Second Grade Writing Plans – Lesson 11



Second Grade Writing Plans Unit 3

Lesson 11

Topic: Animal and Human Interaction

Read Aloud: Don’t Play Cards with a Dog in the Room

Anchor Story: Click, Clack, Moo: Cows that Type

Companion Piece: Talk about Smart Animals

Essential Question: How can people and animals help each other?

Target Skills: Conclusions; Author’s Word Choice; Infer/Predict

Second Grade Writing Plans – Lesson 11

Days 2 and 3: Writing in response to the main selection, Click, Clack, Moo: Cows That Type

Before Reading: Authors don’t always tell us everything in a story; we often have to draw conclusions about the characters based on what they do and say.

• As we read this story together, I want you to think about what we can learn (what conclusions we can draw) about Farmer Brown as well as the animals based on what they do and say in the story.

• Turn and tell your partner what you are listening for as we read this story.

After Reading:

I wanted you to think about what the characters did and said in the story and what conclusions we can draw based on their actions. (These questions can guide them to making conclusions about the animals and Farmer Brown)

• What was the first unique request that Farmer Brown encountered in the story? Turn and tell your partner. You can start your answer with, “The first request was…”

• What was Farmer Brown’s initial response? Start your answer with, “Farmer Brown’s initial response was…”

• How did the cows respond when they were told they couldn’t have the electric blankets? Start your answer with, “When the cows were told no, they…”

• What conclusions can we draw about the cows based on their response? (they were determined and clever)

• Why did Farmer Brown eventually give in and provide blankets for the cows and hens? Start your answer with, “He eventually provided blankets because…”

• What can we conclude about Farmer Brown because of his actions? You may have to scaffold if they have difficulty drawing conclusion. (he was concerned about his farm, dedicated farmer)

Modeled/Shared Writing Activity: How does the author show us that Farmer Brown is willing to do whatever it takes to make sure his farm is successful? Use details from the story to support your answer.

*To guide them, you could have students identify what all Farmer Brown does in the story- then they can analyze and determine which of these prove he is determined to run a successful farm/that he is dedicated to getting what he wants?

Checklist for Writing:

• Indent first word of paragraph

• Include the name of the story

• Include topic sentence

• Provide details from the story that support your topic

• Concluding sentence

• Make sure all sentences begin with a capital letter and end with the correct punctuation

Sample: (feel free to change)

In the story, Click, Clack, Moo: Cows that Type, it is obvious that Farmer Brown takes his job seriously. When the cows and hens went on strike, he was concerned about how he would run his farm without milk or eggs. He realized that these things were necessary if he was going to be prosper in the farming business. Farmer Brown made a compromise with the animals in order to get what he wanted. Instead of giving up when he faced a problem, he found a solution that worked for him and the animals. Providing the electric blankets was a small price to pay to ensure his farm had what it needed to be successful.

Independent Writing Activity:

Using the model as a guide, have students respond to the following:

How does the author show us that the cows were clever animals? (they could also choose to write about how the author shows they were determined) Use details from the story to support your response.

*This relates to the skill for the week, drawing conclusion using evidence or clues from the text

Other possible writing activities:

• Opinion Writing: Should Farmer Brown have given in to the animals’ requests? Why or why not? Use details from the story to support.

• Letter Writing: Write a letter to Farmer Brown making another request. Be sure to include valid reasons for the request in order to persuade him that it is necessary.

Sample Letter Writing: (leave this up for them to refer back to) – feel free to change this

January 11, 2014

Dear Farmer Brown,

We are writing you today to ask for hats for our heads. It gets

sweltering hot standing in the pasture all day long! We see you

wearing your straw hat around the farm, and we feel it will help

us make more milk if our heads are cooler too. Please pass out the hats by Friday morning or milk production will suffer!

Sincerely,

The Cows

Second Grade Writing Plans – Lesson 11

Day 4: Written response to Talk about Smart Animals

Before Reading: Today we will be reading an informational piece about animals. Unlike our other selection, this will be about real animals and their special talents.

• As we read, think about what makes the animals in the story so unique or special.

• Turn and tell your partner what you will be listening for as we read.

After Reading:

• Turn and tell your partner what is unique or special about Rio. Continue the same procedure, sharing what is unique about Alex.

• After students have shared about each animal, you can create a chart listing unique traits of each animal for them to refer back to in their writing.

Writing Activity:

• Opinion Writing: In your opinion, which animal would make the better pet? Use information you learned about the animal to support your opinion.

• Letter Writing: Students will write a persuasive letter to their parents convincing them to get one of the animals for a pet.

Checklist for Letter Writing:

• Date the letter was written

• Greeting with correct punctuation

• Body – explain why you are writing the letter and which animal would be the best pet for you

• In the body, include at least 2 reasons why you should be allowed to have this pet- use information you learned from the text to support your reasons

• Closing with correct punctuation

• Signature

Second Grade Writing Plans Unit 3

Lesson 12

Topic: Music

Read Aloud: Music in the Snow

Anchor Story: Ah, Music!

Companion Piece: “There’s a Hole in the Bottom of the Sea” (song)

Essential Question: What are different ways to enjoy music?

Target Skills: Text and Graphic Features; Fact and Opinion

Second Grade Writing Plans – Lesson 12

Day 1: Writing in response to the read aloud, Music in the Snow

Before Reading: This week we will read several selections about music.

• As I read the story, Music in the Snow out loud, I want you to listen to find out how music affects the characters’ mood or feelings.

• Turn and tell your partner what you are listening for as we read this story.

After Reading:

I wanted you to think about how music affected the mood of the characters in the story.

• Why did the principal suggest that the students put on a concert? Turn and talk.

• How did the students’ mood change once the students began playing the drums and recorders? How do you know? (what evidence from the story proves they were happy and having a good time?)

• What different emotions did the students feel when Albert began to play his violin? (if needed you may have to reread the last 2 paragraphs) Turn and talk.

Writing Activity:

Complete a modeled writing on the following:

Explain how music affected the characters’ feelings throughout the story.

Sample Response: (feel free to change)

The students in the story, “Music in the Snow,” experienced several feelings the day they were stranded at school in a snow storm. Once, they realized they were not going home, there was a feeling of excitement as the students all gathered in the lunchroom. When the electricity went out, that excitement turned to fear and worry. The principal and teachers then brought out the drums and recorders. The music calmed them down and soon they were laughing, singing, and dancing to the beat. The student’s settled down as Albert walked to the front with his violin. As he played a slow, sweet song, the feeling of loneliness came upon the students. Then he began to play a more upbeat song and as the music got faster and faster, the loneliness turned to back to excitement. When he finished, the lights came back on and the students applauded. Music helped the students make the most of a bad situation.

Second Grade Writing Plans – Lesson 12

Days 2-3: Writing in response to the main selection, Ah, Music!

Before Reading:

• As we read the story, I want you to think about how a musician is similar to an author or an artist

• Turn and tell your partner what you are thinking about as we read this story.

After Reading:

I wanted you to think about how a musician is like an author or even an artist. Go back and reread page 416-418.

Ask:

• What does an author do to express their feelings? (write)

• How does an artist express what they are feeling? (painting/drawing/art)

• How is a musician or composer similar to an author or an artist? Turn and Talk

• What are some examples of how a musician might express their feelings through music? (partners find examples in text and discuss)

Writing Activity:

Explain how a musician is similar to an author or artist. Use details from the text to support.

Alternate Writing:

How does the author say that music can make you feel? Do you agree? Why or why not?

*See Interactive Read Aloud Plan with Writing Activity for the book When Marian Sang on the following pages as another option for the week.

Interactive Read Aloud Planning Template

Text: When Marian Sang Author: Pam Munoz Ryan Genre:Biography

Learning Goals: Language Arts or Content Area

• The students will understand how Marian Anderson impacted those around her.

• The students will understand the challenges that Marian faced during this time period.

Before reading:

Build background knowledge: This is a biography of a famous African American singer, Marian Anderson. During the early years of Marian’s life, things were different for African Americans in many parts of the country.

Introduce story vocabulary: distinct; accomplish; pleaded

Set purpose: As I read this story I want you pay attention to the various challenges Marian faced as an African American singer during this time period and what she did to overcome these obstacles. I also want you to think about how Marian singing has affected the people she performed for, and how she impacted future generations.

During reading:

Teaching Points/Questions:

Page #2-What do the italicized words in the middle of the page represent? (the song Marian is singing)

Marian often sang all afternoon with her sisters, but the author stated that her voice was distinct. What does she mean by distinct? (different)

What made her voice so distinct or different? (the author says it was strong and velvety and she could sing high because it said it could climb more than twenty-four notes)

Page #6-How can you tell that people were impressed with Marian’s talent? What specific details in the story support this? (she was invited to perform in church and they started talking about her remarkable gift; she was invited to perform at other churches and was chosen for the People’s Chorus)

Page #10- How did Marian respond to the challenges she faced during this time period? (she kept singing and didn’t give up-she took lessons in her neighborhood, continued with choirs, and performed at Negro churches and colleges)

Page #12- Why was opera considered a dream that was too far away to reach? (because she wasn’t allowed to receive a formal music education- there were no other African Americans that sang opera during this time)

Do you think Marian will eventually accomplish this goal of performing opera? Why or why not? (students should support their opinion with details from the text- possible responses: yes, because she is determined and doesn’t give up; no, because she wasn’t allowed to go to the schools that trained for this)

Page #16-After Marian sang, Mr. Boghetti said, “I will make room for you right away.” What can you conclude based on his reaction to Marian’s singing? (that he was impressed and realized she had a lot of talent- he would work with her)

Page #24-How was Marian’s experience in other countries different than what she experienced in the United States? Why was it different? (she was allowed to perform anywhere she wanted to sing when she was outside of the US, but when she came back to the states, she wasn’t allowed to sing in certain places because of the color of her skin)

Page #26-Although Marian was concerned about performing at the Lincoln Memorial, she agreed to do it. What was her main motivation for performing? (she felt she had become a symbol to her people and wanted to make it easier for those who would follow her)

How did the audience react to Marian’s performance? (there was a roaring cheer, they pleaded for more and when she sang, the authors states, that a “silence settled on the multitudes.”)

Page #28-Look closely at the illustrations. What can we infer or conclude based on the illustration on these two pages? (that many people, no matter the color of their skin, were impacted by Marian’s singing and wanted to hear her perform; they also look as if they were moved by her performance)

After reading:

Comprehension focus: What does the author mean by, “at long last, she had reached the sun and the moon.”? (she had finally accomplished her goal of singing opera at the Metropolitan Opera)

Vocabulary review: _Review the words mentioned earlier by having the students share a sentence with their partner using the word in the correct context-how it was used in the story.

Written Response: Modeled_____Shared__X___Independent_____

Use details from the story to explain how Marian Anderson impacted people during her time period and also people in future generations.

(Feel free to change the writing extension and response- this is just a sample)

Example: Marian Anderson’s distinct voice captivated audiences around the world. As a young girl, she performed at church and was soon asked to sing at neighboring churches after news spread of her remarkable gift. She sang at Negro churches and colleges and even had the opportunity to sing in other countries. Her singing left audiences weeping and silent as they hung on to every note. They often signaled for an encore with their cheers and loud applause. When Marian performed at the Lincoln Memorial, she stood as a symbol for her people and future generations. She broke the color barrier and showed that you could do anything you set your mind to. With hard work and determination, Marian’s dreams really did come true.

To set up the writing, you could complete the chart with students using information from text:

Impact on People During Her Time Period Impact on Future Generations

Second Grade Writing Plans Unit 3

Lesson 13

Topic: Schools Around the World

Read Aloud: One-Room School House

Anchor Story: Schools Around the World

Companion Piece: An American School

Essential Question: How are schools different from each other?

Target Skills: Main Idea/Details; Text/Graphic Features

Second Grade Writing Plans – Lesson 13

Day 1: Writing in response to the read aloud, One-Room Schoolhouse

Before Reading: This week we will read several selections about schools.

• As I read the story, One-Room Schoolhouse out loud, I want you to listen to find out how classrooms long ago are different than classrooms today.

• Turn and tell your partner what you are listening for as we read this story.

After Reading:

I wanted you to think about how classrooms long ago compare to classrooms today.

• If you walked into the classroom long ago how would it be different than walking into a classroom today? Turn and talk.

• How was learning different long ago than it is today? How do you know? (what evidence from the story proves that learning isn’t the same?

Writing Activity:

Complete a modeled writing on the following:

Explain how classrooms were different long ago than they are today.

Sample Response: (feel free to change)

In the story, One-Room Schoolhouse,” I learned classrooms long ago were very different than today’s classrooms. Students walked in, hung their coat on a hook, and sat on a long wooden bench. They did not have desks or tables. Everyone had the same teacher no matter their age. That is why the schools were called one-room schoolhouses. Learning was very different, too. Imagine a classroom with no computers or textbooks. Work was done with chalk and slate boards instead of pencil and paper. They did not study as many subjects as we do today, but going to school and learning was still very important even if it was in a one-room schoolhouse.

Second Grade Writing Plans – Lesson 13

Days 2: Writing in response to the main selection, Schools Around the World.

Comprehension Skill Addressed in Writing: Main Idea and Detail; Text Features

Before Reading:

• As we read the story, I want you to think about ways the author shows how schools around the world are alike and different from our school.

• Turn and tell your partner what you are thinking about as we read this story.

After Reading:

I wanted you to think about ways the author shows how schools around the world are alike and different from our school.

Ask:

• How does the author use headings to help you find the main idea of each selection? (write)

• How does the author give examples of activities in schools around the world? (photos and captions)

• What details in the text has the author used to help you compare schools around the world with our school.

Writing Activity:

Using the main idea in each selection to compare schools around the world with our school. Use details from the text to support how they are alike and different.

Checklist for Writing:

• Indent the first word of the paragraph

• Include a topic sentence

• Provide at least 4 details from the text that compare schools around the world with our school

• Conclusion

• Make sure all sentences begin with a capital letter and end in the correct punctuation.

You may want to do a comparison chart with the students and have them refer back to when doing their writing. You could also model getting started and one example using the heading as a guide.

Second Grade Writing Plans Unit 3

Lesson 14

Topic: Communication

Read Aloud: Whale of a Lesson

Anchor Story: Helen Keller

Companion Piece: Talking Tools

Essential Question: How can you communicate in different ways?

Target Skills: Author’s Purpose; Summarizing; Reading a Biography

Second Grade Writing Plans – Lesson 14

Day 2 or 3: Writing in response to the main selection, Helen Keller

Before Reading: This week we will read about ways that people can communicate.

• As we read this story, I want you to listen to find out the different ways that Helen communicated with others despite her challenges.

• Turn and tell your partner what you are listening for as we read this story.

After Reading:

I wanted you to listen to find out how Helen communicated with others, despite her challenges.

• What challenges led to Helen’s frustration when trying to communicate as a young child? Turn and talk.

• Turn and tell your partner one way in which Helen learned to communicate. (let both partners share)

Writing Activity:

Complete a modeled/shared writing on the following:

Explain how Helen communicated with others despite the challenges that she faced. Use details from the text to support.

Sample Response: (feel free to change)

Communication was no easy task for Helen, who become blind and deaf at a young age. These challenges often resulted in frustration for Helen, who communicated through motions when she needed something from her mother and father. When they didn’t understand her, she would get angry and throw fits. Soon, Annie Sullivan arrived and opened up a whole new world for Helen. She learned to communicate by spelling the words in Annie’s hand. She also learned that the raised dots in a book represented words and soon started reading as much as she could. Helen even learned to write later in life and wrote several letters to her family and doctors who had helped her previously. Communication can come in many different forms. For Helen, it wasn’t through sounds, but through her sense of touch that a whole new world came alive.

Second Grade Writing Plans – Lesson 14

Day 4: Writing in response to the paired selection, Talking Tools

Before Reading: We read earlier in the week about Helen Keller and learned about the different ways that she communicated despite the challenges she faced.

Today we’re going to read about other communication devices that help people who are blind or deaf.

• As we read this story, I want you to listen to find out how these “talking tools” can help people who are blind or deaf.

• Turn and tell your partner what you are listening for as we read this story.

After Reading:

I wanted you to listen to find out how these “talking tools” can help people would be beneficial.

• Explain to your partner how one of the “talking tools” we read about would be beneficial or useful to someone who was deaf or blind.

• After both partners have shared, they can then share out as a class and you can record information on a chart or on the board. (see sample chart set up below)

|Talking Tool |How it Works |How it Might Be Helpful |

| | | |

Writing Activity:

Complete a modeled/shared/independent writing (depending on where your students are at) on the following:

Write an informative essay explaining how these “talking tools” can be beneficial to people who are blind or deaf.

Checklist:

• Indent first word in paragraph

• Include title of article

• Include a topic sentence

• Explain how at least 2 of these tools would be helpful or beneficial

• Provide a sense of closure (conclusion)

Second Grade Writing Plans Unit 3

Lesson 15

Topic: Safety Rules

Read Aloud: Adventures at Scout Camp

Anchor Story: Officer Buckle and Gloria

Companion Piece: Safety at Home

Essential Question: Why is it important to follow safety rules?

Target Skills: Cause and Effect

Second Grade Writing Plans Lesson 15

Day 1: Writing in response to the teacher read aloud, “Adventures at Scout Camp”

Comprehension Skill Addressed in Writing: Story Structure

Before Reading: This week we will be reading several stories about safety rules. Today, I’m going to read about two boys that went to scout camp together.

• As I read this story aloud, I want you to listen to find out the problem Jack and Quincy had as they went on a hike and how following safety rules helped Quincy and Jack solve their problem. (this sets the purpose for reading and listening)

• Turn and tell your partner what you will be listening for as I read this aloud. (Explain again if necessary and then have them tell their partners)

After Reading:

• Who are the main characters in the story?

• Where is the story taking place?

• What problem did Jack and Quincy encounter when they were on the “Challenge Hike?” Students can turn and talk to a partner and start their answer with, “The problem they had while on the “Challenge Hike” was…”

• Have the other partner share how the boys used sign language and safety rules to solve their problem.

• If students have difficulty, go back to the text and reread the portion that provides that information.

Writing Activity: Complete a modeled/shared writing based on the following question: “How did the safety rules they learned at scout camp help Jack and Quincy solve their problem?

Checklist for Writing: (I would include this on the board or on a piece of chart paper and refer back to it as you write to show students how to use a checklist for guide as they are writing to ensure they have all the necessary parts)

• Indent first word of paragraph

• Include the name of the story

• Name the problem

• Identify solutions from text

• Concluding sentence

• Make sure all sentences begin with a capital letter and end with the correct punctuation

Sample: (leave this up for them to refer back to) – feel free to change this

In the story, “Adventures at Scout Camp,” Jack and Quincy were two boys at scout camp together. On the first day of camp the camp director gave a speech about campers helping each other and staying safe. She told the campers safety rules were posted all around and to make sure the campers use the buddy system everywhere they go. Using the buddy system the boys went on a challenge hike. Jack climbed out on a rock shelf to rest, but all of a sudden the rock broke off and sent him to the ground. Quincy noticed Jack’s broken leg, and began signing to him that he was going for help. Luckily, Jack had practiced signing enough that he knew what Quincy was saying. Quincy was able to get back to camp, sign the problem to the counselors, and get help for Jack. Jack and Quincy were very glad they had followed the buddy rule and were not alone.

Day 2: Writing in response to the main selection, Officer Buckle and Gloria

Comprehension Skill Addressed in Writing: Using information from the text and the author’s graphics the students will be able to identify cause and effect (telling how one event makes another happen) situations.

Before Reading:

• As you read this selection, tell students to listen to identify specific cause and effect situations that happen by not following safety rules

• Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have them share the purpose for listening with their partners)

After Reading: Have students and their partner take turns sharing the different cause and effect situations that happened in the story due to not following safety rules. They should be able to tell what caused the accidents and why.

Model an example: Because Officer Buckle did not follow the safety tip “Never stand on a swivel chair,” he fell while thumbtacking a rule to his bulletin board.

Writing Activity: “Use graphic features and details from the story, Officer Buckle and Gloria to explain why it is important to follow the safety rules” After going over the checklist below, students can complete this independently while you start a small group.

If your students aren’t ready for this, you can do it as a shared writing.

If needed, you may pull a group that struggles and get them started with the writing.

Checklist for Writing:

• Indent the first word of the paragraph

• Include a topic sentence

• Provide at least 3 reasons why you should follow safety rules (think about the cause/effect relationships that were previously mentioned)

• Conclusion

• Make sure all sentences begin with a capital letter and end in the correct form of punctuation

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