA Bad Case of Stripes.
6. Appreciating Differences- My Connections
This module includes attachments. / Students will be able to:
recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
(2.RL.2) ( 2.SL.1,2,3) / Multicultural Adoptions:
Angel Child, Dragon Child Michele Maria Surat
Crow Boy Taro Yashima
Each Kindness, Jacqueline Woodson
Hundred Dresses, The, Eleanor Estes
Electronic Resources and Alternative Media:
Angel Child, Dragon Child, Michele Maria Surat
Crow Boy, Taro Yashima
Each Kindness, Jacqueline Woodson / Formative Assessments:
Discussion with group on texts/retelling of story
Sketch to Stretch literature circle activity / Small group/Whole Class discussion on text set
Literature Circle Response Strategy: Sketch to Stretch
7.Appreciating Differences
This module includes attachments. / Students will be able to:
ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RL.1)
describe how characters in a story respond to major events and challenges. (2.RL.3)
use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (2.RL.7) / Multicultural Adoptions:
Angel Child, Dragon Child, Michele Maria Surat
Crow Boy, TaroYashima
Each Kindness, Jacqueline Woodson
The Hundred Dresses,Eleanor Estes
Electronic Resources and Alternative Media:
Angel Child, Dragon Child Michele Maria Surat
Crow Boy, Taro Yashima
Each Kindness, Jacqueline Woodson
Instruction:
Discussing similarities and differences among a set of texts. / Formative Assessments:
Creating comparison chart on story, selecting 3-4 categories for comparison
Discussion with group on issues, themes, questions and comparisons on texts. / Small group/Whole Class discussion on text set
Literature Circle Response Strategy: Comparison Charts
Create a comparison chart on the story, selecting 3-4 categories for comparison.
8. Learning About Myself and Others
This module includes attachments. / Students will be able to:
write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2.W.1) / Multicultural Adoptions:
Angel Child, Dragon Child, Michele Maria Surat
Crow Boy, Taro Yashima
Each Kindness, Jacqueline Woodson
Hundred Dresses, The, Eleanor Estes
Electronic Resources and Alternative Media:
Angel Child, Dragon Child ,Michele Maria Surat
Crow Boy, Taro Yashima
Each Kindness, Jacqueline Woodson / Summative Assessments:Opinion piece on what students think makes a good friend.
Use state adopted 2nd grade Opinion Writing rubric to assess opinionwriting. / Model opinion writing
Opinion Writing Graphic Organizer
Template for opinion writing
ELA, Office of Curriculum Development ©Page 1 of 5
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
Short, Kathy Gnagey, and Jerome C. Harste.Creating Classrooms for Authors and Inquirers. 2nd ed. Portsmouth, NH: Heinemann, 1996. Print