Sites | Santa Rosa District Schools, Florida



Second Grade Writing Plans Unit 6Lesson 25Lesson 25Anchor Story: From Seed to Plant Paired Selection: Super SoilEssential Question: How do some plants grow and change?Target Skill: Cause and Effect, Text and Graphic FeaturesDay 2: Response activity after reading the main selection, From Seed to PlantBefore Reading: As we read this story, we are going to use the different text features as well as the text to learn how the soil, water, and sun help a seed grow. Turn and tell your partner what you are going to find out about as we read. After Reading: Construct a written response to the following: “How do the soil, water, and sun work together to help a seed grow?” Include details from the text to support your answer.Checklist for Writing: Indent the first word of the paragraphInclude a topic sentence Include a sentence explaining how the soil helps the seed to growInclude a sentence explaining how the water helps the seed to growInclude a sentence explaining how sun helps a seed to growConclusionMake sure all sentences begin with a capital letter and end in the correct form of punctuationSample Writing: (leave this up for them to refer back to) - feel free to change this In order for a seed to grow, or sprout, it needs soil, water, and sunlight. To begin with, the seed must land in or on the soil. The soil gives it a place to start growing and will later provide nutrients for the plant. When the rain falls, it soaks the seed and this softens the seed coat, or outer covering of the seed. Finally, the sun warms the ground and causes the seed coat to crack open. Once this happens, the seed will begin to grow. Without these three things, soil, water, and sunlight, seeds won’t be able to thrive and grow. An Idea for an Extension: After the fruit or pod breaks open, the seeds are scattered in various ways. Using details from the text, explain the different ways that seeds can be scattered or dispersed. Include a topic sentence, at least 3 different ways the seeds are scattered, and a conclusion. Day 4: Response activity after reading the paired selection Super SoilBefore Reading: In this selection, we are going to read about different types of soil and the plants that grow in these different types of soil. As we read, I want you to think about how plants in the desert grow and adapt to their environment. Turn and share with your partner one thing you are going to be listening for as we read. (Each one takes a turn and shares) If they are having difficulty understanding what to listen for then you can model. After Reading: Guide students to share with a partner “What is an adaptation or feature that desert plants have that allows them to grow?” If students have trouble, scaffold your questions to lead them to the correct answers. (there are several answers)Written Response Activity: “How are plants that grow in the desert different from plants that grow in other locations?” Use details from both selections. (they can include information about the shallow roots, where they store water, the waxy leaves and purpose for that)Checklist for writing:Indent first word in paragraphInclude a topic sentence Give at least 2 ways that plants that grow in the desert are different from plants that grow in other locations-make sure you include details about desert plants and plants that don’t grow in the desert when stating the differencesConcluding sentenceMake sure the first word of every sentence is capitalized and that you have punctuation at the end Second Grade Writing Plans Unit 6Lesson 26Topic: Life CyclesRead Aloud: Diego’s Double SurpriseAnchor Story: The Mysterious Tadpole Companion Piece: From Eggs to FrogsEssential Question: How do some animals change as they grow?Target Skills: Story Structure; Conclusions; Infer and PredictSecond Grade Writing Plans Lesson 26Day 2: Response activity after reading the main selection, The Mysterious TadpoleComprehension Skill Addressed in Writing: Text and Graphic Features; Using details from the textBefore Reading: As we read through this story, I want you to use the illustrations as well as the text to find out how Louis’s tadpole, Alphonse, is different from ordinary tadpoles.Turn and tell your partner what you are going to find out about as we read. After Reading: As we read this story, I wanted you to use the illustrations and the text to determine what made Louis’s tadpole unique or different. What is the first hint that the author gives us that Alphonse may not be a tadpole? Turn and talk (looks different from chart on the wall in the classroom; eats cheeseburgers)As the story progresses, what are some other clues that show us that Alphonse isn’t really a tadpole? Turn and talkWriting Activity: Construct a written response to the following: Use evidence from the words and the illustrations to prove that Alphonse is not a tadpole. Include details from the text to support your answer. This could be a shared writing or an independent writingBe sure to include:A topic sentence (this is your focus- what you want to say about the topic)At least 2 details that prove Alphonse is not an ordinary tadpoleA concluding sentence that relates back to the topicCorrect capitalization and punctuationAdditional Writing Extensions:What was the problem in the story, The Mysterious Tadpole, and how did Louis tried to solve it? (this assesses their understanding of story structure, related to plot)Why is The Mysterious Tadpole an appropriate title for this story?Second Grade Writing Plans Lesson 26Day 4: Response activity after reading the companions piece, From Eggs to FrogsComprehension Skill Addressed in Writing: Text and Graphic Features; Using details from the textBefore Reading: Today we are going to read an informational selection about frogs. This is an excerpt from a Weekly Reader magazine that will give us information and facts about the topic. As we read through this selection, I want you to think about how the text features (the headings, diagram and photographs) help you better understand the text.Turn and tell your partner what you are going to think about as we read. After Reading: As we read this story, I wanted you to think about how the various text features helped you better understand the selection. Tell your partner one text feature that is found in this article and how that feature helped you better understand the selection. Take turns until both partners have had the opportunity to share. After partners have discussed, have them share out some of the features and how they were beneficial to gaining meaning from the text.Writing Activity: Construct a written response to the following: Write an informative essay about frogs. Use information from the selection “From Eggs to Frogs” in your response.Be sure to include:A topic sentence (this is your focus- what you want to say about the topic)At least 3 details or facts about the topicA concluding sentence that relates back to the topicCorrect capitalization and punctuationSecond Grade Writing Plans Unit 6Lesson 27Topic: FossilsRead Aloud: Epperson’s IcicleAnchor Story: The Dog that Dug for Dinosaurs Companion Piece: La Brea Tar PitsEssential Question: How can you learn about animals that lived long ago?Target Skills: Fact and Opinion; Author’s PurposeSecond Grade Writing Plans Lesson 27Day 2: Response activity after reading the main selection, The Dog that Dug for DinosaursBefore Reading: Today we are going to be reading a biographical story about a famous fossil hunter, Mary Anning. As we read through this story, I want you to think how Mary’s life changed after her major fossil discoveries. Turn and tell your partner what you are going to find out about as we read. After Reading: As we read this story, I wanted you to think about how Mary’s major fossil discoveries impacted her life or how her life changed after her fossil discoveries. What happened soon after Mary discovered the large fossil of the “sea monster?” (possible answers- you may have to prompt students to arrive at some of these-a scientist came to town and wanted to buy it; rich people came to visit and dig for fossils; she met Mr. Buckland) How did Writing Activity: Construct a written response to the following: Use evidence from the words and the illustrations to prove that Alphonse is not a tadpole. Include details from the text to support your answer. This could be a shared writing or an independent writingBe sure to include:A topic sentence (this is your focus- what you want to say about the topic)At least 2 details that prove Alphonse is not an ordinary tadpoleA concluding sentence that relates back to the topicCorrect capitalization and punctuationAdditional Writing Extensions:What was the problem in the story, The Mysterious Tadpole, and how did Louis tried to solve it? (this assesses their understanding of story structure, related to plot)Why is The Mysterious Tadpole an appropriate title for this story?Second Grade Writing Plans Unit 6Lesson 28Topic: Traditional StoriesRead Aloud: Cinderella StoriesAnchor Story: Yeh-Shen Companion Piece: CinderellaEssential Question: What can you learn from reading a fairy tale?Target Skills: Sequence of Events; Compare and ContrastSecond Grade Writing Plans Lesson 28Day 2: Response activity after reading the anchor story, Yeh-ShenComprehension Skill Addressed in Writing: Theme; Understanding CharactersBefore Reading: Fairy tales are traditional stories that have been told for many years. They usually contain characters that could not exist in real life as well as a happy ending. In addition, most fairy tales often teach us a lesson that we can apply to our own lives. As we read this story, I want you to think about two things:What can we infer about Yeh-Shen based on her actions (character traits)What lesson do we learn from this story?Turn and tell your partner what we are going to think about as we read.After Reading: As we read this story, I wanted you to think about what we can infer about Yeh-Shen based on her actions and to think about what lesson we learned from the story. What are some words you can use to describe Yeh-Shen? What evidence from the story supports or proves this?How did Yeh-Shen’s friendship with the fist prove to be helpful to her later in the story?What lesson do you think this fairy tale was trying to teach us? How can we apply this to our lives?Writing Activity: Construct a written response to the following: In the story, Yeh-Shen, we learn that good things happen when we are kind to others. Write to explain how the author shows this message in the story. Use details from the text to support your writing.This could be a shared writing or an independent writing.Be sure to include:A topic sentence (this is your focus- what the paragraph will be about)At least 2 details that show how good things happen when we are kind to others.A concluding sentence that relates back to the topicCorrect capitalization and punctuationDay 4: Response activity after reading the companion piece, CinderellaComprehension Skill Addressed in Writing: Compare and ContrastBefore Reading: Many fairy tales that we read have different versions. They sound familiar, but may have different characters and events. Not only will this story be familiar to you, but you will also notice many ways it is like Yeh-Shen. As we read through this selection, I want you to think about how this story is similar to and different from the story Yeh-Shen. Turn and tell your partner what you are going to be listening for while we read this story.After Reading: As we read this story, I wanted you to think about how this story was similar to and different from Yeh-Shen. Whole Group- create a Venn Diagram comparing the basic story elements of Cinderella and Yeh-Shen. (characters, setting, problem, solution)OR- Whole Group- create a chart that side by side compares the basic story elements of both stories.Writing Activity: Construct a written response to the following:Write an informative essay explaining how Cinderella is similar to and different from Yeh-Shen. (You can do this with either just the title characters or with the whole story.)Be sure to include:A topic sentence (what the paragraph will be about)At least 2 details that explain how they are similarAt least 2 details that explain how they are differentA conclusion sentence that relates back to the topic sentenceCorrect capitalization and punctuationSecond Grade Writing Plans Unit 6Lesson 29Topic: Traditional StoriesRead Aloud: A Lesson in HappinessAnchor Story: Two of Everything Companion Piece: Stone SoupEssential Question: What good things happen when people work together?Target Skills: Understanding Characters; Point of ViewSecond Grade Writing Plans Lesson 29Day 2: Response activity after reading the anchor story, Two of EverythingComprehension Skill Addressed in Writing: Understanding Characters; Point of ViewBefore Reading: Folktales are traditional stories that have been told for many years, often by people of a country. They usually contain events that could not happen in real life and often teach us a lesson that we can apply to our own lives. As we read this story, I want you to think about two things:How can different characters think or feel differently about things that happen in a story?What lesson do we learn from this story?Turn and tell your partner what we are going to think about as we read.After Reading: As we read this story, I wanted you to think about how Mr. Haktak and Mrs. Haktak feel differently at times in the story. When Mrs. Haktak first fell into the pot, the story changed from having two characters to having three! Mr. Haktak, Mrs. Haktak, and the new Mrs. Haktak.How does the first Mrs. Haktak feel about what has happened? How can you tell?How does the second Mrs. Haktak feel about what has happened? How can you tell?How does Mr. Haktak feel about what has happened? How can you tell?Writing Activity: Construct a written response to the following: In the story, Two of Everything, we can see that events in the story make the different characters feel differently. This could be a shared writing or an independent writing.Be sure to include:A topic sentence (this is your focus- what the paragraph will be about)One sentence telling how Mrs. Haktak feels when a new Mrs. Haktak comes out of the pot. (p497)One sentence telling how the new Mrs. Haktak feels when a she comes out of the pot. (p497)One sentence telling how Mr. Haktak feels when the new Mrs. Haktak comes out of the pot. (p497)A concluding sentence that relates back to the topicCorrect capitalization and punctuationDay 4: Response activity after reading the companion piece, CinderellaComprehension Skill Addressed in Writing: Moral of a FolktaleBefore Reading: Two of Everything is a folktale. Remember, this is a story that has been told over time. Today we will read Stone Soup. It is also a traditional tale that is passed down over time in order to teach a lesson. As we read Stone Soup, I want you to think about the Essential Question: What good things happen when people work together? After Reading: As we read this story, I want you to think about the Essential Question: What good things happen when people work together? What good things happen in Two of Everything when people work together?What good things happen in Stone Soup when people work together?Writing Activity: Construct a written response to the following:Explain how traditional tales are used to teach a lesson or a moral. Give examples from Two of Everything and Stone Soup to support your writing. Be sure to include:A topic sentence (what the paragraph will be about)Explain how Two of Everything teaches us that good things happen when people work together.Explain how Stone Soup teaches us that good things happen when people work together.A conclusion sentence that relates back to the topic sentenceCorrect capitalization and punctuationLesson 30Topic: Informational TextRead Aloud: Steve Jobs: InventorAnchor Story: Now and Ben Companion Piece: A Model CitizenEssential Question: Why might a person from long ago still be important today?Target Skills: Compare and Contrast; Using ContextSecond Grade Writing Plans Lesson 30Day 2: Response activity after reading the anchor story, Now and BenComprehension Skill Addressed in Writing: Compare/ ContrastBefore Reading: Remember an informational text gives facts about a topic. In this story, the author uses facts to compare (show how things are the same) and contrast (show how things are different) from a time long ago and today. As we read this story, I want you to think about Ben Franklin’s inventions. How are Ben Franklin’s inventions different from they are today? How are they the same? Why do you think Ben Franklin is still important today?Turn and tell your partner what we are going to think about as we read.After Reading: As we read this story, I wanted you to think Ben Franklin’s inventions, and how they are the same as or different from how they are used today. Use a Venn Diagram or just scratch paper to jot down ideas. Assign a pair or small group of students one invention, and have them write how the invention is the same as it is today and how it is different. Have the students share the findings with the whole group. Writing Activity: Construct a written response to the following: In the story, Now and Ben, we learn about the inventions of Benjamin Franklin. How are Ben’s inventions the same as and different from how they are today? This could be a shared writing or an independent writing.Be sure to include:A topic sentence (this is your focus- what the paragraph will be about)Choose at least two inventionsWrite 1-2 sentences about each invention, describing how the invention is the same as today and/ or different from today.A concluding sentence that relates back to the topicCorrect capitalization and punctuationDay 4: Response activity after reading the companion piece, A Model CitizenComprehension Skill Addressed in Writing: Using ContextBefore Reading: A Model Citizen is an informational text about a person. It is a biography. It gives real facts about events in a person’s life. Let’s look at the title of our story. What do you think it means when it says “model citizen?” Discuss with students how we can use context clues to figure out what the phrase means. Remind that ‘model’ is a multiple meaning word. Discuss uses of the word ‘model.’As we read the story, I want you to listen to the information the story gives us. I want you to use what you learn from the text to figure out what “A Model Citizen” is. Turn and tell your partner what you are listening for in the story.After Reading: As we read this story, I wanted you to listen to the information the story gives us. I want you to use what you learn from the text to figure out what “A Model Citizen” is. What were some of Benjamin Franklin’s accomplishments? Were the things Ben did helpful to those around him? To those in his state? To those in his country?What do you think it means when the author says, “He is a model for us all.”?Writing Activity: Construct a written response to the following:Explain why Benjamin Franklin is a model citizen. Use examples from the text to support your writing.Be sure to include:A topic sentence (what the paragraph will be about)Give at least three examples to support how Benjamin Franklin is a model citizen and should be a model for us all.A conclusion sentence that relates back to the topic sentenceCorrect capitalization and punctuation ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download