WEEK Grade 2 • Unit 3 Question of the Week: When does a ... 3... · Question of the Week: When does a creative idea lead to a surprise? ... Grade 2 • Unit 3Question of the Week:

Question of the Week: When does a creative idea lead to a surprise?Concepts: Understand that creative ideas can lead to a surprise; tell about a creative idea class members had that led to a surprise.

4 Grade 2 • Unit 3

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 2 • Unit 3 • Page 76Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

Objectives

To introduce and discuss concepts and vocabulary related to how creative ideas can lead to a surprise.Use: Student Book, pp. 104–105.

To use words to describe how they may be surprised when they are creating a sculpture.

To have children write a sentence(s) to describe what sculpture you would like to make.

ELD Standard LS: Use simple related sentences arranged illustrations to organize presentations & maintain a clear focus.

DAY 1Concept & Vocabulary Development

P/Q Have you ever had a creative idea that led to a surprise?

Lesson Vocabulary for the Week

(* = Academic Vocabulary)

sculpture*, stone, tiger, instead, many, surprised, chisel*, sculptor

Content Vocabulary

surprise, change, statue, cat, dog, horse

[List other sculpture ideas that children generate.]

P/Q What sculpture do you think you would like to make?

Have children use a Sequence Map & Weekly Concept Journal drawings to depict, say, or write a sentence answering:

• Whatsculpturewouldyouliketomake?

• Whatstepswouldyoutakeincreatingasculpture?

• Howcouldyoubesurprisedwhilemaking it?

Compile an illustrated vocabulary list of student generated ideas for children to use as reference.

Skill Check: Practice Book p. 103

B My idea was ______. I was surprised when ______. [Children should give the details of the incident.]

B I would make a ______.

EI My creative idea was ______, and the surprise was ______. [Children should give the details of the incident.]

EI I would like to make a ______.

I My creative idea was ______, and I was surprised when ______. [Children should give the details of the incident.]

I I think I would like to make a ______.

EA My creative idea was ______, and it led to a surprise when ______. [Children should give the details of the incident.]

EA I think I would like to make a sculpture of a ______.

A My creative idea was ______, and it led to a surprise because ______. [Children should give the details of the incident.]

A I think I would like to make a sculpture of a ______ because ______. [Children should give a reason.]

RDG10_LCSF02_CA_U3W4.indd Page 76 6/30/10 7:44:09 PM sf-024 /Volumes/107/SF00415/work/indd/Grade_2

Grade 2 • Unit 3 Question of the Week: When does a creative idea lead to a surprise?Concepts: Understand that creative ideas can lead to a surprise; tell about a creative idea class members had that led to a surprise.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring4WEEK


Objectives

To use words with the long i sound to discuss how a creative idea can lead to a surprise.

To decode, pronounce, and spell words with the long i sound.

To have children write a sentence(s) using a word with the long i sound about how they might be surprised when they are creating a sculpture.

ELD Standard R: Recognize and use knowledge of most simple spelling patterns (e.g., long and short vowels), and phonemes that do no correspond to sounds students hear and produce in their primary language.

DAY 2Word Analysis

P/Q Let’s use words with the long i sound to talk about creative ideas that led to a surprise.

Lesson Vocabulary

fire, try, kind, pie, high, die, light, night, wild, fly, child, my, bike, ice, mice, twice, surprise(d), tiger

Content Vocabulary

bird in flight, lion, horse, giraffe, cow

[Create a chart showing the different spellings of words with the long i sound. Add words to the list with the long i sound that children generate, as well as content vocabulary words for ideas for sculptures.]

P/Q How might you be surprised if you created a sculpture?

Have children look around the classroom and name some things that include the long i sound in their name.

Skill Check: Practice Book, p. 104

B It was a wild ______, and now it is a ______. B I made a ______, but it looks like a ______.

EI I made a ______, and a child thinks it is a ______.

EI I made a ______, and now I see a ______.

I I tried to make a ______, and I am surprised that I see a ______.

I I made a ______, and it changed into a ______.

EA At night it looked like a ______, and in the morning it was a ______.

EA I wanted to create a ______, and I have made a ______.

A I thought it was a ______, and then I turned on the light and it was ______.

A My idea was to make a ______, but now I think it is a ______.





ObjectivesTo use words to tell about the future. To identify the plot and theme of a story.Use: Student Book, pp. 106–107.

To use words to talk about the future and to discuss the plot and theme of a story.

To have children write a sentence(s) about a creative idea that let to a surprise.

ELD Standard W: Write short narratives that include elements of setting and characters.

DAY 3Comprehension Skills & Strategies

P/Q What are you going to do when you get home from school?

Lesson Vocabulary

future, is going to, plot, theme

Content Vocabulary

[Supply content vocabulary children suggest that will help them with the speaking and writing assignments.]

P/Q What have you created that let to a surprise? Have children draw pictures of a creative project that surprised them. Have them write labels that show what the creative idea was about.


B I am going to ______. B I created a ______. I was surprised when ______. [Children should finish the sentence.]

EI I am going to ______ and ______. EI I created a ______ and was surprised when ______. [Children should finish the sentence.]

I I am going to ______, and then I am going to ______.

I I created a ______ and was very surprised when ______. [Children should finish the sentence.]

EA When I get home, I am going to ______, and then I am going to ______.

EA I created a ______ and then became surprised when ______. [Children should finish the sentence.]

A When I get home from school, I am going to ______ and ______.

A I created a ______ that led to a surprise when ______. [Children should finish the sentence.]





Objectives

To recognize the past, present, and future tenses of verbs. To use the past, present, and future tenses of verbs to discuss how a creative idea can lead to a surprise.Use: Student Book, p. 108.

To use the past, present, and future tenses of verbs.

To have children write a sentence(s) about something they would like to create in the future.

ELD Standard R: Make oneself understood when speaking by using consistent standard English grammatical forms and sounds; however, some rules may not be followed (e.g., third-person singular, make and female pronouns).

DAY 4Grammar & Conventions

P/Q Tell about how you have been creative lately. Lesson Vocabulary

past, present, future, verb tense, surprised/surprise/will surprise, painted/paint/will paint, created/create/will create, made/make/will make

Content Vocabulary

today, yesterday, tomorrow

[Continue the chart created in Week 3 showing the past, present, and future forms of verbs that children generate. Also record content vocabulary for things children say they will paint and create.]

P/Q What would you like to create in the future? Have partners draw pictures of something they would like to create in the future. Have them each label their pictures. Have partners discuss their pictures.

• Whatissomethingyouwouldliketocreate in the future?


B Today I paint a ______. Tomorrow I will paint a ______.

B I will create a ______.

EI Yesterday I painted a ______. Today I paint a ______. Tomorrow I will paint a ______.

EI I will create a ______ and a ______.

I Yesterday I made a ______. Today I make a ______. Tomorrow I will make a ______.

I In the future I will make a ______ and I will create a ______.

EA I painted a ______ yesterday. I paint a ______ today. Tomorrow I will ______ a ______.

EA In the future I will make a ______. Then I am going to ______ a ______.

A Yesterday I ______, today I ______, and tomorrow I will ______.

A In the future I am going to ______. I will create a ______ because ______. [Children should give a reason.]





ObjectivesTo guide students to express their understanding of concepts and skills in writing.Use: Student Book, p. 109.

To use vocabulary learned this week to discuss when a creative idea leads to a surprise.

To have children write a sentence(s) about a time when a creative idea led to a surprise.

ELD Standard R: Read aloud fluently in a manner that sounds like natural speech.

DAY 5Writing

P/Q Talk about a time when you started to make something and then your idea changed. What did you plan to make? What did it change into?

Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Children refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas.

P/Q Write about a time when you started to make something and then your idea changed.

Have children build fluency by reading their completed writing to partners or the class.

Skill Check: Practice Book, p. 108B I made a ______. It changed into a ______. I think it is a ______.

B Child writes one or two sentences and includes some concept vocabulary with support.

EI First I made a ______. Then it changed into a ______. Now I think it is a ______.

EI Child writes one or two sentences and includes some concept vocabulary.

I I started to make a ______. Instead, I made a ______. I think that it ______ because ______. [Children should give a reason.]

I Child writes two or three sentences and includes some concept vocabulary with support.

EA My idea was to make a ______. I was surprised when it changed to a ______ because ______. [Children should give a reason.]

EA Child writes two or three well-constructed sentences and includes most concept vocabulary with support.

A First, I wanted to make a ______. It changed when ______, and I was surprised to see that it became a ______. Now it is ______. [Children should give the needed information.]

A Child writes two or three well-constructed sentences and includes most concept vocabulary.


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WEEK Grade 2 • Unit 3 Question of the Week: When does a ... 3... · Question of the Week: When does a creative idea lead to a surprise? ... Grade 2 • Unit 3Question of the Week: