Essential Question: Why should we support our opinions ...



Essential Question: Why should we support our opinions with reasons?Reading Standards:RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, [and] repeated lines) supply rhythm and meaning in a story, poem, or song. RL.2.10 By the end of the year read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading I Can Statements:I can use a rhythm to read a story, poem, or song (bears, alliteration, rhymes, repeated lines).I can describe how notes, words, and phrases give meaning in a story, poem, or song.I can comprehend texts by thinking back and evaluating what I have read.I can read closer to the high end of the Lexile score 420-820.Writing Standards:W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and also) to connect opinions and reasons, and provide a concluding statement or section.Writing I Can Statements:I can form an opinion.I can give (generate) supporting reasons for the stated opinion.Foundational Skills Standards:RF.2.3 Know and apply grade level phonics and word analysis in decoding words. 3b Know spelling-sound correspondences for additional common vowel teams.RF.2.4 Read with sufficient accuracy and fluency to support comprehension.4a Read on-level text with purpose and understanding. Reading Foundational Skills Learning Objectives:By year’s end, orally read grade-appropriate text with 97% accuracy and demonstrated comprehension, at ninety words correct per minute. (RF.2.4a)Foundational I Can Statements:I can spell words with common vowel teams (digraphs, diphthongs, r-controlled).I can read with accuracy and fluency to support comprehension and understandingLanguage Standards: Review of Language Standards.Language I Can Statements:Speaking and Listening Standards:SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.Speaking and Listening I Can Statements:I can record stories in an audio format.Academic Vocabulary: Evaluate Supporting Accuracy Fluency Visual Display Sight Words: Use 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: _______________ 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 Questioning Think-Pair-Share Observation & Checklist Rubric Written Assessment Graphic Organizers Visual Displays Exit 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 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:Student Reading/FictionIn order to stretch students’ reading skills and test for comprehension and fluency, have students read a variety of fictional texts independently. Although the books share the common theme of food, they have very different messages. For example, Tar Beach (Faith Ringgold), which includes a picnic scene, is literally about rising above prejudice. Gregory the Terrible Eater (Mitchell Sharmat, Jose Aruego, and Ariane Dewey) is a funny book about a goat, but carries a message about healthy eating. These books offer a range of reading in the 2-3 band of grade level and stretch texts. (RL.2.2, RL.2.10)Art/Class Discussion/Art MakingIntroduce the genre of “still life” to the students. As students view the paintings, talk about the details, objects, and positions of objects that they notice. Closely examine the works by Heda and Claesz. Explain that these artists did “high-definition” work almost two hundred years before photography was incented. They called it trompe l’oeil, which is French for “deceive the eye”. Students should notice how these paintings are “realer than real”. Put cut fruit, a basket, or metalware on the table and have students try to draw one of the objects precisely. (SL.2.1, SL.2.2)SeriesEncourage students to read several books by the same author, once they discover a series they enjoy. (RF.2.4a,b,c)Kirkland UnpackingSee Activities in Kirkland Unpacking, pages 13-15 (RL.2.4)See Activities in Kirkland Unpacking, pages 31-35 (RL.2.10)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 78-82 (RF.2.4)See Activities in Kirkland Unpacking, pages 126-129 (SL.2.5) ................
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