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)

5. 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.

2. “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.

3. “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.

4. “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

9. Poetry Book List (Poetry G 1)

5. “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

6. “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

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

7. “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.

8. “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

9. “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

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

10. “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.