lp

1. Core Week 8
Resources
Monday Tuesday Wednesday Thursday Friday
LAFS assessment
Learning Goal/s:
LAFS.2.RI.3.8: Describe
how an author uses
reasons to support
specific points in a text.
Learning Goal: LAFS.2.RI.2.4 -
The student determines the
meaningof words and
phrases in a text relevant to
a grade 2 topic or subject
area.
Question Stems
RI.3.8:
□ What does the
writer think
about the
problem?
□ Explain in your
own words the
reasons that
support the
author’s main
purpose.
□ Why do you think
the author wrote
that?
Learning Targets:
The student will describehow
an author uses reasons to
support specific points ina text.
Success Criteria: I can
I can identify reasons
an author wrote a text
Hook:
Introducethelearning goalby
showing students theposterto
show how anauthor uses reasons
to support his point. Pg 310
Earwigs Pg. 312
Model/ Guided Practice:
 Sketch to Stretch: This strategy
is usedto review
understanding of text
includingrecounting and
determining the
message, lesson or
moral. Teacher reads a
sectionof text (or an
entire picture book)and
using ThinkAloud
sketcheswhat he/she
was thinkingandfeeling.
Explainthat it is not
colored– just a sketchin
their notebooks that will
helpthem remember the
Learning Targets:
The student willrecount stories,
including fables andfolktales from
diversecultures,anddetermine
their centralmessage, lesson,or
moral.
Success Criteria: I can
I can identify reasons an
author wrote a text
Solder Bees 314
Model/ Guided Practice:
 Sketch to Stretch As you read
students will sketchand
stretch the most important
events
 discussthe most
important events
 Discuss howdo this
event in the story help
you figure out the
central message
CollaborativePractice:
Students practicein
pairs recountingthe
story.
Independent:
You could have the write about their
sketches: Use a tree map
 This sketch is about
_____________________
_____________.
Learning Targets:
The student willrecount stories,
including fables andfolktales from
diversecultures,anddetermine
their centralmessage, lesson,or
moral. .
Success Criteria: I can
I can identify reasons
an author wrote a text
Model/ Guided Practice:
TSW listen to an Aesop fable. They
will
retell the story sitting in a circle,
beginning with “Once upon a time
there was ...”. They will recount the
story in the circle discussing the
central message, lesson, or moral at
the end. . Students will be Itroduced
to and
create a character mask.
https://artsedge.kennedy-
center.org/educators/lessons/grade-
k-
2/Masks_and_Aesops_Fables#Instruc
tion
Question 1: What is
the relationship
between Tortoise and
Learning Targets:
The student willrecount stories,
including fables andfolktales
from diversecultures, and
determinetheircentralmessage,
lesson, or moral..
Success Criteria: I can
I can identify reasons
an author wrote a text
The tortoise and the Hare
The second version
Model/ Guided Practice:
TSW listen to an Aesop fable. They
will
retell the story sitting in a circle,
beginning with “Once upon a time
there was ...”. They will recount the
story in the circle discussing the
central message, lesson, or moral at
the end. .
compare and contrast both Fables
use the bubble map
328-329 “Turn Onthe ollaborative Practice:
 Students practicein
pairs recountingand
comparingthe stories
the story share
Learning Targets:
The student willrecount stories, including
fables and folktales fromdiversecultures,
and determinetheircentral message,
lesson, or moral.
Success Criteria:
I can
I can identify reasons an
author wrote a text
Assess
Bugs Nature’s time machine! 318
Standards Mastery Assessment on
the learning goal discussed this
week

2. □ What details did
the author use to
support his/her
main purpose?
□ Did the author
justify his/her
ideas?
□ Why did the
author write this
piece?
Academic Vocabulary
(RI.3.8):
• reasons
• justify
• explain
• details
• support
• main purpose
story. Have students
hypothesize about your
sketch/interpretationof
the story. Explainyour
thinking/sketching.
 discussthe most
important events
 Discuss howdo this
event in the story help
you figure out the
central message
CollaborativePractice:
Students practicein
pairs recountingthe
story.
Independent:
You could have the write about their
sketches: Use a tree map
 This sketch is about
__________________
________________.
 I feel
__________________
__________________
__________.
 I made a connection to
__________________
____________.
 The messagein the
story was
__________________
______________.
 I feel
_____________________
_____________________
____.
 I made a connection to
_____________________
_________.
 The messagein the story
was
_____________________
___________.
Hare? Look for
evidence in the story.
Question 2: How does
Tortoise feel about the
race? Look for
evidence in the story.
Question 3: How do
the other animals feel
about Hare? Look for
evidence in the story.
Question 4: How does
the reader know Hare
was convinced he would
win the race? Look for
evidence in the story.
Question 5: What lesson
does the author want the
reader to learn from
Tortoise? Look for
evidence in the story.
328-329 “Turn Onthe Collaborative Practice:
 Students work tin pears
based on the role.
 share

4. Differentiation/Accommodations
ELL Strategies (indicate all that apply): Students:
 LA2-model read
 LA10-highlight text
 LA13-comprehensioncheck
 LA22- semantic webbing
 LA30-cooperative learning
 Other (click here for complete list)
 Use Graphic organizers andvisuals/picturesthroughout lesson/unit/assignment
 Allowextendedtime for test/project completion
ESE Strategies (indicate all that apply): Student Initials
 handouts/studyguides
 visual aids
 peer support
 tasks explained insmall steps
 alternative assessment
 highlighters
 extendedtime
 Other: Dependent uponIEPGoals.
Advanced Learner Strategies – Students:
(indicate allthat apply):
 enrichment
 self-directedlearning
 Researchand Leadership
 independent readingand writingchoices
 Critical ThinkingSkills