Sunday, July 31, 2011

Unit 6

Second Grade Unit 6

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Taking Care of Ourselves

ENDURING UNDERSTANDING: Eating good foods and exercising helps our body systems (skeletal, muscular, digestive, and nervous) to function properly.

  1. Through pictures, students discuss healthy snacks
  2. Write explanatory pieces
  3. Read informational tests on body systems with fluency

Focus Standards:

  1. RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, [and] repeated lines) supply rhythm and meaning in a story, poem, or song.
  2. SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  3. RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  4. RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  5. RI.2.8: Describe how reasons support specific points the author makes in a text.
  6. W.2.1: Write opinion pieces in which they introduce the topic of book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section.

Questioning Stems: Narrative (literature) and informational texts questioning stems based on questions WITHIN, BEYOND, and ABOUT the texts, to be used throughout the unit.

Student “I Can” Statements:

  1. “I Can” write an explanatory piece describing the experience of painting a still life.
  1. Begin the unit by discussing with the students.Why do our brains need “good food”? Students will need to think about the relationship between good food and brain function--how to nurture a healthy body. Encourage the students to look at the figurative meaning of the term “good food.” Show how to find information on the Internet. Show examples of websites about brain food.
  2. Introduce the genre of “still life” to the students: “One genre of art is called ‘still life’. A long time ago, painters felt they should paint religious scenes or famous people. In the 1500’s someone named Annibale Caracci decided to paint a regular person eating beans. View the painting: Annibale Caracci, The Beaneater (1584-85). Later, artists began to paint objects that may have been gathered into a bowl for the purpose of painting them and with as many interesting details as possible.
  3. After viewing a variety of paintings at: “still life” , haves students discuss and describe what each picture has in common. Next, have students create their own still life with water colors. Begin by gathering a collection of healthy snacks to place on a table for students to draw. Encourage the students to help with the arrangement of objects, thinking about spaces between objects on the table. Talk about how the details make the painting interesting. Give students time to paint.
  4. Observe and analyze other still life paintings by various artist:

Caravaggio, Basket of Fruit (1599)

Willem Claesz Heda, Still Life on a Table (1938)

Pieter Claesz, Still Life with Two Lemons (1629)

William Bailey, Still Life with Rose Wall and Compote (1973)

Wayne Thiebaud, Cakes (1963)

Claes Oldenburg, Two Cheeseburgers, with Everything (1962)

  1. After students have painted the “still life” “Write an explanatory ‘how-to’ piece, focused on how you created your painting. Be sure to begin with setting up the display as a class and go through each step of your work. Also, be sure to describe a still life in your introduction and write a strong conclusion.

  1. “I Can” use descriptive words (adjectives) to describe the way food tastes.
  1. Have the students “taste test” healthy snacks, fruits, and vegetables. Encourage them to use adjectives by challenging the students to come up with at least three descriptive words between each new taste. Build background with Many Luscious Lollipops by Ruth Heller to focus on adjectives. Use this lesson plan “Luscious Lollipop” and Other Adjectives.
  2. Students create their own adjective list for food tastes and smells, which they will use in writing.
  3. Have a food sampling of various fruits; math connection to graph the favorite fruit of the class; write an advertisement for your favorite fruit using adjectives to describe the food based on the five senses (Informative).
  4. Food Adjectives Web site that can be accessed to provide multiple adjectives about food.
  5. Using a variety of adjectives to describe foods, students will write an (Opinion) piece naming their favorite food, using adjectives to describe that food, stating reasons for this food being the favorite, and providing a concluding statement or section.
  6. Song: Food Glorious Food from Oliver: Lyrics YouTube
  7. When using music, harvest vocabulary words to use in Word Study. In this unit, harvest adjectives as well as unknown vocabulary.

  1. “I Can” consult a dictionary for the spelling of descriptive words (adjectives).
  1. Use the song “Apples and Bananas” to practice vowel sounds and their spellings.
  2. “Interview” a food of your choosing and write a transcript using at least 5 adjectives, checking spelling.
  3. Write a letter to your favorite restaurant using adjectives to describe your visit, edit for correct spelling.
  4. Have the students “taste test” healthy snacks, fruits, and vegetables. Encourage them to use adjectives by challenging the students to come up with at least three descriptive words between each new taste. For example, “This apple is tangy, sweet, and crunchy!” Edit for correct spelling.
  5. Descriptive Words categorized by sound, touch and texture, color and visual qualities, smell, pattern and shape. As students find the descriptive words in reading etc., have them group them into categories. Also, use this online compelation of lists of adjectives by categories.

  1. “I Can” read to discover the systems of the body in narrative informational texts (e.g., Magic School Bus Inside the Human Body).
  1. Introduce the book The Magic School Bus Inside the Human Body by Joanna Cole. Remind the students that this book is a fantasy but contains information that is true. Use this book to introduce the body systems for the informational side of this unit. Video
  2. List of literature texts for this unit. (Literature A 1)
  3. The Brain, The Heart, Muscles, etc., book series by Seymour Simon, to develop an understanding of how the body works.
  4. Body Battles by Rita Golden Gelman
  5. Germs Make Me Sick! by Melvin Berger
  6. The Busy Body Book: A Kid’s Guide to Fitness by Lizzy Rockwell
  7. Bus Inside the Human Body.
  8. Learn about Body Parts Online:

Multiple web sites all about the body

Interactive body - students practice putting the parts of 4 body systems together

  1. Poetry Book List (Poetry G 1)

  1. “I Can” read literature and informational texts independently and fluently, on grade level and into the stretch 2-3 level of text.
  1. Have students independently read informational books to learn about each body system.
  2. List of Informational texts for this unit (Informational Texts B 1)
  3. Have them record their information on a graphic organizer of their choosing.
  4. Read My Little Sister Ate One Hare by Bill Grossman.
  5. Practice reading and rereading the Poem “My Sister Ate an Orange” by Jack Prelutsky. Talk about the poetry strands of repetition and rhyming and cummulative information that occur in the poem. Have them guess what the sister ate (a crayon).
  6. Have students look at Shel Silverstein or Brod Baggert and have them practice until they can fluently perform the poem
  7. After reading the following stories have students practice rereading in groups. Have each group create questions for the other groups to answer about hat they have read.

Lionel and His Friends by Stephen Krensky (Houghton Mifflin Teacher’s Edition Theme 1)

Dragon Gets By by Dav Pilkey (Houghton Mifflin Teacher’s Edition Theme 1)Dear Mr. Faulker by Patricia Polacco - about a teacher who helped her learn how to read

  1. “I Can” read literature texts with the common themes (e.g., food) to find the message or theme.
  1. Introduce the book Everybody Cooks Rice (Norah Dooley and Peter J. Thornton), which is about a girl who lives in a diverse neighborhood.
  2. In order to stretch students’ reading skills and test for comprehension and fluency, have students read a variety of fictional texts independently having them record their learning and information on a graphic organizer.
  3. Poetry about food that can be used to enhance understanding:

“The Pizza” by Ogden Nash

“Bananas and Cream” by David McCord

Chicken Soup with Rice: A Book of Months by Maurice Sendak Extentions

“Turtle Soup” by Lewis Carroll

Eats: Poems by Arnold Adoff and Susan Russo

  1. Use the flip camera to create commercials about eating healthy foods

  1. “I Can” sing songs about specific themes, noting the rhythm and rhyme of the music and lyrics (e.g., nutrition and the human body),
  1. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, [and] repeated lines) supply rhythm and meaning in a story, poem, or song.
  2. Explore text, rhythm, and rhyme in the song “Dry Bones.” Discuss how bones are connected in the song. Dem Bones by Bob Barner.” Dem Bones” on Pioneer site or a this site: Dry Bones.
  3. I’m Being Eaten By A Boa Constrictor: Music Lyrics
  4. Have students research the scientific name of the bones mentioned in the song. Assign each pair of students one of the bones in the song. When all the scientific names have been found, sing the song again with the real name.
  5. Songs about being healthy.

  1. “I Can” use reference books to research topics (e.g., the scientific names of bones in the human body).
  1. Bill Nye the Science Guy “Bones and Muscles
  2. After studying books about Bones and Muscles have them complete the graphic organizer organizing the information about bones and muscles.
  3. Kids Health - Your Bones

  1. “ICan” write an opinion piece about an important thing to do to stay healthy.
  1. Use poetry to help obtain information such as, Sick” by Shel Silverstein. Resource #1 Resource #2
  2. Give the students this prompt: “Choose one thing you think is most important to do to stay healthy. Be sure to back up your opinion with reasons, use appropriate linking words between your ideas, and provide a strong conclusion.”
  3. Write opinion pieces in which they introduce the topic of book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and also) to connect opinion and reasons, and provide a concluding statement or section based on a health book they choose.
  4. Read Gregory the Terrible Eater by Mitchell Sharmat, Jose Aruego, and Ariane Dewey

Nutrition Unit Lesson Plan

  1. Nutrition for educators web site - Site for teachers to find information to help students in the opinion writing process.
  2. Healthy Eating for Kids by Kids web site - Place for kids to find information helpful in writing their opinion piece

  1. “I Can” Use reflexive pronouns (e.g., myself, yourself, and ourselves) correctly.
  1. Use these Website as a resources for reflexive pronouns.
  2. The title of this unit is “Taking Care of Ourselves.” Ask students what other words they know that end with –self or –selves? Make a list. Explicitly teach about converting “lf” to “lives”.
  3. Cut the “Self / Selves” list into strips and have students practice completing the sentences with the correct reflexive pronoun orally.

Unit 5

Second Grade Unit 5

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Hand-Me-Down Tales From Around the World

ENDURING UNDERSTANDING: We hand down stories to find our place in history, and to learn about the past. These may be folktales or informational books about the world.

  1. Write opinions and narratives related to the folktale/world theme
  2. Discuss text features as part of informational texts
  3. Compare narrative and poetry versions
  4. Develop independent readings skills

Focus Standards:

  1. RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  2. RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  3. 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.
  4. SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  5. SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Questioning Stems: Narrative (literature) and informational texts questioning stems based on questions WITHIN, BEYOND, and ABOUT the texts, to be used throughout the unit.

Students “I Can” Statements:

  1. “I Can” read poetry, informational text, and literature on grade and stretch levels.
  1. Introduce the unit by asking students about using their imaginations to go places. Introduce a poet who lived over 100 years ago and also loved to go places in his imagination:Robert Louis Stevenson. Read several of his poetry:
  1. “The Land of Counterpane.”
  2. “Foreign Lands”
  3. “The Land of Story Books”
  4. “At the Seaside”
  5. “Where Go the Boats”
  6. “My Bed is a Boat”
  7. The Vagabond
  8. Songs of Travel
  9. From a Railway Carriage

As students read his poems, have them think about his imagination and how he loved to wonder about the world. Have the students visualize as you reread the poem.

  1. Revisit the poem, “The land of the Counterpane”. Look at the poetry elements of rhyming words? Read My Bed is a Boat . Ask, “ What are the rhyming words in this poem?” and “What is the pattern?” Continue using more poetry from the list to talk about rhyming and pattern.
  2. Discuss how Stevenson used his imagination to create new lands and settings. Ask them about times they may have created a “new land.” Ask: “What was the land like?” and “What did they do there?” Also read Roxaboxen by Alice Mclerran and talk about how the children created a “new Land” in the desert. Explain to students that one of the joys of reading folktales is being able to go to many places in our minds. Make a list of the various “places” that poetry and stories as set.
  3. Have a large world map in the classroom to mark the places from which the stories you read come from. Making these connections will give this unit a stronger geography focus.
  4. Read any of the suggested (Literature Texts A 1) for this unit. Have students complete the matrix on the books telling the central them and moral of the books. (Matrix)
  5. Read “Fables by Arnold Lobel” help students identify the elements of fables.
  6. While listening to you read aloud the book One Grain of Rice by Demi, students work collaboratively to come up with a bargaining plan, using algebra, exponential growth, and estimation, to trick the raja into feeding the village.
  7. Read “Friends of A Feather, One of Life’s Little Fablesby Bill Cosby have students create their own Fable using this graphic organizer.
  8. Poetry Internet Sites:

Poetry by Starfall great for ESL especially

Poetry for Kids

StarFall folktales

  1. “I Can” retell folktales from diverse cultures, determining their central message or lesson and write imaginary narratives in which they tell a well-elaborated story based on the study of various countries.
  1. Have students select a folktale to read. Provide each student with a piece of plain white paper, which will be turned into a graphic organizer. (Narrative) Give these instructions to the children:

Fold your paper into fourths.

Draw a picture of the main characters in one square.

Draw the setting in another square.

Draw your favorite part of the plot in another square.

In the last part, write a few sentences describing what you think the folktale is teaching.

  1. During the week, read a different folktale each day. Have students consider the message of the folktale and study the country it came from. What is unique about folktales? Is there usually a good person and a bad person? Is it true in every folktale. Use information about countries around the world.
  2. Give the students this prompt: “Write an imaginary narrative telling about a time you passed through a mysterious door and ended up in a different country.” (Narrative)
  3. Read If the World Were a Village: A Book about the World’s People by David Smith (Interesting facts) Have students discuss how the local environment affects the way people live. Consider natural features like: mountains, rivers, etc. In groups have them design a village that reflects all the aspects explored. Mapping Around the World Video
  4. Write imaginary narratives in which they tell a well-elaborated story based on the study of various countries. (Narrative)
  5. Internet Sites:

Folktales on the Web

Fairytales and Folktales

Kids Network Foktales

From Around the World, - Stories, Legends and Folktales,

World of Tales

  1. “I Can” ask and answer questions of a speaker who reads a folktale from her home country.
  1. Invite speakers to read folktales from their native countries. Have students prepare questions that would be appropriate to ask. (Sample Questions)
  2. Have students take notes of the answers to their questions, and then write summaries explaining the questions and the answers. (Informative/Explanatory)

  1. “I Can” use text features in informational texts to aid comprehension of the text.
  1. The informational books in this unit are based on a theme like “shoes” or “bread.” For example, the author of these books Ann Morris, studied interesting shoes from all around the world, had photographs taken of them, and then published them in a book, Shoes, Shoes, Shoes. Have students write a story from the viewpoint of a shoe. They tell where they have been and where they are going as well as feelings they have experienced (you could display a variety of different shoes for students to look at to get ideas). (Narrative)
  2. Reread the book Shoes, Shoes, Shoes by Ann Morris. Discuss how the book is organized, also focus on the index. Have the students use a world map to discover where each pair of shoes is from. Discuss how shoes change according to the country. Lesson Plan on Shoes
  3. Continue to look at international information books and the organization of informational text. Test Structures and Features
  4. After teaching text structures have students get in groups and identify the following text features in books they choose.: title, illustrations, captions, maps, graphs, table of contents, index, glossary, etc.
  5. (Informational Text B 1)

  1. “I Can” compare and contrast story elements and key details in a variety of versions of literary texts (e.g., Stone Soup).
  1. Read the book, Stone Soup (Marcia Brown), aloud to the students. Introduce other versions of the book (e.g. Muth, Seeger Davis). Compare and contrast the versions of the story. (graphic organizer)
  2. Two versions of Stone Soup Online Resource #1 Resource #2
  3. Comparisons of Stone Soup a classroom took on.
  4. Stone Soup teacher’s connections

  1. “I Can” compare a poetry version and a prose version of the same legend (e.g., Pied Piper ).
  1. Introduce the poem “The Pied Piper of Hamelin” by Robert Browning. This poem is a narrative based on a legend that is thought to have happened in Hamelin, Germany. They are full of idioms see if students can determine the meaning of some idioms.
  2. Cut up the Pied Piper of Hamelin poem and give to 4 or 5 groups of children. Have them find the rhyming words and then see if they can find a pattern. Have each group share what they learned about their section of the poem.
  3. After reading “The Pied Piper of Hamelin,” discuss these “Questions”.
  4. Copy of the poem Pied Piper of Hamelin.
  5. Various versions of the Pied Piper.
  6. Write an opinion of which version is your favorite and why (Opinion)

  1. “I Can” use irregular forms of plural nouns correctly in speech and in writing.
  1. Have your students line up into two equal lines, each student across from another student. Then have one student name a noun out loud and write it on a piece of paper. Then have the opposite student say the plural form out loud and write it down. Have other students in line confirm his or her answer. Go down the line and then swap roles so that each student gets an opportunity to say a singular and plural noun.
  2. Noun Poem - Divide your class into partners and have them create a noun poem together. They should use both singular and plural forms of nouns in their poem. Encourage them to incorporate irregular nouns into their writing. You might want to model an example to use such as “I see one fox,/She sees two foxes,/I found one box,/She finds two boxes.” Partners can write their poems and decorate them, or act them out using props or pictures.
  3. Thumbs Up, Thumbs Down - Write a singular noun on the board and then write its plural form incorrectly, such as sheep/sheeps. Ask your students if the form is correct by showing a thumbs up or a thumbs down. Try the activity using different words, occasionally throwing in common misspellings and irregular nouns. Then have student volunteers come up and write singular and plural words on the board to test the class.
  4. Plural Book - Cut out pictures from old magazines or newspapers and have your child glue them into a notebook and label them with the singular and plural forms. For example, he or she might paste one picture of an apple and write the singular noun, and then paste several pictures of different apples and write the plural form. Make sure your child practices different spelling rules and uses a variety of words, both regular and irregular.
  5. Create a chart (class poster or chart in student folder) of irregular plural nouns in sorts (e.g., Words Their Way sorts)
  6. Have students do a Dictionary Hunt to find irregular plural nouns. The following books may be helpful: “A Cache of Jewels and Other Collective Nouns” by Ruth Heller, “Merry-Go-Round, a Book About Nouns” by Ruth Heller.
  7. Computer game of Irregular Plural Nouns.
  8. Rules for Plural Nouns.

  1. “I Can” write an opinion piece on why folktales were handed down.
  1. Read Firetalking by Patricia Polacco. This is an autobiography wherein Patricia Polacco talks about the Ukrainian folktales told in her home as a child.
  2. Use the Folktale of Peter and the Wolf as another example of a handed down folktale. Story and clips of music for each character A Variety of lesson helps Disney version: YouTube Part 1 Part 2
  3. Online resource for Folk Tales
  4. Give the students this prompt: “All of the stories we read in this unit were folktales of some kind. Write an (Opinion) piece about why you think stories are handed down from one group of people to another. Be sure to support your opinion with strong reasons.”

  1. “I Can” memorize grade-appropriate poetry and record it (e.g., poems by Robert Louis Stevenson).
  1. Revisit the Robert Louis Stevenson poetry, reminding students how they have used their imaginations to visualize the folktale being read and the places being read about (see the first “Class Discussion / Poetry” activity.)
  2. Complete Collection of his poems

  1. “I Can” use Bloom’s Taxonomy terms to help in writing poetry.
  1. Knowledge: What is this poem about? Explain in one sentence or drawing.
  2. Comprehension: Read two poems and use a Venn diagram to compare/contrast the two
  3. Application: Pretend you are the author. What would you change about the poem.
  4. Analysis: Write a new part to a selected poem. What do you think will happen next?
  5. Synthesis: Using a poem have students rewrite the poem changing the characters in the poem. Have students evaluate how the poem changes.
  6. Evaluation: Do you like this poem Why or Why not?