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Essential Question: What is challenging about writing a narrative?Reading Standards:RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.Reading I Can Statements:I can identify cause and effect in selected informational text (historical events, scientific ideas or concepts, or steps in technical procedures).I can use context clues to figure out words I do not know or understand.I can compare and contrast the key points from two texts on the same topic.Writing Standards:W.2.1 Write opinion pieces in which they introduce the topic of book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.6 With guidance from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers. Writing I Can Statements:I can create a concluding statement/section.I can use digital tools, such as a computer or iPad, to produce and publish my writing with or without a peer, using different kinds of software.Foundational Skills Standards:RF.2.3 Know and apply grade level phonics and word analysis skills in decoding words.3c Decode regularly spelled two syllable words with long vowels.Reading Objectives for Fluency:Identify the consonant –le final syllable pattern, and accurately read two-syllable words ending in a consonant –le syllable (cradle; paddle; bible; bumble; google; gurgle; steeple; settle). (RF.2.3a,b,c)Foundational I Can Statements:I can decode two syllable words with long vowels.Language Standards:L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.Language I Can Statements:I can explain the difference between a glossary and a dictionary (print and digital).I can use a glossary and beginning dictionary (print and digital) to understand words.Speaking and Listening Standard: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. Speaking and Listening I Can Statements:I can answer a question about someone’s presentation.Academic Vocabulary: Conclusion Connection Support Procedure Linking WordsSight 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: -le final syllable pattern words ( ex: cradle, gurgle, bumble) 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:SyllablesGive small groups of students sets of cards with closed, vowel –r, vowel team, and open syllables that will combine with a set of –cle final syllables to make words. Have students read the syllables before combining them with the –cle syllables. Give a point for each real word created, and discuss any unknown meanings. (un-cle; bu-gle; pur-ple; sim-ple; si-dle; bee;dle; net-tle; chor;tle; wad-dle, waf-fle, etc.). (RF.2.3a,b,c)Class Discussion/PoetryThe poems about Harriet Tubman (“Harriet Tubman,” Eloise Greenfield) and Abraham Lincoln (“Lincoln,” Nancy Byrd Turner) are narrative poems that tell a story. Read (recite) the poems. Use these questions to discuss the poems: How are the poems similar and how are they different? What poetic elements do you hear/see in the poetry (e.g., alliteration, repetition, regular beats, and rhyme)? What is the message of each poem? Are they similar or different? Which of the poems uses formal English and which one uses more informal English? (L.2.3a, RL.2.4) Word Study/VocabularyHave students read a poem and as they read look for words that might lend themselves to a discussion of suffix, prefixes, synonyms, etc. Students will use dictionary to find the meaning and write in word journal.The students will use the dictionary to create a word study journal. The students will write a word, the definition of the word, a picture of the word, and use the word in a sentence. The students may write the words in a notebook or the teacher may create for squares similar to the Frayer model and have the students write the information in the squares. Opinion WritingGive the students this writing prompt: “Choose one of the people studied in this unit who you think is the greatest hero in this long journey to freedom. Give two or three strong reasons for choosing this person.” Students should be moving toward writing paragraphs. Remind them to introduce the person and give strong reasons why the person was chosen using words like because and also to link ideas. Encourage the addition of details to strengthen the writing and a strong statement to close. (W 2.1, L 2.1f)Kirkland UnpackingSee Activities in Kirkland Unpacking pages 44-47 (RI.2.3)See Activities in Kirkland Unpacking pages 48-53 (RI.2.4)See Activities in Kirkland Unpacking pages 70-71 (RI.2.9) See Activities in Kirkland Unpacking pages 83-88 (W.2.1)See Activities in Kirkland Unpacking pages 75-77 (RF.2.3) See Activities in Kirkland Unpacking pages 143-149 (L.2.4)See Activities in Kirkland Unpacking pages 121-123 (SL.2.3) ................
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