Unit Overview - Tewksbury Township Schools
|Unit Overview |
|Content Area: Writing |
|Unit Title: Writing: Narrative (Personal Narrative/Small Moment) Timeline: Ongoing |
|Target Course/Grade Level: 2nd grade |
|Unit Summary: In this unit, students learn to write a personal narrative in which they recount a well elaborated event or sequence of events |
|including details to describe actions, thoughts, and feelings. Students will also use temporal words to signal event order and provide some |
|sense of closure. Finally, students will learn to listen responsively to each others’ stories and help each other improve their writing. |
|Primary interdisciplinary connections: Character Education, Technology |
|21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills: -flexibility |
|and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. |
|Anchor Standards: |
|W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured |
|event sequences. |
|W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
|W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. |
|L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|L.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, |
|and to comprehend more fully when reading or listening. |
|SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas |
|and expressing their own clearly and persuasively. |
|SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |
|SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
|Learning Targets/Activities |
|Domain: Writing, Language, Speaking and Listening |
|Cluster: Text Types and Purpose, Production and Distribution of Writing, Conventions of Standard English, Knowledge of Language, Comprehension |
|and Collaboration |
|Standard # | Standards |
|W.2.3 |Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe |
| |actions, thoughts, and feelings, use temporal words to signal event order and provide a sense of closure. |
|W.2.5 |With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and |
| |editing. |
|W.2.6 |With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in |
| |collaboration with peers. |
|L.2.2.a-e |Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| |a) Capitalize holidays, product names, and geographic names. |
| |b) Use commas in greetings and closings of letters. |
| |c) Use an apostrophe to form contractions and frequently occurring possessives. |
| |d) Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). |
| |e) Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
|L.2.3 |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| |Compare formal and informal uses of English. |
|SL.2.1.a-c |Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in |
| |small and larger groups. |
| |a) Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, |
| |speaking one at a time about the topics and texts under discussion). |
| |b) Build on others’ talk in conversations by linking their comments to the remarks of others. |
| |c) Ask for clarification and further explanation as needed about the topics and texts under discussion. |
|SL.2.2 |Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. |
|SL.2.3 |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. |
|Unit Essential Questions |Unit Enduring Understandings |
|How do you use personal experiences to express and write stories? |Even the smallest moment in time can be captured to tell a story. |
|How does structure in writing aid in engaging a reader? |Writers deliberately choose text structures to craft their personal |
| |narrative. |
| |Writers use a variety of strategies to elaborate and enhance their work.|
|Unit Learning Targets |
|Students will ... |
|Use strategies/organizers to brainstorm/plan a narrative piece of writing. (W.2.3) |
|Focus on an event with guidance and support through teacher and peer conferencing. (W.2.5) |
|Compose a narrative piece of writing recounting a well-elaborated event or short sequence of events. (W.2.3, SL.2.4) |
|Use temporal words to inform event order. (W.2.3) |
|Add details, including through illustrations, to describe actions, thoughts and feelings to strengthen writing. (W.2.3, W.2.5, SL.2) |
|Conclude a narrative piece with a final thought/statement about the story presented. (W.2.3) |
|Respond to questions and suggestions from peers/adults to strengthen writing. (W.2.5) |
|Edit writing piece for capitalization, organization, spelling and punctuation. (W.2.5) |
|Capitalize holidays, product names and geographic names. (L.2.2.a) |
|Use and apostrophe to form contractions and frequently occurring possessives. (L.2.2.c) |
|Apply learned spelling patterns when writing words. (L.2.2.d) |
|Utilize reference materials, including beginning dictionaries to check and correct spellings. (L.2.2.e) |
|Apply knowledge of language and its conventions in writing. (L.2.3) |
|Publish a selected piece (W.2.6) |
|Share/read opinion writing with an audience throughout the writing process for the purpose of strengthening the writing. (W.2.5, SL.2.1, |
|SL.2.1.a, SL.2.1.b, SL..2.1c, SL.2.2, SL.2.3) |
|Learning Activities |
|Mini-lessons |Peer conferencing |
|Think aloud |Teacher conferences |
|Modeled writing |Anchor charts |
|Shared writing |Word wall |
|Guided practice |Mentor texts: use stories tied to strong emotion (eg., embarrassed, |
|Small group work |angry, excited, hopeful, sad) |
|Independent writing |Planning tool: post its, lists, graphic organizers |
|Mentor texts |Peer collaboration. |
|Sharing and Discussion | |
|Author’s Chair | |
|Evidence of Learning |
|Formative Assessments |
|Teacher observation |Writing conferences |
|Writing samples |Graphic organizer |
|Teacher’s created rubrics | |
|Summative Assessments |
|Rubrics |
|Personal narrative published piece |
|RESOURCES/TECHNOLOGY |
|Teacher Instructional Resources: |
|A Curricular Plan for the Writing Workshop: Grade 2 Lucy Calkins |
|Student created dictionary |
|Dictionary |
|Mentor Texts |
|Units of Study:Primary Writing, Lucy Calkins |
|“No More I’m Done”, Jennifer Jacobson |
|Craft Lessons, Ralph Fletcher |
|Significant Studies for Second Grade, Karen Ruzzo & Mary Anne Sacco |
|What You Know by Heart, Katie Wood Ray |
|Is that a Fact? Tony Stead |
|Integration of Technology: SMARTboard, document camera |
|Technology Resources: |
|Click the links below to access additional resources used to design this unit. |
| Wonderful article that explains, step by step mini lessons on|
|how to approach teaching this unit. |
| An online rubric maker which you can use to make your own rubric. |
| Electronic bulletin board that has endless resources for all components of teaching reading. You have to navigate through |
|the various resources. |
| Resources for supporting your reading workshop classroom. Some free, most cost a low fee that goes directly to the |
|teacher who posted the resource. |
| Background information about Patricia Palacco that is supported in her personal narrative |
|stories. |
| Background information about Cynthia Rylant that is supported |
|in her personal narrative stories. |
| Background information about Tomie DePaola that is supported in his personal narrative stories. |
| This site gives an example of a student written personal narrative |
|with feedback for narrative written on the story. |
|Opportunities for Differentiation: |
|Literacy center activities |
|VAKT |
|Small group mini lessons |
|Independent writing |
|Graphic organizers |
|Teacher Notes: |
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