Second Grade Writing Plans Unit 2

Lesson 6

Topic: Animal HomesRead Aloud: City Life is for the Birds

Anchor Story: Animals Building Homes Companion Piece: Whose Home is This?

Essential Question: What are animal homes like?Target Skills: Text and Graphic Features; Using Context Clues

Second Grade Writing Plans Lesson 6

Day 1: Writing in response to the teacher read aloud, “City Life is for the Birds”

Comprehension Skill Addressed in Writing: Story Structure

Before Reading: This week we will be reading several stories about animal homes. Today, I’m going to read about two red-tailed hawks and their home in the city.

As I read this story aloud, I want you to listen to find out the problem Pale Male and Lola had with their home and how the citizens and bird experts helped them solve their problem. (this sets the purpose for reading and listening)- If you want, you can have the students grouped and have one group listen for the problem and one listen for solutions. (boys/girls; A/B partners, etc..)

Turn and tell your partner what you will be listening for as I read this aloud. (Explain again if necessary and then have them tell their partners)

After Reading:

Where did Pale Male and Lola live? What type of home? Students can turn and share with their partners, “Pale Male and Lola lived…” (in a nest in the city or in a nest on a tall apartment building)

What problem did Pale Male and Lola encounter when they tried to rebuild their nest? Students can turn and talk to a partner and start their answer with, “The problem they had when they tried to rebuild was…”

Have the other partner share how the citizens and bird experts helped solved their problem.

If students have difficulty, go back to the text and reread the portion that provides that information.

Writing Activity: Complete a modeled/shared writing based on the following question: “How do the citizens and bird experts help Pale Male and Lola solve their problem?”

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 for guide as they are writing to ensure they have all the necessary parts)

Indent first word of paragraph

Include the name of the story Name the problem Identify solutions from text Concluding sentence Make sure all sentences begin with a capital letter and end with the correct

punctuation

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

In the story, “City Life is for the birds,” Pale Male and Lola were two red-tailed hawks trying to rebuild their nest that had been removed from a tall apartment building in New York City. Some of the people who lived in the building did not like it when twigs, sticks and bird droppings fell past their windows onto their sidewalks. First, when the bird lovers saw that Pale Male and Lola were unable to rebuild because the metal spikes that kept the nest from blowing away had been removed, they wrote to newspapers and wildlife groups. Then, they protested with signs. Finally, with help from bird experts, workers were able to hang a steel cradle that would keep the nest in place. Everyone was satisfied, and Pale Male and Lola had their home back.

Day 2: Writing in response to the main selection, Animals Building Homes

Comprehension Skill Addressed in Writing: Using details from the text and graphic features.

Before Reading:

As you read this selection, tell students to listen to find out about the different types of homes animals build and how these homes are helpful to the different animals.

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: Have students and their partner take turns sharing about the different kinds of homes animals build. They should be able to tell what type of homes different animals build and why they are not all the same. You can prompt them by asking the following questions:

What is one type of home an animal builds? Start your answer with, “One type of home that a ___ (name of animal) builds is a ___.”

How is this home helpful or why is it important? The _____’s (name of animal) home is important because it…”

Model an example: “One home we read about is the beaver lodge. The beaver’s lodge is important because it gives beavers a safe, warm place to stay.” (you can do this first then have them share)

Writing Activity: “Use graphic features and details from the story, Animals Building Homes to explain how different animals build different kinds of homes to live in and why.” After going over the checklist below, students can complete this independently while you start a 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 the first word of the paragraph Include a topic sentence Provide at least 2 kinds of homes that animals build and why this home is

important or helpful Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

Additional Writing Extensions/Activities:

After reading Animals Building Homes you could write a paragraph describing how animal homes and homes that people build are similar.

Sample:

Homes built by people and homes built by animals have several similarities. To begin with, they are both built for safety and protection. Whether it’s from the rain, snow, or hot sun, homes provide both animals and people with shelter. They are also similar because they both offer a place to raise offspring or children. Last but not least, they both have to be constructed or built in some way. As you can see, homes are useful and necessary for both animals and humans.

This could be used as a model since the writing for Armadillos Sleep in Dugouts (a suggested teacher read aloud) is to describe or explain how all animal homes are similar using details from this story and the main selection.

Another idea is to use the “write about reading” on page 209 in the TE. It asks the students to write 2 facts that they learned about animal homes. They are to use text evidence such as words and pictures to help. (This allows them to use the text and graphic features)

Second Grade Writing Plans Unit 2

Lesson 7

Topic: AgricultureRead Aloud: Trouble in the Lily Garden

Anchor Story: The Ugly Vegetables Companion Piece: They Really Are Giant!

Essential Question: What can we learn from planting a garden?Target Skills: Drawing Conclusions; Story Structure

Second Grade Writing Plans Lesson 7

Day 1: Writing in response to the teacher read aloud, “Trouble in the Lily Garden”

Comprehension Skill Addressed in Writing: using details from the text; drawing conclusions

Before Reading: When the author doesn’t give us all of the information, we have to sometimes draw our own conclusions. We often use clues, such as what the characters do and say, to draw conclusions about the story events and characters.

As I read this story aloud, I want you to listen for clues that make Lia concerned about the lilies in the garden

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 are some things Lia saw or heard that made her concerned about the other lilies in the garden? If they have trouble, you can model one -Example: “It says that Lily thought she saw Sam the Slug creeping

by with a wrinkled petal dragging behind him”- she was concerned because she had heard that slugs eat holes in plants

What other clues in the story signal that the other lilies may be in trouble? Turn and tell your partner another thing that made Lia concerned. (create a

chart to refer back to when you write)

Sample chart: Story Clues… (here are some possible responses)

Mr. Ramos threw dead flowers in compost Lilies quietly answered when she called the 1st time Saw Sam the Slug with wrinkled petal Saw more slugs Lilies never answered when Lia called the next time Saw Sam and his pal sliding out of the north garden

Writing Activity: Complete a modeled/shared writing of the following: Use the story clues from the read aloud, “Trouble in the Lily Garden,” to draw a conclusion about what happened to the lilies in the end.

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence State the conclusion we can draw from the story Include at least 3 clues that support that conclusion Conclusion Make sure all sentences begin with a capital letter and end in the

correct form of punctuation

Sample Writing: (put on chart paper and leave up) – feel free to change and use your own sample.

In the story, “Trouble in the Lily Garden,” the author leads us to believe that the lilies on the north end of the garden are in danger of being eaten by the slugs. To begin with, Mr. Ramos, threw dead flowers in the compost pile. When Lia called out to the other flowers in the garden to check on them, she only heard a faint cry from the lilies, which alerted her to a problem. Lia also saw Sam the Slug creep by, dragging what she thought was a piece of wrinkled petal behind him, and she knew that was not good. Moe the Mosquito had even seen Sam and the other slugs silently slipping out of the north end. Based on these clues, I think that the lilies were under attack.

Day 2: Writing in response to the main selection, The Ugly Vegetables

Comprehension Skill Addressed in Writing: Story Structure (understanding characters): Sequence of Events

Before Reading:

As we read the story, The Ugly Vegetables, I want you to think about how the little girl’s feelings about the garden she and her mother are growing change from the beginning of the story to the end. (this also addresses sequence of events by identifying what happened at the beginning, middle, and end)

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

After Reading: Ask students to turn and talk in response to the following questions:

How did the little girl feel about her garden at the beginning of the story? How do you know?How did the little girl feel at the end of the story? How do you know?

Writing Activity: Explain how the little girl’s feelings about the garden she and her mother were growing changed throughout the story. Use details and the sequence of events from the text to support. Students can refer back to the story.

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence Tell how the character (the little girl) felt at the beginning of the story and

use an event or detail from the story to prove Tell how the character (the little girl) felt at the end of the story and use an

event or detail from the story to prove Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

Additional Writing Extension

After reading The Ugly Vegetables you could model a response to the following prompt.

What lesson do you think the narrator in the story learned and why? Use details from the text to support.

Sample Response: (Feel free to change)

I think the narrator learned that you can’t always judge something that you don’t know about or understand. In the story, she thought her mother’s garden wasn’t as nice as the neighbors because the vegetables looked ugly compared to the pretty flowers they had planted. Her mother told her their garden would be better, but she didn’t agree. After mother cooked the vegetables, her soup was a huge hit with the neighbors and it tasted delicious. The next year everyone planted the Chinese vegetables along with the pretty flowers.

Day 4: Response activity after reading the weekly leveled reader, “The Community Garden” This writing activity can be an extension to your small group.

Comprehension Skill Addressed in Writing: Story Structure (understanding characters); Sequence of Events

Before Reading:

As we read this leveled reader think about how Luz’s feelings about their move to the new apartment building changed from the beginning to the end of the story.

Turn and tell your partner what you will be listening for as we read this leveled reader.

After Reading: Have students discuss in small group how Luz felt in the beginning about their move to the new apartment building and use evidence in the text to support. Then have students discuss the sequence of events that took place to change how Luz felt at the end of the story. By sharing and verbalizing their responses, they will have more confidence in writing about it.

Written Response Activity: Have the students return to their desk or writing center and complete a written response to the following:

At the beginning of the story, Luz was not very happy about their move to the new apartment building. By the end of the story, her feelings have changed. Imagine you are Luz. Write a letter to a friend. Tell about the move and your work at the community garden. Explain why your feelings about moving have changed. Use evidence from the text.

Checklist for Writing:

Include a greeting and closing Indent the first word of the paragraph in the letter Include a topic sentence Tell how you first felt when you had to move to the apartment building and

why. Tell about 2 events that happened while working at the community garden

that helped change how you felt about moving. Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

Second Grade Writing Plans Unit 2

Lesson 8

Topic: WeatherRead Aloud: Floods: Dangerous Water

Anchor Story: Super Storms Companion Piece: Weather Poems

Essential Question: How can some storms be dangerous?Target Skills: Main Ideas and Details; Cause and Effect

Day 1: Writing in response to teacher read aloud, "Floods: Dangerous Water"

Before Reading: This week we will be reading several selections about weather and dangerous storms. A flood is one type of hazardous storm that can occur.

As I read this selection aloud, I want you to listen for some ways that a flood can start. (this sets purpose for reading and focuses on the main idea/ detail target skill for the week)

Turn and tell your partner what you will be listening for as I read aloud. (If they have trouble identifying the purpose for listening, retell them and then have them share with their partners)

After Reading:

Ask- What is one way that a flood can start? They can start their answers with, “One way a flood can start is…” If they have difficulty, reread that paragraph and then ask them again.

Continue until the students have shared several ways that a flood can begin.

Record their responses on a chart or on the board so you can refer back to in the modeled writing.

Writing Activity:

You will complete a modeled/ shared writing based on the following question: "What are some ways floods can start?"

Writing Checklist:

Indent first word of paragraph Include the name of the story Identify at least 2 ways that floods can start Concluding sentence Make sure all sentences begin with a capital letter and end with the

correct punctuation

Sample Paragraph: (put on chart paper and leave up to refer back to) (Feel free to change)

Floods can be dangerous to people and property. When rivers, lakes, and oceans overflow onto land, this is called a flood. There are several ways a flood can start. When there are many days of rain or when there is a lot of melting snow, lakes or rivers can overflow their banks. Strong storm winds or the winds of a hurricane can cause pounding waves and the ocean may get too high and flow onto land. People who live near rivers, lakes, or oceans need to know that floods can be caused in many ways.

Day 2: Written response to the main selection, Super Storms

Before Reading: Today we are going to be reading about several dangerous types of storms.

As we read the story, Super Storms, I want you to listen for the different storms that the author describes in the story.

Turn and tell your partner what you will be listening for as I read aloud. (If they have trouble identifying the purpose for listening, retell them and then have them share with their partners)

After Reading:

Ask- What is one type of storm that we read about? They can start their answer with, “One type of storm that we read about is…” After students have shared with their partners, have them share out.

You can create a chart with the names of the different storms.

Have students work with a partner or in groups. Assign each group one type of dangerous storm (tornado, thunderstorm, hurricane, blizzard). Have each group look back in the text and read about their assigned severe storm and find details that tell why the storm is dangerous.

After the groups have read about and discussed the various storms, have the groups share about what they've found and you can add the information to the chart.

Writing Activity:

Complete a modeled/shared response to the following: What are the ways different types of storms can be dangerous? or respond to essential question- How can some storms be dangerous?

Writing Checklist:

Indent first word of paragraph Include the name of the story Identify at least 2 storms and explain the dangers Concluding sentence Make sure all sentences begin with a capital letter and end with the

correct punctuationSample Writing: (Feel free to change)

In the book Super Storms, we learn that storms are sudden, violent changes in weather. There are several types of storms, and each is dangerous in their own way. For example, thunderstorms have lightning, which can destroy property or start fires. Thunderstorms can sometimes cause hail which can destroy crops. Tornados are another type of dangerous storm. The winds inside a tornado are very fast and can lift cars off the ground or tear people's homes apart. Another example of a dangerous storm is a hurricane. Hurricanes kill many people with their strong winds, pounding waves, and flooding. A final severe storm is a blizzard. Blizzards are huge snowstorms with strong winds. The falling and blowing snow during a snowstorm make it hard to see and people can get into traffic accidents. Storms can be very dangerous. When the weather changes suddenly or violently, it is important to be safe.

Day 4: Written response to paired writings "Weather Poems"

Before Reading: Explain to students that we will be reading some poems about weather. Encourage students to listen for words or phrases that are repeated. Remind them to listen for phrases that make them feel or see something.

After Reading: Have students write a poem about weather. This can be done in several ways. They can choose a phrase to describe a certain weather aspect and repeat it every other line. They can choose a word to describe weather and make an acrostic out of it.

ex. A warm summer day

A gentle breeze blows

The best time to play

A gentle breeze blows

Up in the sky

A gentle breeze blows

The clouds glide by

A gentle breeze blows

ex: Sudden strong winds

Thunder rolls

Off go the lights

Rain falls loudly

Maybe it will end soon

Second Grade Writing Plans Unit 2

Lesson 9

Topic: Traditional TalesRead Aloud: On Thin Ice

Anchor Story: How Chipmunk Got His Stripes Companion Piece: Why Rabbits Have Short Tails

Essential Question: How can stories help you learn a lesson?

Target Skills: Understanding Characters; Author’s Word Choice; Summarizing

Day 1: Writing in response to main selection How Chipmunk Got His Stripes

Before Reading: Tell students that this week we will be reading several folktales. A folktale is a story where animals talk and act like people, and they often teach a lesson or tell how something came to be.

While we are reading this story, pay attention to how Bear acts and the beginning of the story and how he acts at the end and also what lesson Bear learns by the end. (this sets a purpose for reading)

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

After Reading:

Ask: How did Bear act at the beginning of the story? They can start their answers with, “At the beginning of the story, bear…”

What did Bear realize when the sun rose the next morning? Start your answers with, “When the sun rose the next morning, Bear realized…”

Think about the lesson that Bear learned from this experience. Share with your partner, “I think Bear learned that…”

Writing Activity:

Create a modeled writing to the following, "Describe how Bear changes from the beginning of the story till the end and the lesson he learns in the process.” This will allow students to focus on the target skill of understanding characters.

Writing Checklist:

Indent the first word of the paragraph

Include a topic sentence and name of the story Identify how Bear acted or felt at the beginning of the story Provide an example to support Identify how Bear acted or felt at the end of the story Provide an example to support State the lesson that Bear learns in the story Make sure all sentences begin with a capital letter and end in the correct

form of punctuation.

Sample Paragraph: (Feel free to change)

In the folktale How Chipmunk Got His Stripes, the character Bear learns a valuable lesson. In the beginning of the story, Bear is very proud of himself. He brags that he is the biggest, strongest, and loudest of all the animals. He believes that he can do anything. Brown Squirrel asks Bear if he can stop the sunrise. Bear says he can, and he orders the sun not to come up tomorrow. After the sun came up, Bear was very grumpy. In his anger, he tried to catch Brown Squirrel, and scratched his back when Brown Squirrel ran away. After the winter hibernation, Bear and Brown Squirrel, who was now Chipmunk, came out to see the sun was up. Bear had learned his lesson that no one, not even Bear, can do everything.

Day 2: Written response to paired selection: Why Rabbits Have Short Tails

Before Reading: Explain to students that we will be reading a traditional tale, or a tale that has been told for many years. Remind students that the moral of a story is the lesson that a character learns.

As we read this story, think about the lesson Rabbit learns. Turn and tell your partner what you will be listening for as we read.

After Reading:

Ask- What lesson does Rabbit learn in the story? They can start their answers with, “Rabbit learned that…”

How did Rabbit learn this valuable lesson? Start your answer with, “Rabbit learned this lesson because…”

Written Response Activity:

Create a modeled/shared response to the following question: "What lesson did Rabbit learn in the story? Use details from the text to explain.”

Writing Checklist:

Indent the first word of the paragraph Include a topic sentence and name of the story Explain what happened to Rabbit that caused him to have a short tail State the lesson that Rabbit learns in the story Make sure all sentences begin with a capital letter and end in the correct

form of punctuation.

Sample Paragraph: In the traditional tale Why Rabbits Have Short Tails, Rabbit learns an important lesson. Rabbit once had a very long, beautiful tail. He also liked to brag and tell everyone how clever he was. He did not like to admit that there were things he could not do. One day on a family trip, Rabbit and his family came to a stream. Instead of admitting that he could not swim, he tricked a family of turtles into helping them cross the stream. Turtle did not like it, and grabbed Rabbit's tail. Rabbit got away, but his long tail snapped off and never grew back. Rabbit learned that it is not a good idea to trick other people.

Another suggested activity:

Place several strips of paper into a bucket. On each strip give a title for a traditional tale. Examples are How the Peacock Got His Feathers, How the Leopard Got His Spots, How the Elephant Got his Trunk, How the Monkey Got His Tail, How the Giraffe Got His Long Neck, etc. Allow students to draw a strip out of the bag and write their own traditional tale. Encourage them to be creative, and allow them to illustrate their story.

Second Grade Writing Plans Unit 2

Lesson 10

Topic: Ocean LifeRead Aloud: Sharks on the Run

Anchor Story: Jellies: The Life of a Jellyfish Companion Piece: Splash Photography

Essential Question: What is special about animals that live in the ocean?Target Skills: Fact and Opinion; Author’s Purpose

Second Grade Writing Plans – Lesson 10

Day 1: Written response to the teacher read aloud, Sharks on the Run!

Before reading: This week, we will be reading texts about animals that live in the ocean.

As I read this aloud, listen for reasons the author gives that explain why we should protect and respect sharks rather than harm them.

Turn and tell your partner what you will be listening for as I read. (If they have difficulty, repeat the purpose, then ask them to share)

After reading:

What is one reason that we need to protect and respect sharks rather than harm or kill them? Have students share with a partner- each partner can share a reason- they can start their answer with, “One reason we need to respect sharks is…”

After students have shared with their partners, call on a group to share their responses. As they do you can create a chart like the one below.

Model for students how to then go back and find a detail to support the reason- you can reread that particular section and have them listen for a detail that supports each reason

This selection contained several reasons why we should protect and respect sharks rather than harm them. What was the author’s main reason or purpose for writing? (sample responses-to convince people that sharks are not as bad as we think- give us reasons to protect them)

Sample Chart:

Reason to Protect Sharks Details to Support not as dangerous as

we think they help keep oceans

healthy

more people die from bees, dogs, snakes, even lightning bolt

sharks eat weak or sick fish- this controls fish population

Writing Activity:

Use details from the read aloud to explain why sharks should be respected rather than harmed or killed.

Checklist for Writing:

Indent the first word of the paragraph

Include a topic sentence Include at least 2 reasons why sharks should be respected instead of killed. Provide support for each reason 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.

Sharks have lived for millions of years and are incredible creatures that need to be respected instead of killed. I would like to list some important reasons why people need to respect sharks and not kill these amazing predators. To begin with, sharks have an important job to do in our ocean waters. They are the ocean’s vacuum cleaners by eating weaker or sick fish. This helps the healthier fish populations to stay strong! Second, sharks have been given a bad name as terrifying killers. Did you know that more people are killed each year by bees, elephants, dogs, snakes, and lightning bolts than sharks!!!! Unbelievable! We should all try and give these amazing animals more respect for the important job they do.

Second Grade Writing Plans – Lesson 10

Day 2: Response activity after reading the main selection The Life of a Jellyfish

Before reading: This week we’ve been reading about creatures that live in the ocean. Today, we are going to read about another fascinating creature, the jellyfish.

As you read this selection, think about what makes the jellyfish unique or special.

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

After reading:

Have students share with their partner- what is one thing that is unique about a jellyfish? The can start their answer with, “One thing that is unique about a jellyfish is…”

After students have shared with their partners, have them share out and create a chart of unique features that the students will be able to refer back to in their writing.

Written Response Activity: Use details from the story, The Life of a Jellyfish to create a paragraph about jellyfish. Go over the checklist below and if needed complete as a modeled/shared writing.

To scaffold, you could give them the topic sentence and have the students find details from the story to support. Example: Jellyfish are unique creatures that live in the ocean. (their facts should all prove that jellyfish are unique or special)

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence Provide at least 3 facts about jellyfish. Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation.