francis howell school district board meeting agenda …fil… · dr. chris greiner . reviewed by:...

OPEN FRANCIS HOWELL SCHOOL DISTRICT BOARD MEETING AGENDA ITEM

Meeting Date: Administrator who completed item: June 6, 2013 Dr. Chris Greiner

Name of Agenda Item: Curriculum Revision (1st Reading)

Section:

X Academic Achievement

Fiscal Responsibility

Strategic Planning Consent

Work Session Information

Action Requested:

Action Information X Information – First Read

Scheduled Report Work Session

Brief description/background of the item:

The following curricula are being presented for first reading:

Teen Health & Wellness (HS Physical Education & Health) Impact on District Budget:

$60,000.00 to purchase iPads as a course resource.

Suggested Motion (to be posted on BoardDocs): No motion needed

Individual(s) who will attend the Board meeting and speak to the item: Dr. Chris Greiner

Reviewed by:

Date Administrator Submitting Item

Supervisor Superintendent

Second Grade Curriculum Units of Study

Board Approved: xx/xx/2013

FHSD Academics SAL Grade 2 Units of Study BOE Approved xx/xx/xxxx Page 2

Francis Howell School District Second Grade Curriculum – Units of Study

Mission

Francis Howell School District is dedicated to preparing students today for success tomorrow.

Vision

Every student will graduate with college and career readiness skills.

Values

Francis Howell School District is committed to: • Provide a consistent and comprehensive education that fosters high levels of academic achievement • Operate a safe learning environment for all students • Recruit and retain a high quality staff • Promote parent, community, student, and business involvement in support of the school district • Ensure fiscal responsibility • Develop responsible citizens • Operate as a professional learning community • Make appropriate use of technology

Francis Howell School District Graduate Goals

Upon completion of their academic study in the Francis Howell School District, students will be able to: • gather, analyze and apply information and ideas • communicate effectively within and beyond the classroom • recognize and solve problems • make decisions and act as responsible members of society

Rationale for Units of Study The FHSD Units of Study were created to guide teachers while implementing the Common Core State Standards for ELA in

their classrooms. The Units have a focus on reading, writing, language development, speaking, and listening, while developing a foundation in the content areas of Science, Social Studies, and Health. Research shows that students read better if they know something about the subject they are studying; keeping this in mine, teachers should be mindful of students’ current background knowledge while continuing to build knowledge in a diverse array of events, people, places, and ideas. It is critical that students have opportunities in both literary and informational texts, and the Units provide both. While it is not required to use every book in the resources section, teachers should not spend significant class time on materials that have not been included; care has been taken with the selection of resources (provided and suggested) to consider the three parts of text complexity – qualitative dimensions of text complexity, quantitative dimensions of text complexity, and reader and task considerations.

Balanced Literacy continues to be the district philosophy for teaching students the skills of communication. Units of Study will support learners in making and conveying meaning in their reading and writing, while becoming more independent in their learning. In order to meet the needs of the individual students we serve, flexibility is a critical factor in effective implementation of these units. A guideline is given for the amount of time for each unit, and teachers should make adjustments based on the learners in their classroom.

While the Units list the specific standards covered in reading, writing, speaking, listening, and language, these standards should not be taught in isolation. Often, several standards can be addressed by a single rich task. Good instruction in reading and writing, with teachers modeling skills and time for practice with constructive feedback, is what students need most to develop independence. The Units suggest both short and long texts for reading, as well as short and long opportunities for writing.

Course Description for Elementary Units of Study Upon completion of K-5 Units of study, students exhibit increasing capacities of literacy. Students need little assistance in comprehending and evaluation complex texts across a range of types and disciplines, and can construct effective arguments and convey information and stories. They are able to articulate their ideas, build on the ideas of others, and ask relevant questions for clarification. Students demonstrate command of standard English and use a wide range of vocabulary. As they become self-directed learners, students seek out and use resources, including teachers, peers, and print and digital reference materials. Through the Units, K-5 students • build strong content knowledge, • respond to varying demands of audience, task, purpose, and discipline, • comprehend as well as critique, • value evidence, • use technology and digital media strategically and capably, and • come to understand other perspectives and cultures. It is important to note that these Units will continue to evolve and improve as teachers implement, review, and provide feedback.


Primary Units of Study Contributors (positions 2012-2013)

Melissa Barth, Kindergarten teacher Harvest Ridge Elementary Samantha Calise-Moody, Kindergarten teacher Fairmount Elementary Dr. Natalie DeWeese, literacy coach Central Elementary Kristin Eckert, Kindergarten teacher Central Elementary Christina Graff-Rosenow, Reading Interventionist Harvest Ridge Elementary Courtney Griese, First Grade teacher Warren Elementary Marietta Hess, Second Grade teacher Henderson Elementary Jeri Keck, First Grade teacher Warren Elementary Christie Kolath, Kindergarten teacher Becky-David Elementary Karla Luedke, Kindergarten teacher Independence Elementary Kim Ostertag, Kindergarten teacher John Weldon Elementary Rainah Pray, First Grade teacher Becky-David Elementary Suzette Sestric, First Grade teacher Henderson Elementary Jill Shirey, Second Grade teacher Becky-David Elementary Catie Whitt, Second Grade teacher Fairmount Elementary Carrie Winn, Second Grade teacher Warren Elementary

Dr. Pam Sloan Superintendent Dr. Mary Hendricks-Harris Chief Academic Officer Dr. Chris Greiner Director of Student Learning Dr. Sherri Lorton Elementary Content Leader


Content Area: Units of Study (ELA, SC, SS, Hlth) Course: Grade 2 UNIT 1: Building Bridges Through Friendship and Community

Unit Description: Focusing on building community and friendships, students will learn to ask and answer questions about stories, describe characters’ reactions to major story events, and be able to acknowledge points of views of characters. Students will be exposed to various texts from various cultures as they learn how to build a classroom community where students from all backgrounds can be friends. Students will publish writing pieces using narrative writing, informational writing with an emphasis on “how to,” and an opinion piece using various texts read.

Unit Timeline: 4-5 weeks

DESIRED RESULTS

Transfer Goal - Students will be able to independently use their learning to… 1. Use acquired comprehension strategies to ask and answer questions about texts, characters, and major events. 2. Write and support an opinion about something they have read. 3. Effectively communicate through writing a how-to text. 4. Understand the importance of community and friendships and apply this knowledge to develop relationships with others.

Understandings – Students will understand that…

1. Majority rule is used in the United States (which is a democracy) 2. Citizens of the United States have rights 3. The common good are things — such as the basic requirements for staying alive: food, water, and shelter — that are always good for all

people, and shared and beneficial for all (or most) members of a given community. 4. Disputes can threaten the peace in a community. Peaceful resolution is the most effective way to solve a dispute. 5. There are certain skills and strategies that readers can use to help them understand their reading. 6. Effectively communicating through speaking, listening, reading, and writing is essential to becoming a good reader, learner, and citizen.

Essential Questions: Students will keep considering… • Why is the “rule of majority” a good way to run a nation? • What rights should all people have? • Why is it important for everyone to recognize and fight for equal rights for all? • What are some ways to peacefully resolve disputes? • What skills should I be using to help analyze and understand the text I am reading? • How can I most effectively communicate my knowledge and questions to others?

http://en.wikipedia.org/wiki/Community


Students Will Know… Students Will Be Able to … Standard Vocabulary words and definitions: Required words:

• Community (classroom): a group of people with common goals and/or interests

• Symbol: An object, action, or idea that represents something other than itself

• Respect: to show honor, and care for differences, feelings, and belongings

• valuable: having high importance or worth a lot of money

• develop: to make something better (developer, development)

• responsibility: something you should do • text features: parts of informational text that

help you locate and learn information • subheading (L2.4b submarine, subfreezing,

submerge): a title or headline coming after the main title or headline

• self-control: doing what is right even when you are tempted to do something else

• point of view: the position of the narrator in the story

• support: a reason(s) that proves your opinion • empathy: to understand someone’s feelings,

thoughts, and emotions Optional words: character traits, caring, trustworthy, bold print, glossary, index, caption Phonics scope and sequence information: Quarter 1

• Mixed Review: vowel teams w/inflectional endings

• Mixed Review: open syllables w/inflectional endings

1. ACTIVE ENGAGEMENT- Actively engage in group reading activities with purpose and understanding.

2. WORD RECOGNITION- Read common high-frequency words by sight.

3. HANDWRITING-– Print many upper- and lower-case letters.

4. VOCABULARY-– Identify new meanings for familiar words and apply them accurately.

5. QUESTIONING: Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in text.

6. NARRATIVE WRITING: 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.

7. EDIT/REVISE: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

8. CHARACTERS AND EVENTS: Use information gained from illustrations and text to demonstrate understanding of its characters.

9. ADJECTIVES: Use adjectives and adverbs, and choose between them depending on what is to be modified.

10. OPINION WRITING: 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 to connect opinion and reasons, and provide a concluding statement or section.

11. CENTRAL MESSAGE: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

12. TEXT FEATURES: Know and use various text features to locate key facts or information in a text efficiently.

13. EXPLANATORY WRITING: Write explanatory texts in

1. RL.K.10; RI.K.10

2. RF.K.3c

3. L.K.1A

4. L.K.4a

5. RL.2.1/RI.2.1

6. W.2.3

7. W.2.5

8. RL.2.7

9. L.2.1e

10. W.2.1

11. RL.2.2

12. RL.2.5

13. W.2.2


• Ending Consonants: -ve, -ng • Mixed Review: Hard/Soft c – ci, ce, cy • Mixed Review: Hard/Soft-g – gi, ge, gy • Schwa-in 2 syllables (schwa in unaccented

syllable only) • Ending Consonants: -ge, -dge • Digraphs: ph,gh (/g/)

which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use facts and definitions to develop points, and provide a concluding statement or section.

14. COMPOUND WORDS: Use knowledge of the meaning of individual words to predict the meaning of an unknown word with the same root.

15. POINTS OF VIEW: Acknowledges in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

16. RULES AND LAWS: Describe how authoritative decisions are made, enforced and interpreted within local communities.

14. L.2.4d

15. RL.2.6

16. PPGS2C2

EVIDENCE of LEARNING Understanding

• Effectively communicating through speaking, listening, reading, and writing is essential to becoming a good reader, learner, and citizen.

Standards • W.2.2: Writing

informational/explanatory texts

• W.2.1: Writing opinion texts

Unit Performance Assessment: • Formative #1—Write informative/explanatory text-

Build a bridge and write a “how to” informational text explaining to someone how to build a bridge.

• Formative #2—Write and support an opinion about something they have read- Give your opinion of which character you would want to be friends with and explain why using details from Charlotte’s Web.

Scoring Guide: see appendix

R/R Quadrant:

B c


SAMPLE LEARNING PLAN

Pre-assessment: Assessment Opportunity for RL.2.1, RI.2.1: Asking and answering who, what, where, when, why, and how questions (appendix 2.1.C) Understan

ding Standards Major Learning Activities: Instructional

Strategy: R/R Quadrant:

4, 5

Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in text.

TW review how to ask questions using 5WH matrix. TW continue listening to, Mr. Peabody’s Apples, starting where you left off yesterday. SW will continue asking questions during the remainder of the book using the 5WH matrix (e.g., verbally, sticky notes, dry erase boards) stopping periodically to discuss. Discuss: How did asking questions after reading help? What do the feathers symbolize? You can’t undo the damage you’ve done by spreading a rumor. Group Activity to extend the message: You can’t undo unkind words. Activity: Students will design their face on a paper plate. Teacher will collect the plates and distribute to different students. Students then smear toothpaste all over the face on the paper plate. As they’re doing this, the teacher tells them that these are all the mean words and actions that have been done to that person. The teacher then directs the students to scrape off the toothpaste and put back in the tube. What happens? The students are not able to get the toothpaste back in just like we can’t take back mean words or actions.

Cues, Questions, and Advanced Organizers

A

6

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.

TW read poem “The Best Story.” TW introduce the term “prewrite” (brainstorming). TW introduce the topic: friendship and genre: narrative. Model a prewrite about a friend. Today’s instruction should emphasize the writing process. SW write about a friend or an experience with a friend. They will begin with a prewrite.

Cues, Questions, and Advanced Organizers A

6

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

SW review rough draft. TW monitor to make sure all students are ready for the next step. TW read Nothing Ever Happens on 90th Street (read until the pizza man meets the ballerina). Possible Think Alouds: *word choice *cliff hanger: Eave added this to her notebook and wondered what could possibly

Homework and practice

A


event order, and provide a sense of closure.

happen next….. *giving advice (opinions) TW introduce revise. TW model revising their rough draft about their friend. SW revise their writing.

3, 5

Describe how characters in a story respond to major events and challenges.

TW introduce diverse cultures. There are two girls in the story. Let’s look at the illustrations in the book. What differences do you recognize? Read The Other Side. TW direct students to recognize the central message or moral of the story. *How is the fence a symbol? SW discuss their opinions about what they think the message or moral of the story is.

Identify similarities and differences C

4, 6

W.2.2: Write explanatory texts in which they introduce the topic, use facts and definitions to develop points, and provide a concluding statement or section.

TW introduce to students that for the next few days they will learn about bridges. Discuss what bridges they have seen (Daniel Boone Bridge, Poplar Street Bridge, San Francisco Golden Gate Bridge, Brooklyn Bridge, etc). Briefly describe the building of the Brooklyn Bridge and the history of it. (use the Bridges book—pgs. 56-59). TW Read the Pile it On Activity (pg. 20-21) from Bridges: Amazing Structures to Design, Build & Test. Point out how the book describes how to make a bridge. (2.1.F) *This is an important step in the process for students to understand the concept of how to build a bridge. SW view the way the “how to” section is set up in steps to follow in the Bridges book. Students will then work with a partner and follow the directions to experiment with building a bridge.

D


UNIT RESOURCES Teacher Resources:

• Charlotte’s Web by EB White (680L) • How Full is Your Bucket Today? By Tom Rath, Mary Reckmeyer, and Maurie Manning(710L) • Pop’s Bridge by Eve Bunting (630L) • Mr. Peabody’s Apples by Madonna and Loren Long(860L) • My Rotten Red Headed Older Brother by Patricia Polacco(480L) • I Wanna New Room by Karen Kaufman Orloff (540L) • The Other Side by Jacqueline Woodson (300L) • One Green Apple by Eve Bunting (450L) • I Am the Dog I Am the Cat by Donald Hall • The Best Story by Eileen Spinelli • Nothing Ever Happens on 90th Street by Roni Schotter • The Three Little Pigs by Patricia Seibert (660L) • The True Story of The Three Little Pigs by Jon Scieszka & Lane Smith (570L) • Have You Filled a Bucket Today? by Carol McCloud & David Messing (710L) • Back-to-School Rules by Laurie Freidman & Teresa Murfin (410L) • Snow in Jerusalem by Deborah da Costa, Ying-Hwa Hu and Cornelius Wright (380L) • “Friendship Poem” • Tour America: A Journey Through Poems and Art by Diane Siebert • “The Golden Gate Bridge” • Owen and Mzee: The True Story of a Remarkable Friendship by Isabella Hatkoff, Craig Hatkoff, Paula Kahumbu, and Peters Greste (890L) • Nubs: The True Story of a Mutt, a Marine & a Miracle by Brian Dennis, Mary Nethery & Kirby Larson(810L) • The Golden Gate Bridge (Lightning Bolt Books: Famous Places) by Jeffrey Zuehlke (610L) • Bridges: Amazing Structures to Design, Build and Test by Carol A. Johmann, Elizabeth Rieth & Michael P. Kline (610L)

Student Resources: • individual bag of books, literacy stations/centers. • student reader/writer notebooks – if necessary • Books to be used throughout the week. • Kinetix kits • 5WH Matrix Chart copies • Paper, markers, crayons for non-linguistic representations • Character reactions T-chart • Chart paper for anchor charts • Venn Diagram copies


• Graphic organizer copies • Student standards cards

Vocabulary: Required words:

• Community (classroom): a group of people with common goals and/or interests • Symbol: An object, action, or idea that represents something other than itself • Respect: to show honor, and care for differences, feelings, and belongings • valuable: having high importance or worth a lot of money • develop: to make something better (developer, development) • responsibility: something you should do • text features: parts of informational text that help you locate and learn information • subheading (L2.4b submarine, subfreezing, submerge): a title or headline coming after the main title or headline • self-control: doing what is right even when you are tempted to do something else • point of view: the position of the narrator in the story • support: a reason(s) that proves your opinion • empathy: to understand someone’s feelings, thoughts, and emotions

Optional words: character traits, caring, trustworthy, bold print, glossary, index, caption


Content Area: Units of Study (ELA, SC, SS, Hlth) Course: Grade 2 UNIT 2: Life Cycles: Grow and Persevere

Unit Description: In Unit 2, Life Cycles: Grow and Persevere, students will learn to identify and sequence life cycles of animals and record observations of life cycles. Nonfiction text features and their purposes will be explored and integrated by the students in a book that they create. Students will also identify and relate similarities and differences among animal parents and offspring. Students will investigate informational text on the same topic and explore two versions of the same story in fiction. Using fables, students will be able to identify the moral or the theme.

Unit Timeline: 3 Weeks

DESIRED RESULTS

Transfer Goal - Students will be able to independently use their learning to… 1. Identify morals and themes in stories 2. Use text features to gain a deeper understanding of informational texts 3. Compare and contrast two versions of a story and understand why differences occur 4. Sequence life cycles of living organisms 5. Compare and contrast living organisms and their offspring

Understandings – Students will understand that… (Big Ideas)

1. Many stories have a moral or lesson to learn, shown through events and reactions with characters 2. Informational texts use features in addition to words to better communicate information to the reader 3. Understanding similarities and differences can help a person develop a deeper understanding of the topic 4. All living organisms have a life cycle 5. There are some characteristics of all living organisms that are the same, but there are differences as well 6. Living organisms and their offspring have similar characteristics 7. There are certain skills and strategies that readers can use to help them understand their reading. 8. Effectively communicating through speaking, listening, reading, and writing is essential to becoming a good reader, learner, and citizen.

Essential Questions: Students will keep considering… • What is happening in stories I read that can help me find a deeper message? • Besides the words in the text, what else can I use to help me understand informational text? • How can I find things that are the same and different on this topic to deepen my understanding?


Students Will Know… Students Will Be Able to … Standard Vocabulary:

• life cycle*- changes that happen in an animal or plant in its life

• reproduce-to have young or more living things of the same kind

• larva*- insects stage between egg and pupa • Compare –describe how two things are alike • Contrast- describe how two things are different • Pupa*-stage in an insects life right before it

becomes an adult • Metamorphosis*-series of changes in appearance

that some animals go through

• fable-short story with animals who act like people, which teaches a lesson and ends

• with a moral • Moral*-lesson taught in a fable • Persevere*-to keep trying without giving up

Phonics: • Mixed Review: vowel teams w/inflectional endings • Mixed Review: open syllables w/inflectional

endings • Ending Consonants: -ve, -ng • Mixed Review: Hard/Soft c – ci, ce, cy • Mixed Review: Hard/Soft-g – gi, ge, gy • Schwa-in 2 syllables (schwa in unaccented syllable

only) • Ending Consonants: -ge, -dge • Digraphs: ph,gh (/g/)

1. Compare and contrast fiction and nonfiction books 2. Understand and use nonfiction text features 3. Identify and sequence life cycles (birth, growth, and

development, reproduction and death) of animals (i.e, butterfly, frog, chicken, snake, dog)

4. Record observations on the life cycle of different animals (e.g., butterfly, dog, frog, chicken, snake)

5. Compare and Contrast two types of text on same topic 6. Compare and Contrast two versions of same story 7. Write informational text 8. Identify and relate the similarities and differences among

animal parents and their offspring or multiple offspring 9. Recount or describe key ideas or details from a text read

aloud or information presented orally or through other media

10. Identify central moral or theme of a fable 11. Describe the overall structure of a story 12. Write an opinion piece based on a book 13. Recount or describe key ideas or details from a text read

aloud or information presented orally or through other media

14. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

1. (RI 2.9) 2. (RI.2.5) 3. (MO GLE)

4. (MO GLE)

5. (RI 2.9) 6. (RL2.9) 7. (W 2.2; W.2.5) 8. (MO GLE)

9. (SL 2.2)

10. (RL 2.2) 11. (RL 2.3) 12. (W2.1) 13. (SL 2.2)

14. (SL 2.3)


EVIDENCE of LEARNING

Understanding 2 1 2, 8 2

Standards

Unit Performance Assessment: • Formative Assessment 1:

o Nonfiction Text Feature Assessment (Week 2) o Purpose: Teachers can use this data to determine student needs for nonfiction text

features before the Summative Assessment. • Formative Assessment:

o Identify the moral or central theme of a fable that will be read aloud by the teacher, as well as list some key parts of a fable. (4 point score rubric) Week 3

o Purpose: Teachers will use the data to determine student needs for identifying central message or theme. Teacher can use the information to help determine small groups with students who struggle with this skill.

• First Quarter Summative Assessments: o WRITING: Students will write a multi-paragraph informational book explaining the stages

of an animal life cycle including text features. o READING: multiple choice questions – text features


R/R Quadrant A A B



Pre-assessment: What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions? Description or actual question used to pre-assess students’ prior knowledge. Understanding

Standards Major Learning Activities: Instructional Strategy:

R/R Quadrant:

3, 7 RI.2.5: 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.2.9: Compare and contrast the most important points presented by two texts on the same topic.

T and SW: Make an anchor chart comparing fiction and non-fiction books. (2.2.A) (Teacher should lead students to notice nonfiction books have certain text features.) TW read Butterfly House by Eve Bunting (500L: fiction). Teacher can start to read the book out of order to show the importance of reading a fiction book from beginning to end, whereas NF does not have to be read this way. TW: Display a large variety of books, both fiction and NF, on similar topics. SW work in groups to sort and match the fiction and NF books discussing the differences. (Scholastic Science Vocabulary readers, Chrysanthemum, Grouchy Ladybug, Hungry Caterpillar, Frog & Toad)

• Appendix Documents: 2.2.A

Identifying similarities and differences

C

3, 4 RI.2.5: 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.2.9: Compare and contrast the most important points presented by two texts on the same topic.

TW read Lady Bug Larva Grows Up (580L). Then TW revisit From Tadpole to Frog. TW model comparing and contrasting the life cycles using the recommended comparison chart, Venn Diagram, or some other comparison chart. TW discuss similarities and differences among animal parents and offspring. Teacher can log into www.thinkcentral.com (Science Resource) and follow lessons provided.

• Appendix Documents: 2.2.E

Identifying similarities and differences Cues, Questions, and Advanced Organizers

A, C

1, 7 RL.2.2: Recount stories, including fables and folktales from diverse cultures, determine their central message, lesson, or moral.

TW introduce what a fable is: • oral stories retold over the years • 1-3 animal characters • animals have human characteristics/problems • impersonal names like Fox, Hen, Dog • teaches a moral, or lesson, that we can learn from today

(During this week teachers will make connections for how animals in a life cycle


A, C

http://www.thinkcentral.com/


RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

persevere, to how animals in a fable persevere). TW introduce fable matrix and explain that we will fill in the matrix as we read fables together, looking at the overall structure of the story. TW read “The Camel Dances” fable from the book Fables (540L) (moral: satisfaction will come to those who please themselves). Discuss, fill in matrix, and have students apply to themselves.

• Appendix Documents: 2.2.G 4, 8 W.2.2: Write

informative/explanatory pieces in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W.2.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 2.)

THIS ACTIVITY OCCURS OVER A PERIOD OF SEVERAL DAYS: TW read Butterfly Life Cycle from the Science Readers kit. Stop after page 10. TW/SW will discuss the stage and what the possible details might be SW complete their graphic organizer based on the first stage of butterfly life cycle. TW revisit expectations for revising and editing. SW revise and edit the first stage of butterfly life cycle on the graphic organizer. TW conference with students on their revisions and edits. TW read Butterfly Life Cycle from the Science Readers kit, pgs. 11- 13. TW/SW will discuss the second stage and what the possible details might be SW complete their graphic organizer based on the first stage of butterfly life cycle. TW revisit expectations for revising and editing. SW revise and edit the second stage of butterfly life cycle on the graphic organizer. TW read Butterfly Life Cycle from the Science Readers kit, pp 14-15. TW/SW will discuss the third stage and what the possible details might be. SW complete their graphic organizer based on the first stage of butterfly life cycle. TW revisit expectations for revising and editing. SW revise and edit the third stage of butterfly life cycle on the graphic organizer. TW conference with students on their revisions and edits.


C, D


UNIT RESOURCES

Teacher Resources: • James and the Giant Peach (870L) • Butterfly House (500L) • The True Story of the Three Little Pigs (570L) • The Three Little Pigs (560L) • The Three Little Javelinas (740L) • Honestly Red Riding Hood was Rotten (220L) • Believe Me, Goldilocks Rocks! (410L) • Seriously, Cinderella is So Annoying (380L) • Trust Me, Jacks Beanstalk Stinks (430L) • Goldilocks and the Three Bears (520L) • Red Riding Hood (520L) • The Egyptian Cinderella (620L) • Jack and the Beanstalk (660L) • The Random House Book of Fairy Tales (810L) • Fables (540L) • The Very Ugly Bug (770L) • The Very Greedy Bee (650L) • Rollercoaster (490L) • Shortcut (210L) • Painted Lady Butterfly (680L) • Komodo Dragon Hatchling Grows Up (660L) • Lady Bug Larva Grows Up (580L) • Scholastic Science Vocabulary Readers • A-Z Books: Insect Life Cycle (K), Frogs and Toads (L) • Egg to Chick and Tadpole to Frog (two sided book) • A-Z Books Fables

Science Books from Science Kits • Blue Harcourt • Weather and Water • Living Things • Animal Life Cycles • Home Sweet Home


• Plant Life Cycles Green Harcourt

• Changing Shapes • Way to Grow • Forms of Water

Red Harcourt • Weather • Animals • Plants • Theme 10 - Big Book – Pass It On.

Additional resources that could be used (besides district-purchased materials for UoS): • LBD

o Theme 10 - Big Book – Pass It On. o Theme 13 - Round and Round the money goes o Theme 15 - The Snowflake: A water cycle story o Theme 16 - Splash – big book on the water cycle o LEVEL L - The Wonderful Water Cycle

Student Resources: Handouts….

• Life Cycle Paragraph Organizer (Week 1) • Nonfiction Book Publishing Paper (Week 1 and 2) • Life Cycle Observation Journal (Week 1-3) • Compare/Contrast Organizer (Week 2) • Captions Paper (Week 1) • Discussion Questions for James and the Giant Peach (Week 1-3) • Pre write Sensory Organizer (Week 3) • Fable Formative Assessment (Week 3) • Fable Matrix (Week 3) • Opinion Writing Paper for James and the Giant Peach (Week 3)

Bookflix - Click on Animals and Nature Brain Pop Jr. • Bear Cub Grows Up Plant Life Cycle • Ladybug Larva Grows Up Butterflies • Tadpole Grows Up Frogs • Spiderling Grows Up Water Cycle • A Sharp Pup Grows Up


• Kangaroo Joey Grows UP Brain Pop • Chic Grows Up Life Cycle of Stars • Mary finally Grows Up! The Rock Cycle • Butterflies The Carbon Cycle • Nitrogen Cycle

Tumblebooks Water Cycle B – Bubblebee Queen Vocabulary:

• life cycle*- changes that happen in an animal or plant in its life • reproduce-to have young or more living things of the same kind • larva*- insects stage between egg and pupa • Compare –describe how two things are alike • Contrast- describe how two things are different • Pupa*-stage in an insects life right before it becomes an adult • Metamorphosis*-series of changes in appearance that some animals go through • fable-short story with animals who act like people, which teaches a lesson and ends • with a moral • Moral*-lesson taught in a fable • Persevere*-to keep trying without giving up


Content Area: Units of Study (ELA, SC, SS, Hlth) Course: Grade 2 UNIT 3: Where in the World are the Native Americans?

Unit Description: In this quarter-long unit, students will participate in shared research to identify the seven continents and learn about their cultures. Using a variety of literature, students will explore map skills and economics. Students will collaboratively research using informational text on Woodland and Plains tribes of North America. Through the reading of stories and legends, students will deepen their understanding of historical events and diverse cultures. Students will produce an audio recording using digital tools to share their research.

Unit Timeline: 8 weeks

DESIRED RESULTS

Transfer Goal - Students will be able to independently use their learning to… • Identify morals and themes in stories • Recognize and infer information about story characters and major events. • Identify key details in text by answering questions, describing the structure of a story, and using information from illustrations

• Use text features to gain a deeper understanding of informational texts • Use maps as tools • Produce an audio recording using digital tools to show their learning


1. Many stories have a moral or lesson to learn, shown through events and reactions with characters 2. Characters’ actions and feelings help us understand the text and the situations within the text. 3. There are certain skills and strategies that readers can use to help them understand their reading. 4. Effectively communicating through speaking, listening, reading, and writing is essential to becoming a good reader, learner, and citizen. 5. Informational texts have main ideas overall as well as main ideas within separate sections. 6. Informational texts use features in addition to words to better communicate information to the reader.

Essential Questions: Students will keep considering…

• How can this character’s actions and feelings help me understand the story? • How can I use my learning and suggestions from others to improve my writing? • What is happening in stories I read that can help me find a deeper message? • What skills should I be using to help analyze and understand the text I am reading? • How can I most effectively communicate my knowledge and questions to others?



• Legend*- a list of symbols on a map or chart • Key- list of words that explain symbols on a map or chart • Compass rose*-figure on a compass or map that shows

direction North, East, South, and West • Continent*- one of seven landmasses • Ocean-a large body of salt water that covers three fourths

of the earth • Product* - something that is sold • Landmark – an object that marks the boundary or location

of something • Native*- person born in a particular place • Region*- broad geographic area that is distinguished by

similar features • Island- piece of land surrounded by water • Generation – group of individuals born and living about the

same time • Tradition*- handing down beliefs and customs • Legend* – a story coming down from the past • Vision- something seen in a dream • Communicate- pass information from one to another • Ceremony -– a significant event performed for special

occasion • Hide- (as a noun and verb) – put out of sight, animal skin • Instrument*- (musical or a tool)- device used to produce

sound, used as another means: tool • Setting*- time and place where something occurs • Barter*-trade one good or service for another • Value- Monetary worth of something • Trade* –exchanging goods or services without money

Phonics: • Silent letters - kn, -lk Vowel Team: au, aw

Contractions

1. Ask and answer questions. 2. Describe how characters respond to a challenge 3. Describe how words and phrases supply rhythm. 4. Build on others’ conversations. 5. Use information from illustrations to demonstrate

understanding of characters, setting, and plot. 6. Know and use various text features. 7. Identify main purpose of a text. 8. Write narratives to recount events. 9. I can capitalize holidays, product names, and

geographic names. 10. Participate in shared research and writing project. 11. Publish writing in collaboration with peers. 12. Use information from illustrations to demonstrate

understanding of characters, setting, and plot. 13. Describe how characters respond to a challenge. 14. Recount stories from diverse cultures. 15. Compare and contrast two versions of the same story. 16. Use capital letters and punctuation. 17. Use commas in greetings and closing of letters. 18. Recount stories to determine their central message. 19. Describe how characters respond to a challenge 20. Describe how words and phrases supply rhythm. 21. Use information from illustrations to demonstrate

understanding of characters, setting, and plot. 22. Write opinion pieces. 23. Use commas in greetings and closing of letters. 24. Write narratives to recount events. 25. Describe connection between historical events. 26. Acknowledge differences in points of view of

characters. 27. Write narratives to recount events. 28. Know and use text features. 29. Compare and contrast the habitats, resources, art and

1. RL 2.1; RI 2.1

2. RL 2.3 3. RL2.4 4. SL2.1b 5. RL2.7

6. RI2.5 7. RI 2.6 8. W2.3 9. L2.2a

10. W2.7 11. W2.6 12. RL2.7

13. RL 2.3 14. RL 2.2 15. RL2.9 16. L2.2a 17. L2.2b 18. RL2.2 19. RL 2.3 20. RL2.4 21. RL2.7

22. W2.1 23. L2.2b 24. W2.3 25. R12.3 26. RL2.6

27. W2.3 28. RI2.5


• Vowel Team: oo Vowel: wa Vowel Team: igh

• Vowel: al (not derivational endings) Vowel Teams: ew; eu

daily lives of native American peoples, Woodland and Plains Indians

30. Explain or demonstrate how people trade using money and bartering

31. Construct maps with titles keys 32. Identify and locate the world’s seven continents and

four oceans 33. Identify and describe physical characteristics in the

world (landforms, water bodies, etc.) 34. Describe why people of different groups settle more in

one place than another 35. Describe how transportation and communication

systems have facilitated the movement of people, products and ideas

36. Identify and select visual, graphic and auditory aids (graphs and charts)

29. MO GLE

30. MO GLE

31. MO GLE 32. MO GLE

33. MO GLE

34. MO GLE

35. MO GLE

36. MO GLE

EVIDENCE of LEARNING Understanding 4, 5, 6 1, 2, 3, 5 1, 2, 3, 5

Standards Research; Informative/ Explanatory writing; Using digital tools Main idea and details; questioning Main idea and details; questioning

• Summative Assessment: Native American Research and Audio

Recording Presentation

• Formative Assessment: Multiple Choice Reading Assessment (Week 5)

• Formative Assessment: Give Me Five (Week 5) Scoring Guide: see appendix

R/R Quadrant B/D A A




Standards Major Learning Activities Instructional Strategy

R/R Quadrant

1, 3, 4 Identify main purpose of a text. Write narratives to recount events.

TW navigate by modeling the Around the World Website: www.timeforkids.com/around-the-world.* As teacher navigates, introduce the sidebar (sightseeing guide, history timeline, native lingo, challenge, day in the life) showing how it can lead you to a new page of information (similar to headings of a book). *This website will be used independently by students in future lessons. TW share information about a place they have visited and model writing a personal narrative. SW write a personal narrative about a place they visited including sensory details about the setting (time and place). Option: You may consider doing “Quiz, Quiz,Trade” as a pre-writing activity. QUIZ, QUIZ, TRADE procedure If you haven’t tried QQT in your classroom here is a brief description. All students are given a card or slip of paper with the question (or vocabulary word) on one side and the answer (or definition) on the other side. All students stand up and pair up. One student reads the question to the other student. The second student answers. The first student corrects (give two tips and then tell) if necessary, then gives a praise statement (whether the answer is right or wrong). The students switch roles. When both questions have been given, the students trade questions, and then put their hand up. They look around for another student with his/her hand up, and pair up with a new partner.

Note-Taking and Summarizing Cooperative Learning

A

1, 3, 4

Recount stories to determine their central message. Identify and locate the world’s

W read How to Make Apple Pie. SW locate the continents mentioned in the book as the teacher reads. Suggestion: Have a world map available for students to identify the

Practice and Homework A


seven continents and four oceans setting (continents). TW ask: What is the author’s message? TW lead a conversation describing how transportation and communication systems have facilitated the movement of people, product, and ideas. SW sing a continent song to help learn the names of the 7 continents pointing to the continent cards as they sing. This can be practiced daily leading them towards mastery. Look on www.schooltube.com for a variety of continent songs. Or play Quiz, Quiz, Trade (Directions on Day 1 Writing) Read Aloud: Flat Stanley, chapter 1 SW write 5WH questions for chapter 1 and share.

3, 4, 5 • TW read the last two chapters of A Breakfast Story. (LBD) • Extended optional activity: Using The Story of the Orange

chapter, students will make a timeline from orange to juice. Be creative… and think about writing from the orange’s point of view.

• TW review passport expectations for the group research project.

• TW introduce the continent and major event from North America. After reading the major event, discuss how to rephrase without copying.

• SW write the major event for North America only. • Research Project: • Students will then be divided into six groups to research the

remaining continents one day at a time. Student groups will rotate focusing on only one continent each day. Teacher will post a rotation schedule. The schedule will rotate the groups to a different continent each day. (This will allow enough research materials for each group.)

• Before students begin, make sure each group is on the correct continent page!

• Teacher will monitor and assist student’s research strategies and collaborative work.

• Some possible research teaching points: o What is an important fact vs. just a fact?

http://www.schooltube.com/


o How to use a table of contents and index to help locate desired topic

o How to use headings/subheadings to locate information more quickly

o Remind students to rephrase information they have learned.

• SW complete one passport page. • Revisit site: www.timeforkids.com/around-the-world

UNIT RESOURCES

Teacher Resources: • LBD Leveled Readers: Regions from Coast to Coast, Rainforest Encyclopedia • Intermediate IBD Kit Leveled Books: Food from the World, Ice on Earth, Traveling Around, Buzz and Zip Get Lost, The Call of the Wolf, Gold Rush,

The Changing Map, Clothes Then and Now, Life in the Amazon Rainforest, A Cashless Society, The Antarctic Treaty, The European Union, More Like Home (Escape from Africa), The Great Wall of China

• http://www.teachertube.com/viewVideo.php?video_id=187121&title=Mufaro_s_ • There is a Map on My Lap • Me on the Map (L280) • Mapping Penny’s World (L640) • Follow That Map • How to Make an Apple Pie and See the World (L590) • The Magical Garden of Claude Monet (L710) • Picasso and the Girl with the Pony tail (L670) • Wangari’s Trees of Peace: A True Story from Africa (L730) • Seeds of Change: Wangari’s Gift to the World (L820) • Stop, Drop, and Roll (L560) • No Dragon’s for Tea: Fire Safety for Kids • Suki’s Komono (L690) • Biblioburro: A True Story from Colombia (L640) • Waiting for the Bibliioburro (L880) • This is the Way We Go To School: A Book About Children Around the World(L360) • Possum Magic (L530) • Buffalos Before Breakfast (L380) • Hey Little Ant (NP) • Flat Stanley (L550)

https://mail.fhsdschools.org/exchweb/bin/redir.asp?URL=http://www.teachertube.com/viewVideo.php?video_id=187121%26title=Mufaro_s_


• Flat Stanley’s Worldwide Adventures Series (L580-670) • My School in the Rainforest (L960) • Judy Moody Around the World in 81/2 Days (L540) • Around the World: Who’s Been Here? • LaRue Across America: Postcards from the Vacation (L900) • Dear Mrs. LaRue: Letters From Obedience School (L500) • Letters from Felix: A Little Rabbit on a World Tour • The First Strawberries: A Cherokee Story (L320) • The Girl Who Loved Wild Horses (L670) • Her Seven Brothers (L520) • A Boy Called Slow (L690) • Those Shoes (L680) • Storm Makers Tipi (L610) • Gift Horse: A Lakota Story (L610) • The Legend of the Indian Paintbrush (L840) • Knots on a Counting Rope (L480) • If You Were a Noun • Cache of Jewels • Herd of Cows, Flock of Sheep: Adventures in Collective Nouns • It’s Hard to be a Verb • If You Were a Verb • Dream Wolf (L550) • Who’s Buying, Who’s Selling? • Alexander Who Used to be Rich Last Sunday • One Fine Trade • One Cent, Two Cents, Old Cent, New Cent: All About Money • Do I Need It or Do I Want It? • The Buffalo are Back (L800) • Love Flute • The Rough-Faced Girl • White Bead Ceremony • Cinderella (L840) • Yeh Shen: A Cinderella Story from China (L840) • Mufaro’s Beautiful Daughters: An African Tale (L720) • Poetry:


• “Continents” handout • “Here is a Coral Reef” • “Dream Catcher” handout • “Smart” handout • LBD Big Book: A Breakfast Story • National Geographic Wild Animal Atlas: Earth’s Astonishing Animals and Where They Live (National Geographic Kids) • Where Do I Live • Buddy Books Continents: Antarctica • Buddy Books Continents: North America • Buddy Books Continents: South America • Buddy Books Continents: Africa • Buddy Books Continents: Europe • Buddy Books Continents: Asia • Buddy Books Continents: Australia • Pull Ahead Books Continents: Antarctica (L340) • Pull Ahead Books Continents: Africa (L430) • Pull Ahead Books Continents: South America • Pull Ahead Books Continents: North America (L440) • Pull Ahead Books Continents: Asia • Pull Ahead Books Continents: Europe (L410) • Pull Ahead Books Continents: Australia (L400) • National Geographic Kids Beginner World Atlas by National Geographic • Life in a Plains Camp (L990) • Life in a Longhouse Village (L1020) • How Would you Survive as an American Indian? • If You Lived with the Sioux Indians (L690) • It You Lived with the Iroquois (L810) • If You Lived with the Cherokees (L800) • Who Were the First North Americans? • North American Indians : Make it Work (1020) • Native Homes (L1030) • A Unit About Woodland Indians (Native Peoples of the Americans) Grade 3-6 • A Thematic Unit About Plains Indians (Native Peoples of the Americas) Grades 3-6 • The Sioux Indians (L410) • The Comanche Indians (L380)


• Comanche Indians (Native Americans) • Iroquois Indians (True Books American Indians) • Cherokee Indians (L390) • The Cherokee (True Books American Indians) (L700) • Seminole Indians (L400) • The Seminole Indians (Native Americans) • Wampanoag Indians (L480) • The Wampanoags (True Books American Indians) • The Shawnee (True Books American Indians) • The Shawnee Indians (Native Peoples) (L860) • The Cheyenne (True Books American Indians) (L830) • The Cheyenne (New True Books: American Indians) • Pawnee (Native Americans) • The Pawnee Nation (Native Peoples) • Arapaho (Native Americans) • The Arapaho Tribe (Native Peoples) • Maps and Globes

Student Resources: • Map Pre Assessment copies (Week 1) • 5WH Matrix (Week 1) • Thick and Thin Questions posters (Week 1) • Thick and Thin Question Sorting Page (Week 1) • Prepare “Me on the Map” flip book (Week 1) • Prepare Passport Journal (Week 1 and 2) • Maps from local places (Week 1) • Prepare Quiz, Quiz, Trade Cards (optional) (Week 1) • Determine research groups (Week 1) • “Continents” Poem (Week 1) • Prepare a map on chart paper (Week 1) • Narrative Scoring Guide (Week 1) • Copy emergency exit from emergency binder (Week 1) • Take individual pictures of students (Week 1) • Select continent song from www.schooltube.com (Week 1) • Opinion Piece draft template and scoring guide (Week 3) • Tribal Regions of North America handout copies


• Read literature ahead of time • Gather Continent research books (Week 2) • Make Woodland/Plain Comparison Chart (Week 3 and 4) • Letter Template and Scoring Guide (Week 3 and Week 4) • Pictograph handouts (Week 4) • Prepare Multiple Choice Reading Assessment (Week 5) • Prepare for Naming Day Ceremony (Week 5) • Formative Assessment: Give Me Five (Week 5) • Super Sentences (Week 5) • Dream Cather Poem (Week 5) • Five Fact Sheet copies (Week 6) • Prepare matrix to compare books (Week 7) • Locate Reader’s Theatre (Week 7) • Prepare Barter Bag materials (Week 8)

• Prepare/decide on information book activity (Week 8) • BookFlix –under People Places- Antarctica/Antarctic Antics, A Story/Africa, Possum Magic/Australia, Scrambled States of America/Types of Maps

Vocabulary: • Legend*- a list of symbols on a map or chart • Key- list of words that explain symbols on a map or chart • Compass rose*-figure on a compass or map that shows direction

North, East, South, and West • Continent*- one of seven landmasses • Ocean-a large body of salt water that covers three fourths of the

earth • Product* - something that is sold • Landmark – an object that marks the boundary or location of

something • Native*- person born in a particular place • Region*- broad geographic area that is distinguished by similar

features • Island- piece of land surrounded by water • Generation – group of individuals born and living about the same

time

• Tradition*- handing down beliefs and customs • Legend* – a story coming down from the past • Vision- something seen in a dream • Communicate- pass information from one to another • Ceremony -– a significant event performed for a special occasion • Hide- (as a noun and verb) – put out of sight, animal skin • Instrument*- (musical or a tool)- device used to produce sound,

used as another means: tool • Setting*- time and place where something occurs • Barter*-trade one good or service for another • Value- Monetary worth of something • Trade* –exchanging goods or services without money


Content Area: Units of Study (ELA, SC, SS, Hlth) Course: Grade 2 UNIT 4: Taking Care of Your Body

Unit Description: In this 5-week unit, students will explore the various food groups, the food plate, the circulatory system, and the skeletal system. Students will use informative writing to write their opinion about a particular food. They will create a still life picture and then write a "how-to" explaining this process. They will also research, using several articles, to discover the historical connections to the changes to the food pyramid. After reading various articles, students will write informative text using the compare and contrast text structure to assimilate the similarities and differences in their research. Students will name components and major functions of the skeleton and cardio-respiratory systems as they continue to learn and apply research strategies in nonfiction text.


DESIRED RESULTS

Transfer Goal - Students will be able to independently use their learning to… • Identify key details in text by answering questions, describing the structure of a story, and using information from illustrations • Use text features to gain a deeper understanding of informational texts • Write a how-to on creating a still-life • Compare and contrast text structures. • Name components and functions of the skeletal and cardio-respiratory system • Research in non-fiction texts.


1. There are certain skills and strategies that readers can use to help them understand their reading. 2. Informational texts have main ideas overall as well as main ideas within separate sections. 3. Informational texts use features in addition to words to better communicate information to the reader. 4. Effectively communicating through speaking, listening, reading, and writing is essential to becoming a good reader, learner, and citizen. 5. Various parts of our bodies and body systems have specific functions.


• What is happening in stories I read that can help me find a deeper message? • What skills should I be using to help analyze and understand the text I am reading? • How can I most effectively communicate my knowledge and questions to others? • How can I use my learning and suggestions from others to improve my writing?


Students Will Know… Students Will Be Able to … Standard Vocabulary: • Perspective* – the way someone views

something • Healthy* – being in good health or enjoying vigor

of health in body, mind, and spirit • Produce- to make something (verb); fresh fruits

and vegetables (noun) • Riddle*-a puzzling question given to challenge the

reader in finding the answer • Dialogue*- conversation between two or more

people or characters • Article*- a paragraph(s) found in a newspaper,

website, or magazine written about a topic • Abbreviation- shortened or contracted form of a

word or phrase to represent the whole word • Summary*- a brief overview of the topic read

given in written or verbal form • Ingredient*- one of the substances that make up

a mixture • Nutrient*-source of nourishment • Balance- weighing device, eating portions of each

group • Protect*- to defend from harm • Support*- to hold up or serve as a foundation • Circulate- move in a circle, pass around, travel

Phonics: • Inflectional Suffixes: s • Inflectional Suffixes: ing • Inflectional Suffixes: ed • Vowel Teams: oi/oy • Compound Words: basic words • Compound Words: bring in syllable type with

blend, digraphs, etc…

1. Identify the main purpose of non-fiction text (RI2.6) 2. Points of view (RL2.5) 3. Opinion writing (W2.1) 4. Write informative text (W2.2) 5. Revise and edit writing (W.2.5) 6. Connections between words and their use (L.2.5a) 7. Identify the main topic of a multi-paragraph text (RI2.2) 8. Nonfiction text features (RI2.5) 9. Identify main purpose of a text (RI2.6) 10. Compare and contrast the most important points by two

texts on the same topic (RI2.9) 11. Write informative text (W2.2) 12. Gather information to answer a question (W.2.8) 13. Ask and answer such questions as who, what, where, when,

why, and how to demonstrate understanding of key details in a text (RI.2.1)

14. Describe the connection between historical events (RI2.3) 15. Write opinion/ persuasive texts (W2.1) 16. Text features (RI2.5) 17. Analyze and describe aspects of personal health and growth

and development 18. Analyze and describe aspects of nutrition as it relates to

health 19. Describe how individuals can be healthy and safe consumers 20. Describe habits that individuals can use for life to become

and stay healthy 21. Describe the functions of the skeletal system (e.g., protects

body parts, supports the framework, works with muscles) 22. Describe the function of the skin (e.g., protection) 23. Identify the major components (i.e., blood vessels, heart) and

functions (e.g., transport blood throughout the body) of the cardio-respiratory system

24. Name the major functions of the cardio-respiratory system 25. Identify additional components of the respiratory system

37. RL 2.6 38. RL 2.5 39. W.2.1 40. W.2.2 41. W.2.5 42. L.2.5a 43. RI.2.2 44. RI2.5 45. RI 2.6 46. RI.2.9

47. W.2.2 48. W2.8 49. RI.2.1

50. RI.2.3 51. W.2.1 52. RI.2.5 53. MO GLE

54. MO GLE 55. MO GLE 56. MO GLE

57. MO GLE




• Vowel: ou (Couch) (e.g., trachea, bronchial tubes, diaphragm, alveoli) 26. Understand that the body systems have parts with separate

functions and describe how these systems and their parts interrelate

27. Describe the functions of the skeletal system (e.g., protects body parts, supports the framework, works with muscles)

28. Describe the function of the skin (e.g., protection ) 29. Identify the major components (i.e., blood vessels, heart) and

functions (e.g., transport blood throughout the body) of the cardio-respiratory system

30. Name the major functions of the cardio-respiratory system 31. Identify additional components of the respiratory system

(e.g., trachea, bronchial tubes, diaphragm, alveoli)

62. MO GLE

63. MO GLE



EVIDENCE of LEARNING Understanding 4, 5 1, 2 5

Standards Opinion writing; Nutrition Identify central message of story skeletal system; skin; cardio-respiratory system; body systems have parts with separate functions

Formative: Opinion on fruit/vegetable (describe, leads, endings, real-life connections between words and their use. (L2.5a) Week Formative Reading: Sending Messages (A to Z book) Week 3 Health Assessment: Body Systems Assessment Scoring Guide: see appendix

R/R Quadrant A A B



Pre-assessment: Understanding


R/R Quadrant

4, 5 Describe how individuals can be healthy and safe consumers Describe habits that individuals can use for life to become and stay healthy Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

TW introduce the art genre “still life” Teaching points: • One genre of art is called still life • A long time ago, painters felt they should paint religious scenes or famous people. In the 1500’s someone named Annibale Caracci decided to paint a regular person eating beans. Later, artists began to paint objects that may have been gathered into a bowl for the purpose of painting them, and with as many interesting details as possible. • Still life paintings were used to capture memories as a camera would today. TW show students still life paintings of o Caravaggio, “The Basket of Fruit” o Willem Claesz Heda, “Still Life on a Table” o Pieter Claez, “Still Life with Two Lemons” (Images of these paintings can be found on the internet. Here are a couple of possible sites: http://en.wikipedia.org/wiki/Basket_of_Fruit_%28Caravaggio%29; http://explore.theculturetrip.com/europe/europe-articles/willem-claesz-heda/ ) TW facilitate a discussion as the students view the paintings. Talk about what they see in the paintings such as the details, objects, and positions of objects. TW explain to students that they will be creating a healthy food still life, but first as a class they will need to decide on the objects for the still life. TW bring out various objects including healthy and unhealthy foods. For example, different fruits, vegetables, potato chips, candy, and cookies. Put together various still life situations using the objects and have students vote as a class for three healthy food choices, then arrange the objects chosen in a bowl or basket to create a still life. (While the still life does take time, when students write the "how to" it really helps them with this process because the students have actually experienced it. Teachers are encouraged to work with their art teachers on this, possibly for a co-teaching situation. Many appreciate the opportunity and are willing to help out.)

Practice and Homework Identifying Similarities and Differences

B


4 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

TW quickly sketch the still life arrangement. TW model how to write paragraph two using graphic organizer, covering how to sketch the still life arrangement. TW give each student 9X13 paper and explain to the students that they will want to lightly draw or sketch the shapes of their still life pictures. Remind them not to draw all the little details. Tell them to pay close attention to where the food is placed (in front of, behind, next to) in the bowl or basket. SW sketch the still life, and after they have sketched the still life they will go over the sketch or outline with black crayon. SW review the steps they have written down for creating their still life. SW begin creating paragraph two, using the how-to organizer. (W2.2) Other ideas for the how-to book: • Powerpoint How-To: take pictures of students demonstrating each step • Flip Book demonstrating each step • Glogster poster demonstrating in a cycle how to create a still life

Practice and Homework Cues, Questions, and Advanced Organizers

A

1, 2, 4, 5 Describe how characters in a story respond to major events and challenges. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

TW gather students at carpet to create a T-chart of what they view as healthy and unhealthy snacks. List all items given by students in the location suggested. SW give reasons why they think the food is healthy or not healthy based on lessons from last week (teacher will refrain from telling students if they are correct or not). TW read Healthy Snacks on Myplate about healthy eating. After reading, ask students if they want to change the side where they placed their food on the chart and explain why they are changing. SW do a reader’s response entry on the main purpose of the text including what the author wants to explain. Daily Five Ideas: There are several books on Tumblebooks and Bookflix that have a food theme. http://kidshealth.org/kid/nutrition/food/go_slow_whoa.html#


B


• I Will Never Not Ever Eat a Tomato by Lauren Child • Everybody Bakes Bread (670L) by Norah Dooley • Gooseberry Park (L780) by Cynthia Rylant • I Wanna New Room by Karen Kaufman Orloff (from unit 1 kit)

http://kidshealth.org/kid/nutrition/food/go_slow_whoa.html


• A Dog’s Life (L870) by Ann Martin • Healthy Snacks on MyPlate (L490) by Mari C. Shun • A Fruit is a Suitcase for Seeds by Jean Richards • Eating Right with My Grains Group (L520) by Megan Borgert-Spaniol • Eating Right with My Plate Dairy Group (L540) by Megan Borgert-Spaniol • Eating Right with My Plate Fruit Group (L580) ) by Megan Borgert-Spaniol • Eating Right with My Plate Protein Group (L470) by Megan Borgert-Spaniol • Your Bones by Terri DeGezelle • Body Systems: The Skeletal System (L510) by Kay Manolis • My Plate and You (L700) by Gillia Olson • You Can’t See Your Bones with Binoculars (L920) by Harriet Ziefert • Breathe In, Breathe Out: Learning About Your Lungs (L 670) by Pamela Hill Nettleton • A Drop of Blood (L480) by Paul Showers • Your Heart by Terri DeGezelle • Thump Thump by Pamela Hill Nettleton

Student Resources: • Keep fit (Bookflix book) • Tumblebooks- The Circulatory Story and Quest to Digest, National Geographic Digestive System, National Geographic Human Body 101 • Leveled Health Books- Your Body, Healthful Foods For You • Brainpop jr

• Watercolor paint (week 1) • 9X13 construction paper (week 1) • paint brushes (week 1) • Materials to Gather or Copy: • How-to organizer (week 1) • How-to scoring guide (week 1) • Opinion Organizer (week 2) • Opinion Writing Scoring Guide (week 2) • Camera or iPad to take pictures (week 2) • Paragraph Detective Organizer (week 3) • Compare and Contrast Organizer (week 3) • Copies of time for kids articles, see handouts (Bye, Bye Junk Food, A Healthier Happier Meal, A Chat with the First Lady, First Lady Fights Fats in Kids)

(week 3) • Fruit Salad Poem (handout) • Gather food labels (need for week 4)


• Health and Nutrition articles (need for week 4, may want to ask your library media specialist to help you) • Prepare sample advertisements (needed for week 4) • Websites: • http://www.youtube.com/watch?v=ZgeS6VcdIVI&safe=active (video on the unveiling of the food plate) • http://app.discoveryeducation.com/player/view/assetGuid/33E8C8B7-EF27-40DB-A0DA-04BBBCC701F6 (video on childhood obesity) • http://www.youtube.com/watch?v=6C9ShzCKgOU&safe=active (video on childhood obesity)

• Perspective* – the way someone views something • Healthy* – being in good health or enjoying vigor of health in body, mind, and spirit • Produce- to make something (verb); fresh fruits and vegetables (noun) • Riddle*-a puzzling question given to challenge the reader in finding the answer • Dialogue*- conversation between two or more people or characters • Article*- a paragraph(s) found in a newspaper, website, or magazine written about a topic • Abbreviation- shortened or contracted form of a word or phrase to represent the whole word • Summary*- a brief overview of the topic read given in written or verbal form • Ingredient*- one of the substances that make up a mixture • Nutrient*-source of nourishment • Balance- weighing device, eating portions of each group • Protect*- to defend from harm • Support*- to hold up or serve as a foundation • Circulate- move in a circle, pass around, travel


Content Area: Units of Study (ELA, SC, SS, Hlth) Course: Grade 2 UNIT 5: Exploring Narrative Text

Unit Description: Through an extensive author study using the work of Patricia Polacco students will write a narrative piece of writing that is taken through the writing process. Students’ narrative writing will include using dialogue, constructing paragraphs, developing leads, and taking a piece completely through the publishing stage of writing. Students will strengthen their narrative piece through revision focusing on adding details, adding dialogue, developing leads and closings, while staying on topic. During reading students will get to explore a variety of texts written by Patricia Polacco to learn how stories are organized, investigate the use of dialogue, and describe how characters respond in a story. Students will be comparing and contrasting various aspects of the stories.


DESIRED RESULTS

Transfer Goal - Students will be able to independently use their learning to… • Describe how characters respond to story events. • Explain the differences between stories written by the same author. • Write a narrative text modeled after the works of Patricia Polacco. • Properly use dialogue and organizational structures when writing.


1. There are certain skills and strategies that readers can use to help them understand their reading. 2. Events in stories are often dependent on a character’s feelings and actions. 3. Effectively communicating through speaking, listening, reading, and writing is essential to becoming a good reader, learner, and citizen.


• What skills should I be using to help analyze and understand the text I am reading? • What is happening with the character that is causing other actions in the story? • How can I most effectively communicate my knowledge and questions to others? • How can I use my learning and suggestions from others to improve my writing?



• Narrative*-writing that tells a story • Personal*-relating to one’s self (person is the

root word, variances- personality) • Solemn*- somber or gloomy (from the book

Chicken Sunday) • Precious- of high price or great value, one who

is dear or beloved (From the book Babushka’s Doll)

• Console*- comfort in a time of grief or disappointment (from the book My Rotten Red Headed Older Brother)

• Compound* – two or more separate things are put together

• Lead*- to go before or with to show the way, opening of a story (Word variance- leader, leadership)

Phonics: • Inflectional Suffixes: s • Inflectional Suffixes: ing • Inflectional Suffixes: ed • Vowel Teams: oi/oy • Compound Words: basic words • Compound Words: bring in syllable type with

blend, digraphs, etc… • Vowel: ou (Couch)

1. Write narrative text. 2. Describe the overall structure of a story. 3. Ask and answer questions. 4. Know and use text features. 5. Recount stories for central message. 6. Describe how characters respond to major events

(problem/solution). 7. Use information from illustrations or text to understand

characters, setting, and plot. 8. Acknowledge points of view of characters when reading

dialogue. 9. Focus on a topic and strengthen writing as needed by revising

and editing. 10. Recount stories for central message. 11. Describe how characters respond to major events

(problem/solution). 12. Use an apostrophe for possessives. 13. Focus on a topic and strengthen writing as needed by revising

and editing. 14. Produce, expand, and rearrange simple and compound

sentences. 15. Compare and contrast two or more stories.

1. W.2.3 2. RL.2.5 3. RI.2.1 4. RI.2.5 5. RL.2.2 6. RL.2.3

7. RL.2.7

8. RL.2.6 9. W.2.5

10. RL.2.2 11. RL.2.3

12. L.2.2c 13. W.2.5

14. L.2.1f 15. RL.2.2; RL.2.3

EVIDENCE of LEARNING Understanding 2, 3

Standards • Focus on a topic and

strengthen writing as needed by revising and editing.

Formative: Students will write a personal narrative text that will be scored using the provided Personal Narrative scoring guide. (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 closure.)

R/R Quadrant D


• Write narrative text. • Produce, expand, and

rearrange simple and compound sentences.



Pre-assessment: Understanding


R/R Quadrant

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. Know and use various text features to locate key facts or information in a text efficiently.

Introduce Narrative Writing • TW lead a discussion and create an anchor chart with students answering the question: What is narrative writing? (W.2.3) o Writing that tells a story o Rich details so the reader can see, hear, smell, touch or experience the story o There is a narrator o Beginning, middle, and end o Can either be something that really happened or made up • TW tell students that the focus of this piece of writing will be a personal narrative. Explain to students that a personal narrative means that it is something that really happened to them. They will write about a real experience. • TW tell students that before they begin writing a narrative they need to spend some time gathering ideas (brainstorming) and planning for their piece of writing. Make sure to tell students that this is the prewriting stage of the writing process. Writers spend time thinking about what they want to write about and usually jot down some ideas. Teachers can refer back to books from Unit 1 when brainstorming was introduced (Nothing Ever Happens on 90th Street, The Best Story). • TW tell students that there are some different ways that authors get ideas. Today we are going to listen to Patricia Polacco talk about how she likes to write about her family. Share the video http://www.youtube.com/watch?v=II8Qq_QYT9Y (just the first minutes) so students can hear how Patricia Polacco gets ideas and writes about her family. Share that students can write about things that have happened in their past or in their family, special people in their life, or special objects in their life. • TW model prewriting by making a list of her own personal narrative ideas

Homework and practice Cues, Questions, and Advanced Organizers

A


(keep this posted to refer to tomorrow). • SW create a list of ideas in their writer’s notebook, students can share their list with a partner to gather more ideas or students could gather during whole class share time to share out ideas and add to their list.

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. Recount stories for central message. Describe how characters respond to major events (problem/solution).

The daily plans in this unit often include two lessons per text. The teacher could split these into two days or teach two lessons in one day. If the teacher decides to split the lessons into multiple days, the teacher will read less of the literature, but will still meet expectations for the standards. Anchor Chart looking at books (RL 2.2, RL 2.3, RL 2.7)

Title Char Setting When and where

Prob Maj. Event

Solu-tion

Lesson learned

Author’s personal connection

Lesson 1 • TW read Junkyard Wonders (read first half of the book). Ask: What are

some strategies we could use to keep track of the parts of the story? Introduce the author study matrix. (RL 2.5)

o How are most stories organized? o What are the parts of the story we typically find when we read? o What parts of the story should we be looking for as we read?

• SW think, pair, share about the characters, setting, and problem. • TW discuss the characters, setting, and problem of the story with the

students. • T and SW fill in the class matrix together.

Lesson 2 • TW read Junkyard Wonders (second half of the book). Discuss the

solution, lesson, and author’s personal connection to the story with the students and fill in the matrix together.

• SW write a response (teacher choice) to the story in their reader’s response journal. You could use the question handout and have students either discuss those questions or use them as response prompts in their reader’s notebook.

Homework and practice Cues, Questions, and Advanced Organizers Identifying Similarities and Differences

A/C


2, 3 Describe how characters respond to major events (problem/solution). Use an apostrophe for possessives. Focus on a topic and strengthen writing as needed by revising and editing. Produce, expand, and rearrange simple and compound sentences

Begin Drafting a Personal Narrative • TW tell students that today they are going to take the information from

their personal narrative organizer and write a draft. Remind students that this is the next stage of the writing process (drafting). During the drafting stage students should be focused on getting all their ideas out in sentence form. The teacher might also want to have students skip lines so that when it is time to revise students have a place to revise.

• TW will explain that the personal narrative organizer was set up for 3 separate paragraphs. Explain to students that writers begin a new paragraph when they have a new idea, the setting changes, a new character is introduced, or when you add dialogue to a story. (Revisiting paragraph writing may need to be done depending on the needs of your students.)

• TW explain to students that when a new paragraph begins they must indent. This allows the reader know that a new paragraph has started. Refer to My Rotten Red Headed Older Brother pages 1 and 4, and show students how Patricia Polacco started a new paragraph. You could also scan these pages in to show students.

• TW begin to model the drafting stage by taking the ideas from his/her personal narrative graphic organizer and writing a draft. Be sure to point out to students when you are changing paragraphs and model indenting the new paragraph. Have students skip lines when they are drafting so that when they get to the revision stage they can add things on the blank lines.

• SW use their personal narrative organizer and begin writing their draft. Teachers can use their preference for the paper used.


B

2, 3 Focus on a topic and strengthen writing as needed by revising and editing. Produce, expand, and rearrange simple and compound sentences.

Adding Dialogue (W.2.5; L.2.2) • TW explain that dialogue has its own punctuation marks. Explain that

when writing dialogue writers have to add quotation marks around the words that the character is speaking. The writer also uses a comma to separate what is being said from who said it.

• TW go back to some of the sentences (dialogue) from My Rotten Red Headed Older Brother from yesterday and discuss with students the punctuation marks. Point out the use of the quotation marks and the comma and where they are located in a sentence.

• TW put some unpunctuated sentences of dialogue on a chart or smart


A


board and have students come up and punctuate the sentences. The teacher could also put some unpunctuated sentences on sentence strips for students to work with a partner to punctuate.

• SW practice adding quotation marks, commas, and ending punctuation marks to the sentences the teacher provides. Students could also make up sentences for each other and practice adding the punctuation.

Example Sentences: (leave out the punctuation marks for students to fill in) o Max said, “Let’s go on picnic.” o Cori replied, “That’s a great idea.” o “May I have some chips?” asked Liv. o Mom replied, “No, we are going to eat dinner soon.” o “This is the best burger ever,” stated Wesley.

If there is time students can begin to add some dialogue to their writing and add the punctuation marks.


• Bully by Patricia Polacco • Babushka’s Doll by Patricia Polacco • Mrs. Katz and Tush by Patricia Polacco • Some Birthday by Patricia Polacco • Lightning in a Jar by Patricia Polacco • Thundercake by Patricia Polacco • My Ol’ Man by Patricia Polacco • Chicken Sunday by Patricia Polacco • Junkyard Wonders by Patricia Polacco • Thank You, Mr. Faulker by Patricia Polacco • A Dog’s Life (continued from Unit 4) • My Rotten Red Headed Older Brother (from Unit 1) • Nothing Ever Happens on 90th Street (from Unit 1) • http://www.youtube.com/watch?v=II8Qq_QYT9Y (Week 1) • www.patriciapolacco.com (Week 1) • Personal Narrative Chart or Notebook file to model using the organizer (Week 1) • Brain Pop and Brain Pop Jr. videos (Week 2)

http://www.youtube.com/watch?v=II8Qq_QYT9Y

http://www.patriciapolacco.com/


• Possessive Nouns Smart Notebook File (Week 2) HowellNet or Smart Exchange • Compound Sentences Notebook File (Week 3( HowellNet or Smart Exchange • Personal Narrative Scoring Guide (Week 3) • Author Study Matrix (Weeks 1-3) • Books with good lead examples (Week 3) • Books with good ending examples (Week 3) • www.patriciapolacco.com • http://www.youtube.com/watch?v=II8Qq_QYT9Y • http://storylineonline.net/ (famous people read Thank You, Mr. Falker and My Rotten Red Headed Older Brother) • Brain Pop, Jr. Video (What is a Paragraph?) could be used in week 1 • Smart Exchange has various notebook files for compound sentences • Located on HowellNet is a Notebook file titled “Patricia Polacco” to use throughout this entire unit. • Thundercake (from this unit, will be used to model leads) • Charlotte’s Web (from Unit 1, will be used to model leads) • Peter’s Chair – just need for the lead • Fireflies –just need for the lead • Witch of Blackbird Pond –just for the lead • Whistling – just for the lead • Because of Winn Dixie –just for the lead

Student Resources: • 5WH organizer (Week 1) • Compare and Contrast Organizer (Week 1) • Personal Narrative Organizer copies (Week 1)

Vocabulary: • Narrative*-writing that tells a story • Personal*-relating to one’s self (person is the root word, variances- personality) • Solemn*- somber or gloomy (from the book Chicken Sunday) • Precious- of high price or great value, one who is dear or beloved (From the book Babushka’s Doll) • Console*- comfort in a time of grief or disappointment (from the book My Rotten Red Headed Older Brother) • Compound* – two or more separate things are put together • Lead*- to go before or with to show the way, opening of a story (Word variance- leader, leadership)

http://www.patriciapolacco.com/

http://www.youtube.com/watch?v=II8Qq_QYT9Y


Content Area: Units of Study (ELA, SC, SS, Hlth) Course: Grade 2 UNIT 6: Exploring Historical Fiction

Unit Description: In this three-week unit, students will explore the genre historical fiction using historical fiction text written by Eve Bunting. There are sensitive topics included in many of these books, and teachers should discuss as deeply as appropriate for his/her class. The focus of the unit should be maintained on the LITERATURE and the style of Eve Bunting, and her message of hope, more than the topics/content. Prior to reading the historical fiction text, students will read informational text about the historic event in which the fiction text is based. Students will be able to demonstrate understanding of the key details in the literary and informational text by: answering questions, describing the overall structure of a story, and using information gained in the illustrations. Students will also read informational text about a historical or current event and use the information to write a narrative using the setting from the informational text they read. Students will follow the writing process and strengthen writing through the use of adjectives and be able to produce and expand complete simple and compound sentences.

Unit Timeline: 3-4 weeks Note to teacher- Specific articles are paired with specific Eve Bunting text. During this unit, a teacher may find that his/her class wants to spend more time on one of the subjects. If a teacher chooses to spend more time in one area, and it becomes necessary to eliminate a text, she/he should be sure to eliminate the paired article. Each article is listed under informative text, and the overview and daily plans state which book it has been paired with.

DESIRED RESULTS

Transfer Goal - Students will be able to independently use their learning to… • Identify morals and themes in stories

• Recognize and infer information about story characters and major events. • Identify key details in text by answering questions, describing the structure of a story, and using information from illustrations • Effectively communicate about a project created over time and explain its purpose. • Effectively communicate through writing a narrative text.

Understandings – Students will understand that… (Big Ideas) 1. Many stories have a moral or lesson to learn, shown through events and reactions with characters 2. Characters’ actions and feelings help us understand the text and the situations within the text. 3. There are certain skills and strategies that readers can use to help them understand their reading. 4. Effectively communicating through speaking, listening, reading, and writing is essential to becoming a good reader, learner, and citizen.

Essential Questions: Students will keep considering… • How can this character’s actions and feelings help me understand the story? • How can I use my learning and suggestions from others to improve my writing? • What is happening in stories I read that can help me find a deeper message? • What skills should I be using to help analyze and understand the text I am reading? • How can I most effectively communicate my knowledge and questions to others?


Students Will Know… Students Will Be Able to … Standard

• Prejudice* (discuss prefix “pre-“ and root word “judge”) – a negative opinion or feeling formed without knowledge, thought, or reason.

• Riot*- when people lash out in acts of violence against authority

• Immigrant* (discuss prefix “im-“ and base word “migrate”)- person who moves to another country to live

• History- sequence of recorded events, past events related to a particular thing, something that belongs to the past (historical-of or relating to history)

• Racism*(discuss root word “race”) -belief that race determines human traits

• Orphan*- a child permanently abandoned by his or her parents

• Orphanage- institution that cares for orphans • Factual* –of or relating to facts • Victim*- someone who is acted on, hurt, or destroyed • Memorial*- something used to preserve a memory • Liberators/Liberation* (review 1st grade word “liberty”)-

to try for equal rights or fair treatment for a group believed to be discriminated against

*these words will be taken through Marzano’s six step process Phonics:

• Derivational Suffixes : ly • Derivational Suffixes: en, hood • Shr, thr • Syllable Type/Consonant le : le • Wh (in multisyllable words) • Vowel team review (multisyllable – 2 syllable types)

1. Ask and answer questions to demonstrate key details in text.

2. Identify main topic of text. 3. Identify main purpose of a text. 4. Describe structure of a story. 5. Use information from illustrations . 6. Writing narrative text 7. Use known root word as a clue to the meaning

of an unknown word. 8. Ask and answer questions to demonstrate key

details in text. 9. Identify main topic of a text. 10. Identify main purpose of a text. 11. Describe how characters respond to major

events in a story. 12. Describe the overall structure of a story. 13. Use information gained from illustrations. 14. Writing narrative text. 15. Use known root word as a clue to the meaning

of an unknown word 16. Participate in collaborative conversations. 17. Focus on a topic and strengthen writing as

needed. 18. Ask and answer questions to demonstrate key

details in text. 19. Identify main topic of a text. 20. Identify main purpose of a text. 21. Describe the overall structure of a story. 22. Use information gained from illustrations. 23. Writing narrative text. 24. Focus on a topic and strengthen writing as

needed. 25. Use adjectives and adverbs.

1. RL2.1; RI2.1

2. RI2.2 3. RI2.6 4. RL2.5 5. RL2.7 6. W2.3 7. L2.4c

8. Rl2.1; RI2.1

9. RI2.2 10. RI2.6 11. RL2.3

12. RL2.5 13. RL2.7 14. W2.3 15. L2.4c

16. SL2.1a, b, c 17. W2.5

18. Rl2.1; RI2.1

19. RI2.2 20. RI2.6 21. RL2.5 22. RL2.7 23. W2.3 24. W2.5

25. L2.1e


EVIDENCE of LEARNING

Understanding 1, 2, 3, 4 3

Standards Narrative writing; writing process Questioning; retelling stories; points of view of characters

Unit Performance Assessment: Writing Summative/Formative (On-going conferences are formative; final product is summative)- Students will read informational text on a topic in history or a current event. Using the information they will write like Eve Bunting (historical fiction) using the setting and events from the informational text. The writing piece will be taken completely through the writing process and scored using the writing-scoring guide. Reading Formative (Week 1)- A Day to Celebrate Earth- students will read the passage independently and complete the questions Scoring Guide: see appendix

R/R Quadrant D A

SAMPLE LEARNING PLAN Pre-assessment: What pre-assessments will you use to check student’s prior knowledge, skill levels, and potential misconceptions? Description or actual question used to pre-assess students’ prior knowledge. Understanding


R/R Quadrant

2, 3, 4

Ask and answer questions to demonstrate key details in text. Identify main topic of text. Identify main purpose of a text. Describe structure of a story.

• TW introduce the author Eve Bunting and her genre of writing using the following websites: http://www.readingrockets.org/books/interviews/bunting/

http://www.kidsreads.com/authors/eve-bunting • TW introduce historical fiction. What is historical fiction?

Historical fiction is a story that is set in the past. The setting is usually real and taken from history

and often contains actual historical persons but the main characters tend to fictional.

Names of people and places have been in some way altered.

Historical fiction is found in books, magazines, arts, television, theatre, film, and video games.

• TW revisit Buffalo are Back and/or Buffalo Before Breakfast from a previous unit that are examples of historical fiction.

Identifying Similarities and Differences Cues, Questions, and Advanced Organizers A

http://www.readingrockets.org/books/interviews/bunting/

http://www.kidsreads.com/authors/eve-bunting


Note: In this unit, students will be writing their own historical fiction piece based on facts from an event. These lessons are designed to assist students in the process of choosing important facts from the event that will be used in their historical fiction piece.

• TW look at the example below. The words in blue/bold/highlight are factual. The words in black are fictional.

• TW read the sentence and discuss the parts that are fact, or fiction and model highlighting the words that are fact.

Example: • In the American Old West, Jack and Annie encounter a Lakota boy

on the Great Plains. (Several examples are given in the SMART Notebook lesson.)

• SW have independent writing time to complete an old piece of writing, make a list of facts about a topic, free write, and/or teacher choice.

Video clips are used to help build background knowledge for the writing piece students will get to choose. Introduce each video and the articles will be provided later for those events as well. Teacher can show all videos or choose which ones to show.

• TW show short video on Joplin Tornado: http://www.youtube.com/watch?v=D4r-U_Q89xU&safe=active

SW complete the “Give me Five” organizer (2.6.D) after watching the video. Copies of this organizer will be used for note-taking throughout this unit. The organizer can then be used by the students while they write their final piece.

1, 2, 4

Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Recall information from

• TW introduce Mexico with a map and give some basic background about it. Point out that Mexico borders the U.S. and reasons why many come to the U.S. to work. One option is the link:

www.timeforkids.com/destination/Mexico • TW introduce the vocabulary word immigrant. Be sure to include

some discussion about what immigration means based on the meaning of immigrant.

• Immigrant* (discuss prefix “im-“ and base word “migrate”)- person who moves to another country to live

• Remind students of when they read One Green Apple from Unit 1. The main character was a Muslim immigrant.

Cooperative Learning Cues, Questions, and Advanced Organizers

A/C

http://www.youtube.com/watch?v=D4r-U_Q89xU&safe=active

http://www.timeforkids.com/destination/Mexico


experiences or gather information from provided sources to answer a question.

• TW introduce and read the Immigration Article. The teacher may want to read this multiple times or read it once and provide students with a copy to use during the next activity.

• SW will use the 5WH matrix as a Round Table activity. (ROUND TABLE: Students will be placed in groups of 4-5. Each student in the group will need a copy of the 5WH matrix. During a round table activity students may not talk. Round Table begins with each student filling in one section of the 5WH matrix and then passing their paper to the next person. Students will then fill in a section of the matrix that gets passed to them that hasn’t already been filled in. Students may not fill in the same section more than once. When all sections of the matrix have been complete the Round Table is over. Allow groups time to discuss their Matrix.)

• TW create a class matrix from the information shared by students. Prompting/Discussion Questions

o What is the main idea of this article? o What information/details from the text helped you decide the

main idea? o What is the author trying to describe in the article? o Why do you think the author felt this subject was important to

share? 1, 2, 4 Write narratives in which they

recount a series of events, include details, use temporal words, and provide some sense of closure. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Recall information from experiences or gather information from provided

• SW review highlighted facts from the article they chose and highlighted on day 5.

• SW take the highlighted facts and transfer them to the Give me Five graphic organizer (2.6.D) using their own words.

• TW show video again and model how to take out fictional information you might want to use. TW model how to put it in the story map organizer.

• TW model how to use both facts and fictional ideas to complete the story map organizer. Give examples.

• SW filling out organizer using facts from the Give Me Five organizer and fictional ideas.

• TW conference with students during this process (conferences will be key for students move onto the next steps).

• TW provide guidance and support to focus on a topic and strengthen their writing as needed.

Note-taking and Summarizing Cues, Questions, and Advanced Organizers C


sources to answer a question. Example: • Billy Joe remembered it as if it had happened yesterday. During

the 2011 World Series the game quickly fell to 2-0 as he allowed the first four hitters to reach the base. However, teammate Bobby Fryer hit a two run double to tie the score.

• Optional: TW show Cardinals winning the World Series in 2011 video:

http://www.youtube.com/watch?v=ZXmErIYcHzk


• http://www.readingrockets.org/books/interviews/bunting/ ( Day 1, Writing) • http://www.kidsreads.com/authors/eve-bunting (Day 1, Writing) • http://www.youtube.com/watch?v=5-xAtg5dqto&safe=active • www.timeforkids.com/destination/Mexico (Mexico info. Day 2, Reading) • http://www.teachingbooks.net/book_reading.cgi?id=7919 (audio recording by Eve Bunting Day 4, Reading) • https://www.youtube.com/watch?v=DJxHOTo7ufc (Orphan Train video link, Day 7, Reading) • http://www.youtube.com/watch?v=2yVpJV1SKWw&safe=active (link for police officer video Day 10, Reading) • http://www.brainpop.com/socialstudies/ushistory/vietnamwar/preview.weml (video on Vietnam War, Day 12, Reading) • http://teachertube.com/viewVideo.php?title=The_Wall&video_id=230144 (video for the wall, Day 3, Reading) • http://teachertube.com/viewVideo.php?video_id=268319 (video link for Gleam and Glow, Day 15, Reading) • http://www.youtube.com/watch?v=D4r-U_Q89xU (link about Joplin, Day 1, Writing) • http://www.youtube.com/watch?v=YeutC1WN6dc (link about Hurricane Sandy, Day 1, Writing) • http://www.youtube.com/watch?v=TbsXUJITa40 (link about Olympics, Day 3, Writing) • http://www.youtube.com/watch?v=4fJmxIXij-8&safe=active (link about Olympics, Day 3 Writing) • http://www.youtube.com/watch?v=a3Q3wwRAGiw (link about Chicago Fire, Day 3, Writing) • http://www.youtube.com/watch?v=ZXmErIYcHzk (World Series link, Day 5, Writing) • http://www.youtube.com/watch?v=g0X2MI0nzZY (link about Raja, Day 4, Writing) • http://www.dogonews.com/2012/4/18/space-shuttle-discovery-hitches-a-ride-to-washington-dc (space link, Day 4 Writing) • http://www.nasa.gov/centers/dryden/Features/discovery_to_nasm.html (space link, Day 4 Writing) • http://www.timeforkids.com/news/tfk-talks-julia-alvarez/13376 (Time for Kids article that can be used with the book Going Home) • The Other Side from Unit 1 • Fly Away Home (L450) by Eve Bunting • Smoky Night (L360) by Eve Bunting


http://www.readingrockets.org/books/interviews/bunting/

http://www.kidsreads.com/authors/eve-bunting

http://www.youtube.com/watch?v=5-xAtg5dqto&safe=active

http://www.timeforkids.com/destination/Mexico

http://www.teachingbooks.net/book_reading.cgi?id=7919

https://www.youtube.com/watch?v=DJxHOTo7ufc

http://www.youtube.com/watch?v=2yVpJV1SKWw&safe=active

http://www.brainpop.com/socialstudies/ushistory/vietnamwar/preview.weml

http://teachertube.com/viewVideo.php?title=The_Wall&video_id=230144

http://teachertube.com/viewVideo.php?video_id=268319

http://www.youtube.com/watch?v=D4r-U_Q89xU

http://www.youtube.com/watch?v=YeutC1WN6dc

http://www.youtube.com/watch?v=TbsXUJITa40

http://www.youtube.com/watch?v=4fJmxIXij-8&safe=active

http://www.youtube.com/watch?v=a3Q3wwRAGiw


http://www.youtube.com/watch?v=g0X2MI0nzZY

http://www.dogonews.com/2012/4/18/space-shuttle-discovery-hitches-a-ride-to-washington-dc

http://www.nasa.gov/centers/dryden/Features/discovery_to_nasm.html

http://www.timeforkids.com/news/tfk-talks-julia-alvarez/13376


• The Wall (AD 270) by Eve Bunting • Pop’s Bridge (AD630) by Eve Bunting (from Unit 1) • Going Home (L480) by Eve Bunting • Abby Takes a Stand (AD580) by Patricia McKissak • Someday a Tree (L570) by Eve Bunting • Gleam and Glow (L450) by Eve Bunting • Train to Somewhere (L440) by Eve Bunting • A Days Work (L350) by Eve Bunting • The Memory String (AD290) by Eve Bunting • One Green Apple by Eve Bunting (from unit 1) • Some of the articles have been paired with books. The teacher may want to read the articles whole group prior to having the kids complete the

cooperative learning activities. • History of Orphan Trains (article for Day 7 paired with Train to Somewhere) • To Give on the Streets? In Cities, a Daily Calculus (article for Day 10 paired with Fly Away Home) • Bosnia Civil War (article for Day 14 paired with Gleam and Glow) • Los Angeles Riots (article for Day 5 paired with Smoky Night) • Immigration (article for Day 2 paired with Going Home) • In Depth (article for Day 12 paired with The Wall) • A Terrible Twister (article about Joplin, Day 5, Writing) • Hurricane Sandy article (day 5, Writing) • The 2012 Olympic Games article (Day 5, Writing) • The Chicago Fire article (Day 5, Writing) • Cardinals World Series article (Day 5, Writing) • Michael Phelps article (day 5, Writing) • Raja article (Day 5, Writing) • Space Shuttle Discovery Hitches a Ride to Washington D.C. (Day4, Writing)

Student Resources: • Reading Formative Assessment copies (Day1, Reading) • Copies of Eve Bunting Biography handout (Day 1, Writing) • 5 WH Matrix Copies (Day 2 and 10, Reading) • Question Guide for Abby Takes a Stand Read Aloud (Day 1-15, Reading) • Eve Bunting Smart Notebook file located on HowellNet in resources (Day1-15, Reading and Writing) • Immigration Article (Day 2, Reading) • Identify the Facts Handout (Day2, Writing) • Los Angeles Riots Article (Day5, Reading)


• Jigsaw Cards (Day 5 and7, Reading) • History or Orphan Trains article copies (Day 7, Reading) • Chips or tokens for talking chip activity (Day 8, Reading) • Talking Chips Handout copies (Day 8, Reading) • Sort It Out Activity, recall mat and sorting mat copies (Day 9, Reading) • To Give on the Streets? In Cities, a Daily Calculus article copies (Day 10, Reading) • Vietnam War article copies (Day 12, Reading) • Give Me 5 Facts copies (Day 12, Reading) • Give Me 5 Facts two sided copies (Day 2-5, Writing) • Bosnian Civil War article copies (Day 14, Reading) • A Terrible Twister copies (article about Joplin) • Hurricane Sandy article copies (Day 5, Writing) • The 2012 Olympic Games article copies (Day 5, Writing) • Michael Phelps article copies (Day 5, Writing) • The Chicago Fire article copies (Day 5, Writing) • Cardinal World Series Article copies (Day 5, Writing) • Writing Scoring guide copies • Raja article copies (Day 5, Writing) • Story Map Organizer copies (Day 6, Writing)

Vocabulary: • Prejudice* (discuss prefix “pre-“ and root word “judge”) – a negative opinion or feeling formed without knowledge, thought, or reason. • Riot*- when people lash out in acts of violence against authority • Immigrant* (discuss prefix “im-“ and base word “migrate”)- person who moves to another country to live • History- sequence of recorded events, past events related to a particular thing, something that belongs to the past (historical-of or relating to

history) • Racism*(discuss root word “race”) -belief that race determines human traits • Orphan*- a child permanently abandoned by his or her parents • Orphanage- institution that cares for orphans • Factual* –of or relating to facts • Victim*- someone who is acted on, hurt, or destroyed • Memorial*- something used to preserve a memory • Liberators/Liberation* (review 1st grade word “liberty”)- to try for equal rights or fair treatment for a group believed to be discriminated against

*these words will be taken through Marzano’s six step process


Content Area: Units of Study (ELA, SC, SS, Hlth) Course: Grade 2 UNIT 7: Rock Your World

Unit Description: In this unit students will explore soil, rocks, magnets, physical characteristics in the world, and simple machines. Students will be reading informational text about different famous places of the world that are made of soil, rock, and sand. They will again explore the continents and learn about various characteristics of the land on those continents. Students will research a famous place from anywhere in the world that is made from rock, soil, or sand. Students will discover how it was formed, where it is located, and how it has changed over the years. They will discover what can be learned about the culture and how the monument is a symbol of that culture. Throughout the research students will learn how to organize and take notes as well as how to develop a topic sentence and use sentence variety. Using the research students will write an All-About Book to include text features such as table of contents, glossary, bold words, headings, diagrams, and labels. After the All-About book is complete students will write a persuasive piece trying to convince someone to visit the place they have researched. They will need to provide facts and details about why someone should visit this place. Students will have the option to create a power point, travel brochure, commercial… to share their place. Using the scientific method students will also participate in experiments.

Unit Timeline: 4-5 Weeks

DESIRED RESULTS

Transfer Goal - Students will be able to independently use their learning to… • Identify main idea and supporting details in texts in order to convey learning to others • Use text features to gain a deeper understanding of informational texts • Understand how various landforms are formed and change over time • Research a famous place in the world and create a way to share their information with others • Follow the scientific methods to take part in experiments


1. Informational texts have main ideas overall as well as main ideas within separate sections. 2. Informational texts use features in addition to words to better communicate information to the reader. 3. The Earth changes over time; these changed can be attributed to many factors, both natural and affected by humans. 4. Scientists use specific steps to test their hypotheses, and non-scientists can follow these same steps to test their own hypotheses and predictions.


• What is the main idea in this text? • Besides the words in the text, what else can I use to help me understand informational text? • How can I test my predictions to find out if my hypothesis is correct?


Students Will Know… Students Will Be Able to … Standard Required words:

• property: distinctive characteristics or qualities that belong to something

• mineral: solid material made of a single substance that is found in nature

• geology: a science that deals with the history of the Earth as recorded in rocks

• landform: different shapes of land on earth • wonder: (wonderful) to be filled with

admiration, amazement, or awe; marvel • erupt (eruption, interruption)to burst forth • erosion condition in which the Earth’s surface

is worn away • weathering When air or moisture causes rocks

and minerals to break down • persuade (persuasive, persuasion) - to use

words to win the approval or support for • brochure - a written booklet containing

descriptive or advertising material • attract - to pull or draw toward

Phonics: • Derivational Suffixes : ly • Derivational Suffixes: en, hood • Shr, thr • Syllable Type/Consonant le : le • Wh (in multisyllable words) • Vowel team review (multisyllable – 2 syllable

types) • Vowel team review (multisyllable – 2 syllable

types) • Vowel team review (multisyllable – 2 syllable

types)

1. Identify the main topic of a multi-paragraph text, as well as the focus of specific paragraphs within the text.

2. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 2 topic or subject area.

3. 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.

4. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

5. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

6. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

7. Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

8. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)

9. Recall information from experiences or gather information from provided sources to answer a question.

10. Read with sufficient accuracy and fluency to support comprehension.

11. Observe and describe the physical properties (e.g., odor, color, appearance, relative grain size, texture, absorption of water) and different components (i.e., sand, clay, humus) of soils.

12. Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of fossils).

13. Identify and describe physical characteristics in the world (landforms, water bodies, etc.).

14. Compare and describe the amount of force (i.e., more, less, or

1. RI.2.2

2. RI.2.4

3. RI.2.5

4. RI.2.6

5. RI.2.7

6. RI.2.10

7. W.2.2

8. W.2.7

9. W.2.8

10. RF.2.4 11. MO GLE

12. MO GLE

13. MO GLE

14. MO GLE

15. MO GLE



same push or pull) needed to raise an object to a given height, with or without using levers

15. Apply the use of an inclined plane (ramp) and/or lever to different real life situations in which objects are raised

16. Identify magnets attract and repel each other and certain materials 17. Describe magnetism as a force that can push or pull other objects

without touching them 18. Observe and identify examples of slow changes in the Earth’s

surface and surface materials (e.g., rock, soil layers) due to processes such as decay (rotting), freezing, thawing, breaking, or wearing away by running water or wind.

19. Observe and describe ways humans use Earth’s materials (e.g., soil, rocks) in a daily life.

18. MO GLE

19. MO GLE

EVIDENCE of LEARNING Understanding

1, 2, 3 1, 2

Standards Write informative/ explanatory texts; research to find information Write informative/ explanatory texts; research to find information

Unit Performance Assessment: • All About Book- Teachers will use the All About Book scoring guide to

assess the research and the published book. There is also a student friendly scoring guide.

Performance: • Teachers will use the checklist to assess the progress on the various

areas of research for the All About Book. (W.2.2; W.2.8) Scoring Guide: see appendix documents

R/R Quadrant B/C B/C





R/R Quadrant:

1, 2

Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Observe and describe the physical properties (e.g., odor, color, appearance, relative grain size, texture, absorption of water) and different components (i.e., sand, clay, humus) of soils.

• TW introduce the rock unit explaining that students will conduct experiments, and learn about sand, soil, rocks, and minerals.

• T and SW predict what they think soil is made up of on chart paper, before exploring soil samples.

• TW put students in groups of 4 or 5 and provide each group with about 2 cups of soil sample.

• SW use skewers (or pencils, straws) and magnifying glasses (if available) to explore what is in the soil. Students can look, feel, and smell the soil. SW write down what they find in their geology log.

• TW rotate groups every few minutes so students can explore the different soil samples.

• SW meet with the teacher in whole group and discuss their findings.

• TW add their findings to the chart. • TW ask students how they think soil is made (and guide

students to conclude that soil is made when rocks break down and mix with decaying plants):

◊ Are all soils the same? ◊ How are they different?

• TW read the book Dirt: Jump into Science by Steve Tomecek.

• SW add facts they learned from the book to their geology log.

• TW introduce author, Julie Andrews Edward, through www.teachingnet.org before beginning to read the read aloud.

Cooperative Learning

A


1, 2, 3

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of fossils). Recall information from experiences or gather information from provided sources to answer a question.

• TW remind students that yesterday they should have chosen a topic to research for the All-About book.

• TW read Just the Facts: Writing Your Own Research Report page 6

• TW will model how to use trustworthy sites. • Introduce students to the EBSCO http://search.ebscohost.com

(user name: francis; password:howell) • Choose “Searchasaurus”, then click on “How Mount Rushmore

Came to Be” by Susan Koehler. • Introduce facts4me:

http://facts4me.com/disp_subject.php?s_id=1347 • TW model for students that if the source is too difficult to read

that it may not be a good choice. • TW show What Is Mount Rushmore (http://app.discovery • education.com/search?Ntt=mount+rushmore ) and explain that

it will be used for the teacher to model how to find facts, along with the websites.

• TW use the Famous Places of the World books to show students the brief description on page 4 of the wonders of that continent, and then discuss the most common reasons why places become famous section.

• TW also direct students to look in the back of the book, before the glossary, to learn about which famous places are by nature, or by humans. This is also a good time to review how a glossary and index can be useful.

• TW show students all the sources that are available for them to find research. There are books provided to use, but teachers can also pull other sources from school and public libraries as well as use the internet resources found in the overview of the unit.

• SW look through all the sources and decide which ones they will be using for their research. It might be helpful to have students write down any book titles or have access to print information from the internet.

• SW share which sources they plan to use. • TW introduce the student scoring guide.

Practice and Homework Cues, Questions, and Advanced Organizers Note-Taking and Summarizing

C


1, 2, 3

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Observe and describe the physical properties of rocks (e.g., size, shape, color, presence of fossils). Recall information from experiences or gather information from provided sources to answer a question.

• TW remind students that yesterday they wrote down questions to research on their topic.

• TW tell students that today they are going to learn how to take notes.

• TW read Just the Facts: Writing Your Own Research Report pages 10-11.

• TW lead a discussion with students that when they are reading and deciding what to take notes on they are writing the important facts and not just any fact. They need to use the questions on their note card to guide the information they are looking for.

• http://facts4me.com/disp_subject.php?s_id=1347 • Example: What is Mount Rushmore made of? • Important fact: Mount Rushmore is a monument carved

out of a granite mountain. • Just a fact: Mount Rushmore is made of rock. • TW use the topic to model note-taking. Model reading a

piece of information and taking notes next to the questions you put on the chart note-taking page yesterday. If there is information that doesn’t go with one of the questions, show students how you would like them to record this information (add it to the note-taking sheet in the “fast facts” area). Be sure to point out that notes are in your own words, but that you can’t change the facts from the book.

• SW share what they noticed the teacher doing when taking notes.

Note-Taking and Summarizing

C

1, 4

Compare and describe the amount of force (i.e., more, less, or same push or pull) needed to raise an object to a given height, with or without using levers Apply the use of an inclined plane (ramp) and/or lever to different real life situations in which objects are raised

• TW show the Brainpop, Jr. movie on Simple Machines prior to introducing the experiments, asking students to pay close attention to the lever and ramp information because they will need it for an experiment.

• TW set up the following rock experiment stations around the room.

• Stations: TW have investigation response sheets available for student use.

o Magnetism, Color and Buoyancy

Generating and Testing Hypotheses Cooperative Learning

A/B


o Size o Mass o Hardness o Limestone or not? o Moving rocks (using levers and ramps)

• TW put students into groups of 4 or 5 and rotate students through the different stations. Students will be participating in inquiry learning, making predictions, and recording findings.

• TW introduce vocabulary word, mineral: solid material made of a single substance that is found in nature.


• Last of the Really Great Whangdoodles (L620) by Julie Andrews Edward • Everybody Needs a Rock (L430) by Byrd Baylor • If You Find a Rock (L930AD) by Peggy Christian • Earrings (470L) by Judith Viorst • I Wanna Iquana (460L) by Karen Kaufman Orloff • Erosion: Changing Earth’s Surface (780L) by Robin Koontz • Monumental Verses by J. Patrick Lewis • Jump into Science: Dirt (L840) by Steve Tomecek • Jump into Science: Sand by Ellen Prager • Let’s Go Rock Collecting (L504) by Roma Gans • Rocks Hard, Soft, Smooth, and Rough by Natalie Rosinsky • Just the Facts: Writing Your Own Research Report by Nancy Loewen • True Book: Inca Empire (L940) by Sandra Newman • A True Book: National Park Grand Canyon (710L) by David Peterson • Cube Book: Wonders of the World by Valeria Manferto De Fabianis • What is Mount Rushmore? (L500) by Laine Falk • Explore the Continents: Europe (IG650L) by Molly Aloian and Bobbie Kalman • Explore the Continents: North America (IG650L) by Molly Aloian and Bobbie Kalman • Explore the Continents: Africa (IG605L) by Molly Aloian and Bobbie Kalman • Explore the Continents: Antarctica (IG605L) by Bobbie Kalman and Rebecca Sjonger


• Explore the Continents: South America (IG605L) by Molly Aloian and Bobbie Kalman • Explore the Continents: Asia (IG650L) by Bobbie Kalman and Rebecca Sjonger • Explore the Continents: Australia and Oceania (IG650L) by Bobbie Kalman and Rebecca Sjonger • Introducing Landforms (580L) by Bobbie Kalman • Let’s Rock: What is a Rock Cycle? (940L) by Natalie Hyde • Let’s Rock: What are Sedimentary Rocks? (950L) by Natalie Hyde • Let’s Rock: What are Metamorphic Rocks? (970L) by Natalie Hyde • Let’s Rock: What Are Igneous Rocks? (920L) by Natalie Hyde • How Are Mountains Made (620L) by Zoehfeld • Volcanos (590L) by Franklyn Branley • What Shapes the Land (IG770L) by Bobbie Kalman • Famous Places of the World: North America by Helen Bateman and Jayne Denshire • Famous Places of the World: South America by Helen Bateman and Jayne Denshire • Famous Places of the World: Africa by Helen Bateman and Jayne Denshire • Famous Places of the World: Australia by Helen Bateman and Jayne Denshire • Famous Places of the World: Asia by Helen Bateman and Jayne Denshire • Famous Places of the World: Europe by Helen Bateman and Jayne Denshire • What Magnets Can Do (580L) by Fowler • What Makes a Magnet (640L) by Franklyn Braney • Planet Earth Inside Out (800L) by Gail Gibbons • National Geographic Kids Everything Rocks and Minerals by Steve Tomecek • All About Eyes (IBD KIT Level P)

Additional resources that could be used (besides district-purchased materials for UoS): • The Great Wall of China (IBD Kit) • Simple Machines (IBD Kit) • The Changing Map (IBD Kit) • Experiments with Magnets (IBD Kit)

LBD: • Mount St. Helens: A Mountain Explodes (small group book) • Desert Life (small group book) • The Land and Water of the United States (small group book)

Websites: • http://www.youtube.com/watch?v=E9LLncbkYco&feature=youtu.be&safe=active (district link to Famous Places YouTube video) • http://academic.brooklyn.cuny.edu/geology/grocha/monument/rocks.html (link to information on rock monuments) • http://kids.nationalgeographic.com/kids/places/find/

http://www.youtube.com/watch?v=E9LLncbkYco&feature=youtu.be&safe=active

http://academic.brooklyn.cuny.edu/geology/grocha/monument/rocks.html

http://kids.nationalgeographic.com/kids/places/find/


http://facts4me.com/disp_subject.php?s_id=1347 • http://app.discoveryeducation.com/search?Ntt=mount+rushmore • http://search.ebscohost.com • http://www.geography4kids.com/files/land_erosion.html • http://www.kidsgeo.com/geology-for-kids/0060-weathering.php • http://www.masslive.com/news/index.ssf/2013/02/blizzard_causes_severe_erosion.html • http://www.brainpopjr.com/science/land/slowlandchanges/ • http://www.dailymail.co.uk/sciencetech/article-2011471/Pictures-sand-Close-photographs-reveal-incredible-beauty.html • http://www.coasttocoastam.com/article/australian-sand-tsunami?utm_source=dlvr.it&utm_medium=twitter • http://www.newscientist.com/blogs/shortsharpscience/2013/01/sand-tsunami-australia.html • http://www.pbs.org/kenburns/dustbowl/ • http://www.youtube.com/watch?v=gx2wVHeiTKE&safe=active • http://www.youtube.com/watch?v=mJWM8xc-3i4&safe=active • http://science.nationalgeographic.com/science/earth/inside-the-earth/rocks-article/ • http://www.mineraltown.com/Reports/34/34.php • https://www.youtube.com/watch?v=G7AWGhQynTY • https://www.youtube.com/watch?v=1LbTW5z_oN0 • http://www.theonion.com/articles/geologists-we-may-be-slowly-running-out-of-rocks,17341/ • www.teachingnet.org • http://www.chiddingstone.kent.sch.uk/homework/mountains.htm • http://science.nationalgeographic.com/science/earth/surface-of-the-earth/mountains-article/ • http://www.orionmagazine.org/index.php/articles/article/166/ • http://www.smithsonianmag.com/science-nature/Mining-the-Mountain.html • http://articles.cnn.com/2012-12-23/americas/world_americas_chile-volcano_1_alert-level-major-eruption-significant-eruption (South America) • http://articles.cnn.com/2012-10-07/asia/world_asia_indonesia-volcano_1_volcano-spews-ash-active-volcanoes-eruptions (Asia) • http://articles.cnn.com/2010-01-02/world/congo.volcano_1_lava-volcano-eruption?_s=PM:WORLD (Africa) • http://articles.cnn.com/2012-02-01/us/us_alaska-volcano_1_alaskan-volcano-alaska-volcano-observatory-ash-clouds?_s=PM:US (N. America) • http://www.guardian.co.uk/world/2012/sep/13/guatemala-volcano-errupt-antigua-evacuation • http://geology.com/news/category/volcanoes.shtml • http://www.youtube.com/watch?v=H9rACKaNjeA&list=PL8DBFBBD6E93769CB • http://www.youtube.com/watch?v=Pv3Gz8ry5IQ&list=PL8DBFBBD6E93769CB • http://www.youtube.com/watch?v=g1rtGuB_ga0&list=PL8DBFBBD6E93769CB • http://www.youtube.com/watch?feature=player_embedded&v=bvH4vSeGz4I

Student Resources: • Have students bring in 3 rocks each prior to day 3

http://facts4me.com/disp_subject.php?s_id=1347

http://app.discoveryeducation.com/search?Ntt=mount+rushmore

http://search.ebscohost.com/

http://www.geography4kids.com/files/land_erosion.html

http://www.kidsgeo.com/geology-for-kids/0060-weathering.php

http://www.masslive.com/news/index.ssf/2013/02/blizzard_causes_severe_erosion.html

http://www.brainpopjr.com/science/land/slowlandchanges/

http://www.dailymail.co.uk/sciencetech/article-2011471/Pictures-sand-Close-photographs-reveal-incredible-beauty.html

http://www.coasttocoastam.com/article/australian-sand-tsunami?utm_source=dlvr.it&utm_medium=twitter

http://www.newscientist.com/blogs/shortsharpscience/2013/01/sand-tsunami-australia.html

http://www.pbs.org/kenburns/dustbowl/

http://www.youtube.com/watch?v=gx2wVHeiTKE&safe=active

http://www.youtube.com/watch?v=mJWM8xc-3i4&safe=active

http://science.nationalgeographic.com/science/earth/inside-the-earth/rocks-article/

http://www.mineraltown.com/Reports/34/34.php

https://www.youtube.com/watch?v=G7AWGhQynTY

https://www.youtube.com/watch?v=1LbTW5z_oN0

http://www.theonion.com/articles/geologists-we-may-be-slowly-running-out-of-rocks,17341/

http://www.teachingnet.org/

http://www.chiddingstone.kent.sch.uk/homework/mountains.htm

http://science.nationalgeographic.com/science/earth/surface-of-the-earth/mountains-article/

http://www.orionmagazine.org/index.php/articles/article/166/

http://www.smithsonianmag.com/science-nature/Mining-the-Mountain.html

http://articles.cnn.com/2012-12-23/americas/world_americas_chile-volcano_1_alert-level-major-eruption-significant-eruption

http://articles.cnn.com/2012-10-07/asia/world_asia_indonesia-volcano_1_volcano-spews-ash-active-volcanoes-eruptions

http://articles.cnn.com/2010-01-02/world/congo.volcano_1_lava-volcano-eruption?_s=PM:WORLD

http://articles.cnn.com/2012-02-01/us/us_alaska-volcano_1_alaskan-volcano-alaska-volcano-observatory-ash-clouds?_s=PM:US

http://www.guardian.co.uk/world/2012/sep/13/guatemala-volcano-errupt-antigua-evacuation

http://geology.com/news/category/volcanoes.shtml

http://www.youtube.com/watch?v=H9rACKaNjeA&list=PL8DBFBBD6E93769CB

http://www.youtube.com/watch?v=Pv3Gz8ry5IQ&list=PL8DBFBBD6E93769CB

http://www.youtube.com/watch?v=g1rtGuB_ga0&list=PL8DBFBBD6E93769CB

http://www.youtube.com/watch?feature=player_embedded&v=bvH4vSeGz4I


• Extra or interesting rocks for students to look at or use if they don’t bring some in • (If doing the optional activity in week 2) flour, salt, vinegar, baking soda, small water bottles (your cafeteria would be a good place to get these) • (if doing the optional • Travel brochures (week 4)

Handouts: • Geology Log copies (Reading Week 1) • Note Taking Organizer (Reading Week 1) • Rock Decision Matrix (Reading Week 1) • Report graphic organizer • Give Me Five fact sheet (Reading Week 2) • Investigation sheets • Read Aloud Student Response Packet • Unit 7 Summative Organizer

Vocabulary: property: distinctive characteristics or qualities that belong to something mineral: solid material made of a single substance that is found in nature geology: a science that deals with the history of the Earth as recorded in rocks landform: different shapes of land on earth wonder: (wonderful) to be filled with admiration, amazement, or awe; marvel erupt (eruption, interruption)to burst forth erosion condition in which the Earth’s surface is worn away weathering When air or moisture causes rocks and minerals to break down persuade (persuasive, persuasion) - to use words to win the approval or support for brochure - a written booklet containing descriptive or advertising material attract - to pull or draw toward