Second Grade Unit 2 - Week 5

Second Grade - Unit 2 The Wild West ___________________

Week 5 Focus Standards

RL.2.1

RI.2.1

W.2.2

SL.2.1

RL.K.10

RI.2.5

W.2.8

SL.2.2

FICTION Reading Mentor Text Justin and the Best Biscuits in the World

Pecos Bill by Steven Kellog and Laura Robb John Henry by Julius Lester and Jerry Pinkney Buffalo Before Breakfast by Mary Pope Osborne Johnny Appleseed by Steven Kellogg NONFICTION The Very First Americans by Cara

Writing Mentor Text

Tier II Words

Materials


Reading

Monday - Week 5

Focus Lesson

Exploring American Tall Tales Text – Pecos Bill Explain to students that folktales containing exaggerations about characters and events are known as tall tales. Share a few examples. Elicit from students brief descriptions of folktales and tall tales they remember hearing from family and friends. Draw on the diversity of the students' backgrounds. Introduce the three main elements of tall tales: Character: Discuss with students the fact that the characters in tall tales differ from characters in other types of literature because their traits and feats are more exaggerated. Create an anchor chart with elements of fables. Setting: Setting is the time and place of the action of the story. Hyperbole: American tall tales use hyperbole, an extreme exaggeration for emphasis. Read the text Pecos Bill and discuss these three elements noting examples within the text. Time to Read: Encourage students to choose a tall tale to include in their reading text set.

Focus Lesson

Summary Somebody, Wanted, But, So Text – Justin and the Best Biscuits in the World (chapter 9-10) Review the strategy of Somebody, Wanted, But, So and how it is a helpful summary. As growing readers they were using strategy to summarize some of the chapters and proved to be a useful tool, which you will continue practicing today in each chapter. Read first chapter, discuss, and model your thinking using the summary strategy. Share with students that they should listen very carefully because they will try out the strategy with a partner. Read chapter 10, allow students to work in a small group or with a buddy to generate their summary statement utilizing strategy.

Time to Read: Encourage students to use strategy when reading today.


Reading

Tuesday - Week 5

Focus Lesson

Why do they Call it a Tall Tale?

Text: John Henry “Share - Tall tales” are stories that are told as if they were true but contain exaggerated or unbelievable sections. Some tall tales are exaggerations of real events, while others are completely make-believe. Tall tales are usually very funny because the exaggerations in the story tend to be the main focus of the whole story. Explain - tall tales are believed to have started from the bragging contests that tough American frontiersmen would start when they gathered around a fire. Most tall tales come from the 1800s, when courageous explorers had exciting adventures on their way to the Wild West. Read text, stopping periodically to discuss exaggerated elements through think alouds and turn & talk moments. Could you imagine a baby like Paul Bunyan? Yikes! It’s easy to see, though, why such exaggerated details in a story led to them being called tall tales. Time to Read: Encourage students to add a tale-tale to their bookbags.

Focus Lesson

R.L 2.1 SL 2.1 SL 2.2

Events Change Characters

Text – Justin and the Best Biscuits in the World (last chapters 11 and 12) *Tell students that we have been talking a lot Justin and the things that happen to them during this book. Today we will are going to think about how Justin changed from the beginning of the book to the end. Ask students to think back to the beginning of the book. Think aloud as you chart characteristics of Justin in the beginning box of anchor chart. Next, enlist the help of students to think about Justin’s behaviors in the middle of the text – chart. Read the final chapters, discuss and record characteristics. How does Justin change during the story? Beginning

Middle

End

Turn & Talk - What can Justin do now that he couldn’t at the beginning of the book? How do you think he feels? Time to Read: Encourage students to think about characters change from the beginning of the book till the end.

Main idea

RI.2.1 RI.2.5 SL.2.1 SL.2.2

Text – The First Americans Remind students the most important thing for growing readers is to understand what they are reading. If they don’t comprehend what they are reading, then they are not really reading. Share that today you are going to review the sketch to stretch strategy to help remember the main ideas as they read. Read a section of the text then model the sketch to stretch. Continue reading, instruct students to turn and talk to think about the next main idea. Work through the strategy then create a summary that sums up the main idea. Time to Read: Encourage students to read nonfiction during their independent reading to try out the sketch to stretch strategy.


Reading

Wednesday - Week 5

Focus Lesson

Tall Tales: A Character Study Text – Johnny Appleseed by Steven Kellogg

Procedure

Explain to the student’s that over the last few days they have been reading several tall tales: John Henry, Pecos Bill. Today they are going to continue to think about main characters, our character today is Johnny Appleseed.

Activate background knowledge of apples and Johnny Appleseed. If some students already know about Johnny Appleseed share that today you want them to really think about his actions to think about they type of person he is in the book. Create a character trait chart to record traits Begin reading the book stopping periodically to discuss Johnny Appleseed’s character. Allow students to partner up and do a summary of Johnny Appleseed the character Time to Read: Encourage students to try out identifying character traits and find evidence in the text.

* Teacher may want to watch the Kim Alexander video on the DCS website. On the left side of the site click on Departments, the Academic Education. Scroll down to Elementary Education and link in at the bottom of the page.


Reading

Thursday - Week 5

Focus Lesson

Asking and Answering Questions (5 W’s) Text – Buffalo Before Breakfast by Mary Pope Osborne (Chapters 1-4) Materials: Sticky Notes Tell the students that good readers ask and answer questions while they read such as; who, what, when, where, and how. Today we are going to begin reading a chapter book from the Magic Tree House series called Buffalo Before Breakfast. To help us comprehend a chapter book it is very important we ask and answer questions before, during, and after reading. Introduce the book, and show the cover. Ask the students if they have any questions before we begin reading that they wonder when they look at the cover to get their brain started. Begin reading chapter 1 and continue to chapter 4. While you read stop periodically and ask questions to model the strategy using a sticky note. Create a T chart on the board; on one side record “Questions I have. . . and on the other side “I’ve found the answer”. Ask the students’ to think of a question after each chapter to tell a partner. Time to Read: Encourage students to ask and answer questions using the sticky note strategy.

Focus Lesson

Nonfiction – Author Study: Steven Kellogg

RL.2.10

Share with students you have been reading lots of Steven Kellogg books and you think they should learn more about him as an author. Share the following websiete to learn more about him as a person. Continue doing author study using the following websites: http://mpleal.tripod.com/id1.html http://moosestangsmagicalmusings.pbworks.com/w/page/21658699/Steven%20Kellogg %20Author%20Study Mix Pair Share – Ask specific questions about learnings.


Reading

Friday - Week 5

Focus Lesson

Asking and Answering Questions Continued Text – Buffalo Before Breakfast (chapters 5-10) Tell the students that they did an awesome job of asking and answering questions while they read yesterday.. Today we are going to continue reading from the Magic Tree House series called Buffalo Before Breakfast. Continue to model the two column sticky note strategy from the previous day. Time to Read: Allow students to place sticky notes of questions in their readers response journal.

Focus Lesson

Nonfiction – Author Study: Steven Kellogg Continue with author study using websites below:

RI.2.5

http://www.teachersclubhouse.com/authorstudies.htm http://www.bookrags.com/biography/steven-kellogg-dlb/ Writing About Reading: Students may work in pairs to recall information learned about Steven Kellogg. They will create a free form map that contains pictures, words, and ideas learned.


Writing Focus Lesson

W.2.2 W.2.8

Monday - Week 5 Informational report research

Text: Any text on deserts, & student text sets

This week the students will be using what they have learned in writer’s workshop about writing nonfiction and researching to gather information on a habitat of their choice. Introduce the concept of habitat and provide examples and brainstorm. You may provide students a managed choice on habitats because of the texts you have or allow them to choose from any suggested. As the teacher you might want to use the desert for your writing since you have been studying the wild west. Create anchor chart for information collection – use sticky notes so that you can move from one category to another. Very similar to KWL. First chart what you think you know – include some wrong information so that you can model how you gather information from resources. Deserts What I think I Know My thinking and learning...

Confirmed

Misconceptions

New Info.

Read some of the text – move sticky note to another section or write on a new one with for information learned. You will use the information on this organizer to model your writing this week. Time to Write: Provide students with a large sheet of paper - instruct them to fold one third down to jot down their headings then fold in fifths to collect their information. You may choose to have students work in teams to read and collect information then write their own papers from research.

Focus Lesson

Language focus – Nouns Explain to the students that they will be learning about a new kind of noun this week called collective nouns. Today we will be reviewing regular nouns. Review nouns with students. Create an anchor chart to list nouns in their proper category: person/place/thing. Choose a book you have been reading this week, allow students to help you identify nouns in the text.


Writing

Tuesday - Week 5

Focus Lesson

Informational Report Research Text: Any text on deserts, & student text sets

W.2.2 W.2.8

Review concepts taught yesterday and your collection of information. Remind students that growing writers need to collect information from a variety of sources not just rely on one text. Share a different text and continue modeling how you collect and arrange information. Deserts What I think I Know My thinking and learning...

Confirmed

Misconceptions

New Info.

Time to Write: Students will continue reading and taking notes on their topic.

Focus Lesson

Language focus – Collective nouns Explain to students that yesterday they reviewed nouns and today they will learn about a new kind of noun called a collective noun.

Create a chart titled: What is a collective noun. A collective noun is a group of people, objects, ideas or animals. Begin to list some of the common collective nouns. Add collective nouns to the chart as the class discusses them. The following nouns are among the most common collective nouns. Army Audience Ban Board Family Faculty Group Jury School Society Staff Team Troupe

Cast Class Navy People

Committee[/p4col] Plethora

Company

Crowd


Writing

Wednesday - Week 5

Focus Lesson

Map Out Writing

W.2.2 W.2.8

• •

See resource – “Map Out Your Writing with Pictures” Need several sheets of large paper for modeling

Share with students how proud you are with their research the past two day. Tell them that today you will show them how to plan out their writing to create a short book on their habitats. Model how you use the information collected to write a research paper. Choose one fact and draw on the top of the chart paper. Repeat with important big ideas. Then share how you mapped out your writing using pictures, tomorrows lesson will be on adding sentences to illustrations. Time to Write: Students will take 4 or 5 facts to map out through pictures.

Focus Lesson


Writing

Thursday - Week 5

Focus Lesson

Writing Supporting Details

W.2.2 W.2.8

Share with students what a great job they did choosing facts to include in their books and the drawings about them they created. Explain to students that now that they have drawn about their facts or main ideas of each page, today they will add the details.

Explain to students’ that good writers write supporting details to support their topic sentence. Model on chart paper using one of your facts how you take the idea and use the research you have collected to write multiple sentences.

Time to Write: Students will add sentences to their illustrations.

Focus Lesson


Writing

Friday - Week 5

Focus Lesson

Writing a Topic Sentence Congratulate students on their great work from yesterday. Explain to students that they will continue writing their informational report. So far they have just written about the facts that they have learned. Today they will write a page that introduces the topic to their reader.

W.2.2 SL.2.1 SL.2.2

You may choose to read several introductory paragraphs on topics to serve as good models. Then demonstrate how you would create your introductory page so that the reader will understand your entire little book is on deserts.

Allow students to turn to a partner what they might include in their introduction. Time to Write: Students will work on their introductory pages and continue fact sheets.

Focus Lesson


Word Study - Week 5

Monday

Phonics Concept: Digraph ai Saxon Correlation: Lesson #61

Tuesday

Phonics Concept: Digraph ay Saxon Correlation: Lesson #62

Wednesday

Phonics Concept: c that sounds like s Saxon Correlation: Lesson #63

Thursday

Phonics Concept: The Rule vc/cvc/cv Saxon Correlation: Lesson #66

Friday

Phonics Concept: Review Saxon Correlation:


Friday

Thursday

Wednesday

Tuesday

Monday

Guided Reading - Week 5


Speaking and Listening - Week 5

Monday

Morning Meeting

Standard should be embedded in all content areas.

Tuesday

Morning Meeting


Wednesday

Morning Meeting


Thursday

Morning Meeting


Friday

Morning Meeting
