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Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
Second Grade Unit Four 2011 2012
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Second Grade Unit Four 2011 2012

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  • 1. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Unit 4: A Long Journey to Freedom – In this unit, students read informational text and fictionalized accounts of the African-American journey to freedom. Overview: Building on unit three’s “building bridges” focus, students recognize the long and multi-faceted effort to break down barriers to racial equality in the United States. By reading the true stories of Henry “Box” Brown, Rosa Parks, Ruby Bridges, the Greensboro Four, and others, students see the links between historical events. Each student writes a narrative “from a box,” (i.e., in the style of “Henry’s Freedom Box”). They also write an opinion piece that is published digitally in a class presentation and possibly online. Big Ideas: Essential Questions: Vocabulary: Good readers use word analysis skills to What do you need to remember when you action multi-syllabic decode multi-syllabic words. are writing a narrative? apostrophe narrative autobiography opinion piece Characters have different points of view and How do facts and information we learn from biography point of view perspectives. reading help to form an opinion? compare publish conclusion reasons Facts from informational text can be used to contrast record form and express an opinion. dialogue reflexive pronouns digital tools scan facts thoughts feelings time order words linking words ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Foundations (RF) 2.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. II-R-2: The students will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and words parts.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -1-
  • 2. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.RF.3c Decode regularly spelled two- Instructional Routine Template: Card 10 (2.RF.3c) syllable words with long vowels. *Language Warm-Up (II-LS-2: HI-1) II-R-2(D): HI-3: Reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters. (LI-3) II-LS-2: HI-1: Articulating the 44 phonemes accurately. 2.RF.3d Decode words with common Instructional Routine Template: Card 10 (2.RF.3d) prefixes and suffixes. No Alignment 2.RF.3e Identify words with inconsistent but *Language Warm-Up (II-LS-2: HI-1) common spelling-sound correspondences. II-LS-2: HI-1: Articulating the 44 phonemes accurately. 2.RF.3f Recognize and read grade- appropriate irregularly spelled words. II-R-2(D): HI-7: Reading high frequency words and irregular sight words fluently. 2.RF.4 Read with sufficient accuracy and fluency to support comprehension. II-R-3: The student will read with fluency and accuracy.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -2-
  • 3. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.RF.4a Read on-level text with purpose and understanding. II-R-4: HI-9: Identifying the author’s purpose for writing a book. (LI-9) 2.RF.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. II-R-3: HI-2: Using punctuation, including commas, periods, question marks, and exclamation marks to guide reading for fluency. ELA Standards/ELP Standards: Sample Activities/ Assessments: Reading Literature (RL) 2.RL.3 Describe how characters in a story respond to major events and challenges. II-R-4: HI-10: Identifying cause and effect of specific events in a literary selection. II-R-4: HI-11: Describing characters from a literary selection. II-R-4: HI-12: Describing the setting from a literary selection. II-R-4: HI-13: Summarizing the key events from a literary selection. II-R-4: HI-14: Identifying and describing the plot in a literary selection.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -3-
  • 4. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.RL.4 Describe how words and phrases The poems about Harriet Tubman and Abraham Lincoln are narrative poems that tell a (e.g., regular beats, alliteration, rhymes, story. Use these questions to discuss the poems: repeated lines) supply rhythm and meaning • How are the poems similar and how are they different? in a story, poem, or song. • What poetic elements do you hear/see in the poetry (e.g., alliteration, repetition, II-R-4: HI- 21: Identifying words that the regular beats, and rhyme)? author selects to create a rich auditory • What is the message of each poem? Are they similar or different? experience (alliteration, onomatopoeia) in a • Which of the poems uses formal English and which one uses more informal English? literary selection. (2.RL.4, 2.L.3a) 2.RL.6 Acknowledge differences in the A focus question for this unit is “What would you do to be free?” Ask students to write down points of view of characters, including their answer to that question. Henry’s “Freedom Box” is a true story of a slave’s journey to by speaking in a different voice for each freedom. Henry was willing to face danger in order to experience freedom. As you discuss character when reading dialogue aloud. the book, be sure to discuss the characters, setting, plot, and message of the book. Students may enjoy listening to the author read the story, noting the way she changes her No Alignment voice with the different characters. (2.RL.6, 2RI.3, 2.SL.2) ELA Standards/ELP Standards: Sample Activities/Assessments: Reading Informational Text (RI) 2.RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. No Alignment 2.RI.8 Describe how reasons support specific points the author makes in a text. II-R-4: HI-9: Identifying the author’s purpose for writing a book.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -4-
  • 5. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.RI.9 Compare and contrast the most Read aloud the two texts about Ruby Bridges “Ruby Bridges Goes to School” and ”The important points presented by two texts Story of Ruby Bridges.” Before reading, explain that one of the books is an autobiography on the same topic. “Ruby Bridges Goes to School: My True Story,” that Bridges wrote about her own experiences. Explain that the other book, “The Story of Ruby Bridges,” is biographical, No Alignment which means that an author wrote the book about Bridges’ life. When you finish reading each book aloud, have the students choose the most important parts of the story. Then, have them compare how the books are similar and how they are different. (There are several other opportunities to do this compare/contrast activity, or assessment, with other topics, e.g., Greensboro Sit-In and Martin Luther King, Jr.) (2.RI.9, 2.RI.3, 2.SL.3) ELA Standards/ELP Standards: Sample Activities/Assessments: Writing (W) 2.W.1 Write opinion pieces in which they Give the students this prompt: “Choose one of the people studied in this unit who you think introduce the topic or book they are is the greatest hero in this long journey to freedom. Draw a detailed picture of the person. writing about, state an opinion, supply Write an opinion piece introducing the person and giving strong reasons why you chose her reasons that support the opinion, use or him. Give two or three reasons why the person was chosen, using words like “because” linking words (e.g., because, and, also) and “also.” Use as many details as you can and close your piece with a strong statement.” to connect opinion and reasons, and (2.W.1) provide a concluding statement or section. II-W-1: HI-8: Writing a short response to a literary selection that connects text to self, text to world, or text to other text. ll-W-2: The student will identify and apply conventions of standard English in his or her communication. Il-W-3: The students will use the steps of the writing process as a writing piece moves toward completion.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -5-
  • 6. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 II-W-4: The students will integrate elements of effective writing to develop engaging and focused text. 2.W.3 Write narratives in which they After reading about Henry’s journey to freedom in “Henry’s Freedom Box,” introduce this recount a well-elaborated event or short narrative prompt: “Write a story as if you are in the box headed for freedom. Begin your sequence of events, include details to story as you get into the box and end the story as the box is opened at your destination. Be describe actions, thoughts, and feelings, sure to describe the action in the story, your thoughts, and feelings. Use words to show use temporal words to signal event time order and end with a strong conclusion.” To help the students with thoughts and order, and provide a sense of closure. feelings, you may want to have them journal after imagining what it would be like to be stuck in a box for a long period of time. (2.W.3) II-W-1: HI-1: Writing a narrative or short story that includes a main idea, character, setting, and a sequence of events. ll-W-2: The student will identify and apply conventions of standard English in his or her communication. Il-W-3: The students will use the steps of the writing process as a writing piece moves toward completion. II-W-4: The students will integrate elements of effective writing to develop engaging and focused text. 2.W.6 With guidance and support from Students can publish their opinion pieces by scanning the drawing and putting it into a adults, use a variety of digital tools to Power Point slide. Opinion pieces could be recorded and played as the drawing is produce and publish writing, including in projected. These slides and recordings could be posted on a web page to be viewed by collaboration with peers. friends and relatives. Arrange the Power Point slides chronologically to reinforce the linking of ideas in this long journey to freedom. (2.W.6, 2.SL.5)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -6-
  • 7. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Il-W-3: The students will use the steps of the writing process as a writing piece moves toward completion. ELA Standards/ELP Standards: Sample Activities/Assessments: Language (L) 2.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. II-L-1: The student will identify and apply conventions of standard English in his or her communications. 2.L.1a Use collective nouns (e.g., group). No Alignment 2.L.1c Use reflexive pronouns (e.g., myself, ourselves). No Alignment 2.L.1d Form and use the past tense of Revise the “stories from inside a box” (see Narrative Writing activity) by focusing on action frequently occurring irregular verbs (e.g., words. Discuss the present tense and past tense of verbs, focusing particularly on irregular sat, hit, told). verbs such as “I hide, I hid” and “I sit, I sat.” (2.L.1d) II-L-1(V): HI-9: Producing declarative, *Verb Tense Study (II-L-1(V): HI-9) negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -7-
  • 8. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.L.1f Produce, expand and rearrange *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15) complete simple and compound sentences (e.g., The boy watched the *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15) movie; The little boy watched the movie. The action movie was watched by the little boy.) II-W-2: HI-12: Using declarative sentences (S-V, S-V-C, S-V-O), positive (I am tall.) and negative (I am not tall.) sentence construction forms, in a variety of writing. II-W-2: HI-13: Using interrogative sentences in a variety of writing applications. II-W-2: HI-14: Using exclamatory sentences in a variety of writing applications. II-W-2: HI-15: Using imperative sentences in a variety of writing applications. 2.L.1g Write multiple sentences in an order that supports a main idea or story. 2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -8-
  • 9. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 II-L-1: The student will identify and apply conventions of standard English in his or her communications. II-W-2: The student will identify and apply conventions of standard English in his or her communications. 2.L.2c Use an apostrophe to form contractions and frequently occurring possessives. II-W-2: HI-7: Using periods, question marks, exclamation points, commas for items in a series (e.g., eggs, milk, bread, bananas, etc.), and apostrophes (possessives, contractions). 2.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. II-L-1: The student will identify and apply conventions of standard English in his or her communications. II-W-2: The student will identify and apply conventions of standard English in his or her communications. 2.L.3a Compare formal and informal uses of *Function Junction (II-LS-2: HI-4) English.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) -9-
  • 10. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 II-LS-2: HI-4: Initiating conversations using formal and informal socio-functional communication in complete sentences (e.g., greetings, courtesies, farewells, apologies, and invitations, etc.). 2.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. II-L-2: The student will acquire English language vocabulary and use it in relevant contexts. 2.L.4b Determine the meaning of the new As you have the students read the literature of this unit, look for words that might lend word formed when a known prefix is added themselves to a discussion of affixes and roots. Teach the students that by knowing the to a known word (e.g., happy/ unhappy, tell/ root word, you can approximate the meaning of another word that they may not know. For retell). example, if the children have learned the meaning of “judge” and then come across the word “judgment,” they may have an idea of its meaning, especially if they see “judgment” in II-L-2: HI-8: Constructing meaning by context as they read. Encourage students to use dictionaries to determine accurate applying knowledge of prefixes. meanings and to check spelling while writing. (2.L.4b, 2.L.4c) 2.L.4c Use a known root word as a clue to *Morph House (II-L-2: HI-8) the meaning of an unknown word with the same root (e.g., addition, additional). No AlignmentBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 10 -
  • 11. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.L.5 Demonstrate understanding of word relationships and nuances in word meanings. II-L-2: The student will acquire English language vocabulary and use it in relevant contexts. 2.L.5a Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). No Alignment 2.L.5b Distinguish shades of meaning While the class is focused on Ruby Bridges, show the students some photographs of among closely related verbs (e.g., toss, Bridges and the Norman Rockwell painting, “The Problem We All Live With,” which was throw, hurl) and closely related adjectives painted after a photograph of her. Use these questions to discuss the title and the painting: (e.g., thin, slender, skinny, scrawny). • Do you think it is a good name for the painting? Why or why not? II-L-2: HI-11: Clarifying word meaning by • Knowing the story of Ruby Bridges, what details from her character can you see in applying knowledge of synonyms and the painting? (Note: You should look for adjectives and character vocabulary in the antonyms to enhance vocabulary. conversation. – brave, strong, courageous, fearless) (2.L.5b, 2.L.6, 2.SL.3) 2.L.6 Use words and phrases acquired *Vertical Sentence (II-L-2: HI-11) through conversations, reading, and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy.) II-L-2: The student will acquire English language vocabulary and use it in relevant contexts.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 11 -
  • 12. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 ELA Standards/ELP Standards: Sample Activities/Assessments: Speaking and Listening (SL) 2.SL.1 Participate and collaborative *This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5) conversation with diverse partners about grade 2 topics and texts with peers and *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5) adults in small and larger groups. II-LS-1: The student will listen actively to the ideas of others in order to acquire new knowledge. II-LS-2: The student will express orally his or her own thinking and ideas. II-LS-1: HI-7: Responding to academic discussions by sharing one’s view on facts, ideas, and/or events using academic vocabulary. II-LS-2: HI-5: Asking and responding to academic questions using complete sentences. (e.g., expressing probabilities, and hypothetical questions, etc.). 2.SL.1b Build on others’ talk in conversation by linking their comments to the remarks of *Function Junction (II-LS-1: HI-5) others. II-LS-1: HI-5: Responding to social conversations by rephrasing and repeating information, asking questions, and expressing one’s thoughts.BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 12 -
  • 13. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. II-LS-1: HI-2: Summarizing main ideas and supporting details from read-alouds (fiction and non-fiction) in complete sentences. (B-2) 2.SL.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. II-LS-2: HI-6: Asking and responding to social and academic questions using complete sentences. 2.SL.5 Create audio recordings of stories or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings. No AlignmentBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 13 -
  • 14. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Teacher’s Notes UNIT 4:BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 14 -
  • 15. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 Suggested Works (E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars. Highlighted titles indicate works referenced in Unit 4. Literary Texts Literary Texts Informational Texts Stories Poems Informational Text • Freedom on the Menu: The Greensboro Sit- • “Words Like Freedom” (Langston Hughes) (EA) • Henry’s Freedom Box: A True Story from Ins (1960) (Carole Boston Weatherford and the Underground Railroad (1849) (Ellen Jerome Lagarrigue) Poems (Read Aloud) Levine and Kadir Nelson) • Rosa Parks (Rookie Biographies) (1955) Stories (Read Aloud) • “Rosa” (Rita Dove) (Wil Mara) • “Merry-Go-Round” (Langston Hughes) (EA) • Ruby Bridges Goes to School: My True • Dear Mr. Rosenwald (1920) (Carole Boston • “Harriet Tubman” (Eloise Greenfield) Story (1960) (Ruby Bridges) Weatherford) • “Lincoln” (Nancy Byrd Turner) • Martin Luther King and the March on • Finding Lincoln (1951) (Ann Malaspina and Washington (1963) (Frances E. Ruffin and Colin Bootman) Stephen Marchesi) (E) • The Other Side (1950s) (Jacqueline Art, Music, and Media • Martin’s Big Words: The Life of Dr. Martin Woodson and E.B. Lewis) Luther King, Jr. (1963)(Doreen Rappaport • A Sweet Smell of Roses (1963) (Angela Art and Bryan Collier) Johnson and Eric Velasquez) • Freedom Summer (1964) (Deborah Wiles • Norman Rockwell, The Problem We All Live Informational Text (Read Aloud) and Jerome Lagarrigue) With (1963) • Photographs of Ruby Bridges (1963) • Moses: When Harriet Tubman Led Her People to Freedom (c.1820-1913) (Carole Film Boston Weatherford and Kadir Nelson) • Lincoln: A Photobiography (Russell • Disney, “Disney’s Ruby Bridges” (1998) Freedman) (E) • A Picture Book of Jesse Owen (1935) (David A. Adler and Robert Casilla) • The Story of Ruby Bridges (1960) (Robert Coles and George Ford) (E)BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 15 -
  • 16. Isaac School District No. 5 English Language Arts Curriculum Map: Grade 2 (Continued) Informational Text (Read Aloud) • Sit-In: How Four Friends Stood Up by Sitting Down (1960) (Andrea D. and Brian Pinkney) • Birmingham, 1963 (1963) (Carole Boston Weatherford) Website References Instructional Routines: http://csi.boisestate.edu/readingfirst/resources/coach es.shtml *ELD Methodologies The methodologies indicated below support the identified standards that are presented in Unit 4. Standards may lend themselves to additional methodologies. *Language Warm-Up *Verb Tense Study *Syntax Surgery *Function Junction *Morph House *Vertical Sentence *This or ThatBOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.Italics: ELP Standards *ELD Methodology 7-15-2011(ELP Direct Alignment) - 16 -

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