21 Good Bye Curtis

Document Sample
21 Good Bye Curtis Powered By Docstoc
					                                                                                                        2nd Grade ELA – Banner Days – Theme 2
    Teacher: ____________________________                                                        School Year: ___________________
                                         Ascension Parish Comprehensive Curriculum
Grade 2: English/Language Arts                             Book – Banner Days
                                                       Theme 2: Neighborhood News Highlighted GLEs indicate assessment
                                                     Story 21: Good-Bye Curtis      of the focus area for that GLE.
                                                   Time Frame: Approximately 7 days



                Reading:                                                                       Writing:
             Compare/Contrast                                                                  Poetry


      Reading Strategy – Sequence Events/Summarize                            Encoding / Spelling: contractions (‘ll, n’t, ‘s)
      Compare and Contrast Stories                                            Subject/Verb Agreement
      Decoding / Phonics: contractions (‘ll, n’t, ‘s)

             Guiding Questions
                                                                                      Focused GLEs
1. Can students form contractions when             2e Use phonetic decoding strategies accurately and rapidly in unfamiliar words and
   given two words and identify word               text (Application)
   meaning?                                        17a. Demonstrate understanding of information in texts using a variety of
                                                   strategies, including: comparing and contrasting story elements (Application)
2. Can students compare and contrast               25 Use literary devices, including patterns of rhythm and simile in writing (focus:
   narrative elements of two stories including     patterns of rhythm) (Application)
   plot?                                           28b Use standard English punctuation, including: apostrophes in contractions.
                                                   (Application)
3. Can students use sequencing events and          30b Write using standard English structure and usage, including: past and present
   summarizing as a reading strategy to help       verb tenses (Application)
   them better understand what they read?          33a Spell grade-appropriate words, including: words with short vowel, long vowels,
                                                   contractions (focus: ‘ll, n’t,’s) (Knowledge)
                                                   33c Spell grade-appropriate words, including: frequently used irregular spelled words


2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News – Good-Bye Curtis
                                                                                                      2nd Grade ELA – Banner Days – Theme 2
4. Can students use Standard English               (focus: shop, surprise, kittens) (Knowledge)
   structure and usage with subject/verb           34 Use spelling patterns and rules correctly (focus: contractions) (Application)
   agreement?

5. Can students create rhyming words and
   understand rhythm in poetry form?


6. Can students use proper verb tenses in
   student created writing?


7. Can students spell grade appropriate words
   and use spelling patterns when writing
   contractions?




2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News – Good-Bye Curtis
                                                           2nd Grade ELA – Banner Days – Theme 2

                                          GLE Alignment
                                    Story #21: Good-bye, Curtis
                                   (The bolded GLEs are documented.)

Phonics (Reading): Contractions (‘ll, n’t, ‘s)

Demonstrate understanding of phonics by:
2a.  Isolating difficult parts of words in order to correct a mispronunciation or decode an
     unfamiliar printed word (Application)
2b.  Fluently manipulating targeted sounds by adding, deleting, or substituting the sounds to
     create new words (Application)
2d.  Reading regularly spelled words with as many as four syllables (Application)
2e.  Use phonetic decoding strategies accurately and rapidly in unfamiliar words and text
     (Application)

Reading and Responding (Reading):

3.      Identify and explain common antonyms (Comprehension)
4.      Use knowledge of base words to interpret meaning of unfamiliar words (Application)
5.      Determine word meaning and appropriate word choices using reference aids, including
        dictionaries and thesauruses (word walls) (Application)
7.      Determine appropriate circumstances to use skimming and scanning to preview text and to
        find information (Analysis)
8.      Identify story elements, including setting, characters, problem, and solution
        (Comprehension)
9.      Identify literary and sound devices, including similes and rhythm in texts
        (Comprehension)
10.     Retell a story in sequence including main idea and supporting details (Comprehension)
11.     Make statements about how previous life experiences relate to information read in texts
        (Application)
12.     Demonstrate oral reading fluency in second-grade texts with appropriate intonation
        (Application)
13.     Read texts and simple chapter books at independently reading level (Application)
15.     Identify a variety of types of literature including a poem (Comprehension)
17a.    Demonstrate understanding of information in texts using a variety of strategies,
        including: comparing and contrasting story elements (Application)
17b.    Demonstrate understanding of information in texts using a variety of strategies, including:
        predicting what will happen next in a story or text (Application)
17c.    Demonstrate understanding of information in texts using a variety of strategies, including:
        making simple inferences about information in texts (Application)
17d.    Demonstrate understanding of information in texts using a variety of strategies, including:
        self-monitoring consistently for comprehension using multiple strategies and self-
        correcting as appropriate (Application)
20a.    Apply basic reasoning skills, including: discussing the relationship between cause-effect
        (Application)
40a.    Tell and retell stories with the following included: sequential order, including setting,
        character, and simple plot (Comprehension)
40b.    Tell and retell stories with the following included: supportive facts and details from the
        story (Comprehension)
2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News - Good-bye, Curtis                       162
                                                           2nd Grade ELA – Banner Days – Theme 2



Writing (Language): Rhythm and Rhyme

22.     Use a greater variety of action and descriptive words when writing for a specific purpose
        and/or audience (Application)
23a.    Develop compositions of one or more paragraphs using writing processes such as the
        following: independently generating ideas for writing by using various strategies (e.g.
        listing, brainstorming, drawing) (Application)
23b.    Develop compositions of one or more paragraphs using writing processes such as the
        following: creating a plan (e.g. graphic organizer, web) appropriate to the purpose of
        writing (Application)
23c.    Develop compositions of one or more paragraphs using writing processes such as the
        following: writing a first draft with a developed beginning, middle and end (Application)
23d.    Develop compositions of one or more paragraphs using writing processes such as the
        following: conferencing with a teacher or peers (Analysis)
23e.    Develop compositions of one or more paragraphs using writing processes such as the
        following: revising for clarity, grammatical and mechanical correctness, and/or to include
        additional information (Application)
23f.    Develop compositions of one or more paragraphs using writing processes such as the
        following: creating a final draft for possible publication (Application)
25.     Use literary devices, including patterns of rhythm and simile in writing. (Application)
26a.    Write for various purposes, including: letters or invitations that include relevant
        information and follow a letter/envelope format (Application)
26b.    Write for various purposes, including: informal writing, including messages, journals,
        notes, and poem (Application)

Grammar (Language): Past and Present Verb Tense, Subject/Verb Agreement

28b.    Use standard English punctuation, including: apostrophes in contractions.
        (Application)
30a.    Write using standard English structure and usage, including: subject/verb agreement in
        simple and compound sentences (Application)
30b.    Write using standard English structure and usage, including: past and present verb
        tenses (Application)
32d.    Use knowledge of parts of speech, including: selecting and using verbs in past and present
        verb tenses (Application)

Spelling: Contractions (‘ll, n’t, ‘s)

33a.    Spell grade-appropriate words, including: words with short vowel, long vowels,
        contractions (Knowledge) (focus: ‘ll, n’t,’s)
33c.    Spell grade-appropriate words, including: frequently used irregular spelled words
        (Knowledge) (focus: shop, surprise, kittens)
34.     Use spelling patterns and rules correctly (Application) (focus: contractions)
35.     Use multiple spelling strategies (e.g. word walls, word lists, thinking about the base word,
        and affixes) (Application)



2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News - Good-bye, Curtis                       163
                                                           2nd Grade ELA – Banner Days – Theme 2

Speaking & Listening

38.     Adjust speaking tone and volume to suit purpose, audience and setting (Evaluation)
41.     Adjust language during a presentation in order to inform or explain to a specific audience
        (Application)
44.     Use active listening strategies, including asking for clarification and explanations
        (Application)
45a.    Give oral responses, including: telling stories and personal experiences (Application)

Informational Resources

51.     Gather and arrange information in variety of organizational forms, including graphic
        organizers (Analysis)
53.     Tell and write about the sources of learned information (Comprehension)




Harcourt Insertions                              Harcourt Deletions
 None                                            None


Key Vocabulary Strategies
 Provide a description, explanation or example of the new term instead of giving
   students a definition. Ask students to restate the description, explanation, or example
   in their own words. (Only after this process should a definition be developed.)
 Have students construct a picture, symbol or graphic representation of the term.
 Use graphic organizers
 Include vocabulary games in practice activities.


Assessment Ideas
 GLE 25: Writing rubric for student created poems, include rhyme and rhythm.
 GLE 30b: Student created sentences using verb tenses.
 GLEs 33a, 33c, 34: Pre and post test- multiple choice, orally dictated words and
   sentences, matching contractions to the two words
 Activity-Specific Assessment: Activity 104
 GLE 2e: Checklist

Reading Strategies

Refer to Reading Strategies Chart located in the beginning of Ascension Parish Comprehensive
Curriculum English /Language Arts document.



See Reading Essential Resource Packet:

2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News - Good-bye, Curtis                       164
                                                           2nd Grade ELA – Banner Days – Theme 2

       Word Recognition (Comprehension) Unit 6
       Word Recognition (Sight Words) Unit 2
       Comprehension Units 1, 2, 4
       Spelling Unit 3
       Fluency Unit 6

Louisiana Comprehensive Curriculum/Teacher-Made Activities

Activity 102: Thesaurus (ELA CC Unit 4) (GLE 3)

Materials List: student thesauruses – enough for students to share, old pieces of writing

The teacher will model how to use a thesaurus. The students will each be given a thesaurus or one
to use with a partner. The students will explore the thesaurus and share discoveries with the
teacher and/or class. The students will choose a writing sample from their writing journal or
notebook. This may include poems and short stories. The students will use a thesaurus and look
for synonyms, antonyms, and homonyms of words they have used in their writings to improve
and revise. The students will revise and rewrite original works and will attempt to use literary
devices, such as patterns of rhythm and similes in their writing, to make their writing more
interesting. This can be done in several lessons as the year progresses to improve students’
writing.

Activity 103: Conventions (ELA CC Unit 3) (GLE 30b)

Materials List: samples of student writing or samples of literature with errors – some made into
transparencies and some copied for student use, highlighter or some way to mark the errors found
in the writings, notebooks or paper for students to use, overhead projector, pencils/pens,
chalkboard/chalk, dry erase board/dry erase markers

The teacher uses examples from selected student writing or from literature to highlight to correct
errors in writing conventions. When students write, the teacher models how to indent paragraphs
correctly. Students examine examples of standard English usage and structure, including subject-
verb agreement, parts of speech, and simple and compound sentences. The focus is on one
convention at a time until students demonstrate their ability to recognize correct usage and can
produce examples in a guided writing activity. The students will edit a short paragraph with a
specific problem that is the focus of the lesson (e.g., capitalization, punctuation, and correct word
use). As a class the students will make corrections to a paragraph written on the board, using
editing marks with teacher guidance. The students will be given another similar paragraph with
the same focus on convention to edit with a partner. For example, if the focus of the lesson is
capitalization, the paragraph will be written and presented to the class with several capitalization
errors, and the students will correct capitalization errors and discuss why each correction was
made. The paragraphs will be written to focus on conventions of print and writing (e.g.,
indentation, capitalization, present and past verb tenses, correct pronoun-antecedent agreement,
transitional words, and conjunctions in sentences). The teacher uses word processing to color
mark text, using different colors to show explicitly when to use present and past verb tenses, to
have correct pronoun-antecedent agreement, and to include transitional words and conjunctions in
sentences. In this activity, students also practice using prepositions, objects of prepositions, and
possessive nouns correctly. The teacher will conduct mini-lessons on English language
conventions throughout the year. Students will continue to edit writings for proper conventions,
2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News - Good-bye, Curtis                       165
                                                           2nd Grade ELA – Banner Days – Theme 2

as appropriate.


Activity 104: Poetry Introduced with Mother Goose (ELA CC Unit 5) (GLEs: 01, 02a, 02b,
02c, 02d, 25, 41)

Materials List: charts or books with familiar poems the students know, such as a collection of
Mother Goose rhymes and Where the Sidewalk Ends by Shel Silverstein, posters, overhead
projector/transparencies, highlighters

It is important to use poems in this activity with which the students are familiar and can read
fluently. Ask the first grade teachers for ideas and lists of favorite poems with which the students
will already be familiar. The students will listen and read along as the teacher reads familiar
poems such as Mother Goose poems or Shel Silverstein poems. The students will use posters,
transparencies, and books for choral reading and “echo” reading. After reading several rhymes,
the students will discuss the form of the poetry. (The poem consists of lines, and rhymes usually
happen at the ends of lines.) The student will identify and locate rhyming words in the poem. The
students will highlight rhyming words and identify common structure of rhymes (same vowel
sound and ending sound). Using poems that are familiar to the students help them focus on the
rhyme and rhythm of the poem instead of decoding the words of unfamiliar text. Next the
students will choose one poem to recite to the class. The student will practice voice and
expression to present the poem orally.


Activity-Specific Assessment
The students will identify and locate rhyming words. The students will be given a poem and will
circle or underline the rhyming words. The students will write pairs of words that rhyme.


Activity 105: Read with Rhythm (ELA CC Unit 5) (GLEs: 25, 38, 41)

Materials List: audiotapes of poetry found in classroom, school, or public library, poetry learning
log, Read with Rhyme Rubric BLM

Students listen to audiotapes of exemplary models of poems with varying rhythm patterns. The
teacher will utilize the school or public library for tapes or make an appropriate tape of reading
selections. With mini-lessons students will explore and recognize many different forms of poetry.
Some forms of poetry have very definite repetition, rhythm, and rhyming patterns, while others
have no set pattern at all. Some examples are haiku, cinquain, diamante′, limerick, concrete
poems, and free verse. The teacher will read aloud samples of the various types. Then the class
will participate in a shared-writing activity of two or three of the different types. Students
construct an example of each form in small groups using their poetry learning logs (view literacy
strategy descriptions). Students are given mini-lessons teaching pattern, word choice,
syllabication, and vocabulary for sensory description. Student groups revise and edit their poems
with a scoring rubric they have devised with the teacher’s guidance. See example in Read with
Rhyme Rubric BLM. Students should practice reading their poems in pairs or small groups at
school and at home.
Alternative Harcourt Activities

2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News - Good-bye, Curtis                       166
                                                           2nd Grade ELA – Banner Days – Theme 2

These can be found in the back of the Teacher’s Guide.
1. Differentiated Support Activities:
     Phonics, pages S40-S41
     Vocabulary, pages S42-S43
2. Contractions, page T54
3. Agreement, page T55
4. Past Tense Verbs, T57
5. School Home Connection, page T88
6. Cloze Story Strips, page T93
7. Student Writer’s Handbook, page R10: student book pages 426-427

Additional Harcourt Practice Activities

These can be found on the Harcourt Website at www.harcourtschool.com
1. Grade 2: Test Tutor: Good-bye Curtis - Contractions
2. Grade 2: Go for Grammar Gold: Neighborhood News: Using Verbs Correctly; Contractions,
   Past-Tense Verbs


Technology Related Activities

    1. Story related activities from various sites:
       http://www.owen.k12.ky.us/trt/secondinternet.htm




2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News - Good-bye, Curtis                       167
                                                                             2nd Grade ELA – Banner Days – Theme 2

Name/School_________________________________                                            Story No.:______________

Grade         ________________________________                                  Story Name:________________


                                                   Feedback Form
             This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.



   Concern and/or                                 Changes needed*                                  Justification for changes
   Activity Number




* If you suggest an activity substitution, please attach a copy of the activity narrative formatted
like the activities in the APCC (i.e. GLEs, guiding questions, etc.).



2nd Grade ELA – Banner Days – Theme 2 – Neighborhood News - Good-bye, Curtis                                                   168

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:112
posted:3/23/2012
language:
pages:9