sites.santarosa.k12.fl.us web viewthe perfect pet. anchor ... (i would include this on the board or...

Second Grade Writing Plans Unit 1

Lesson 1

Topic: Animal TraitsRead Aloud: The Perfect Pet

Anchor Story: Henry and Mudge Companion Piece: All in the Family

Essential Question: What is a perfect pet like?Target Skills: Sequence of Events; Author’s Word Choice; Infer/Predict

Second Grade Writing Plans Lesson 1

Day 1: Writing in response to teacher read aloud, “The Perfect Pet”

Comprehension Skill Addressed in Writing: Using details from the text; inferring

Before Reading: This week we are going to be reading several stories about pets. In the story I’m about to read, you will learn about Carla’s search for the perfect pet.

As I read this story aloud, I want you to listen to find out why Sadie is the perfect pet for Carla (this sets the purpose for reading and listening)

Turn and tell your partner what you will be listening for as I read this aloud. (If they are unable to do this, simply explain the purpose again and then have them tell their partners)

After Reading:

As I read this story, I asked you to listen to find out why Sadie was the perfect pet for Carla. To help us better understand why Sadie was the perfect pet for Carla; let’s look at some of the animals that were not the perfect pets for Carla.

We’re going to create a chart that lists the different animals she looked at and why Carla felt these animals were not the perfect pet for her.

Listen as I reread paragraphs 5-11. (reread to students)

Model: First, Carla saw a row of glimmering fish, but she didn’t want a fish because she couldn’t play with a fish. I’m going to add that to my chart.

Now I want you to turn and tell your partner another animal Carla looked at. You can start your answer with, “Carla also looked at a _______.” Continue until they have identified all the animals she looked at.

Now I want us to think about why these animals we listed are not the perfect pet for Sadie. I’ve already modeled why the fish isn’t the perfect pet, but I want you and your partner to discuss why the bunny, dog, and puppy are not the perfect pets.

Have them share and record information on the chart.

Sample Chart

Animals Not the Perfect Pet because…Fish you can’t play with a fishBunny you can’t hug a bunny that hops awayDog she didn’t want an animal that drooledPuppy it would grow to be over 80 pounds

If Carla didn’t want the fish, bunny, dog, or puppy because she couldn’t play with them, or she couldn’t hug them, or they drooled, or they were too big, then why was Sadie the perfect pet for her? You may have to model, “Sadie was the perfect pet for Carla because she could play with her and hug her and she wasn’t too big.”

Explain to students that one way to demonstrate their understanding of what they read is talk about it; the other is to write about it. As we read this year, we will be writing in response to what we’ve read. Some I will do with you, to model, some, we will do together, and some you will do independently. For each writing that we do, you will have a checklist that will let you know exactly what you are to include in your writing.

Writing Activity: Today, in response to “The Perfect Pet,” I am going to model a written response that shows that Sadie was the perfect pet for Carla.

Checklist for Writing: (I would include this on the board or on a piece of chart paper and refer back to it as you write to show students how to use a checklist or guide as they are writing to ensure they have all the necessary parts)

Indent first word of paragraph Include the name of the story Include a topic sentence Identify at least 2 reasons that Sadie was the perfect pet for Carla Use information from the story to support the reasons

Make sure all sentences begin with a capital letter and end with the correct punctuation

Sample Paragraph: (go back after writing and identify each of the components above) Leave this sample up throughout the week. Feel free to change this- it is just an example.

In the story, “The Perfect Pet,” Carla realized that Sadie, Mrs. Steven’s cat, was the perfect pet for her. Carla wanted a pet she could play with and she always took Sadie outside and played with her favorite string toy. She also wanted a pet she could hug. Every day before she left Mrs. Steven’s house, she gave Sadie a hug and scratched under her chin. When Mrs. Stevens found out she couldn’t keep Sadie, Carla gladly accepted her, since she was her perfect pet.


Day 2: Writing in response to main selection, Henry and Mudge

Comprehension Skill Addressed in Writing: Using details from the text

Before Reading: Today we are going to read another story about a character that wants a pet.

As we read this story, I want you to listen to find out why Mudge is the perfect pet for Henry (this sets the purpose for reading and listening)

indentName of story

Topic Sentence

Conclusion


After Reading:

As we read this story, you were asked to find out why Mudge was the perfect pet for Henry. In the text it said that Henry wanted a dog, “but not just any dog.”

Model: The text said that Henry didn’t want a short dog.

Ask: What else did Henry say about the dog he wanted?

If you are having difficulty remembering, go back and find it in the text. Once you have found it, turn and tell your partner one other feature that Henry was looking for in his pet. Start your answers with, Henry wanted a dog that…”

Once students have discussed with their partners, have them share their responses. You could create a chart and then use the same chart to write paragraph on.

Writing Activity: Yesterday I modeled a paragraph about Carla’s perfect pet and today, I’m going to let you help me write a paragraph about Henry’s perfect pet.

You can come up with the topic sentence and then you can allow them to help you identify the reasons and information from the story to support.

Checklist for Writing: (I would include this on the board or on a piece of chart paper and refer back to it as you write to show students how to use a checklist or guide as they are writing to ensure they have all the necessary parts)

Indent first word of paragraph Include the name of the story Include a topic sentence Identify at least 2 reasons why Mudge was the perfect pet for Henry Use information from the story to support the reasons

Henry wanted a dog that was:

not short; wasn’t curly; and didn’t have pointed ears


Sample Paragraph: (go back after writing and identify each of the components above) As you write, refer to previous sample to show students how to use the ones you have to collect thoughts and ideas. (feel free to change- this is just an example)

In the story, Henry and Mudge, Henry wants a special dog that is just for him and Mudge turned out to be the perfect pet. To begin with, Henry wanted a dog that wasn’t curly and Mudge’s hair was straight. He also wanted a dog without pointed ears and Mudge had big floppy ears. Last but not least, Henry didn’t want a short dog. As a puppy, Mudge started out short, but soon grew to be 3 ft tall and 180 pounds! Mudge was the perfect match for Henry.


Lesson 2

Topic: Family TimeRead Aloud: More than a Best Friend

Anchor Story: My Family Companion Piece: Family Poetry

indentName of story

Topic Sentence

Conclusion

Essential Question: What are some things that families like to do together?Target Skills: Compare and Contrast; Reading Informational Text


Day 1: Writing in response to the teacher read aloud, More than a Best Friend

Comprehension Skill Addressed in Writing: Main idea and details

Before Reading: Last week we read several selections about pets. Today, as I read this story, you will learn about two special types of dogs.

As I read this story, I want you to listen to find out what is unique or special about each of these dogs. (this sets the purpose for reading and listening) *If you want, you could split your kids or do boys/girls and have half listen to find out what is unique about guide dogs and the other half listen to find out what is unique about hearing dogs)


After Reading:

As we read this story, you were asked to listen to find out what is unique or special about guide dogs and hearing dogs.

Ask: What was unique or special about the guide dog? (help people who are blind; helps them cross the road, they give them freedom to visit people and go places) *Add answers to chart

What was unique or special about the hearing dog? (they help people who are deaf; alert them when the phone is ringing, when someone is at their door, or on their porch) *Add answers to chart (save chart for lesson 3- to use with “Helping Paws”)- see note below about the writing suggestion

Writing Activity: Using the information from the chart, construct a modeled response to the following:

Use information from the story, More than a Best Friend, to explain how guide dogs and hearing dogs can be helpful.

Checklist for writing:

Indent first word of paragraph Include the name of the story Include a topic sentence Identify at least 2 reasons why each dog is helpful Make sure all sentences begin with a capital letter and end with the

correct punctuation

Sample: (feel free to change)

In the story, “More than a Best Friend,” we learned about two types of dogs that are much more than pets. Not only are these dogs smart and loyal, they are also very helpful. Guide dogs help people who are blind. They can help them cross a busy street or just give them the freedom to go places, like visiting a relative, or visiting friends. Hearing dogs help people who are deaf. They can alert them when the phone rings or even let them know when someone is at the door. Dogs can be much more than pets, they can be very helpful and a valuable resource to those in need.

Suggestion:

*In lesson 3, there is a paired selection titled, Helping Paws. You may want to wait and do the writing after reading that since it contains information on the same topic and that would allow them to use 2 pieces of text to draw information for their writing.

Second Grade Writing Plans Lesson 2Day 2: Writing in response to the main selection, My Family

Comprehension Skill Addressed in Writing: Main idea and details

Before Reading: Our main story this week is about families and the things they do together.

As we read this story, I want you to find out some of the things that this family likes to do together.


After Reading:

As we read this story, you were asked to find out some of the things that this family likes to do together. We’re going to create a chart listing some of the things that this family does together.

Model: One of the things I noticed this family doing together was cooking meals. The daughter, Camila, likes to help her mom cook dinner. I’m going to add that to our chart.

What are some other things that you noticed this family doing together?Turn and discuss with your partner.

Have students share out after they have discussed. Add their responses to the chart. If they give you one that is not from the text, you can say, “Yes, families do that together, but what is something that we saw this family doing together.”

Sample Chart:

Writing Activity: Create a shared writing on the following, using the information from the story:

Camila’s family likes to do many things together. Use details from the story to explain some of the things they like to do.


Indent first word of paragraph Include the name of the story Include a topic sentence Identify at least 3 things the family likes to do together Make sure all sentences begin with a capital letter and end with the

correct punctuation

Extension Ideas:

Compare and Contrast: Explain how your family is similar and or different from Camila’s family. Use information from the text to support.

Opinion Writing:

Do you think Camila’s family enjoys spending time together? Why or why not? Use information from the text and the photographs to explain your opinion.

This family…

cooks together sings songs plays games goes to church plays instruments goes fishing paints together tells funny stories


Lesson 3

Topic: Animal TraitsRead Aloud: Choosing a Pet

Anchor Story: Dogs Companion Piece: Helping Paws

Essential Question: What do pets need to be healthy and happy?Target Skills: Author’s Purpose; Compare and Contrast


Day 2: Writing in response to the main selection, Dogs

Comprehension Skill Addressed in Writing: Using details from the text

Before Reading: This week as in previous weeks we will be reading about pets, specifically dogs. Today we will be reading an informational piece that gives facts and information about a specific topic.

As we read this story, I want you to use the headings and information we read to identify what is needed to care for a dog.


After Reading:

As we read this story, you were asked to think about what is needed to care for a dog. Turn and tell your partner one thing you must do if you have a dog for a pet.

If students have difficulty with this you can model one such as, “One thing I would need to do to take care of a dog is to provide the dog with a place to sleep.”

After students have discussed with their partners, have them share their responses and you could create a chart identifying what is needed to care for a dog.

Writing Activity:

Having a dog for a pet can be fun, but it is also a big responsibility. Use information from the story, Dogs, to explain what you would have to do if you were to have a dog for a pet.

Checklist for Writing:

Indent first word of paragraph Include the name of the story Include a topic sentence Identify at least 2 things you need to provide or do for a dog when it is

your pet Make sure all sentences begin with a capital letter and end with the

correct punctuation

This could be done as a shared or modeled writing.


Having a dog for a pet is fun, but it is also a big responsibility. In the story, Dogs, the author gives some important information on how to take care of a dog once it arrives at your home. To begin with, you need to make sure the dog has a place to sleep. This can be a special bed, or they could even sleep in your bed. Dogs also need special food, which can be canned or dried. It is also good to provide a bone for them to chew on to keep their teeth clean and strong. Finally, you need to make sure you get your dog a collar and nametag. This will help you find them if they ever wander away. With a little preparation, your pet will be well cared for.


Day 4: Writing in response to the paired selection, Helping Paws

Comprehension Skill Addressed in Writing: Using details from the text; gaining meaning from informational text features

Before Reading: Last week the teacher read aloud was about dogs who are more than just pets, they are helper dogs. Today, you will read another selection about helper dogs, but it will provide you with more details about these types of dogs. When we read informational text, we use not only the words in the story, but also the text features such as the photos, captions,

sidebars, charts, headings, and so forth to help us understand and make meaning from the text.

As we read this story, I want you to use the text features such as the captions and photographs and sidebars to identify how guide dogs and hearing dogs are helpful


After Reading:

Informational text is full of facts and information about a topic.

Turn and tell your partner one thing you learned about hearing dogs after reading this text. Start your answer with, “I learned that …”

Repeat with what they learned about guide dogs. Add any additional information to the chart you already started with

the read aloud, “More than a Best Friend” from week 2.

Writing Activity:

Helper dogs can be a valuable resource to people who are blind or deaf. Use details from “More than a Best Friend” and “Helping Paws” to explain why they are an important resource.

*Make sure they are including details from each selection. This will get them used to going back and drawing information for their writing from multiple selections.


Indent first word of paragraph Include the names of the story Include a topic sentence Identify at least 4 reasons why guide dogs and hearing dogs are an

important resource (make sure you use information from both stories)


This could also be done as a shared or modeled writing, depending on the need of your students.

To provide additional support, you could use a paragraph frame such as the one below.

In the stories “More than a Best Friend” and “Helping Paws,” we learned that guide dogs and hearing dogs can be a valuable resource to people who are blind and deaf. Guide dogs can _____________________________. They can also ____________________. Hearing dogs assist people who are deaf by ____________________________________________. They also _____________________________________. Having a helper dog such as a guide dog or a hearing dog can help them lead a more normal life despite their disabilities.


Lesson 4

Topic: Getting Along with OthersRead Aloud: Bats: Beastly or Beautiful?

Anchor Story: Diary of a Spider Companion Piece: A Swallow and a Spider

Essential Question: How do good friends act?Target Skills: Cause and Effect; Summarizing; Figurative Language


Day 1: Writing in response to the teacher read aloud, Bats: Beastly or Beautiful?

Comprehension Skill Addressed in Writing: Using details from the text, drawing conclusions; opinion writing

Before Reading: Today I will be reading a story aloud about bats titled, “Bats: Beastly or Beautiful?” If something is beastly, it is monstrous or scary. So I’m thinking the author wants us to draw a conclusion about bats- do we think they are beastly or beautiful? Most of us typically think bats are scary, but as I read I want you to listen for a different purpose.

As I read this story, I want you to listen for reasons that bats would be considered beautiful or helpful rather than beastly. When you hear a reason that bats could be helpful, give me a small thumb up so I know you are paying attention as I read.


After Reading:

As I read this story aloud, I asked you to listen to find out why the author might think bats are beautiful or helpful rather than beastly.

Turn and tell your partner one way that bats are helpful. Start your answer with, “One way that bats are helpful is...” If they have difficulty with this, simply model a response such as:

Sample Modeled Response: “In the story, the author mentioned that bats can eat more than 1,200 mosquitos in an hour. When they eat mosquitos, it helps to get rid of those pesky insects which can bite us. “

If needed, reread paragraphs 3-6 or display on document camera.

After students have discussed with a partner, have them share some of their responses, making sure each one came from the text.

You might want to keep a chart titled, “Bats: Beastly or Beautiful?” and then after you have listed each piece of information, the students can categorize it as beastly or beautiful.

They should be able to draw the conclusion that since the author told so many ways that bats could be helpful, that they should be considered beautiful rather than beastly.

Writing Activity:

Use details from the story, “Bats: Beastly or Beautiful?” to explain why bats should be considered beautiful rather than beastly.


Indent first word of paragraph Include the name of the story Include a topic sentence Identify at least 2 reasons why bats can be helpful or should be

considered beautiful Elaborate or provide examples from the text to support the reasons Make sure all sentences begin with a capital letter and end with the

correct punctuation

This could be a shared/modeled response:

(As you model this with them, talk about how you provide a reason and then go back and identify a specific example to support- this models the expectation that is being set for them of providing information and details to support)


Many people consider bats to be beastly creatures, but I think that is rather harsh. After hearing the story, “Bats: Beastly or Beautiful?” I feel that bats should be considered to be beautiful rather than beastly. To begin with, the bats that hang out in our backyards and neighborhoods protect us from blood-thirsty insects. They can eat more than 1,200 mosquitos in an hour! Bats also help the environment. Bats that eat nectar help to spread sticky pollen from plant to plant which helps them to bloom. Last but not least, vampire bats, although they look scary, are helpful to other bats. They often share their food with orphaned bats and other group members. So, take it easy on these “beautiful” creatures, they have been given a bad rap!

*If you think your students are ready, you could model the set up and then one reason and details to support then let them identify the others on their own- if you choose to do this, you would need to provide the students access to the text through the document camera or some other means.

Possible Extension: (or you could do this another day as a modeled/shared writing)

How do you think the author of this text feels about bats? Use details from the text to support your answer. (This assesses their understanding of the author’s point of view and why the author wrote this piece, author’s purpose)


Day 2 or 3: Writing in response to the main selection, Diary of a Spider

Comprehension Skill Addressed in Writing: Understanding characters; Responding to essential question / theme; inferring

Before Reading: Today we will be reading a story about a unique friendship between a spider and a fly. This story is written as a diary so you will notice each diary entry has a date at the top- this represents the days that Spider wrote in his diary. In a diary you record the things that happen to you, maybe write about how you feel or even your thoughts.

As we read this story, I want you to think about how Spider and Fly act towards each other and what that says about their friendship.


After Reading:

Ask: What is unique about a friendship between a spider and a fly? (you wouldn’t typically think they could be friends since spiders eat flies)

What are some things that Spider and Fly do together? (Example: play together, go to each other’s “houses”, and spend time together)- If they have trouble identifying, have them look back in text for the purpose of finding what Spider and Fly do together. You can always model one and then have them look for others. (this question should lead them to the conclusion that Spider and Fly do things that typical friends do)

How does Spider feel about his friendship with fly and how do you know? (cares about fly, he sticks up for him, takes care of him, )

Writing Activity:

Our essential question this week is “how do good friends act?” Based on the story, Diary of a Spider, what can we learn about friendship based on how Spider and Fly act towards one another? Use specific details from the story to support.


Indent first word of paragraph Include the name of the story Include a topic sentence Identify at least 2 details from the story that show Spider and Fly are

good friends Elaborate or provide examples from the text to support the reasons Make sure all sentences begin with a capital letter and end with the

correct punctuation

*This could be done as a modeled/shared writing or you could provide your students with a paragraph frame.


Diary of a Spider is a story about the unique friendship between a spider and a fly. We can learn several things about friendship based on how Spider and Fly treat each other. For example, we can see that true friends spend time together. Spider and Fly are always playing and hanging out with each other and even visit each other’s homes. True friends are also loyal. Spider attempts to stand up to Daddy Longlegs and wants to give him a “piece of his mind” and Fly defends Spider when he shows up to his house wrapped in web, saying, “It wasn’t his fault, mom.” Finally, true friends aren’t quick to judge. Spider took the time to really get to know Fly and, in the end, discovered that he enjoyed being around him.

ExtensionAlternative Writing Activity: What does Spider mean when he says, “I wish that people wouldn’t judge all spiders based on the few spiders that bite. I know if we took the time to get to know each other, we would get along just fine. Just like me and Fly.” Use details and examples from the story to support your answer.

(You may choose to do this and focus more of the lesson we can learn from the story)


Lesson 5

Topic: Places Around Town

Read Aloud: Lester

Anchor Story: Teacher’s Pets Companion Piece: See Westburg by Bus!

Essential Question: How is a school like a community?Target Skills: Story Structure; Visualizing; Author’s Word Choice


Day 1: Writing in response to the teacher read aloud “Lester”

Comprehension Skill Addressed in Writing: Story Structure (problem/solution)

Before Reading: Explain that when you read a fictional story, it will contain certain elements or parts. It will have characters, who or what the story is about, a setting, which is when or where the story takes place, and a plot which consists of the main events in the story as well as the problem the characters have and the solution- or how they solved the problem. All of

these elements make up the structure of a story. Today we will be focusing on the plot of the story, specifically the problem and solution.

As I read this story aloud today, I want you to listen to figure out the problem in Mrs. Carpenter’s class and how they solved the problem.

Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners)

After Reading:

What was the problem in Mrs. Carpenter’s class? Have students share with a partner. They can start their answer with, “The problem was______.” (If they have difficulty identifying the problem you can lead them to it by going back and rereading or model)

How did they solve the problem? Have them share by starting their answer with, “They solved the problem by…” (If they have difficulty identifying how they solved the problem, you can go back and reread the section in which the problem was solved)

Writing Activity:

The problem and solution are an important part of the structure of a story. Now that we have discussed the problem and solution, we are going to respond to the following: What was the main problem in the story and how was it solved? Use information from the story to explain.


Indent the beginning of the paragraph Begin with a topic sentence Include the name of the story Name the problem Identify the solution End with a conclusion sentence Begin sentences with capitals and end with correct punctuation

Sample: (After writing, go back and identify each item from the checklist)

In the story, “Lester”, Mrs. Carpenter’s second grade class came to school one morning to discover some devastating news. Their pet lizard, Lester, was missing! At first, the class began to panic until Mrs. Carpenter had an idea. They would leave Lester’s cage open in case he decided to come back and go about class as usual. The next day, the class returned to discover that Lester was back in his cage and he brought a lovely lady lizard with him! Mrs. Carpenter’s idea had worked and everyone was happy, even Lester and his new friend Lizzy.

Alternative Writing Activity: (comprehension skill: understanding characters)How can you tell that Lester was important to the students in Mrs. Carpenter’s class? Use details from the story to support. (they should be able to tell Lester was important based on how the children reacted when he was missing, they can give examples to support)


Day 2: Written response to the main selection, Teacher’s Pets Comprehension Skill Addressed in Writing: Using details from text to support an opinionBefore Reading:

As we read this story, I want you to think about what it would be like to be in Miss Fry’s class.

Turn and tell your partner what you will be listening for and thinking about as we read.

After Reading: Think about what it must have been like to be in Miss Fry’s class with

all of those animals. Would you want to be in her class? Why or why not?

Turn and tell your partner 1 reason why you would or would not like to be in Miss Fry’s class and why. You can start your answer with, “I

would like to be in Miss Fry’s class because… or I would not like to be in Miss Fry’s class because…”

**you can model this for them: “I would not like to be in Miss Fry’s class, because Jerry brought his boa constrictor and I am terrified of snakes!”

Writing Activity: Students will respond to the following opinion writing prompt:Would you want to be a student in Miss Fry’s class? Why or why not? Use details and examples from the story to support your opinion.

You can model one for the students (see sample writing on following page) and then they can complete one with a partner or on their own.

Checklist for Writing: Indent the beginning of the paragraph Include a topic sentence that states your opinion Provide 1st reason and detail to support Provide 2nd reason and detail to support Conclusion sentence: restate your opinion Make sure all sentences begin with a capital letter and end with correct

punctuationSample Writing: (leave up for them to refer to) –feel free to write your own paragraph or change this one

I would prefer not to be in Miss Fry’s class with all of those crazy pets! One reason I wouldn’t like to be in this class is because Alia brought her pet goat. If the goat ate her sister’s homework it would probably eat mine too! Another reason Miss Fry’s class isn’t the place for me is that I would always be distracted. For example, I would probably pay more attention to what all of the animals were doing and not pay attention to my teacher. That is why I wouldn’t want to be in Miss Fry’s class.

(The students can complete their own- they can refer back to yours as a guide)

Alternative Writing Activity: (comprehension skill: understanding characters and drawing conclusions)What can we conclude about Miss Fry based on how she interacted with the pets in the classroom? Use details from the story to support your answer. (they should be able to infer that Miss Fry loves animals- she feeds them and cares for them and is sad when they leave)

sites.santarosa.k12.fl.us web viewthe perfect pet. anchor ... (i would include this on the board or...

Documents