Sequence / Skills / Resources / Assessments / Instructional
Strategies
1. How change affects us
This module includes attachments. / Students will be able to:
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (2.RL.5)
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (2.W.4) / Multicultural Adoptions:
White Socks Only by Evelyn Coleman
Instruction:
Before Reading, Group Discussion: Why do we have laws? Are laws fair for everyone? How do you feel when you are treated differently because of how you look or how you speak?
After the reading: Hand Up, Pair Up: When we read the story, how did you feel about what happened to the little girl?
Buddy Buzz: What is the message of the story? How did characters feel? / Formative Assessments:
Buddy Buzz
Comprehension Questions: Who is the narrator of the story? What was in the little girl’s pocket? What makes the big man very angry with the little girl?
Why did people fear the chicken man?
My Life's Journey, Literature Response Journal.
Have you ever had something like this happen to you? How did that make you feel? How did you handle the situation or problem? Discuss how this impacted your life. / Buddy Buzz
Hand Up, Pair Up
Participation Anchor Chart (with comprehension discussion stems)
My Life's Journey, Literature Response Journal (to be used throughout the Unit)
2Acceptance of Others
This module includes attachments. / Students will be able to:
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (2.RL.5)
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2.SL.5)
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (2.W.4) / Multicultural Adoptions:
White Socks Only by Evelyn Coleman
Electronic Resources and Alternative Media:
Template for opinion writing
Instruction:
Revisit the Story: (display page of the "whites only" sign)
Graffiti Board
Opinion Writing
Sketch to Stretch Activity: Design a sign for the water fountain to show equality using graphics and creative materials. / Formative Assessments:
Graffiti Board - Discussion Stem Questions: What obstacles did the little girl face in this story? Why do you think the little girl removes her shoes before drinking water from the fountain? Have you ever been treated differently? How did you handle the situation?
Opinion writing response using template: In your opinion why was the sign important? Why or Why not? What did the sign mean?
Use the state adopted 2nd grade rubric for opinion writing to assess students writing.
Sketch to stretch sign / Graffiti Board Activity
Template for opinion writing
Sketch to Stretch Activity
3. What do we need when we go on a journey?
This module includes attachments. / Students will be able to:
Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (2.RI.6)
Know and use various text features, to locate key facts or information in a text efficiently.(2.RI.5)
Recall information from experiences or gather information from provided sources to answer a question.(2.W.8)
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (2.W.4) / Extended/Short Texts:
Beginner's World Atlas by Author Unknown
Electronic Resources and Alternative Media:
PowerPoint ofBeginner's World Atlas
Instruction:
KWL Chart, Follow TE pg. 306T
Vocabulary Activities, TE 306U
Vocabulary Study Guide
PowerPoint of Beginner's World Atlas
Informational Text and Text Features Anchor Chart (Teacher choice)
Web mapping (how to locate information in text)-
What information do we get from maps? How do maps help us? How are maps useful?
Literature Response Journal / Formative Assessments:
Vocabulary Study Guide
Student created web mapping
My Life's Journey, Literature Response Journal: If you were going on a journey or trip, why would you need a map? What information would you put on the map? How would that information be useful? / KWL Chart
Informational Text/ Text Features Anchor Chart (Teacher choice)
Buddy Buzz
Literature Response Journal
4.Traveling on a Journey
This module includes attachments. / Students will be able to:
Know and use various text features to locate key facts or information in a text efficiently.(2.RI.5)
Recall information from experiences or gather information from provided sources to answer a question.(2.W.8)
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (2.W.4) / Extended/Short Texts:
Beginner's World Atlas by Author Unknown
Instruction:
My Life's Journey, Literature Response Journal
Student work: Create a map of your bedroom for a classmate. What information would you put on the map? Use the informational text features for locating information that was discussed yesterday. / Formative Assessments:
My Life's Journey, Literature Response Journal: :
If you were going on a Journey or trip, why would you need a map? What information would you put on the map?
Student Created maps / Literature Response Journal
5. What builds your character?
This module includes attachments. / Students will be able to:
Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (2.RI.6)
Know and use various text features to locate key facts or information in a text efficiently. (2.RI.5 )
Recall information from experiences or gather information from provided sources to answer a question.(2.W.8) / Multicultural Adoptions:
Nasreen’s Secret School: a True Story from Afghanistan, Jeanette Winter
Electronic Resources and Alternative Media:
Story sequencing template
Character Traits/Analysis template
Open minded portrait
Instruction:
Sequencing the main events in the story using template
List character traits of characters
Open minded portrait of a character from the story. / Formative Assessments:
SequencingEvents in story map template
Character trait analysis
Student Created Open Minded Portraits or a character sharing with groups
Summative Assessment:
Character Analysis / Story sequencing template
Character Traits/Analysis template
Open minded portrait
6. Strengths and Challenges of a Character
This module includes attachments. / Students will be able to:
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.( 2.RL.6)
Recall information from experiences or gather information from provided sources to answer a question. (2.W.8)
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, uselinking words to connect opinion and reasons, and provide a concluding statement or section. (2.W.1) / Multicultural Adoptions:
Nasreen’s Secret School: a True Story from Afghanistan , Jeanette Winter
Electronic Resources and Alternative Media:
Point of View and template
Opinion Writing Template
Instruction:
Anchor T Chart- Revisit the story and its ideas to discuss the strengths and challenges that the characters had in the story as Nasreen or her grandmother traveled through her journey.
Discuss the point of view that this story is being told. Use Anchor chart for Point of View and template for student’s responses.
Opinion Writing / Formative Assessments:
Discussion responses for Anchor T Chart
Point of View Anchor Chart (Teacher choice)
Student created opinion writing:
In your opinion, what obstacles did Nasreen face and what lesson(s) did it teach her? Support your thinking.
Use the district adopted 2nd grade opinion writing rubric to assess students writing. / Anchor T chart of Character Traits (Strengths and Challenges)
Point of View and template
Opinion Writing Template
7. Facing challenges and troubles
This module includes attachments. / Students will be able to:
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
( 2.RI.6 )
With guidance and support from adults, produce functional writing.(2.W.4a)
Recall information from experiences or gather information from provided sources to answer a question. (2.W.8) / Multicultural Adoptions:
Sami and the Time of the Troubles,Florence Parry Heide & Judith Heide Gilliland
Instruction:
Think, Pair, Share-
What was this book about? Why did Sami discuss his troubles? Who was important to Sami and why? What did you notice about his country, family and culture?
Letter writing activity- student created letter to Sami / Formative Assessments:
Think, Pair, Share
Letter to Sami: What would you say about his troubles? What advice would you give him? Share your thoughts about your country, your freedom and your culture. / Think, Pair, Share
Letter writing format
(Teacher Choice)
Friendly Letter Rubric
8. Dealing with Differences
This module includes attachments. / Students will be able to:
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.( 2.RI.6 )
Recall information from experiences or gather information from provided sources to answer a question. (2.W.8)
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, uselinking words to connect opinion and reasons, and provide a concluding statement or section (2.W.1) / Multicultural Adoptions:
Sami and the Time of the Troubles , Florence Parry Heide & Judith Heide Gilliland
Nasreen’s Secret School: a True Story from Afghanistan, Jeanette Winter
Electronic Resources and Alternative Media:
opinion writing template
Instruction:
Question stems for discussionand Venn diagram:
Think about the characters Sami and Nasreen. How are they similar? How are they different? Compare the two characters and share your responses.
Opinion Writing / Formative Assessments:
Student created responses for Venn Diagram comparing Sami and Nasreen
Opinion Writing: In your opinion, what character would you rather be, Sami or Nasreen? Why would you be that character? How is your point of view similar to or different from the characters’? Support your thinking.
Use the district adopted 2nd grade opinion writing rubric to assess students writing. / Venn Diagram
Opinion writing template
9. Acts of Courage and Bravery
This module includes attachments. / Students will be able to:
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
(2.RI.6 )
Recall information from experiences or gather information from provided sources to answer a question.(2.W.8) / Multicultural Adoptions:
Knots on a Counting Rope, Bill Martin Jr.
Electronic Resources and Alternative Media:
Story Elements Anchor Chart
Timeline template
Instruction:
Revisit and review the story elements.
Create a T-Chart of the two Characters - List some examples of strengths and courage from this story. Compare the two characters and share your responses.
Read, Write, Pair, Share-
Share your thoughts on his acts of courage and bravery. What is the difference between doing an act of bravery or courage and doing an act of foolishness? How do you think the boy in this story as a blind youngster in the world which required courage and bravery? What helped him?
Why was his Grandfather such an important person in his life?
Timeline- Make a timeline of your life describing one special event for each year you have been alive. The Boy’s Grandfather was a very important person in his life. Choose someone from your life that has made an impression on you. Describe, tell or write about this important person and how they have influenced you. / Formative Assessments:
Read, Write, Pair, Share
T-Chart
Timeline / Story Elements Anchor Chart
Read, Write, Pair, Share
T-Chart of two characters
Timeline template
10.Exploring Your journey
This module includes attachments. / Students will be able to:
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.(2.RI.6 )
Recall information from experiences or gather information from provided sources to answer a question.(2.W.8)
Participate in shared research and writing project. (2.W.7)
Recount or describe key ideas or details from a text read aloud, or information presented orally, or through other media.( 2.SL.2)
Tell a story or recount an experience with appropriate facts and relevant, descriptive details. (2.SL.4)
Use knowledge of language and its conventions when writing, speaking, reading, or listening(2.L.3) / Extended/Short Texts:
Any texts from unit modules
Electronic Resources and Alternative Media:
Teacher Rubric for presentation
Instruction:
Culminating activity and oral presentation: (Student choice of one activity, to include an oral presentation)
Writing Activity-Write about how you got your name.
OR
Timeline Activity- Make a time line of your life describing one special event for each year you have been alive.
Additional Optional choices on the module attachments. / Summative Assessments:
Final Project: Explore your journey andhow it influences your life.
Student responses for Writing Activity, Opinion Writing, Timeline Activity
Use the district adopted 2nd grade opinion writing rubric to assess students writing.
ELA, Office of Curriculum Development© Page 1 of 9
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.