Grade: 2 Unit 1: Change Around Us ELA 6 Traits: Word Choice and Organization Lesson 1 & 2 (2 days) Lesson 3 (2 days) Lesson 4 (2 days) Lesson 5 (3-4 days) Lesson 6 (2 days) Lesson 7 Lesson 8 Lesson 9 Lesson 8 (3-4 days) Lesson 9 (3-5 days) Standard RL2.1 RL2.1 RL2. RL2.4 RL2.4 RL2.1 RL2.5 RL2.5 RL2.2 RL2.2 Objective Ask questions about a story such as who, what, where, when, why and how Answer questions about a story such as who, what, where, when, why and how Traits: Word Choice Answer questions about an informative text such as who, what, where, when, why and how Traits: Word Choice Identify and describe how rhyming words supply rhythm and meaning in a poem Traits: Word Choice Identify and describe alliteration and how it supplies rhythm and meaning a poem. Ask questions about a story such as who, what, when, where, why, and how Describe how the beginning introduces a story. Traits: Organization Describe how the ending concludes the action in a story. Traits: Organization Identify the main topic of a multi-paragraph text including supporting details. Traits: Organization Create a poster focused on main idea and supporting details. Teacher Strategies Lesson 1: Introduce asking a question. What are question Read aloud Imogene’s Antlers by David Small and use questioning to guide student Shared Reading of A Tree for All Seasons. Echo Reading of the poem Changing by Independent or Partner Reading of the poem “Sunny Spring”. Use questions to Interactive Reading of Poppleton In Close reading of the first chapter of Poppleton In Close reading of the third chapter of Poppleton In Introduce text and model by first paragraph of Why do Reading in S.S. about rural, urban, and suburban. Questioning to (5-7 days) End of Unit Performance Task: Students research and write about a season: weather, environment, clothing, activities, other facts. Writing quizzes-Lessons 8 and 9 combined 6 Traits:Word Choice and Organization SS Standards-1, 4, 5, 2.1
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Grade: 2 Unit 1: Change Around Us ELA 6 Traits: Word ... Traits: Word Choice and Organization Lesson 1 & 2 ... Teacher Strategies ... Tree for All Seasons. Echo Reading of the poem
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Grade: 2 Unit 1: Change Around Us
ELA
6 Traits: Word Choice and Organization
Lesson 1 & 2
(2 days)
Lesson 3
(2 days)
Lesson 4
(2 days)
Lesson 5
(3-4 days)
Lesson 6
(2 days)
Lesson 7 Lesson 8 Lesson 9 Lesson 8
(3-4 days)
Lesson 9
(3-5 days)
Standard RL2.1
RL2.1
RL2.
RL2.4
RL2.4
RL2.1
RL2.5
RL2.5
RL2.2 RL2.2
Objective Ask questions
about a story
such as who,
what, where,
when, why and
how
Answer questions
about a story such as
who, what, where,
when, why and how
Traits: Word
Choice
Answer
questions about
an informative
text such as
who, what,
where, when,
why and how
Traits: Word
Choice
Identify and
describe how
rhyming words
supply rhythm
and meaning in
a poem
Traits: Word
Choice
Identify and
describe
alliteration and
how it supplies
rhythm and
meaning a poem.
Ask questions
about a story
such as who,
what, when,
where, why, and
how
Describe how the
beginning
introduces a story.
Traits:
Organization
Describe how
the ending
concludes the
action in a story.
Traits:
Organization
Identify the
main topic of a
multi-paragraph
text including
supporting
details.
Traits:
Organization
Create a poster
focused on main
idea and
supporting
details.
Teacher
Strategies
Lesson 1:
Introduce asking
a question. What
are question
Read aloud Imogene’s Antlers
by David Small and
use questioning to
guide student
Shared
Reading of A
Tree for All
Seasons.
Echo Reading
of the poem
Changing by
Independent or
Partner Reading
of the poem
“Sunny Spring”.
Use questions to
Interactive
Reading of
Poppleton In
Close reading of
the first chapter of
Poppleton In
Close reading of the third
chapter of
Poppleton In
Introduce text
and model by
first paragraph
of Why do
Reading in S.S. about rural,
urban, and
suburban.
Questioning to
(5-7 days)
End of Unit Performance Task: Students research and write about a season: weather, environment, clothing, activities, other facts.
2LS2-1 Plan and conduct an investigation to determine if plants need sunlight and water to grow
2LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats
Labs-
habitat investigation- students will observe and investigate an outdoor habitat. Students will take notes summarize their investigation and sketch a
picture of their habitat.
Students will create a diorama about an animal habitat(ASSESSMENT)
Experiment-Plant/water/sunlight – track plants over the course of 2 weeks, to see how not having all needs met affects the growth and life of a
plant.
Experiment-Roll, Baby, Roll experiment-students will use various materials to understand how a cactus stores water –
Experiment-Living Underground Experiment-Understand why desert animals stay underground during the day-taking temperature of dirt/sand in
different parts of a bucket
Experiment-Blubber for Warmth- students will use water and shortening to understand how blubber keeps polar animals warm
ASSESSMENT- science Quick write listing reasons an animal is effected by its habitat
ASSESSMENT- Lab reflection sheets
Walking Field trip to pond to explore and document findings
Grade 2 -Unit 2 Title: Wild West
ELA
6 Traits: Voice and Conventions
Lesson 1
2-3 days
Lesson 2
2 days
Lesson 3
3 days
Lesson 4
3-4 days
Lesson 5
3 days
Lesson 6
2 days Lesson 7 Lesson 8 Lesson 9
Standards
RL 2.7 RL 2.9
RL 2.9
Traits: Voice
RL 2.2
Traits: Voice
RL 2.5
W 2.3
RI/L 2.1
Traits: Conventions
RI 2.2
Traits: Conventions
RI 2.6
Traits: Conventions
RI 2.2
Objective To explain the
major
events/details in a
story through a
sketch.
Compare and
contrast two
versions of the
same story
Compare and
contrast two
versions of the
same story
Identify elements
of a fairy tale
Identify the
elements of a fable
.
Describe the
overall structure of
a tall tale by listing
the elements which
make a tall tale
different from
other genres.
Answer questions
based on 5 Ws
about Sacajawea
Identify the main
idea and
supporting details
of an informational
text.
To identify the
main focus of a
multi-paragraph
text and the focus
of specific
paragraphs within
the text.
Identify the main
purpose of the text
and what the
author wants to
answer, explain, or
describe.
Teacher
Strategies
Interactive Read
Aloud
Introduce the 1st
chapter of the book
Cowgirl Kate and
Interactive Read
Aloud
Introduce the story
The Gingerbread
Cowboy by Janet
Interactive Read
Aloud
Introduce concept
of a fairytale
Interactive Read
Aloud
Introduce concept
of a fable
Interactive Read
Aloud
Read a version of a
Paul Bunyan
textbook.
Shared Reading
Using the text
provided:
Shared Reading
Teacher will play
Brain Pop Jr. video
on Lewis and
Clark
Shared Reading
Using the article
American West
Cowboys.
Shared Reading
Teacher reads The
Cow Chip Contest
End of Unit Performance Task: Whole class for model, then independent for final assessment: Students will show understanding of the elements of a fairy tale, fable, or tall tale narrative/story by writing their
own in the form of a Wanted Poster.
Students will develop a narrative focusing on characters, setting, problem, solution, beginning, middle, and end.
Writing quizzes-Lessons 3 and 7 6 Traits: Voice and Conventions
Unit 2 Term 1 Wild West Science - Learning Standards / Concepts and Skills & Related Topics
Life Science
Habitats (cont.)
changing
landscape (will
continue into next
unit)
Learning Standard
LS4. Biological Evolution: Unity and Diversity
2-LS4-1. Use texts, media, or local environments to observe and compare (a) different kinds of living things in an area, and (b) differences in the kinds of
living things living in different types of areas.
Clarification Statements:
• Examples of areas to compare can include temperate forest, desert, tropical rain forest, grassland, arctic, and aquatic.
ASSESSMENT- venn diagram to compare habitats, Lab reflection sheets
2-ESS2-1. Investigate and compare the effectiveness of multiple solutions designed to slow or prevent wind or water from changing the shape of the
land.*
Clarification Statements:
Solutions to be compared could include different designs of dikes and windbreaks to hold back wind and water, and different designs for
using shrubs, grass, and trees to hold back the land.
Solutions can be generated or provided.
2-ESS2-4(MA). Observe how blowing wind and flowing water can move Earth materials from one place to another and change the shape of a landform.
Grade: 2 Unit 3: Hand Me Down Tales from Around the World
ELA
6 Traits: Ideas and Sentence Fluency
End of Unit Performance Task: Narrative writing
Students will write an imaginary narrative telling about what they would do if they were given the chance to experience a day in the life of a student living in a different country. Students should use
details from the culture based on the books they have read to develop their setting, characters, and plot.
Where are you? What does it look like? What do people live in, eat, and wear?
2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Labs-
Landform flip book, landform models
Volcano Experiment-Students will understand how a volcano erupts
ASSESSMENT-Create a 3-D imaginary land including landforms and bodies of water (tie to imaginary land writing), landform models
ASSESSMENT-Lab reflection sheets, landform models
Grade: 2 Unit 4 Title: A Long Journey to Freedom
ELA
End of Unit Performance Task: Informative Writing Unit Assessment
LJtF Journal will be Comprehension Unit Assessment *Students must complete journal using complete sentences*
6 Traits: Voice and Ideas
S.S. Standards 2, 6, 7, 2.10
Students will choose one of the people studied in this unit who they would like to research more about. Teacher will model end of unit writing using Henry Box Brown.
Students should be moving towards writing multiple paragraphs. Therefore, the writing should be structured in a way to guide students:
Paragraph 1: introduce the person
Paragraph 2: tell about his/her journey to freedom
Paragraph 3: (as a challenge or extension) explain how his/her journey to freedom impacted us today.
Unit 4 Term 2 Long Journey to Freedom Science - Learning Standards / Concepts and Skills & Related Topics
Earth Science
landform
(continued)
Learning Standard -
2-ESS2-2. Map the shapes and types of landforms and bodies of water in an area.
Clarification Statements:
Examples of types of landforms can include hills, valleys, river banks, and dunes.
Examples of water bodies can include streams, ponds, bays, and rivers.
Quantitative scaling in models or contour mapping is not expected.
2-ESS2-3. Use examples obtained from informational sources to explain that water is found in the ocean, rivers and streams, lakes and ponds, and may be
solid or liquid.
SWBAT differentiate between different forms of bodies of water
End of Unit Performance Task: After participating in teacher read-alouds, shared readings and discussions of unlikely friendships, students will write a friendly letter to their
teacher stating their opinion on what pair is the most unlikely of friends. Students will use textual and background knowledge of the characters they choose to develop and write
their argument. Students will be graded both on their ability to write an opinion paragraph with 3 supporting details as well as their ability to write a friendly letter using all learned
letter conventions. Students may choose to argue Fern/Wilbur, Tara/Bella, Amos/Boris. Teacher will model The Dog and the Dolphins.
6 Traits: Word Choice and Sentence Fluency
Ongoing read aloud for unit (optional): Unlikely Friendships: 47 Remarkable stories from the Animal Kingdom by Jennifer S. Holland, A Moose for Jessica by Pat A. Wakefield
Unit 5 Term 3 Bridges to Friendship/Unlikely Friends Science - Learning Standards / Concepts and Skills & Related Topics
Physical science
Matter
and interactions
continue in Unit 6
Learning Standard -
2-PS1-1. Describe and classify different kinds of materials by observable properties of color, flexibility, hardness, texture, and absorbency.
2-PS1-2. Test different materials and analyze the data obtained to determine which materials have the properties that are best suited for an intended
purpose.
Clarification Statements:
• Examples of properties could include, color, flexibility, hardness, texture, and absorbency.
• Data should focus on qualitative and relative observations.
2-PS1-3. Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and,
however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger
objects.
Clarification Statements:
• Materials should be pure substances or microscopic mixtures that appear contiguous at observable scales.
• Examples of pieces could include blocks, building bricks, and other assorted small objects.
2-PS1-4. Construct an argument with evidence that some changes to materials caused by heating or cooling can be reversed and some cannot.
Clarification Statements:
• Examples of reversible changes could include materials such as water and butter at different temperatures.
• Examples of irreversible changes could include cooking an egg, freezing a plant leaf, and burning paper.
PS3. Energy
2-PS3-1(MA). Design and conduct an experiment to show the effects of friction on the relative temperature and speed of objects that rub against each
other.
Clarification Statements:
• Examples could include an object sliding on rough vs. smooth surfaces.
• Observations of temperature and speed should be qualitative.
SWBAT classify objects in at least 3 different ways.
SWBAT build different designs using the same materials
SWBAT collect data on how some changes caused by cold or heat are irreversible and some are not.
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended
purpose.
2-PS1-3. Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and
made into a new object.
2-PS1-4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
Lab-
Give each group 50 (of the same object Legos, popsicle sticks, cubes etc)
Weigh material, build an object
Students will weigh each of their objects against other group objects to see if the weight is the same
Fill out reflection sheet
Troll Bridge engineering project- Students will design and create a functional bridge to help the trolls
Demonstrate the more friction an object travels over, the slower it will move/go a shorter distance
Butter, water (reversible change) observe changes in butter and water when heated and then cooled again
Cooking an egg, burn paper (irreversible change) Observe what happens to an egg when cooked and paper when burned
Objects that hold water- sponge, paper, felt, paper towel, tissue – all the same size object-Students will understand that different objects have different
absorbency
ASSESSMENT- Quick write- students will explain why friction makes an object travel slower
describe key ideas or details from a text read aloud or
RI 2.7 Explain
how specific images (e.g., a diagram showing
W 2.8 Recall
information from experiences or gather information
RI2.6 Identify the
main purpose of a text, including what the author
RI2.5 Know and
use various text features (e.g., captions, bold
RL2.4Describe
how words and phrases (e.g., regular beats,
RL 2.1Ask and
answer such questions as who, what, where,
W.2.2 Write
informative/explanatory texts in which they
W.2.1 Write
opinion texts in which they introduce a topic,
End of Unit Performance Task: Students will independently brainstorm a business that creates and sells a product. Students will then write a 1 paragraph opinion piece explaining why someone
would need/want the product their business is selling. Then students will create a timeline that shows their product from producer to consumer.
information presented orally or through other media.
Use as writing quiz.
how a machine works) contribute to and clarify a text.
from provided sources to answer a question.
RI 2.6 Identify the
main purpose of a text, including what the author wants to answer, explain, or describe.
RI 2.8 Describe
how reasons support specific points the author makes in a text
6 Traits: Organization
wants to answer, explain, or describe.
6 Traits:
Conventions
print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI2.7 Explain how
specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
6 Traits:
Conventions
when, why, and how to demonstrate understanding of key details in a text.
RL 2.7Use
information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
6 Traits: Organization
introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
6 Traits:
Organization
use facts and definitions to develop points, and provide a concluding statement or section.