discuss examples of facts and opinions by h8NWL2


									Grade: 2 Unit: 5              Week: 6          Content: ELA              Dates: 4/1 – 4/5

Theme: Hand-Me-Down Tales From Around the World
In this fifth six-week unit of second grade, students practice opinion and narrative
writing as they read the poetry of Robert Louis Stevenson and a wide variety of
legends, folktales, and informational books from around the world.

Essential Question: How are stories and poems alike? How are they different?

     RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their
     central message, lesson, or moral.
     RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to
     and clarify a text.
     W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events,
     include details to describe action, thoughts, and feelings, use temporal words to signal event order,
     and provide a sense of closure.
     SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive
     details, speaking audibly in coherent sentences.
     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.
Phonics and Word Recognition
         RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding
              o Distinguish long and short vowels when reading regularly spelled one-
                  syllable words.
              o Know spelling-sound correspondences for additional common vowel teams.
              o Decode regularly spelled two-syllable words with long vowels.
              o Decode words with common prefixes and suffixes.
              o Identify words with inconsistent but common spelling-sound
              o Recognize and read grade-appropriate irregularly spelled words.
         RF.2.4. Read with sufficient accuracy and fluency to support comprehension.
              o Read grade-level text with purpose and understanding.
              o Read grade-level text orally with accuracy, appropriate rate, and
              o Use context to confirm or self-correct word recognition and understanding,
                  rereading as necessary.

 Read poetry, informational text, and literature on grade and stretch levels. (RL.2.4)
         state reading strategies for self-monitoring
         choose strategy for self-monitoring
         apply strategy to reading
         Read grade and stretch level texts with accuracy

     Retell folktales from diverse cultures, determining their central message or lesson.
     (RL.2.2, SL.2.4, L.2.4a)
         define folktales and identify as a genre

     CCSS Lesson Plan Template, revised 9/2011
            read a variety of folktales
            Identify story elements, central message, and moral of folktale
            retell folktales determining their central message or lesson

     Write an opinion piece on why folktales were handed down. (W.2.1)
         define fact and opinion
         discuss examples of facts and opinions
         discuss that you write for an audience
         recognize who you are writing for (self, teacher, parents, others)
         justify opinions with examples, evidence and elaboration
         use linking words (e.g., because, and, also) to connect opinion and reasons
         write an opinion piece on why folktales were handed down

   1. Product –
        Write an opinion piece on why you think folktales were handed down.
        Be sure to support your opinion with examples, evidence and elaboration.

    2. Key Questions (match Standard) –
         What is an opinion?
         What is a fact?
         What does elaborate mean?
         What is the difference in a fact and an opinion?
         Who is your audience?

    3. Observable Student Behaviors (Performance) –
           Students are able to identify and state a fact and an opinion.
           Students are able to identify their audience.
           Students are able to write an opinion piece about the handing down of

  •narrative poem

                         Sample Literacy Block
          Familiar Reading (15 min)
          Word Study (30 min)
          Read Aloud (15 min)
     Reading Workshop

     CCSS Lesson Plan Template, revised 9/2011
          Book Talk (5 min)
          Mini-Lesson (10 min)
          Independent Reading-Guided Reading-Independent Research (40 min)
          Sharing-Reflection-Feedback (5 min)
      Writing Workshop
          Writers Talk/Mini-Lesson-Status of the Class (10 min)
          Independent Writing/Guided Writing/Investigations (45 min)
          Sharing/Reflection/Feedback (5-10 min)

Suggested Activities [see Legend to highlight MCO and HYS]

Literature / Opinion-Writing
 Give the students this prompt:“All of the stories we read in this unit were folktales of some kind.
 Why do you think stories are handed down from one group of people to another? Be sure to
 support your opinion with strong reasons.” (W.2.1) (MCO: EC, IC) (HYS: OF, RR)


Terminology for Teachers
     •character - people or even animals that take part in the action of the story
     •conclusion - the act of ending something; "the termination of the agreement"
     •folktale - passed down through generations by telling, includes legends, fairy tales,
    fables, and myths –
     •index - an alphabetical listing of names and topics along with page numbers where
      they are discussed
       irregular - deviating from what is usual or common or to be expected; often somewhat
       odd or strange; "these days large families are atypical"; "highly irregular behavior"
       •legend - a story which is told as if it were a historical event rather than as an explanation
       for something or a symbolic narrative
       •narrative poem - tells a story and can be about anything
       •noun – a word that can be used to refer to a person or place or thing
       •plot - series of events and character actions that relate to the central conflict
       •plural - the form of a word that is used to denote more than one
      •setting - the time and place in which a story happens

                                        Multicultural Concepts
 Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
                                         High Yield Strategies
   Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
               Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
                      Generating-Testing Hypothesis | Cues, Questions, Organizers


Professional Texts

      CCSS Lesson Plan Template, revised 9/2011
                                     Effective Literacy for Grades 2- 4
                                     Professional Texts for 2011-2013

     All participants need the following texts:

     Bringing Words to Life by Beck et al (9781572307537)
Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell (9780325003108)
     Is That A Fact? Teaching Nonfiction Writing, K-3 by Tony Stead (1571103317)
     Strategies That Work, 2        edition by Harvey and Goudvis (9781571104816)
     Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by
     Fountas and Pinnell (0-325-00308-4)
     Teaching for Deep Comprehension by Dorn and Soffos (9781571104038)
     Teaching Reading Sourcebook, 2            Edition by Honig, Diamond, and Gutlohn (978-1-57128-457)
     The Fluent Reader by Rasinski (9780439332088)
     The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) by Katie
     Wood Ray
     Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, 4 Edition by
     Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)

Literary Texts

             The Treasure (Uri Shulevitz) (E)
             Itching and Twitching: A Nigerian Folktale (Patricia C. and Robert L. McKissack,
              and Laura Freeman)
             The Girl Who Wore Too Much: A Folktale from Thailand (Margaret Read McDonald
              andYvonne Lebrun Davis)
             Caps for Sale: A Tale of a Peddler (Esphyr
             The Enormous Turnip (Alexei Tolstoy and Scott
             Liang and the Magic Paintbrush (Demi)
             Stone Soup (Ann McGovern and Winslow Pinney
             Cuckoo/Cucú: A Mexican Folktale (Lois Ehlert and Gloria de Aragon Andujar)
             Moon Rope/Un lazo a la luna: A Peruvian Folktale (Lois Ehlert and Amy Prince)
             “The Land of Counterpane” (Robert Louis Stevenson)
             “Foreign Lands” (Robert Louis Stevenson)
             “The Land of Story Books” (Robert Louis Stevenson)
             “At the Seaside”(Robert Louis Stevenson)

     CCSS Lesson Plan Template, revised 9/2011
           “Where Go the Boats” (Robert Louis Stevenson)
           “My Bed is a Boat” (Robert Louis Stevenson)
Stories (Read Aloud)
          The 13 Clocks (James Thurber and Marc Simont) (E)
          Martina the Beautiful Cochroach, A Cuban Folktale (Carmen Agra Deedy and
            Michael Austin) (EA)
          “How the Camel Got His Hump” in Just So Stories (Rudyard Kipling)
          The Village of Round and Square Houses (Ann Grifalconi)
          The Lost Horse: A Chinese Folktale (Ed Young and Tracey Adams) (EA)
          The Five Chinese Brothers (Claire Huchet Bishop and Kurt
          Not One Damsel In Distress: World Folktales for Strong Girls (Jane Yolen and
            Susan Guevara)
          The Pied Piper (Steven Kellogg)
          Stone Soup (Marcia Brown)
          Stone Soup (Jon. J. Muth)
          The Real Story of Stone Soup (Ying Chang Compestine)
          Stone Soup (Tony Ross)
          Some Friends to Feed: The Story of Stone Soup (Pete Seeger, Paul Dubois, and
            Michael Hays)
          Stone Soup (Heather Forest)
          Bone Button Borscht (Aubrey Davis and Dušan Petričić)
Poems (Read Aloud)
          “The Pied Piper of Hamelin” (Robert Browning)
            e&persist_safety_mode=1, ]]
          http://www.youtube.com/watch?v=EzsCUUjqnVg&feature=related

Informational Texts
          Art Around the World (Discovery World) (Heather Leonard) (E)
          Shoes, Shoes, Shoes (Around the World Series) (Ann Morris)
          http://www.crayola.com/ece/ece_display.cfm?id=185
          Weddings (Around the World Series) (Ann Morris)
          On the Go (Around the World Series) (Ann Morris and Ken
          Loving (Around the World Series) (Ann Morris and Ken Heyman)
          Bread, Bread, Bread (Around the World Series) (Ann Morris and Ken Heyman)
          Houses and Homes (Around the World Series) (Ann Morris and Ken Heyman)
    Informational Text (Read Aloud)
          If the World Were a Village: A Book about the World’s People (David Smith and
            Shelagh Armstrong) (E)
          Hungry Planet: What the World Eats (Peter Menzel and Faith D'Aluisio)
          How I Learned Geography (Uri Shulevitz) (EA)

         Additional resources from Journeys
          How Chipmunk Got His Stripes (Folktale) p. 258

     CCSS Lesson Plan Template, revised 9/2011
            Why Rabbitsi Have Short Tales (Traditional Tale) p. 280
            Half-Chicken (Folktale) p. 282
            The Lion and The Mouse (Fable) p. 300
            Two of Everything (Folktale) p. 444
            Stone Soup (Readers' Theater Traditional Tale) p. 462

Art, Music, and Media

    Music: Prokofiev

     Character point of view with the Wolf in Little Red Riding Hood

     Point of View with the book, Two Bad Ants.

     Point of view with the Three Little Pigs and the True Story of The Three Little Pigs.

     Lesson on author’s purpose.

     Song Conjunction Junction to teach and, also because, etc.

     Second grade resources print and on-line to teach grammar.

     2nd grade worksheets for teaching nouns, pronouns, singular, plural, regular, irregular,

     Writing your internal thoughts in a personal
     611e23871414 Review of elements in poetry

     Story elements using the 3 Little Pigs.

     Author’s purpose

     CCSS Lesson Plan Template, revised 9/2011
     Author’s Purpose
     opionion writing activity
     fact and opinion




Sight Words
**Fry’s List

** The expectation for 2nd grade is for the students to learn the first 300 words by the end
 of the year.

Smartboard Lessons, Promethean Lessons
    AEGOM Lesson EG3-023
    Precise Words      Students will identify and use precise words in their writing.

Other Activities, etc.

     CCSS Lesson Plan Template, revised 9/2011

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