WestElementary School
Unit Title: 2-Adventures-Asking Questions about key details Grade: 2 August 24-28, 2015 Term: Quarter 1
Teacher: T. Stoll 1.3
Theme: Falling in Love with Stories and Characters (continuation)
Morning assignment-word of the day journals, read AR book, take quizzes, work on iready or ST math sessions
DEAR assignment-class reading of Flat Stanley (Original Adventure) or Sarah Plain and Tall
Monday-Discuss Adventure fiction and stories from last week. Make connections within a genre
Long Term Targets Addressed LESSON OBJECTIVES-- I can show understanding of stories by asking and answering questions.
Supporting Learning Targets
CCSS- RL.2.1 builds on the Grade 1 standard by requiring students to answer specific questions such as who, what, where, when, why, and how so that they can demonstrate their understanding of a story. Students learn that these questions can be asked about many different stories and can help them understand key details.
CCSS #: RL.2.2, RL.2.3, RL.2.4, RL.2.6; W.2.1, W.2.3, W.2.7; SL.2.1, SL.2.2, SL.2.3, SL.2.5; L.2.1e, L.2.2d,
L.2.3a, L.2.4a
Fluency: RL and RI 2.10 Read with fluency and accuracy to support comprehension. RF2.4
Phonics: comparing cvc and cvce syllable patterns
Vocabulary: Use context clues to gain meaning of new words. Use glossaries, dictionaries, and digital resources to clarify word meaning.
L2I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1a-d, L.2.2c-e, SL2.1, SL2.4,SL2.6
W2.3 / Essential Question: Why do we read literature? How does a student learn to read? How does understanding the structure of a genre help us to better comprehend what we read?
Why is it important to think while you read?
Target Question- How can I show my thinking while I am reading?
Language: How does having command of the English language affect our daily lives?
Target/vocabulary: What strategies do I use when I find an unfamiliar word?
Phonics: When I come to a word that I don’t know what could I do? How do sounds and letters represent words?
Review parts of speech
Agenda
- Opening
- Work Time
- Closure and Assessment
Download video-5 Ws
Print lyrics to the song
Prepare intervention materials (Elkonin squares, foam letters, and diagnostic assessments)
Create a 5ws anchor chart using a hand
Review and practice interactive flipchart
Weekly Lesson Vocabulary
Academic Vocabulary (tier II)
Adventure screeched
Rushing sails
Galloped suddenly
Waterfall ruined
Rescue harness poked
Domain Specific Vocabulary (III)
Syllables
Vowels (long/short)
Parts of speech
Genre
Adventure fiction
Key details
Close reading
Hint
5 Question Words / Materials
5Ws flowcabulary video
Classroom screening assessments
Poppleton (collection of stories); Henry and Mudge Stories; Scaredy Squirrel (collection of stories)
Classroom screening assessments
Ready Common Core workbooks; interactive flipchart; and 5ws plus H graphic organizer / Anticipated Student Misconceptions
Interview students to check for accuracy when answering questions. Who-person, where-place, why-reason, what…Use pictorial representation for students who are not correlating questions words with correct responses.
Lesson Opening (Bellringer, Anticipatory Set, etc.) (Bellringer)
Bellringer:
Task 1-. Read homework and vocabulary for fluency practice (choral reading)-create dramatization for vocabulary words
Task 2. Read Essential questions for Phonics words. Phonics rules/skill-compare cvc and cvce words (include exceptions/rule breakers)
- Create dramatization for each word, clap and stomp the phonics words Vowel dance (5 words)
- Word analysis (verbal and written) analyze the first five words whole group (observe individual students)
During the Lesson (Engaging Direct Instruction/Modeling/Think Aloud/Guided Practice/Independent Practice)
Task 3: Introduce the Essential question and the “I can” statements. Have students self-assess their knowledge of each (windshield wiper).
Task 4-(approx.. 20 min) Background/modeling for unit: What is an adventure? Tell about a time when you went on an adventure.
- Tell students they will continue to learn about asking and answering questions about stories.
- Read aloud book video of Scaredy Squirrel.
- Project the six-column chart on the promethean board with columns for Who? What? Where? When? Why? How? Have students think of questions about the characters, setting, and events that can be answered directly in the text, such as “Who are the characters? Where does the story take place?” Write students’ responses in the chart. Explain that these questions are about key details in the story. Refer to the chart in their binders.
- Next, tell students that they can use details in the story to find answers to each question. Invite volunteers to answer these questions. Add their responses to the chart. Ask students to explain how they knew the answer to each question. (Students should describe how they found the answer in the text.) Have students review the questions and answers that you listed in the chart. Guide students to understand
Review the word Summarize and have students work with a partner to complete the graphic organizer.
Step by Step:
• Explain to students that it’s important to ask questions while they read stories. Point out that readers often ask who, what, where, when, why, and
how questions. Explain that the answers to those questions can be found in key details in a story.
Refer back to the cartoon in the RCC book and read the captions. Then have students read the questions that they could ask about the cartoon. Have students follow the directions and circle the details in the cartoon that help them answer the two questions.
• Ask students to follow the directions to think of a question of their own to ask about the cartoon. Remind students to begin their question with what, where, when, or why. Play question and answer match up. Provide and answer and have students create a question.
• Invite volunteers to share the question they wrote about the cartoon. Remind students that when they ask questions, they will better understand the key details in a story.
Review previously read passages and discuss important details from each story.
Task 5-Discuss and practice center rotation, center activities, and guidelines for literacy center time with new groups
Closure and Assessment
- Formative Assessment-complete 5 Ws graphic organizer. Practice asking/interviewing
- Closure- Tell students that they will continue learning about key details and reading stories about interesting characters. Strategies song. 5Ws flowcabulary song
Homework/Extension
Read homework passage and vocabulary for fluency practice. Write interview questions. Snap and clap the phonics words. Analyze the first five words. / Meeting Students’ Needs
Evaluate student needs based on teacher observations and formative assessment.
Tuesday-
Long Term Targets Addressed LESSON OBJECTIVES-- I can show understanding of stories by asking and answering questions.
Supporting Learning Targets
CCSS #: RL.2.2, RL.2.3, RL.2.4, RL.2.6; W.2.1, W.2.3, W.2.7; SL.2.1, SL.2.2, SL.2.3, SL.2.5; L.2.1e, L.2.2d,
L.2.3a, L.2.4a
Fluency: RL and RI 2.10 Read with fluency and accuracy to support comprehension. RF2.4
Phonics:comparing cvc and cvce syllable patterns
Vocabulary: Use context clues to gain meaning of new words. Use glossaries, dictionaries, and digital resources to clarify word meaning.
L2I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1a-d, L.2.2c-e, SL2.1, SL2.4,SL2.6
W2.3 / Essential Question: Why do we read literature? How does a student learn to read? How does understanding the structure of a genre help us to better comprehend what we read?
Why is it important to think while you read?
Target Question- How can I show my thinking while I am reading?
Language: How does having command of the English language affect our daily lives?
Target/vocabulary: What strategies do I use when I find an unfamiliar word?
Phonics: When I come to a word that I don’t know what could I do? How do sounds and letters represent words?
Review parts of speech
Agenda
- Opening
- Work Time
- Closure and Assessment
●Prepare questions to check for comprehension (flip chart)
●Prepare response journals
●Download video for strategies and online books
●Print graphic organizers
●Prepare response journals.
Lesson Vocabulary (Tier II)
Weekly Lesson Vocabulary
Academic Vocabulary (tier II)
Adventure screeched
Rushing sails
Galloped suddenly
Waterfall ruined
Rescue harness poked
Domain Specific Vocabulary (III)
Syllables
Vowels (long/short)
Parts of speech
Genre
Adventure fiction
Key details
Close reading
Hint
5 Question Words / Materials
Flipchart
Response journals
Anchor charts (5ws and thick Vs think questions)
Word analysis page (projected on promethean board
Fluency passages
Vocabulary lists
Literacy Center activities (reading anthology, cassette tape, teacher created recorded story, Neos and books for library station, vocabulary readers and language arts booklet)
Flowcabulary videos
Bookflix book/tumble books / Anticipated Student Misconceptions
Students who did not choose D
might have been confused or had trouble finding the appropriate story details. Remind students that the story includes a lot of details, but not all of them answer the question.
Use the picture cues that go with questions to help students connect question words with appropriate answers.
Direct students to the word stranded in the first sentence of paragraph 2. Help them use context to figure out its meaning.
• Ask what other words would make sense in its place. (trapped, stuck)
• Ask students to imagine themselves stranded on an island, as Sara and her grandpa were in the story. Invite volunteers to describe how it might feel to be stranded for weeks before being saved. (RL.2.4a)
Lesson Opening (Bellringer, Anticipatory Set, etc.) (Bellringer)
Bellringer:
Task 1-. Read homework passage and vocabulary for fluency practice (choral reading)-act out/dramatize vocabulary words
Task 2. Read Essential questions for Phonics words. Phonics rules/CVC, CV, and CVCe words
- Act out dramatization for each word, clap and stomp the phonics words Vowel dance (5 words), read words with similar patterns, ready nonsense words.
- Word analysis (verbal and written) analyze remaining words
During the Lesson (Engaging Direct Instruction/Modeling/Think Aloud/Guided Practice/Independent Practice)
Read the Essential Questions and the I Can Statements.
Task 3 (approx. 20 min.) Students independently read a longer adventure story and answer questions in a format that provides test
practice.
Step By Step
• Tell students to use what they have learned about asking questions about key details and read the
passage on pages 56 and 57.
• Remind students to ask questions as they read and underline or circle details that answer those questions.
• Tell students to answer the questions on page58. For questions 1 and 2, they should circle the correct circle. For question 3, students should write their
answers on the lines provided.
• When students have finished, use the Answer Analysis to discuss correct responses and the reasons
for them.
Answer Analysis1 Choice A is correct. The first sentence of the story explains that the possum is in a window well, which is part of a house. Choice B is incorrect because the boys only go to the workshop after they have found the possum. Choice C is incorrect because the possum is closer to the house than thebarn. Choice D is incorrect because the possum goes into the woods at the end of the story. (DOK1)
Theme Connection-Turn and talk
• How do all of the stories in this lesson relate to the theme of adventures?
• Which of the stories did you like best? Why?
Use these questions and tasks as opportunities to interact with “Operation: Rescue Possum.”
1 What is a central message of this story? (RL.2.2)Responses will vary. Possible response: Working together can help solve problems.
2 Why do the brothers think the possum might bite if they try to touch it? (RL.2.1)They probably think the possum might bite because it
is trapped in the window well and hissing.
3 Describe the difference in the plans Artie and Danny and Jakey come up with to solve the problem of the stuck possum. (RL.2.3; RL.2.6)
Artie and Danny draw up a complicated plan that includes a platform, harness, pole, and bait. However, Jakey comes up with a simple plan that works. He lowers a long board into the window well, and the possum climbs out.
4 Write a brief review of the story. In the review, encourage others to read or not to read the story,
using key details from the story to support your argument. (W.2.1; RL.2.1; RL.2.3)
Reviews will vary. Encourage students to think of the reasons why they did or did not enjoy the story.
5 Discuss in small groups: Why do you think the possum is described as “crabby” at the end of the story? (SL.2.1)
Discussions will vary. Encourage students to think about the experience from the possum’s point of view
Write his story.
Closure and Assessment
- Formative Assessment-complete written closure. Evaluate responses to text.
- Closure –highlight/lowlight Word of the Day
Homework/Extension
Read AR book or other reading materials for enjoyment. / Meeting Students’ Needs
Use a graphic organizer to verify the correct answer to question 2. Draw the chart below, leaving the box for story details blank. Work with students to identify and mark details in the story that help answer the question.
Have students help you fill in the box, using details from the story.
Question / Story Details
What causes Sara and
Grandpa’s fishing boat to
crash? / “A terrible storm blew our
fishing boat off course
and onto a rocky island.”
Wednesday
Long Term Targets Addressed LESSON OBJECTIVES-- I can show understanding of stories by asking and answering questions.
Supporting Learning Targets
CCSS #: RL.2.2, RL.2.3, RL.2.4, RL.2.6; W.2.1, W.2.3, W.2.7; SL.2.1, SL.2.2, SL.2.3, SL.2.5; L.2.1e, L.2.2d,
L.2.3a, L.2.4a
Fluency: RL and RI 2.10 Read with fluency and accuracy to support comprehension. RF2.4
Phonics: Opened and closed syllables
Vocabulary: Use context clues to gain meaning of new words. Use glossaries, dictionaries, and digital resources to clarify word meaning.
L2I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.1a-d, L.2.2c-e, SL2.1, SL2.4,SL2.6
W2.3 / Essential Question: Why do we read literature? How does a student learn to read? How does understanding the structure of a genre help us to better comprehend what we read?
Why is it important to think while you read?
Target Question- How can I show my thinking while I am reading?
Language: How does having command of the English language affect our daily lives?
Target/vocabulary: What strategies do I use when I find an unfamiliar word?
Phonics: When I come to a word that I don’t know what could I do? How do sounds and letters represent words?
Review parts of speech
Agenda
- Opening
- Work Time
- Closure and Assessment
●Prepare items for group work
●Prepare assessment items
Lesson Vocabulary (Tier II) / Materials
Items for group work and centers
Classroom assessments / Anticipated Student Misconceptions
Evaluate formative and summative assessments from the week.
Lesson Opening (Bellringer, Anticipatory Set, etc.) (Bellringer)
Bellringer:
Task 1-. Read homework passage and vocabulary for fluency practice (choral reading)-act out/dramatize vocabulary words
Task 2. Read Essential questions for Phonics words. Phonics rules/CVC, CV, and CVCe words
- Act out dramatization for each word, clap and stomp the phonics words Vowel dance (5 words), read words with similar patterns, ready nonsense words.
- Word analysis (verbal and written) analyze remaining words
During the Lesson (Engaging Direct Instruction/Modeling/Think Aloud/Guided Practice/Independent Practice)
Read the Essential Questions and the I Can Statements.
Task 3- Remind students that verbs are action words, such as walk, laugh, and play. Explain that adverbs are words that describe verbs. Write on the board this sentence: They walked carefully on the icy sidewalk. Work with students to identify the verb (walked) and adverb (carefully). Explain that the adverb describes how they walked on the ice. Tell students that many adverbs end in –ly. • Point out sentence 4 in paragraph 1. Work with students to identify the adverb that describes the verb believe. (hardly) Ask them what the adverb hardly means in this context? (almost not • Provide students with a simple sentence and blank space for an adverb, such as My dog barks _____. Invite students to come up with as many adverbs as they can to describe different ways the dog barks. (loudly, sharply, bravely, deeply) (L.2.1e; L.2.4a)
Task 4- Students will work in individualized centers. Once students have completed assessments they will work in groups to complete various project from this week’s lessons. Students will select from the following activities.
Additional activities:
Research/Present Activity (SL.2.2; W.2.7)Research and Present/Give a Presentation
• Ask students to research possums. Have them begin by making a list of questions they would like to ask about possums, such as “What do
possums eat? Where do possums live?”
• Have students work in pairs to research possums and find answers to their questions. Students should take notes and write a brief report for their oral presentation.
• Have students produce a visual display, such as photos or drawings to accompany their presentation about possum
Media Center
Be Creative/Create Drawings
• Ask students to choose one important moment or event from “Saving the Train,” “The Climb,” or “Operation: Rescue Possum” and create a drawing that shows the key details of that moment or event.
• Have students display their drawings in the classroom.
Discussion Activity (SL.2.1)
Talk in a Group/Talk about the Characters’ Adventures
• Ask students to recall details about the problems faced by the characters in the adventure stories “Saving the Train,” “The Climb,” and “Operation: Rescue Possum.”
• Have students form small groups to compare and contrast the different problems faced by the characters in these stories.
• Allow 10–15 minutes for discussion. Then have each group share its results with the class.
Closure and Assessment
- Formative Assessment-complete written closure. Evaluate responses to text.
- Closure –highlight/lowlight Word of the Day
Homework/Extension
Read fluency passage and answer comprehension questions. Write sentences using phonics words. Snap and clap the phonics words. / Meeting Students’ Needs
Teacher will begin remediating based on weekly assessments and observations. Students showing mastery in subject matter will work on individualized instruction (iready/STmath).
Use a graphic organizer to verify the correct answer to question 2. Draw the chart below, leaving the box for story details blank. Work with students to identify and mark details in the story that help answer the question.
Have students help you fill in the box, using details from the story.
Question / Story Details
What causes Sara and
Grandpa’s fishing boat to
crash? / “A terrible storm blew our
fishing boat off course
and onto a rocky island.”
Thursday-Lesson 7Theme: Tales from Around the World