Second Grade Writing Plans Unit 4

Lesson 16

Topic: Helping OthersRead Aloud: A Better Way to Save

Anchor Story: Mr. Tanen’s Tie Trouble Companion Piece: The Jefferson Daily News

Essential Question: How can helping others make you feel good?Target Skills: Story Structure; Understanding Characters

Second Grade Writing Plans Lesson 16

Day 1: Writing in response to teacher read aloud, “A Better Way to Save”

Comprehension Skill Addressed in Writing: Story Structure

Before Reading: This week we are going to be reading several stories about helping others.

As I read this story aloud, I want you to listen for how dad helps Timmy solve his problem. (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:

Have students turn and share with their partner what Timmy’s problem was.

Have the other partner share how dad helps Timmy solve his problem. If students have difficulty, take them back to the text and reread.

Writing Activity: Complete a modeled/shared writing based on the following question: “How does dad help Timmy solve his problem?” (This will tie into the main skill for the week, story structure, in which the students will be identifying the main characters and plot- main events, problem, and solution)

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 Name the problem Identify solution or solutions from text Concluding sentence Make sure all sentences begin with a capital letter and end with the

correct punctuation

See Sample on the Following Page

Sample Paragraph: (go back after writing and identify each of the components above) Leave this sample up throughout the week

indentName of story

Problem

In the story, “A Better Way to Save,” Bruno, Timmy’s dog, broke the piggy bank and chewed up the dollars he was saving to buy a new uniform. Dad saw how disappointed Timmy was so he offered to help him come up with a plan. First, he showed him how to iron the dollars so they would dry quickly and lay flat. Then he suggested that they take the money to the bank and open an account to keep it safe from Timmy. Finally, dad added chew toys to the family budget so Bruno would have something to chew. Thanks to dad, Timmy will be able to save his money and Bruno will have some new toys.

Day 2: Written response to the main selection, Mr. Tanen’s Tie Trouble

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

Before Reading:

Before reading the story, tell students to think about how Mr. Tanen feels about helping others. (sets purpose for reading)

Solutions from text

Conclusion

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

After Reading:

Have students turn and discuss with partners how Mr. Tanen feels about helping others.

Ask students to provide details that prove he felt good about helping others or felt it was important. If they are having difficulty, take them back to the text and prompt them to identify how we know that giving was important to Mr. Tanen (sample responses: when there wasn’t money for the playground he decided to auction off his ties; when he was able to raise the money for the playground, he smiled; he states, “the more you give, the more you get”)

Writing Activity: Complete a shared writing on the following topic: “How does Mr. Tanen feel about helping others? Use details from the text and illustrations to explain.” (this is a great opportunity to model for them how to go back and find details from the text to support- this also addresses the skill of understanding characters)

Checklist for Writing:

Indent first word in paragraph State how Mr. Tanen feels about helping (introductory sentence) Include 2 reasons from the text to support why you think this Concluding sentence Make sure all sentences begin with a capital letter and end with the correct

punctuation

Sample Writing: (you may use this or come up with your own- if you use this, you can write with the students prompting them as you go)

Mr. Tanen thinks that helping others is important. When there was not enough money to fund the playground renovation, he decided to auction off his special ties. A huge smile spread across his face because he knew he would be able to raise the money to get a new playground. He also states several times in the story that “the more you give, the more you get.” He taught the whole town the importance of giving.

Day 4: Written response to the paired selection, “The Jefferson Daily News”

Comprehension Skill Addressed in Writing: Using Details from a Text

Before Reading:

As we read this selection, listen for ways that the Helping Hands Club helps the school and the community. (sets purpose for reading)

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

After Reading:

Have the students turn and tell their partners one way that the Helping Hands Club helps the school and community.

Have the other partner share another way. Have them share until they have identified several ways that they share in both the school and community.

Writing Activity: The students will complete a written response to the following: “Explain how the Helping Hands Club helps the school and the community. Use details from the text to support.” (Students will have the writings from the previous days to refer back to as they write)

Checklist for Writing:

Indent first word in paragraph Include a topic sentence Identify at least 3 examples of how they help (be sure to include ways

they help the school and the community) Conclusion/Concluding sentence Make sure all sentences begin with a capital letter and end with the

correct punctuation

Second Grade Writing Plans Unit 4

Lesson 17

Topic: Never Give UpRead Aloud: The Crowd Roared

Anchor Story: Luke Goes to Bat Companion Piece: Jackie Robinson

Essential Question: Why is it important to keep trying even if something is difficult to do?Target Skills: Sequence of Events

Second Grade Writing Plans Lesson 17

Day 1: Writing in response to the teacher read aloud, “The Crowd Roared”

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

Before Reading: In the stories we read this week, we are going to learn about characters who keep trying, even when they are having a difficult time.

As I read this story aloud, I want you to think about how our main character, Minna, changes 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 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: Ask students to turn and talk in response to the following questions:

How did Minna feel at the beginning of the story? How do you know? How did Minna feel at the end of the story? How do you know?

Writing Activity: Complete a modeled/shared writing to the following: “How is Minna different at the end of the story from how she was at the beginning?”

Checklist for Writing: (put on chart paper and leave up)

Indent the first word of the paragraph Include a topic sentence Tell how the character felt at the beginning of the story and use an example or detail

from story to prove Tell how the character felt at the end of the story and use an example or detail from

story to prove 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)

Minna, the main character in “The Crowd Roared,” changed throughout the story. In the beginning, Minna was not very sure of herself. When her mom suggested she try out for soccer, she replied, “I’ll be no good at it.” However, after practicing with her friend, Javier, she felt much more confident and decided to give soccer a try. Sometimes, a little encouragement from a friend can go a long way!

Day 2: Written response to the main selection, Luke Goes to Bat

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

Before Reading:

As we read the story, Luke Goes to Bat, I want you to think about how Luke changes from the beginning to the end.

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

After Reading: Have students discuss with a partner how Luke felt at the beginning and how they know. Then have students discuss how he felt at the end of the story and how they know. When they share and verbalize their responses, they have a greater chance of being able to write about it.

Written Response Activity: “Explain how Luke changed throughout the story. Use details from the text to support.” 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: Use same one that was used for Day 1

Indent the first word of the paragraph Include a topic sentence Tell how the character felt at the beginning of the story and use an example

or detail from story to prove Tell how the character felt at the end of the story and use an example or

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

form of punctuation

Day 4: Written response to the paired selection, “Jackie Robinson”

Comprehension Skill Addressed in Writing: Sequence of Events

Before Reading: The information we are reading today is an excerpt from a webpage. That means it would be found on a website on the internet. That is one place we can find information.

As you read the information on this webpage about Jackie Robinson, I want you to pay close attention to how the author organizes the information and the order in which things happened.

Turn and tell your partner what you are listening for or paying attention to as we read.

After Reading: You can use the following questions to prompt students or you could come up with your own.

How does the author organize the information on the webpage? (by the time periods of Jackie’s life) How do the headings help readers as they read this information? (they tell the reader when the events took place or what they will read about in that section)

Writing Activity:

Have them respond to the following question. “How might Jackie’s life have been different if he had given up and not kept trying, even when things were difficult?”

It might help to have them talk with a partner about this prior to writing

Checklist for Writing:

Indent first word in paragraph Include a topic sentence Identify 2 ways Jackie’s life would have been different Make sure all sentences begin with a capital letter and end with the correct

punctuation

To Differentiate:

Provide a topic sentence for students so they can get started. Work with a small group of students who need additional support.

Second Grade Writing Plans Unit 4

Lesson 18

Topic: Reading and WritingRead Aloud: Dr. Salk’s Treasures

Anchor Story: My Name is Gabriela Companion Piece: Poems about Reading and Writing

Essential Question: Why are reading and writing important?Target Skills: Understanding Characters; Author’s Word Choice

Second Grade Writing Plans Lesson 18 Day 1: Writing in response to the teacher read aloud, “Dr. Salk’s Treasure”

Comprehension Skill Addressed in Writing: Using details from the text

Before Reading:

As I read this story aloud, I want you to think about how the author shows us that Dr. Salk is interested in helping others.

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

After Reading:

How can we tell from this text that Dr. Salk is interested in helping others? (you may have to model some)

Example: “It says that Dr. Salk taught at a school for doctors, so this tells me he wants to help doctors.”

Turn and tell your partner another thing he did to help others. (create a chart to refer back to when you write)

Sample Chart: Dr. Salk was interested in helping others…

Taught at a school for doctors Found a cure for polio Spent the rest of his life helping- wanted to make diseases go away

Writing Activity: Complete a modeled/shared writing of the following: “How does the author show us Dr. Salk is interested in helping others?”

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence Include at least 2 ways the author shows us that he is interested in helping others 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

In the story, “Dr. Salk’s Treasure,” the author shows us that Dr. Salk was interested in helping others. To begin with, he taught at a school for doctors. He wanted to help those who were becoming doctors. He is most famous for finding a cure for polio. He wanted to make this terrible disease go away forever. The author also states that he “spent the rest of his life helping people.” He continued to try and find cures for other diseases. We are thankful for Dr. Salk’s determination and willingness to help others.

Day 2: Written response to the main selection, My Name is Gabriela

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

Before Reading: Our essential question this week is “Why are reading and writing important.”

As we read this story, I want you to think about how the author shows us that reading and writing were important to Gabriela.

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

After Reading: Have students discuss with a partner the following question:

How can we tell that reading and writing were important to Gabriela? Use details from the text to explain.

Written Response Activity: “How can you tell that reading and writing were important to Gabriela?” 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 Include at least 2 ways the author shows us that reading and writing were

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

form of punctuation

Second Grade Writing Plans Unit 4

Lesson 19

Topic: SignsRead Aloud: Wild Friends, Wow!

Anchor Story: The Signmaker’s Assistant Companion Piece: The Trouble with Signs

Essential Question: How are signs helpful?Target Skills: Text and Graphic Features; Point of View

Second Grade Writing Plans Lesson 19

Days 2 and 3: Written response to the main selection, The Signmaker’s Assistant

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

Before Reading:

As we read this story, I want you to think about what Norman does and the consequences of his actions.

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

After Reading: Norman realized there were consequences to his actions.

Ask: What happened when Norman decided to create his own signs?

Have students turn and talk with partners about the question above. They should be using details from the text to support.

Writing Activity: Construct a modeled/shared opinion writing to the following:

“Do you think Norman made a good choice when he created his own signs? Why or why not?”

To get them thinking about the topic, have them share with their partners what they think. Then have them provide reasons to support their thinking.

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence and state your opinion Provide 3 reasons to support this opinion 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

There are several reasons that I think Norman’s choice to create his own signs was a poor choice. To begin with, he made the townspeople angry when they realized he was tricking them with his signs. Next, he put them in danger because they didn’t have signs to direct traffic or to show the firemen where to stop. The townspeople were also confused and the town became cluttered with the garbage they dumped in front of the store. Norman’s bad choice affected the entire town.

Extension Ideas:

The students can respond to the following:

“Do you think Norman learned his lesson after his sign making adventure? Why or why not?

Checklist for Writing: They can use the same checklist as above, however, they should only state 2 reasons that they feel he learned his lesson.

Classifying Signs

With this extension, the students have to use the text features (the illustrations) to classify signs as helpful or tricky. They can create a T-chart and go back to the text to find signs that belong in each category.

Day 4: Written response to “The Trouble with Signs”

Comprehension Skill Addressed in Writing: Main Idea and Details

Before Reading: The title of a story often reflects the main idea or main topic of a selection.

As we read, think about why the author titled this selection, “The Trouble with Signs.”

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

Signs that Were Helpful

Signs that Were Tricky

After Reading:

Turn and tell your partner why you think “The Trouble with Signs” is a good title for the play. Make sure you use details from the play to support your answer.

Writing Activity: Students will respond to the following:

“Explain why The Trouble with Signs is an appropriate title for this play.”

Checklist for Writing:

Indent first word in paragraph Topic sentence (The Trouble with Signs is a good title for this play for several

reasons) Provide 2 reasons that this title makes sense or is a good title Conclusion Make sure all sentences begin with a capital letter and end in the correct

form of punctuation

Second Grade Writing Plans Unit 4

Lesson 20

Topic: Heroic ContributionsRead Aloud: Ordinary Heroes

Anchor Story: Dex: The Heart of a Hero Companion Piece: Heroes Then and Now

Essential Question: What makes someone a hero?Target Skills: Compare and Contrast; Figurative Language

Second Grade Writing Plans Lesson 20

Day 2: Written response to the main selection, Dex: The Heart of a Hero

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

Before Reading: Our topic this week is heroic contributions. We are going to read several stories about heroes and discuss what makes these individuals or characters heroic.

As we read this story, I want you to think about what makes Dex heroic. Turn and tell your partner what you are listening for as we read.

After Reading:

Heroes have many qualities or traits. What heroic qualities did Dex have in the story we just read? (Discuss with partners)

Writing Activity: Have students respond to the following: “Why would Dex be considered a hero? Use details from the text to explain.”

Checklist for Writing:

Indent the first word of the paragraph Include a topic sentence (sample: Dex displayed many heroic actions in the

story Dex: The Heart of a Hero) Provide at least 3 details that support or show that Dex was a hero 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 “Heroes Then and Now”

Comprehension Skill Addressed in Writing: Main idea and using details from the text

Before Reading: Today we are going to read an informational selection about heroes.

As you read this selection, tell students to listen for qualities that were shown in heroes long ago and heroes today.

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

After Reading:

Based on the heroes we’ve just read about and Dex from our main selection, what are some qualities or traits of a hero? Turn and talk with partners. Each partner should have a response. If they are having difficulty, you can model a few. See sample responses below.

Create a chart that contains a list of qualities based on the selections “Heroes Then and Now” and Dex: The Heart of a Hero (sample responses: study hard and prepare for tasks; exercise; take care of their bodies; rescue animals in need; help others, etc…)

Writing/Response Activity: Have students use this list to create a poster or collage- “What Makes a Hero?”- They can be creative and work in groups to complete this. They can use pictures and words as well as various text features to communicate the concept of a hero.

Possible Extension Activity: Students can use heroic qualities to create an acrostic poem about heroes. You may have to model a few letters of the acrostic first.

Sample:

Helps others in need

Exercises to build strong muscles

Rescues those in need

Offers assistance to others