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

SS

words? How do

you know it’s a

question?

Model

identifying

questions in a

piece of text the

students are

familiar with.

Lesson 2:

Teacher

introduce a

paragraph on a

familiar topic.

Model asking

questions about

a text. Use some

questions that tie

to the topic and

some that don’t.

Create a T-chart

to identify

questions and

then answer the

questions.

? answer

understanding of

changes occurring in

the text.

Questioning:

Who changed?

What changed?

Where did it

change?

When did it change?

Why did it change?

How did it change?

After reading

the text use a

question cube or

question strip to

model creating

questions about

the text. Use the

word you have

chosen. Give

students the

opportunity to

challenge you

by asking

questions (using

the cube/ strips)

about the text.

Example: You

roll or choose

the word

“HOW.” You

might ask the

question of how

does the frog lay

eggs.

Mary Ann

Hoberman.

After reading

the poem model

and think aloud with the first

four lines of the

poem, by

identifying

rhyming words

thinking aloud

about how they

supply rhythm

to the poem.

Questions:

What is a

rhyming word?

How do you

know two words

rhyme?

Can you find a

part that shows

the rhythm?

Optional

lesson:

Big, Bushy

Mustache

prompt and

scaffold students

understanding of

how alliteration is

used in the

particular poem

and what it is.

What words

jumped out at

you?

What patterns do

you notice in the

poem?

Can you find a

part that has

alliteration?

Winter by

Cynthia Rylant.

Teacher needs to

preplan the read

aloud for

stopping points

and questioning.

For example,

teacher reads

pages 5-13 and

then prompts

students to ask

questions about

what they read so

far in a think-

pair-share.

Winter by Cynthia

Rylant.

Prompt and guide

student thinking

through

questioning.

What characters

does the author

introduce us to in

the beginning of the

story?

What is the setting

in the beginning of

the story? Does it

change as the story

continues?

In the beginning of

the story, does the

main character

have a problem or

challenge?

What story

elements are

introduced in the

beginning of a

story? (. i.e.

characters, setting,

beginning

event/problem)

Teacher will write

student responses

on a story tree map.

Winter by

Cynthia Rylant.

Prompt and

scaffold student

thinking about

what happens at

the middle and

end of a story.

i.e. middle

events/character

tries to solve

problem and

ending

events/solution.

Teacher will

record student

responses by

completing the

story tree map

from the

previous day.

leaves change

color?

Reading A-Z

Model and

think aloud with the first

paragraph of the

text. Read aloud

the heading and

think aloud

about what the

text will be

about. Read the

text and use

details to

determine the

main idea.

guide student

understanding of

text.

Student

Strategies

Lesson 1:

Students will

identify

questions and

justify how they

know they are

Answer questions to

demonstrate

understanding of

key details.

Ask and answer

text dependent

questions to

demonstrate

understanding of

key details.

Underline

rhyming words

and describe

how the rhythm

supplies

Inquire about the

characteristics of

alliteration.

Create a few

sentences or

Quick Write

(see below)

QUIZ GRADE

Complete sentence

prompt

QUIZ GRADE

Complete

sentence prompt

Complete Main

Idea Graphic

Organizer

Create a poster

questions in a

piece of text.

Lesson 2:

Students will be

given

differentiated

paragraphs

based on reading

ability to ask

and answer

questions using

the same t-chart.

meaning to a

poem.

poems with

alliteration.

(see below) (see below) Main Idea

Graphic

Organizer.pdf

Text Varied

paragraphs

Imogene’s Antlers

by David Small

A Tree for All

Seasons.

Changing by

Mary Ann

Hoberman

Changing

Poem.pdf

Big, Bushy

Mustache

Sunny Spring

http://www.nanasc

orner.com/alliterat

ion-examples-

spring-alliteration-

poem/

Poppleton In

Winter by

Cynthia Rylant

Poppleton In

Winter by Cynthia

Rylant

Poppleton In

Winter by

Cynthia Rylant

Why do leaves

change

color?Why Do

Leaves Change

Color.pdf

Reading A-Z

Reach for

Reading

Assessment T-chart with

questions/answe

rs appropriate to

the topic given.

Question

Cubes/Strips 1:

Students are given

questions cubes or

question strips in a

cup with the words:

who, what, where,

when, why, and how

on the side of the

cube. Students roll

the cube or pick a

strip of paper.

Whatever question

word they land on,

they must write a

Question

Cubes/Strips 2:

Students are

partnered. One

student rolls the

cube or picks a

strip and asks a

question using

the word the

cube or strip

displays. The

other student

answers the

questions. ( This

can be done

Quick Write :

How does the

rhythm in the

poem

“Changes” add

meaning to this

poem?

Why do you

think the author

chose these

words to

describe the

theme

changing?

Alliteration Poem:

Students will

choose a season

(Winter, Spring,

Summer, or Fall)

and write a few

sentences or a

poem using

alliteration.

Alliteration

Focus: beginning

letter

Quick Write:

After interactive

reading, students

reflect on their

learning by

writing about

how asking and

answering

questions during

reading helps

them better

understand a

story.

Sentence Prompt:

Students complete

this sentence

starter… A strong

beginning to a

story has....

For example, a

student might

write, “A strong

beginning of a

story has an

introduction of the

characters.”

Sentence

Prompt:

Students

complete this

sentence

starter… A

strong ending to

a story has…

For example, a

student might

write, “A strong

ending to a story

has a solution to

the problem.”

Graphic

Organizer:

Students

continue reading

the remainder of

the text and

completing a

graphic

organizer.

Poster:

Working in small

“expert” groups,

students will

create a poster on

one particular

community.

Teacher will

model one type

of community

(suburban).

Students will

work in groups

on urban and

rural. Students

question using that

word about the text

(about change). The

teacher can inform

the students as to

how many times

they roll the cube or

pick a strip.

Grouping: small

group or individual

orally or to

create a written

summary)

Grouping:

partners

will fill out

individual

graphic

organizers. Then,

complete a poster

as a group.

Science

Unit 1 Term 1 Seasons- Change Around Us Science - Learning Standards / Concepts and Skills & Related Topics

Life Science

Plants/animal

needs

Habitats (will

continue into next

unit)

Learning Standard –

LS2. Ecosystems: Interactions, Energy, and Dynamics

2-LS2-3(MA). Develop and use models to compare how plants and animals depend on their surroundings and other living things to meet their needs

in the places they live.

Clarification Statement:

• Animals need food, water, air, shelter, and favorable temperature; plants need sufficient light, water, minerals, favorable temperature, and

animals or other mechanisms to disperse seeds.

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.

SWBAT define the term habitat and find examples of different habitats in the world

SWBAT find more than one plant or animal in one habitat

Text/Resources- 2LS2-1City Gardening (science a-z), 2LS2-4 Animals of Ice and Snow, Where Plants Live, Desert Plants, Air Plants (science a-z)

Many Environments- Class Activity

Where do the live –Class Activity

Animals and plants where I live (at home connection)

House Plant/Cactus-Class Activity

Thick Coats of Fur-Class Activity

Students will ‘become an expert’ cooperative learning activity where students learn about animal habitats and will be responsible for

teaching other group members what they learned

Vocabulary- food, water, shelter, air, favorable temperature, temperate forest, desert, tropical rain forest, grassland, arctic, aquatic

Lesson Seed-

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

SS Standards-2.3, 2.4, 2.5, 2.6

Cocoa by Erica

Silverman

Purpose for

Reading:

To recount events

in Chapter 1 by

modeling a sketch

from the story and

have students

identify what is in

the sketch. The

teacher clarifies

their details.

Continue reading

Chapter 2 from

Cowgirl Kate and

Cocoa

*finish book as

read aloud*

Purpose for

Reading:

Students will

sketch and have

group members

determine

events/details in

sketch.

Squires and Holly

Berry.

Purpose for

Reading:

To compare and

contrast The

Gingerbread

Cowboy and The

Gingerbread Man.

During the read

aloud prompt with

questions…

After read aloud

introduce a Venn

Diagram or a T-

Chart (differences

and similarities)

Compare Contrast

Graphic Organizer

To guide students

in completing the

organizer as a

whole group or in

partners.

venn diagram.pdf

Read aloud two

versions of a fairy

tale: The Three

Little Pigs and The

Three Javalinas by

Susan Lowell

Teacher will use a

think aloud to

compare and

contrast the two

stories.

Using the website

(www.umass.edu/a

esop/fables.php)

Choose a few

fables to read

aloud and model

completing the

following graph

Character Moral of

the Story

Throughout read

aloud ask the

following

questions: What

details are

exaggerations?

How do you know

it is an

exaggeration?

Show a video to

reinforce learning

from a tall tale

Teacher models

listing the

characteristics

which make Paul

Bunyan a tall tale.

Sacajawea Her

True Story by

Joyce Milton

Partner read about

Sacajawea’s life

and answer

questions.

When did

Sacajawea live?

Why/How is she

important to our

history?

Where did she

live?

Who was she?

What did she do?

Class will partner

read The Lewis and

Clark Expedition

(Capstone Press)

Model using the

Two-Column

Notes strategy for

main idea (using

Lewis and Clark

picture book): left

side includes main

idea of text and

right side is the

details that

support)

2 column notes.pdf

lewis and clark

graphic

organizer.pdf

Teacher models

using the 3,2,1

strategy (Three

discoveries, 2

interesting facts,

and 1 question you

still have).

3-2-1.pdf

Purpose of

Reading:

To build on their

knowledge of

previous texts on

cowboys using

informational text.

By Brenda B

Covert

Questions to ask

after the section or

end of lesson.

Prompts:

Why do you think

the author wrote

this text?

What does the

author want you to

learn from this

text?

Finding Author's

Purpose.pdf

Student

Strategies

Sketching details

or events from

Chapter 2 and have

group members

determine details

or events from

sketch.

Working in

partners or small

groups to

determine the

similarities and

differences of both

texts.

QUIZ GRADE

Write a summary

of the two stories

with similarities

and differences.

For example one

paragraph will be

on similarities and

the 2nd paragraph

Identify the

characters,

problem, solution,

and moral of the

fables.

Students analyze a

different tall tale

and write the

characteristics that

make it a tall tale.

Students complete

biography page

about Sacajawea

biography

sheet.pdf

In pairs, students

complete 2

Column Notes on

Sacajewea.

QUIZ GRADE

Opinion writing.

Who do you think

lived a more

adventurous life?

In small groups or

partners students

complete 3, 2, 1

strategy using a

different heading

from the article

(print copies for

students).

Students continue

writing on the

chart as they read a

section of the text

in pairs.

will be on

differences.

Sacajewea or

Lewis and Clark?

Text Cowgirl Kate and

Cocoa by Erica

Silverman

The Gingerbread

Cowboy by Janet

Squires and Holly

Berry

The Three Little

Pigs and The Three

Javalinas by Susan

Lowell

The True Story of

the Three Little

Pigs Jon Scieszka

Fables from

(www.umass.edu/a

esop/fables.php)

The Stinky Cheese

Man

Paul Bunyan

(Steven Kellogg)

Sacajawea Her

True Story by

Joyce Milton

The Lewis and

Clark Expedition

(Capstone Press)

American West

Cowboys

The Cow Chip

Contest

By Brenda B

Covert

Science

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.

Clarification Statement:

Examples of types of landforms can include hills, valleys, river banks, and dunes.

SWBAT recognize the impact of erosion and design and build a system to limit that erosion

Text/Resources- 2ESS2-1 Erosion Control, Along the Coast (science a-z) Brain Pop Jr (fast changes/slow changes) create slow change/ fast change

posters

Videos- www.studyjams.scholastic.com (science landforms weathering erosion)

Bill Nye the Science Guy- Erosion Episode

www.kidsgeo.com/geoplogy-for-kids

http://betterlesson.com/lesson/600239/preventing-erosion-on-our-school-grounds

Vocabulary- food, water, shelter, air, favorable temperature, temperate forest, desert, tropical rain forest, grassland, arctic, aquatic

Dikes, windbreaks, shrub, hill, valley, riverbank, dunes, stream, pond, bay, river

Lesson Seed-

2ESS2-1Compare multiple solutions designed slow or prevent wind or water from changing the shape of land

Labs-

Cookie Experiment – Students will use a cookie to demonstrate the effects of weathering and erosion on rocks, dirt, and soil

Can You Prevent or Slow Down Weathering and Erosion? Using water bottles filled with dirt and various materials, students will observe what happens

when it ‘rains’

Experiment Shake it Up Experiment-students will develop a deeper understanding of how rocks slowly break down through colliding in bodies of water

STEM Engineering Challenge ~ Tall Tales Set TPT-Students will create a raft that will hold the weight of an apple without sinking

Students will use 4 plastic grocery bags students will create a lasso. Students will build a tube train using the fewest amount of toilet paper tubes.

ASSESSMENT-Create something to limit erosion and explain how it works

ASSESSMENT- students will quick write in science journal giving example of why erosion can be bad

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?

Writing quizzes-Lessons 1 and 7

6 Traits: Ideas and Sentence Fluency

SS Standard-2.7, 2.8, 2.9

Lesson 1

2 days

Lesson 2

2 days

Lesson 3

2-3 days

Lesson 4

2 days

Lesson 5

2 days

Lesson 6

2 days

Lesson 7

2 days

Lesson 8

3-4 days

Lesson 9

2 days

Standard 2.RL.4

Describe how

words and phrases

supply rhythm and

meaning in a

story, poem, or

song.

Traits: Ideas

2.RL2

Recount stories,

including fables

and folktales from

diverse cultures,

and determine

their central

message, lesson,

or moral.

Day 1: explain the

lesson/ message

Day 2: create a

folktale with a

lesson in pairs

2.RL.2

Recount stories,

including fables

and folktales from

diverse cultures,

and determine

their central

message, lesson,

or moral.

Traits: Ideas

2.W.1

Write opinion

pieces in which

they introduce the

topic of the book

they are writing

about, state an

opinion, supply

reasons that

support the

opinion, use

linking words to

connect opinion

and reasons, and

provide a

concluding

statement or

section.

2.RI.7

Explain how

specific images

contribute to and

clarify a text.

and RI2.6

Identify the main

purpose of a text,

including what the

author wants to

answer, explain, or

describe.

2.W.3

Write narratives in

which they

recount a well-

elaborated event

or short sequence

of events, include

details to describe

action, thoughts,

and feelings, use

temporal words to

signal event order,

and provide a

sense of closure.

2.W.3

Write narratives in

which they

recount a well-

elaborated event

or short sequence

of events, include

details to describe

action, thoughts,

and feelings, use

temporal words to

signal event order,

and provide a

sense of closure.

2.RI.6

Identify the main

purpose of a text,

including what the

author wants to

answer, explain, or

describe.

Traits: Ideas Traits: Sentence

Fluency

Traits: Sentence

Fluency

Traits: Sentence

Fluency

Objective Students will

create a story

about an imagined

land by listening

to a poem about a

foreign land and

then viewing a

picture.

Students will

recount a folktale

by completing a

graphic organizer

about The Mystery

Wind.

Students will use

their knowledge of

a folktale to write

their own creative

folktale with a

lesson/central

message.

Students will

create a comic

strip to recount the

events of The Pied

Piper.

Students will write

an opinion

paragraph about

which version of

Pied Piper they

liked best and

why.

Students will use

adjectives to

describe nouns by

creating page for a

book about fruits.

Students will write

a narrative that

provides a sense

of closure by

creating an

alternate solution

to the problem in

the story.

Students will

describe an

event/experience

that correlates to a

pair of shoes by

writing a

narrative.

Students will

identify the main

purpose of the text

and what the

author wants to

answer, explain, or

describe.

Teacher

Strategies

Poem by Robert

Louis Stevenson

“Foreign Lands”

http://www.lnstar.

com/mall/literatur

e/rls/ForeignLands

.htm

Photocopy the

poem so that all

students have a

copy. Read

together and

define “foreign

lands”. Give some

background about

RLS childhood: as

a child he was

often sick and

confined to his

bed. He created

imaginary lands in

his head, such as

the Land of

Counterpane

(another poem).

Point out poetic

elements

Review: What is a

folktale? How is it

like a “Hand Me

Down”?

Shared Reading:

The Mystery Wind

(Reading A-

Z)Mystery

Wind.pdf

Read as a class

and discuss the

lesson of the story

as well as the plot.

Guided Practice

Fan and Pick:

use the printable

Discussion Cards

that go along with

the story. Give

each group a pre-

cut set. One

student “fans” the

cards and one

student picks a

card and answers

that question.

Each student

The Lizard and the

Sun

(StoryTown)The

Lizard and the

Sun.pdf

Day 1: Read and

discuss (plot and

lesson)

Day 2: review the

story and then

teacher models

writing a folktale

using the template

1. Show the

Disney cartoon

(you need to click

on the clip that

says Walt Disney,

it is 7:26 in

length):

Pied Piper

Cartoon:

https://www.youtu

be.com/watch?v=

UXOCHn7Vfec

Discuss how rats

were a big

problem in

Germany at the

time.

What was the

solution? (cause

and effect)

What was another

problem in the

story?

Discuss how Pied

Piper is a legend.

Similar to a

folktale except

that some parts are

true and some

have been

exaggerated over

time. What parts

of the Pied Piper

do you think are

probably true?

Exaggerated?

Read Aloud:

Pied Piper of

Hamelin by

Roberto Piumini

Model writing an

opinion piece with

a topic sentence

and details.

Bread Bread

Bread by Ann

Morris

Shared Reading:

Why do you think

the author wrote

this?

Why does the

author use mainly

photographs?

What can you

learn from the

picture that is not

in the text?

If the photographs

were not there,

what would you

miss?

How did the

author’s use of

adjectives help to

describe the

bread?

As a class you will

write a book

called Fruit, Fruit,

Fruit (you can

Jalapeno Bagel?

(HM)

Shared Reading:

Read the story as a

class, discussing

the plot elements,

characters, setting.

Shoes, Shoes,

Shoes by Ann

Morris

Shared Reading:

Read Shoes,

Shoes, Shoes as a

class.

Why do you think

the author wrote

this?

Why does the

author use mainly

photographs?

What can you

learn from the

picture that is not

in the text?

If the photographs

were not there,

what would you

miss?

How did the

author’s use of

adjectives help to

describe the

shoes?

Day 1

Houses and

Homes by Ann

Morris

Shared Reading:

Read Houses and

Homes as a class.

Why do you think

the author wrote

this?

What do you

notice about the

houses? How are

they alike and how

are they different?

Why do you think

houses are

different around

the country and

the world?

Stand Up, Hand

Up, Pair Up:

Students will

move around the

room to music.

When the music

stops, students

(rhyming, rhythm,

etc).

should get a turn

answering a

question.

What was the

lesson?

2. Read Aloud:

Pied Piper Magic

by Stephen

Kellogg

Compare the book

with the cartoon.

What was similar

in the 2 versions?

Different?

change this if you

want). Model

describing a piece

of fruit: long fruit,

sweet fruit, round

fruit, etc.

How does weather

and culture affect

the type of shoes

people wear?

Model: model

writing about an

experience that

will happen while

wearing a certain

type of shoes. For

example: high

heels; I am

dressed up tonight

for a special party.

It is New Year’s

Eve and I am

going to a party in

New York

City….etc.

Guided Practice:

Give each team a

bag with pictures

of various types of

shoes. Students

are to choose a

picture from the

bag to complete

their writing

assignment.

will pair up.

Teacher will hold

up pictures of

various homes

from the book (or

put under doc

cam) and students

discuss how their

own homes are

different/similar to

the photos.

Day 2 :

Read Aloud:

This is My house

Student

Strategies

QUIZ GRADE

Students will write

a story by looking

at a picture of an

imagined land (or

foreign land).

Independent

Practice: students

fold a piece of

paper in fourths.

Box 1: characters;

2: setting; 3:

favorite part of the

plot; 4: a few

sentences to

describe the

In pairs students

create their own

folktale using the

graphic organizer

and then transfer

to a final copy in

paragraph form.

Create a comic

strip to show the

sequence of the

story. One part of

the strip should be

the lesson.

different comic

strip templates.pdf

Gallery Walk so

all students can

Students will write

an opinion

paragraph about

which version of

Pied Piper they

liked best and

why.

Students draw a

fruit and describe

it. You could

make it into a

class book, or use

chart paper and

attach.

QUIZ GRADE

Using the same

characters, setting

and problem,

students will write

a narrative which

describes a

different solution

to the problem.

Students will pick

a picture of shoes

out of a grab bag.

Students will write

a fictional

narrative about

something they

will do while

wearing these

shoes.

Day 1

Students will do a

“quick write” to

identify the

purpose of the text

and three new

things they

learned.

Day 2

“lesson” of the

story.

view the comic

strips.

Text

Resource

Foreign Lands:

Robert Louis

Stevenson

The Mystery Wind

(Reading A-Z)

Reach for Reading

Pied Piper Magic

by Steven Kellogg

Pied Piper of

Hamelin by

Roberto Piumini

Bread Bread

Bread by Ann

Morris

“Jalapeno Bagel”

(Houghton

Mifflin)

Shoes, Shoes,

Shoes by Ann

Morris

Houses and

Homes by Ann

Morris

Extension Where the Wild

Things Are

Maurice Sendak

Tico and the

Golden Wings by

Leo Lionni

Read Aloud: How

are the two stories

similar?

Four Feet Two

Sandals

How my Parents

Learned to Eat

This is My House

By Arthur Dorros

Science

Unit 3 Term 2 Hand Me Down Tales Science - Learning Standards / Concepts and Skills & Related Topics

Earth Science

Changing

Landscape(cont.)

Landforms

(will continue into

next unit)

(SS-

Continents/oceans)

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.

SWBAT identify at least 3 different landforms

Text/Resources- 2-ESS2-2 (Need to check National Geographic Books) 2-ESS2-3 Wonderful Water (science a-z)

Better Lesson-Shapes of Land https://api.betterlesson.com/mtp/lesson/631670/print http://betterlesson.com/lesson/631670/shapes-of-the-

land

Vocabulary- solid, liquid,plain, mountain, island, valley, plain, island, glacier, canyon, hill, plateau, deert, peninsula, dune, beach, volcano,

coast,

Lesson Seed-

2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area..

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.

Lesson 1

(1 day)

Lesson 2

(1- 2 days)

Lesson 3

(1-2 days)

Lesson 4

(2+ days)

Lesson 5

(1 day)

use as writing

quiz

Lesson 6

(1 day)

Lesson 7

(1 day)

Lesson 8

(1 day)

Lesson 9

(1 day)

use as writing

quiz

Lesson 10

(1-2 days)

Lesson 11

(1 day)

Objective SWBAT

determine

the meaning

of the word

“freedom”.

SWBAT

describe how

characters in

a story

respond to

challenges by

writing in a

graphic

organizer

about Henry

“Box”

Brown’s

challenges.

SWBAT

make

connections

between

freedom and

specific

historical

events by

recording

details in a

graphic

organizer.

SWBAT to

write an

opinion piece

in their

freedom

journals by

using

supporting

reasons and

linking

words.

SWBAT make

connections

between

freedom and

specific

historical

events by

recording

details in a

graphic

organizer.

SWBAT

describe the

similarities and

differences in

the 2 texts about

Rosa Parks by

using a Venn

Diagram.

SWBAT use

information

from the article

and other texts

from the unit to

write a

descriptive

paragraph of

how school

would be

different had the

Supreme Court

reached a

SWBAT write

an opinion as to

whether we are

living MLK’s

dream using

evidence to

support.

SWBAT use

information from

the article and

other text from

the unit to write a

descriptive

paragraph of how

school would be

different had

Supreme Court

reached a

different

decision.

SWBAT describe

their actions,

thoughts, and

feelings by

writing a short

narrative

portraying

themselves as

another student

from Ruby

Bridges’ school.

SWBAT write

a paragraph to

describe the

most important

points from the

2 texts about

Ruby Bridges.

different

decision.

Standard RI2.4

Determine

the meaning

the words or

phrases in a

text relevant

to a grade 2

topic or

subject area.

RL 2.3

Describe how

characters in

a story

respond to

major events

and

challenges.

6 Traits:

Voice

RI 2.3

Describe the

connection

between a

series of

historical

events,

scientific

ideas or

concepts, or

steps in

technical

procedures in

a text.

6 Traits:

Voice

W 2.1 Write

opinion

pieces in

which they

introduce a

topic, state an

opinion,

supply

reasons that

support the

opinion, use

linking words

(because and

also) to

connect

opinion and

reasons, and

provide a

concluding

statement or

section.

RI 2.3 Describe

the connection

between a

series of

historical

events,

scientific ideas

or concepts, or

steps in

technical

procedures in a

text.

6 Traits: Ideas

RI 2.9 Compare

and contrast the

most important

points presented

by 2 texts on the

same topic.

W 2.1 Write

opinion pieces in

which they

introduce a topic,

state an opinion,

supply reasons

that support the

opinion, use

linking words

(because and also)

to connect opinion

and reasons, and

provide a

concluding

statement or

section.

W 2.1 Write

opinion pieces

in which they

introduce a

topic, state an

opinion, supply

reasons that

support the

opinion, use

linking words

(because and

also) to connect

opinion and

reasons, and

provide a

concluding

statement or

section.

W 2.3 Write

narratives in

which they

recount a well

elaborated event

or short sequence

of events, include

details to

describe action,

thoughts, and

feelings, use

temporal words

to signal event

order and provide

a sense of

closure.

6 Traits:Ideas

RI 2.9 Compare

and contrast the

most important

points

presented by 2

texts on the

same topic.

Teacher Strategies

http://www.y

outube.com/

watch?v=vP

Kp29Luryc

Brainstorm

together as a

class:

What is

freedom?

What does it

mean to live

in the “land

of the free?”

Read Aloud

using the link

where the

author reads

the story

Henry’s

Freedom Box

http://www.s

cholastic.com

/teachers/asse

t/henrys-

freedom-box-

read-aloud-

ellen-levine

Read the

book Moses

about Harriet

Tubman.

Discuss as a

class:

What was the

Underground

Railroad?

Why was

Harriet

Tubman

important?

Why

wouldn’t she

Pass out slips

of paper and

have students

vote on

something:

class

rewards,

book to read,

etc. Once all

students

write their

vote, collect

boys in one

pile and girls

in another.

Throw out all

Read Aloud:

Rosa by Nikki

Giovanni

What type of

“freedom” was

Rosa fighting

for? Was it fair

that she was

expected to

give up her

seat? What

would you have

done in the

same situation?

What are the

Shared Reading:

Reading A-Z

book Level J:

Riding with

Rosa Parks

What was the

same about the

two texts on

Rosa Parks?

What was

different?

Shared Reading:

Reading A-Z book

Level M

Pre-reading

discussion:

What makes a

good leader?

Then, watch the “I

Have a Dream”

speech in the link

below.

Shared Reading:

Reading A-Z

article “Are We

Living Dr.

King’s Dream?”

What evidence

does Annie

Bertke use to

support her

opinion?

Shared Reading:

Reading A-Z

article: “Brown

Vs. Board of

Education”

How would

school be

different if this

decision was

different? **Use

this question to

prompt

writing—this

Use 2 different

color post-its to

represent students

as a particular

color/race. Allow

one color to go to

lunch in the

cafeteria, have

pizza, have extra

recess, an extra

day of PE, etc.

The other post-its

get none of that:

vegetables only

for lunch, no

recess, etc. They

Read Aloud:

Ruby Bridges

Goes to School

by Ruby

Bridges

Complete a

Venn Diagram

together as a

class (chart

paper/SB)

describing the

similarities and

differences

Discuss what

challenges

Henry faced

in both his

childhood

and

adulthood.

Teacher will

use this text

as the model

to set

expectations

for the

Freedom

Journal going

forward.

let anyone

turn back?

How does

her voice in

this text let

you know

what she is

feeling? What type of

“freedom”

was she

fighting for?

the girl votes.

Discuss: how

did that feel?

Connect to

women not

being able to

vote. Show

video on

Susan B/

Anthony.

http://www.y

outube.com/

watch?v=o-

suAlXQhMI

What type of

“freedom”

was she

fighting for?

connections

between

Harriet

Tubman, Henry

Brown, Susan

B Anthony, and

Rosa Parks?

**Use these

questions to

prompt

writing—this

writing will be

a quiz grade**

https://www.youtu

be.com/watch?v=

gdTpU5WZHHM

Then, ask that

same question:

What made MLK a

good leader?

Read the Reading

A-Z book as

Shared Reading

Martin Luther

King, Jr.

What type of

freedom was he

fighting for? What

does it mean to be

treated fairly?

Have you ever

been treated

unfairly? Why do

we remember

MLK today?

“Fair does not

always mean

equal”, what do

you think about

that?

writing will be a

quiz grade**

don’t get to do

those things

because of the

“color” of their

post-it.(This is all

just hypothetical,

not for real).

How did that

make you feel?

(ask both colors).

Some may show

superior feelings,

others

compassion.

Introduce Ruby

Bridges with the

book:

The Story of Ruby

Bridges by

Robert Coles

What type of

freedom was

Ruby fighting

for?

between the 2

texts.

Student Strategies

Students

then

write/draw a

picture of

what it

means to be

free. Share

with a

partner.

Students will

write in their

“freedom

journals”

about

Henry’s

challenges.

Students will

record details

in their

“freedom

journal”

about Harriet

Tubman and

the

Underground

Railroad.

Students

write in their

“freedom

journals” to

the prompt:

why is it

important for

everyone to

be able to

vote?

Students will

write in their

“freedom

journals”: facts

about Rosa

Parks and a

text- to- self

prompt about

being a student

on the bus with

Rosa Parks.

Students will

complete a Venn

Diagram to

show the

differences and

similarities of

the 2 texts.

Then, the class

will come back

together and

write a

Students will write

an opinion

paragraph to

describe why they

think MLK was a

good leader, citing

specific details

from the video and

readings to

support their

opinion.

Students will

write an opinion

paragraph to

describe why

they think we

are living

MLK’s dream or

not citing

specific details

from the video

and readings to

Students will

write a short

descriptive

paragraph

depicting how

school may be

different had the

decision been

different.

Students will

write a short

narrative from

the perspective

that they are a

fellow student of

Ruby Bridges at

her new school.

How would they

react to what

Students will

write a

paragraph in

their “freedom

journals” to

describe the

most important

points from

both texts.

paragraph as a

Shared Writing

to tell the

similarities and

differences in

the texts, even

though they

were about the

same topic.

support their

opinion.

happened to

Ruby?

Text Youtube

w/lyrics of

the Star

Spangled

Banner

Henry’s

Freedom Box

by Ellen

Levine

Moses by

Carole

Boston and

Nelson

Weatherford

**Harriet

Tubman

shared

reading

text**

**Susan B.

Anthony

shared

reading

text**

Rosa by Nikki

Giovanni

Riding with

Rosa Parks:

Reading A-Z

Level J Martin Luther

King, Jr

Reading A-Z

Level M

Are we living

Dr. King’s

Dream? article

Brown vs Board

of Education

article

The Story of Ruby

Bridges by

Robert Coles

Ruby Bridges

Goes to School

by Ruby

Bridges

Assmt Based on

class

discussion

students

should be

able to

write/draw a

picture to

define

freedom.

Students

record in

their

“freedom

journal”

responding to

the given

prompt.

If needed,

watch video

and have

class

discussion on

one day and

then the next

day, re-read

the book

aloud and

have students

write.

Students

write the

name, setting

(time/place)

and 3 key

details about

the historical

figure.

Students

write in their

“freedom

journals” to

the prompt:

why is it

important for

everyone to

be able to

vote?

Students will

write in their

“freedom

journals”: facts

about Rosa

Parks and a

text- to- self

prompt about

being a student

on the bus with

Rosa Parks.

Students will

complete a Venn

Diagram to

show the

differences and

similarities of

the 2 texts

Students will write

an opinion

paragraph to

describe why they

think MLK was a

good leader, citing

specific details

from the video and

readings to

support their

opinion.

Students will

write an opinion

paragraph to

describe why

they think we

are living

MLK’s dream or

not citing

specific details

from the video

and readings to

support their

opinion.

Students will

write a short

descriptive

paragraph

depicting how

school may be

different had the

decision been

different.

Students will

write a short

narrative from

the perspective

that they are a

fellow student of

Ruby Bridges at

her new school.

How would they

react to what

happened to

Ruby?

Students will

write a

paragraph in

their “freedom

journals” to

describe the

most important

points from

both texts.

Other Resources

Additional

text:

Freedom

Song: The

Story of

Henry “Box”

Brown by

Sally M.

Walker

http://www.y

outube.com/

watch?v=Tc1

6uzQZu5g

Video on

Harriet

Tubman and

the

Underground

Railroad.

Harriet

Tubman

Encarta

Login--short

video

On Encarta

On Encarta

The Story of

Ruby Bridges

by Robert

Coles

After both

lessons on

Ruby Bridges,

you may want

to show the

Disney movie

to “look for”

similar/diff

from the books,

additional facts,

and new

characters.

Movie is

available for

purchase on

Amazon or to

rent on

YouTube.

Science

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

Text/Resources-

Vocabulary- harbor, river, ocean, sea, lake, pond, waterfall, gulf, canal

Lesson Seed-

2-ESS2-2 Develop a model to represent the shapes and kinds of land and bodies of water in an area..

2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

Better Lesson-The Earth is mostly water https://api.betterlesson.com/mtp/lesson/631459/print

Better Lesson- different forms of bodies of water https://api.betterlesson.com/mtp/lesson/632255/print

Lab-

Water path experiment- Students will see how water can create it’s own path

STEM Engineering Challenge: Building Boats TPT Students will design a boat that will float and hold weight

ASSESSMENTS-Water flip book , models of bodies of water, lab reflection sheets

Grade: 2 Unit 5: Building Bridges to Friendship

ELA

6 Traits: Word Choice and Sentence Fluency

S.S. Standards 3

Lesson 1

(1day)

Lesson 2

(1 day)

Lesson 3

(1 day)

Lesson 4

(1 day)

Lesson 5

(1 Day)

Lesson 6

(2-3 days)

Lesson 7

(1 day)

Lesson 8

(2+days)

Lesson 9

(1 day)

Lesson 10

(1 day)

Standards

L 2.4d

RI 2.6

Traits: Sentence

Fluency

RI 2.6

W 2.1

RL 2.7

W 2.1

Use as writing

quiz

W 2.1

RL 2.7

RL 2.5

RL 2.7

Traits: Sentence

Fluency

W 2.2

Traits: Word

Choice

W 2.7

Traits: Word

Choice

Objective Use knowledge

of the meaning

of individual

words to

predict the

meaning of

compound

words

containing the

Identify the main

purpose of a text,

including what

the author wants

to answer,

explain, or

describe through

read aloud, class

discussion and

Identify the main

purpose of a text,

including what

the author wants

to answer,

explain, or

describe using

the graphic

organizer.

3 Billy Goats

Gruff Lesson

Here

Students use

details from the

video to support

their sentence/

illustration of

how a friendship

can improve our

lives.

Use

understanding of

the characters

from Some Pig!

to write a friendly

letter with correct

form and use of

conventions.

Complete a New

Friends worksheet

to explain how the

two animals

became friends.

Day 1:Describe

Henry and Mudge,

by listing character

traits.

Day 2:Complete a

story elements

graphic organizer

by using

illustrations/text to

Students will

write an

explanatory

paragraph

about how

Tarra and Bella

became friends.

Students will

participate in

whole group

conversation to

parse out

language used in

a text.

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

words “water”

and “bridge.”

completing

sentence frames.

demonstrate

understanding of

the characters,

setting, and plot.

Teacher

Strategies

Create

slideshow of

different types

of bridges.

Class

discussion:

What is a

bridge? What

is its purpose?

How are they

important?

How do

bridges impact

our lives?

Show Brainpop

on Bridges.

Shared

Reading:

Read the

yellow phonics

book.

What are some

other words

that contain the

word bridge?

Teacher will

model using

what s/he

knows about

the word

bridge to

predict the

meaning of:

footbridge,

Shared Reading:

Teacher reads

selected pages

from Bridges:

Amazing

Structures.

Teacher chooses

one or more

pages to think

aloud about the

author’s main

purpose of the

text (describe,

explain, and

answer).

What clues

helped me

determine what

the author was

trying to teach or

explain to me?

What does that

tell me about the

author’s main

purpose for

writing this text?

.

Shared Reading:

To reinforce the

objective from

the day before,

have students

read Building a

Bridge from

Reading A-Z

(either whole

group or in

pairs).

Watch the video.

(Link below)

Class Discussion:

How was this

video similar to

the animal

relationships in

Some Pig! ?

How is building a

friendship like

building a

bridge?

Read

Aloud/Writing:

Teacher reads

Some Pig!

Throughout the

book draw

attention to the

characters and

their

relationships.

How likely is it

that the ___ and

___ are friends?

Why do you think

they are friends?

What is the

“bridge” that

brings them

together?

Which character

is most like you?

Why?

Start writing

mini-lesson:

friendly letter.

Model writing a

letter to one of

the characters

from Some Pig!

Explain why you

chose this

character, what

you like about

him/her, and ask

Shared Reading:

Day 1:

Read the chapter

title The Dog and

the Dolphin whole

class.

Teacher model:

choose 2 animals

that would be

unlikely friends.

Model the New

Friends worksheet

linked below with

how your 2

animals meet and

their favorite thing

to do.

Day 2:

Creative Writing:

Choose 2

characters from

fairytales that

would be unlikely

friends (ie

Cinderella and Big

Bad Wolf).

**This writing

exercise will be

used as a quiz

grade.**

Shared Reading:

Day 1:

Read Henry and

Mudge whole class.

Set purpose: tell

students they will

be listening for

words to describe

the characters.

Once students

finish Student

Strategy:

Make a class list of

the characters traits

of both characters.

T-chart?

Day 2: Re-read for

understanding.

Ask:

How does the

author show with

illustrations that

Mudge grows?

(R.L.2.7)

What was the

problem and how

did it get solved?

Read Aloud:

Read Tarra and

Bella focusing

on how the 2

animals

became friends.

Shared

Writing:

Model how to

write an

explanatory

paragraph

about how

Tarra and Bella

became friends.

Read Aloud:

Read Amos and

Boris focusing

on the word

choice within

the text. Once

finished reading,

make a chart of

words that were

chosen from the

text that

represent the

qualities of the

“Word Choice”

trait. Make sure

words are used

and definitions

discussed.

Conversations

about this

“unlikely

friendship” is

also acceptable.

drawbridge,

flybridge,

bridgework,

etc.

the character a

question.

Student

Strategy

Partner

Language

Activity:

provide each

pair with a

compound

word

containing the

word “water.”

Students will

predict the

meaning of that

word by using

what they

know about the

word water and

write a

sentence using

this compound

word. They can

illustrate the

sentence and

share with the

class. Here are

some

examples:

waterbed,

watercolor,

watermelon,

waterlog,

watershed,

waterproof,

watertight,

rainwater,

waterway,

waterspout.

Shared Reading:

Choose a page

from Bridges:

Amazing

Structures and

photocopy one

page for all

students to have

access to. Read

for the purpose of

identifying what

the author wanted

to explain,

answer, or

describe.

What are they

trying to teach

us?

Independently:

Highlight

evidence from

the text that

supports their

answer (clues

how they knew

the purpose).

Complete

sentence starter

(for example, The

author is trying to

_____ (explain,

describe) to me

about _____.)

Students will

complete a Main

Purpose graphic

organizer

individually.

.

Students will

each choose a

character from

Some Pig!.

Explain why you

chose this

character, what

you like about

him/her, and ask

the character a

question.

Day 2: Revise

letters and edit

for spelling,

punctuation, and

letter form

(greeting,

closing, etc).

Day 3: Trade

letters with

another student

(maybe make

copies) and

write back as if

they were the

classmates

chosen

character.

** The writing

from Day 3 will

be used as a

quiz.**

Students complete

the New Friends

worksheet with

their own original

new “friends.”

Day 1:

Using sticky notes

or whiteboards

write down 2 words

to describe Henry

and 2 words to

describe Mudge.

Day 2:

Class discussion,

then students

complete the story

elements graphic

organizer.

Students

provide the

details for the

paragraph to

explain how

the 2 animals

became friends.

Students use 1-5

words from the

class-generated

list in their own

short writing (a

few sentences to

1 paragraph).

Their story

could be located

on a bridge, or

with unlikely

friends, teacher

chooses

parameters.

Text yellow phonics

book

Brainpop

Bridge Video

Bridges: Amazing

Structures.

Reading A-Z

Level I Building

a Bridge

3 Billy Goats

Gruff

National

Geographic

Video

Unlikely Animal Friends

Some Pig! E.B.

White

Unlikely

Friendships: The

Leopard and the

Cow by Jennifer

Holland

Henry and Mudge

Tarra and

Bella by Carol

Buckley

Amos and Boris

by William

Steig

Assessment Student work

samples

containing

sentences that

are illustrated

to show

meaning of

their compound

word.

Throughout the

lesson the teacher

will be listening

for students using

the academic

vocabulary of

explain, describe,

answer, purpose.

Teacher will use

student work

samples to analyze

if students reached

the objective.

Students will

complete the

Main purpose

graphic

organizer

individually.

Students use

details from the

video to support

their

sentence/illustrati

on of how a

friendship can

improve our

lives.

Teacher will use

students’ original

letter as

assessment

looking at

knowledge of

character, proper

letter formation,

and use of

conventions.

Day 1:

Teacher listens

throughout lesson

for academic

vocabulary

(descriptive

words). Students

can put names on

sticky notes and

hand in.

Day 2:

Students complete

the story elements

graphic organizer

Student

participation in

class

discussion.

Extension 5 Facts About

Bridges –

Discovery

Education

Many bridge

images on

Discovery

Education

Students will

create a

“bridge” with

another student

using common

personality

traits. Model

with another

teacher. In

partners,

students will

create a bridge

using popsicle

sticks/yarn/etc/

after finding

the common

traits they

share.

Students will

create a

“bridge” with

another student

using common

personality

traits. Model

with another

teacher. In

partners,

students will

create a bridge

using popsicle

sticks/yarn/etc/

after finding the

common traits

they share.

Optional 2nd

lesson: Using a 2

column chart,

describe how the

characters

responded to

major events or

challenges in the

story.

Major events/

challenges on the

left, how the

character

responded on the

right side.

Note: This book

has 4 chapters, so

you can plan other

language arts

lessons using the

other chapters to

reinforce the

objectives.

Optional 2nd

lesson: Using a

2 column chart,

describe how the

characters

responded to

major events or

challenges in the

story. Major

events/challenge

s on the left,

how the

character

responded on

the right side.

Science

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.

Text/Resources-

Vocabulary- properties, flexibility, hardness, texture, absorbency, reversible change, irreversible change, friction

http://betterlesson.com/lesson/634510/ways-to-classify-objects

http://betterlesson.com/lesson/635840/building-things-in-different-ways

http://betterlesson.com/lesson/636315/hot-and-cold

Lesson Seed-

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

ASSESSMENT- lab reflection sheets

Grade 2 Unit 6: From Farm to Table

ELA

6 Traits: Organization and Conventions

S.S. Standards 8, 9

Lesson 1 Lesson 2

(2-3 Days)

Lesson 3

(2 Days)

Lesson 4

(2+ Days)

Lesson 5

(3 Days) Lesson 6

Lesson 7

Lesson 8

Lesson 9

(3-4 Days)

Performance

Assessment

Objective SWBAT categorize

goods/services and

producer/consumer

SWBAT explain

why a farm is

important

SWBAT use what

they learn about

the life cycle of a

plant to create a

timeline from

producer to

consumer.

SWBAT explain

in writing how

George

Washington

Carver made

contributions to

the world

SWBAT complete

a common

organizer about

the main idea and

supporting details

of The Magic

School Bus: Inside

a Beehive by using

text features and

diagrams from

within the story.

SWBAT write a

free verse poem

within the topic of

farm-related

things.

SWBAT share

information with

peers in

question/answer

format that

demonstrates an

understanding of

character, setting,

plot as they relate

to the 5Ws/1H

questions.

SWBAT explain

how a farm-grown

item would go

from the original

item to a created

product (ie

chicken to egg

salad).

SWBAT create a

business that

produces and sells

a product. Then

complete a

timeline showing

their product from

producer to

consumer.

Standard SL 2.2 Recount or

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.

Teacher

Strategies

Students will do a

quick write about

something they

have made

produced and

something they

have been a

consumer for.

**use this

question to

prompt writing—

writing will be

used as a quiz

grade**

Producer/Consume

r Sheet

This lesson uses 3

texts from which

to get

information.

Teacher might

use Morning

Meeting to read

one or more

books so as not to

read all 3 during

lesson.

Read Alouds:

Living on Farms

by Allan Fowler

Farming Gail

Gibbons

Food From

Farms by Nancy

Dickmann

Shared Reading

From Seed to

Plant Gail

Gibbons

Shared Reading:

Reading A-Z

George

Washington

Carver level L

Shared Reading

The Magic School

Bus: Inside a

Beehive

Day 1: read book

as class—focus on

how hives operate,

how they are

important to

farms, how their

organization helps

them create the

end product

Day 2: Focus on

text features

within the book.

(doc cam for

passages) How do

these features give

us important

information? Are

Read the poem

"Two Eggs"

Talk about the

rhyming words

within the poem.

Discuss possible

rhyming

combinations as

they relate to

farms.

Connect to

science lab

Read Aloud

Ox-Cart Man

by Donald Hall

After reading the

story to the class,

teacher will pair

up students and

have them use the

Question/Answer

paper provided on

S drive. Each

student will write

4 questions (one

question each for

4 out of the 6 who,

what, where,

when, why, how

questions) and

then exchange

papers with

Read Aloud

Charlie Needs a

Cloak by Tomie

dePaola

After reading the

story, discuss the

process of creating

Charlie’s cloak.

Where did it start?

What steps did he

take? What did

Charlie end up

with?

Numbered Heads

Together: provide

groups with

different items

grown on farms

(ie, apples,

chickens, trees,

Model a business

built on a product.

Demonstrate

writing an opinion

piece of writing

sharing why their

product is

important and

valuable to the

consumer. Then

go over the

process of

showing his

product from

producer to

consumer in

timeline format.

Cooperative

Learning

“Jigsaw”:

Possible topics

for research—

Farm machines

Farm tools

Chores

Crops

there images that

clarify what we

are learning

about?

partner to then

answer partner’s

questions.

cows, pumpkins,

cranberries,

sunflowers, corn)

Student

Strategies

As an exit ticket,

students will

determine which

pictures show

producers and

consumers.

Students will write

to the prompt:

Why are farms

important?

Students will

create a timeline

from producer to

consumer

Students will

complete reading

comprehension

pages about

George

Washington

Carver

Day 3: In small

groups, complete

common organizer

to identify the

maid idea and

supporting details

from within the

text by focusing

on the information

provided from the

text features and

diagrams within

the story

Student will write

their own free

verse poem with a

few rhyming pairs

about a farm.

Students will

create questions

for partner—and

then be

responsible for

answering

partner’s

questions.

In small groups

students will

write possible

items that could be

created from their

assigned farm

item, paying

attention to the

timeline and

process of how

their final product

would be created.

Student will create

a use a graphic

organizer to write

an opinion piece

explaining why

their product is

important and

valuable to a

consumer. Then

student will make

a timeline showing

their product from

producer to

consumer.

Text

Resource

Brainpop Jr.

Goods/Service/Pro

ducer/Consumer

Living on Farms

by Allan Fowler

Farming Gail

Gibbons Food

From Seed to

Plant by Gail

Gibbons

Reading A-Z

George

Washington

Carver

The Magic School

Bus: Inside a

Beehive

“Two Eggs”

By Amy Ludwig

Vanderwater

Ox-Cart Man

by Donald Hall

Charlie Needs a

Cloak by Tomie

dePaola

From Farms by

Nancy Dickmann

Science

Unit 6 Term 3 From Farm to Table Science - Learning Standards / Concepts and Skills & Related Topics

Science

Physical science

Continue Matter

and interactions

from Unit 5

Engineering

and

Design

Learning Standard -

ETS1. Engineering Design

2.K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same design problem to compare the strengths and weaknesses of how

each object performs.

Clarification Statements:

• Data can include observations and be either qualitative or quantitative.

• Examples can include how different objects insulate cold water or how different types of grocery bags perform.

SWBAT identify how engineers help solve problems

Text/Resources- http://betterlesson.com/lesson/629438/what-is-engineering

Vocab- insulate, design, fall time

Extension From Peanut to

Peanut Butter big

book to read

aloud. Student

created peanut

plant book.

GWCarver

Brainpop Jr.

2nd Day of poetry:

"Thank You to

Sun" poem

by Amy Ludwig

Vanderwater –

concept of

producer/consume

r is strong within

poem

Edheads

http://www.edhea

ds.org/activities/si

mple-machines/

Lesson Seed-

Students will be able to ask questions about investigations, make observations to infer and draw conclusions.

Lab-

Ice cube experiments PBS Kids Keep a Cube (building your own icebox) Pbskids.org Create a graph for results –Students will create a ‘cooler’ for an

ice cube to try to slow down the melting process

STEM Engineering Parachute Challenge TPT Students will build parachutes with the longest fall time

STEM Engineering Toothpick Tower TPT Students will design and construct a tower made with only two supplies

ASSESSMENT- Science Journal/reflection sheets