Second Grade Writing Plans Unit 5

Lesson 21

Topic: Animal DevelopmentRead Aloud: From Duck to Duckling

Anchor Story: Penguin Chick Companion Piece: Emperor Penguins

Essential Question: How do animals care for their young?Target Skills: Main Idea; Cause and Effect; Infer and Predict

Second Grade Writing Plans Lesson 21

Day 1: Written response to the teacher read aloud, “From Duckling to Duck”

Comprehension Skill Addressed in Writing: Using details from the text

Before Reading: This week we will be reading several texts that give us information on how animals care for their young, or their babies.

As I read this aloud, listen for how the mother duck cares for her duckling.

Turn and tell your partner what you are listening for as I read this aloud.

After Reading:

Tell your partner one way that the mother duck cares for her duckling. Each partner can take turns responding.

Since the students won’t have the text in front of them as they write, you could create a chart of their responses. Make sure the responses come from the text.

Writing Activity: Construct a written response to the following: “How does the mother mallard duck care for her duckling? Cite evidence from the read aloud to support.”

*Possible Extension to Differentiate: “How would life be different for the ducklings if the mother duck did NOT do all of these things?”

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence Provide 3 ways that the mother mallard cares for her duckling Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

Sample Writing: (leave this up for them to refer back to) - feel free to change this

The mother mallard duck does many things to care for her new duckling. To begin with, she patiently sits on the eggs before they hatch. Once the ducklings hatch, she keeps them warm by covering them with her warm body and may even take some of her down feathers and line the nest to add warmth. She also teaches them to paddle with their webbed feet and to catch food. When they are old enough, she teaches them to fly. This is important because in the winter, they migrate to warmer climates. The mother duck has such an important job.

Day 2: Response activity after reading the main selection Penguin Chick

Comprehension Skill Addressed in Writing: Using details from the text

Before Reading:

As you read this selection, tell students to think about how the mother and father penguin care for their young.

Turn and tell your partner what you are listening for as we read this story.

After Reading: Have students and their partner take turns sharing about the different ways that the mother and father care for the baby penguins. They should be able to tell what they do and why it is important or what the purpose is.

Writing Activity: “Use details from the story, Penguin Chick to explain how the mother and father penguin take care of their young.” After going over the checklist below, students can complete this independently while you start small group. Students can refer back to the writing you did yesterday to use as a guide.

If your students aren’t ready for this, you can do it as a shared writing. If needed, you may pull a group that struggles and get them started with the writing.

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence Provide at least 3 ways that the mother and father penguin care for their

young- these should be in a logical order Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

Day 4: Response activity after reading the paired selection “Emperor Penguins”

Comprehension Skill Addressed in Writing: Main Idea and Details; Researching a topic

Before Reading: A webpage is another way that we can learn information.

As we read this webpage, we are going to read about 2 of the sections listed on the side bar.

I want you to think about what the author is telling us about how penguins look and their habitat or where they live.

Turn and tell your partner one thing you are listening for as we read this webpage. (Have each partner share one)

After Reading: As a class create a chart listing information about the following topic: “How they Look” - have students share specific information from the text with a partner, then you can record on the chart as they share out.

Follow Up Written Response/Group Activity:

Have students work in groups to create a chart on chart paper about the following topics: “Habitat,” “Food,” and “Caring for Young”- students will use information from this webpage, “Emperor Penguin” and the main selection Penguin Chick to complete. All students in a group should contribute at least one fact to the list.

One student could be assigned to be the recorder, another or even several could illustrate along the edges or at the bottom, and one student will share the chart with a class.

When finished, you will have 4 charts containing research about the emperor penguin.

You could pull your lowest group and create a chart with them. This will allow you to see if they are able to go back to the text to pull information.

Extension to Differentiate: If students are able, they can synthesize or compile the information into a written report or several paragraphs about penguins.

Writing Activity: “After reading several selections about penguins, you have learned many new facts. Using the charts and the selections we have read, explain why emperor penguins are such unique, fascinating animals.”

Checklist for Writing:

Indent first word in paragraph Topic sentence At least 3 reasons that show that penguins are unique or interesting Details to support or show each reason Concluding sentence Make sure all sentences begin with a capital letter and end with the proper

punctuation

How They Look

Large birds Shiny black and white feathers Use feathers as flippers to swim Adult penguins are 50 inches tall

and weigh between 55-100 pounds

Example

Second Grade Writing Plans Unit 5

Lesson 22

Topic: Following DirectionsRead Aloud: The Middle Seat

Anchor Story: Gloria Who Might Be My Best Friend

Companion Piece: How to Make a Kite

Essential Question: How do friends help each other?Target Skills: Understanding Characters; Figurative Language

Second Grade Writing Plans Lesson 22

Day 1: Written response to the teacher read aloud, “The Middle Seat”

Comprehension Skill Addressed in Writing: Understanding Characters; Story Structure

Before Reading: This week we will be talking about understanding the characters in the stories we read.

As I read this story to you, I want you to think about how the main character, Grace, changes throughout the story.

Turn and tell your partner what you are listening for as I read.

After Reading:

Prompt students to think about Grace’s actions/feelings in the story by asking the following questions:

How did Grace feel in the beginning of the story and why?

How did Grace feel at the end of the story and why?

Writing Activity: Construct a written response to the following: (could be modeled/shared)

“How does Grace change from the beginning of the trip to the end? or What details from the text show that Grace’s feelings toward her brother are changing?”

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence Describe how the character felt at the beginning of the story Show evidence of this feeling from the text Describe how the character felt at the end of the story Show evidenced of this feeling from the text Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

*See sample on following page*

Sample Writing: (leave this up for them to refer back to) - feel free to change this

By the time the trip came to an end, Grace realized her feelings about the dreaded middle seat had changed. At first, she was miserable! She was stuck between a heavy load of luggage on one side and her 5 year old brother on the next. Even though she had pleaded with her parents about not riding in the middle, there she was, getting bumped with luggage as they hit every pot hole. She was also worried that her brother would soon start annoying her like he had done on the previous trip. To her pleasant surprise, when he did speak, he told her of a kind gesture he had done at school. It was at that moment that she realized he was growing up and wasn’t the same annoying little brother she was used to. She also discovered that the middle seat wasn’t so bad after all and ended up having a good trip. As you can see, sometimes, things aren’t always what they seem.

Day 2: Response activity after reading the main selection Gloria Who Might Be My Best Friend

Comprehension Skill Addressed in Writing: Understanding Characters

Before Reading: As you read this selection, you will find that one of our main characters, Julian, will change his feelings about something, just like Grace did in the read aloud, “The Middle Seat.”

I want you to listen for how his feelings change throughout the story. Turn and tell your partner what you are listening for as we read.

After Reading:

Have students and their partner share how Julian felt about being friends with girls at the beginning of the story and how they know (what details from the text let us know he felt that way).

Then have them share how Julian felt about having a girl for a friend at the end of the story and share details that prove.

Writing Activity: “Use details from the story, Gloria Who Might Be My Best Friend, to describe how Julian’s feelings about having girls for friends changed throughout the story.” After going over the checklist below, students can complete this independently while you start small group. Students can refer back to the writing you did yesterday to use as a guide.

If your students aren’t ready for this, you can do it as a shared writing. If needed, you may pull a group that struggles and get them started with the writing.

Checklist for writing:

Indent first word in paragraph Include a topic sentence Tell how Julian felt about have a girl as a friend in the beginning

What details show you that he felt this way Tell how Julian felt about having a girl as a friend in the end What details show you that he felt this way Concluding sentence Make sure the first word of every sentence is capitalized and that you have

punctuation at the end

Second Grade Writing Plans Unit 5

Lesson 23

Topic: Visual ArtsRead Aloud: Nothing but a Quilt

Anchor Story: The Goat in the Rug Companion Piece: Basket Weaving

Essential Question: How is art connected to the past?Target Skills: Conclusions; Sequence of Events; Summarizing

Second Grade Writing Plans Lesson 23Day 1: Written response to the teacher read aloud, “Nothing but a Quilt”

Comprehension Skill Addressed in Writing: Using details from the text to support an idea

Before Reading: I’m going to read a story about quilts.

As I read, I want you to listen to see why these quilts are so important. Think about what makes these quilts different from quilts today, what makes them unique or special?

Turn and tell your partner what you are listening for as I read.

After Reading:

How were the quilts different from quilts we have today?

What makes them unique or special?

Writing Activity: Construct a modeled/shared written response to the following: “Why are the quilts from Gee’s Bend so unique or special?” Include details from the text to support your answer.

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence Include at least 2 reasons why the quilts were unique or different Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

Sample Writing: (leave this up for them to refer back to) - feel free to change this

The quilters of Gee’s Bend created beautiful artwork with a link to the past. These quilts were unique for several reasons. To begin with they were created with scraps of material such as feed sacks, rags, and leftover strands of thread. They also had to dye or paint the strips to produce colorful fabric. Once the pieces were stitched together they reminded the slaves of their African homeland. They continued to create quilts based on their own experiences and the wonders of nature. Today, the quilts can be found in museums and are quite a valuable piece of American history.

Day 2: Response activity after reading the main selection The Goat in the Rug

Comprehension Skill Addressed in Writing: Sequence of Events; Steps in a Process

Before Reading: As you read this selection, tell students that they will be reading a narrative nonfiction which means that it will be told like a story, with fictional events, but it will also include some facts.

As we read, I want you to think about the steps the main character goes through to make the Navajo rug.

Turn and tell your partner what you are listening for as we read.

After Reading:

Prompt students to think about the different steps to making the rug. You could ask questions such as: Have the students look back in the text to locate the information.

What was the first step in the process of making the rug? What happened next?

Have students and their partner take turns sharing the steps to making the rug. When they are sharing, encourage them to alternate and use transitional words in their conversation. This will lead to them writing the steps in a summary.

Writing Activity: What steps did Glenmae follow to create the Navajo rug? After going over the checklist below, students can complete this independently while you start small group.

If your students aren’t ready for this, you can do it as a shared writing. If needed, you may pull a group that struggles and get them started with the writing.

Checklist for writing:

Indent first word in paragraph Include a topic sentence Include the steps that she followed using transition words before each step

(fist, next, finally, etc…) Concluding sentence Make sure the first word of every sentence is capitalized and that you have

punctuation at the end

Day 4: Response activity after reading the paired selection Basket Weaving

Comprehension Skill Addressed in Writing: Compare and Contrast

Before Reading:

As we read, I want you to listen to how this story is similar to and different from The Goat in the Rug.

Turn and tell your partner what you are listening for as we read.

After Reading: Ask guiding questions to allow students to verbalize their thoughts.

How is the story “Basket Weaving” similar to The Goat in the Rug?

How is the story “Basket Weaving” different from The Goat in the Rug?

Writing Activity: How are “Basket Weaving” and The Goat in the Rug similar? How are they different? Use details from both selections in your writing. Go over checklist below.

If needed, you may pull a group that struggles and get them started with the writing.

To Differentiate:

You could provide a compare/contrast paragraph frame and have students fill in the blanks. See sample below.

Checklist for writing:

Indent first word in paragraph Include a topic sentence Give at least 2 ways that the stories are similar Give at least 2 ways the stories are different Concluding sentence Make sure the first word of every sentence is capitalized and that you have

punctuation at the end

Compare and Contrast Paragraph

The stories “Basket Weaving” and The Goat in the Rug have some similarities and differences. To begin with, they both ________________________________. They also _________________________________. In contrast, one ____________________________ and the other _________________________. Another difference is that _____________________________ and ________________________________.

Second Grade Writing Plans Unit 5

Lesson 24

Topic: Traditional StoriesRead Aloud: Tiger in the Water: A Folktale from Malaysia

Anchor Story: Half Chicken Companion Piece: The Lion and the Mouse

Essential Question: Why are some stories told over and over again?Target Skills: Cause and Effect; Point of View

Second Grade Writing Plans Lesson 24

Day 2: Response activity after reading the main selection, Half-Chicken

Comprehension Skill Addressed in Writing: Theme of story; Genre

Before Reading: A folktale is a story that has been passed down from generation to generation and they usually teach a lesson. The main characters are usually animals that have human qualities or characteristics.

As we read Half-Chicken, I want you to think about the lesson we can learn from this story.

Turn and tell your partner what you are listening for as we read.

After Reading:

Lead students to the lesson or theme of the story by asking them a question such as the following:

Why were the water, fire, and wind willing to help Half-Chicken when he needed help? Have students turn and share with partners.

If they have difficulty, ask: What did Half-Chicken do for them when he met them on the way to Mexico City?

Writing Activity: Construct a written response to the following: “In the story, Half-Chicken, the main character learned an important lesson. What lesson did he learn?” Include details from the text to support your answer.

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence State the lesson that was learned in the story Include details from the text that support or explain the lesson Conclusion Make sure all sentences begin with a capital letter and end in the

correct form of punctuation

If you do this as a Modeled/Shared Writing you could use this sample: (leave this up for them to refer back to) - feel free to change this

In the folktale, Half-Chicken, we learn that if you help others, they will often help you in a time of need. On his way to the court of the viceroy in Mexico City, Half-Chicken offered assistance to the stream, whose waters were blocked by falling branches. He also used his wing to fan the flames and keep the fire burning after the fire cried out for help. To assist the wind, Half-Chicken untangled him from the branches so he could blow freely. When Half-Chicken found himself being thrown into a boiling pot to be cooked for supper, the water, fire, and wind all came to his rescue because he had once helped each of them. So be sure to lend a helping hand to others, because you never know when you might need the favor returned.

To Differentiate:

This could be done as a modeled/shared writing. This could also be an independent writing, and you could help the

students come up with a topic sentence, and then have them find details from the story to support.

Extension Idea below can also be used for those who are able. It can be done independently or if you want, you can scaffold and do one together in a small group.

Extension:

Before reading the story, I told you a few characteristics of folktales. One of the features of a folktale is that the characters usually take on human qualities or characteristics.

In the folktale, Half-Chicken, there were several characters/things that did this: Half-Chicken, the water, the wind, and the fire.

Select one of the characters or things from the story and use details to show how that character displayed human qualities or characteristics.

You could follow the model below:

In the story Half-Chicken, the wind displayed human qualities. For example, ___________________________________________________________________.The wind also had human characteristics when ___________________________________________________________________.

Day 4: Response activity after reading the paired selection The Lion and the Mouse

Comprehension Skill Addressed in Writing: Theme of story; Genre; Compare/Contrast

Before Reading: Today, we are going to read another folktale. Remember folktales are stories that teach a lesson and they also have characters, such as animals that have human qualities.

As we read, I want you to listen for 2 things. First, I want you to listen for the features of a folktale that are

found in this story. The next thing I want you to listen for is the lesson the story is

trying to teach us. Turn and tell your partner one thing you are listening for as we read.

Have the other partner share the other thing they are listening for.

After Reading:

Guide students to share with a partner the various features of a folktale that were found in this story (animals as main characters, animals talking, teach a lesson).

The next partner can share the lesson that the story teaches. If students have trouble, scaffold your questions to lead them to the correct answers.

Written Response Activity: “How are the folktales, Half-Chicken and The Lion and the Mouse similar/different?” Use details from both selections to compare and contrast.

Checklist for writing:

Indent first word in paragraph Include a topic sentence Give at least 2 ways that the stories are similar Give at least 2 ways the stories are different Concluding sentence Make sure the first word of every sentence is capitalized and that you

have punctuation at the end

To Differentiate:

You could provide a Venn diagram for those who need it so they can organize their ideas on how they are alike and different

You could work with a small group to get them started

Extension:

Students could write a paragraph describing the lesson that was learned in the folktale. They could refer back to the checklist as well as the paragraph you created for Half-Chicken earlier in the week. This will show them how to organize their writing.

Second Grade Writing Plans Unit 5

Lesson 25

Topic: Life CyclesRead Aloud: Johnny Appleseed and His Apples

Anchor Story: From Seed to Plant Companion Piece: Super Soil

Essential Question: How do plants grow and change?Target Skills: Text and Graphic Features; Cause and Effect

Second Grade Writing Plans Lesson 25

Day 2: Response activity after reading the main selection, From Seed to Plant

Comprehension Skill Addressed in Writing: Text and Graphic Features; Using details from the text

Before Reading: As we read this story, we are going to use the different text features as well as the text to learn how plants grow.

I want you to listen specifically for how the soil, water, and sun help a seed grow.

Turn and tell your partner what you are going to find out about as we read.

After Reading:

As we read this story, I wanted you to think about how the soil, the water, and the sun all work together to help seeds grow.

Find the page that gives us information about how the soil helps a seed to grow. Once you have found it, share with your partner how it helps a seed grow or why it is important.

Repeat the same procedure with the water and the sun. (this is forcing the students to look back in the text to find information)

Writing Activity: Construct a written response to the following: “How do the soil, water, and sun work together to help a seed grow?”

Include details from the text to support your answer. This could be a shared writing or an independent writing. (See sample on following page)

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence Include a sentence explaining how the soil helps the seed to grow Include a sentence explaining how the water helps the seed to grow Include a sentence explaining how sun helps a seed to grow Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

Sample Writing: feel free to change this

In order for a seed to grow, or sprout, it needs soil, water, and sunlight. To begin with, the seed must land in or on the soil. The soil gives it a place to start growing and will later provide nutrients for the plant. When the rain falls, it soaks the seed and this softens the seed coat, or outer covering of the seed. Finally, the sun warms the ground and causes the seed coat to crack open. Once this happens, the seed will begin to grow. Without these three things, soil, water, and sunlight, seeds won’t be able to thrive and grow.

Extension Idea:

After the fruit or pod breaks open, the seeds are scattered in various ways.

Using details from the text, explain the different ways that seeds can be scattered or dispersed.

Include a topic sentence, at least 3 different ways the seeds are scattered, and a conclusion.

Day 4: Response activity after reading the paired selection Super Soil

Comprehension Skill Addressed in Writing: Text and Graphic Features; Using details from the text

Before Reading: In this selection, we are going to read about different types of soil and the plants that grow in these different types of soil.

As we read, I want you to listen for 2 things. First, I want you to think about how plants in the desert grow. I also want you to listen to find out how they adapt to their

environment. Turn and share with your partner one thing you are going to be

listening for as we read. (Each one takes a turn and shares)

After Reading:

Have students discuss the following with their partners:

How do plants grow in the desert?

What is an adaptation or feature that desert plants have that allows them to grow?

If students have trouble, scaffold your questions to lead them to the correct answers. (there are several answers)

Writing Activity: “How are plants that grow in the desert different from plants that grow in other locations?” Use details from both selections. (they can include information about the shallow roots, where they store water, the waxy leaves and purpose for that)

Checklist for writing:

Indent first word in paragraph Include a topic sentence Give at least 2 ways that plants that grow in the desert are different

from plants that grow in other locations-make sure you include details about desert plants and plants that don’t grow in the desert when stating the differences

Concluding sentence Make sure the first word of every sentence is capitalized and that you

have punctuation at the end