Essential Question: Why do authors use figurative language
Essential Question: Why do authors use figurative language?Reading Standards:RL.2.3 Describe how characters in a story respond to major events and challenges.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describeReading I Can Statements:I can describe how characters react to events and challenges in a story (positive and negative challenges).I can use pictures and words in a story to show an understanding of characters, setting, or plot.(Work on all “I Can” statements from previous weeks.)(Work on all “I Can” statements from previous weeks.)Writing Standards:W.2.2 Write explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.Writing I Can Statements:I can organize my writing (introduce, support, conclude).I can edit sentences and paragraphs for capitalization, punctuation, and spelling.Foundational Skills Standards:RF.2.3 Know and apply grade-level phonics and wordanalysis skills in decoding words.3a Distinguish long and short vowels when reading regularly spelled one-syllable words.3b Know spelling-sound correspondences for additional common vowel teams.3c Decode regularly spelled two-syllable words with long vowels.3d Decode words with common prefixes and suffixes.3f Recognize and read grade-appropriate irregularly spelled words.RF.2.4 Read with sufficient accuracy and fluency tosupport comprehension.4a Read on-level text with purpose and understanding.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Reading Foundational Skills Objectives:Add and delete common suffixes beginning with vowels (-es, -ed, -ing, -er, -est, -y) from base words that require deletion of a final silent e (slimy, hoping), and recognize how meaning is changed by the suffix. (RF.2.3d)By mid-year, orally read grade-appropriate text with 96% accuracy and demonstrated comprehension, at seventy words correct per minute. (RF.2.4a,b,c)Foundational I Can Statements:I can read long and short vowels in regularly spelled one syllable words.I can spell words with common vowel teams (digraphs, diphthongs, r-controlled).I can decode two syllable words with long vowels.I can decode common prefixes and suffixes.I can recognize and read grade appropriate irregularly spelled words.I can read with accuracy and fluency to support comprehension and understanding.I can read on level text orally with accuracy, appropriate rate, and expression after reading it several times.I can use context to confirm or self correct word recognition and understanding, and reread if necessary.Language Standards:L2.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.2b Use commas in greetings and closings of lettersL2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.3a Compare formal and informal uses of English.L.2.6 Use words and phrases acquired 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).Language I Can Statements:I can identify greetings and closings in a letter.I can use commas in greetings and closings of letters.I can identify informal writing.I can use descriptive vocabulary to communicate (through conversations, reading, and being read to).Speaking and Listening Standard:SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.Speaking and Listening I Can Statements:I can speak in complete sentences to provide detail and clarification.Academic Vocabulary: Suffix Synonym ChallengeSight Words:Add a few of the high frequency reading words based on assessment of students.(The high frequency reading words can be found on the district website.)Spelling Words: Pattern: Words with the ar, er, or patterns Add a few of the high frequency writing words based on assessment of students. (The high frequency writing words can be found on the district website.)Comprehension Strategies:Formative Assessments: Oral QuestioningThink-Pair-ShareObservation and ChecklistRubricWritten AssessmentGraphic OrganizersVisual DisplaysExit SlipsInstructional Strategies: Balanced Literacy Comprehension Strategies Direct Instruction Modeling, Shared, Guided, and Independent Practice Anchor Charts Guided Reading Buddy Reading Writer’s Workshop Reader’s Workshop Think-Pair-Share Word Work Literacy Centers Graphic Organizers 5 Essential Components of ReadingRead Aloud Text(s): See “Suggested Works” for examples of texts to be used in this unit.Shared Reading Text(s): See “Suggested Works” for examples of texts to be used in this unit.Other Text(s): See “Suggested Works” for examples of texts to be used in this unit.Art: See “Suggested Works” for examples of art to be used in this unit.Music: See “Suggested Works” for examples of music to be used in this unit.Multimedia:See “Suggested Works” for examples of multimedia to be used in this unit.Math:Science: See Mississippi FrameworkSocial Studies: See Mississippi FrameworkNotes:Learning Tasks:“Wo” and “Wa” WordsCollect “wo” words (work, worse, worm, word, worth, worthy, won, wonder) and “wa” words (water, warm, want, was, wash). After explicitly contrasting the expected sound of a vowel with its actual pronunciation, ask students to say what’s true about vowels that follow w: W often changes the following vowel. (RF.2.3e)Character Description Art ActivityStudents can create a web out of yarn or glue and glitter. In the web, they should write a word describing a character of choice from the story. Then they can trade with a partner and identify the character the other students described. (RL.2.3)Class Discussion/LiteratureIntroduce the idea of a bridge as a metaphor by reading the book Pop’s Bridge (Eve Bunting). (Help the students think of more metaphors to reinforce the meaning of this important term.) In this book, a group of boys experience the sacrifice involved in bridge building and the joy that comes with friendship. Discuss the literal bridge in the book and the way the bridge served as a link not only between two places, but also between two people. Introduce the following Isaac Newton quotation: “We build too many walls and not enough bridges.” Discuss what Isaac Newton may have meant by his comment. (RL.2.7) Metaphor MatchCut apart the bridge metaphors (available on the Jordan School District website) and have a class discussion about their meanings. (RL.2.4)Spider ResearchConduct shared research on spiders (body parts, diet, and life cycle). Choose an appropriate organizer for the information. Students can then compose an explanatory writing with information learned about the life cycle of spiders. (W.2.2)Synonym MatchCut out a shape, cut it to make two puzzle pieces. Write a pair of synonyms (one per piece). Distribute each piece to a student. Have students all move about without speaking to find their matching synonym/puzzle piece. Then have them write a sentence with one of the synonyms. (RL.2.3)Blank Story ActivityRead a story to students without showing students the illustrations. Give students a blank story web sheet and have students draw pictures of the characters’ actions and feelings, setting, and plot. Extend: Give students a wordless picture. Have students write sentences to describe the characters actions and feelings, when and where the story takes place, and the plot (the problem). (RL.2.7) Role Play Character ResponseWorking in small groups, students read different stories and role-play the main events or challenges and the feelings or actions of the characters. (RL.2.3, L.2.3a)Questioning the Author (QTA)The teacher will use the method to help students identify the main purpose. The teacher assigns informational reading in a content-area textbook. The discussion is structured – led and managed by the teacher who poses questions that engage students in discussing a portion of the text. The questioning and discussion is usually done in a whole class setting. The discussion takes place during the initial reading of the text not before reading begins or after students have completed a chapter in a text. Read a segment of the text and pose initiating questions such as: What is the author trying to say here? What is the message? What is the author talking about? Once the teacher feels students have grasped this segment of the text, move on to discuss the next segment. Read the rest of the text ask and follow up questions such as: What does the author mean here? Does the author explain this clearly? Why do you think the author wrote this text? (RI.2.6)Labeled TextThe teacher will select an informational text with labeled diagrams. The teacher will provide the students with copies of the book or copies of the labeled diagram. The teacher will say: Nonfiction texts have graphic features. One important graphic feature is a labeled diagram. We can learn a lot from a diagram. The teacher will share a labeled diagram from the book and discuss what students can learn from them. The teacher will ask students to look through their books and find a labeled diagram to share with the class. The teacher will ask students to use the diagram and circle the facts they learn. The students will discuss the diagram with the class. (RI.2.6)Literature/Letter WritingRead aloud the book Charlotte’s Web (E. B. White) to the class. After you have finished the book, have the students connect with the characters in the book by writing friendly letters. Students should choose one of the characters in Charlotte’s Web and write the character a letter. You may say, “Write a letter to one of the characters in Charlotte’s Web. Explain why you chose the character, what you like about him or her, and ask the character a question.” Require proper use of punctuation and form for the letters. Revise the letters and edit for spelling and punctuation. Then have the students trade letters and write back to a classmate as if they were the classmate’s chosen character. For example, if a child receives a letter addressed to Wilbur, she would write a letter back as if she were Wilbur and answer the question asked. (L.2.2b, RL.2.7, W.2.5)Kirkland UnpackingSee Activities in Kirkland Unpacking pages 7-12 (RL.2.3)See Activities in Kirkland Unpacking pages 23-26 (RL.2.7)See Activities in Kirkland Unpacking pages 16-18 (RI.2.5)See Activities in Kirkland Unpacking pages 59-60 (RI.2.6)See Activities in Kirkland Unpacking pages 89-92 (W.2.2)See Activities in Kirkland Unpacking pages 98-102 (W.2.5)See Activities in Kirkland Unpacking pages 75-77 (RF.2.3)See Activities in Kirkland Unpacking pages 78-82 (RF.2.4)See Activities in Kirkland Unpacking pages 137-140 (L.2.2)See Activities in Kirkland Unpacking pages 141-142 (L.2.3)See Activities in Kirkland Unpacking pages 152-154 (L.2.6)See Activities in Kirkland Unpacking pages 128-129 (SL.2.6) ................
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