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2nd Grade Unit: 6 / Balance/Equity / Suggested Time Frame: / 6 Weeks
TAKS Objectives: / 1,3,4 / TEKS: / 2.9A, 2.9C, 2.9D, 2.9F, 2.9H, 2.9I, 2.11D,2.11E, 2.11H
Unit Overview
A connection and balance exists between all living things. Understanding that when that balance is disrupted at any given point a ripple effect is caused with all around being affected either negatively or positively. Students also need to become aware of the differing formats that exist within literature and determine their value and usefulness at any given point.
Enduring Understandings
  • All living things have a connection.
  • Good readers recognize characteristics of different genres by examining format and story elements.
/ Essential Questions
  • How is the balance of living things essential for survival of all?
  • What is the author saying and how do readers know?
  • How do readers recognize and read different genres?
/

Writing Purpose

Explore different modes of writing

Focus and Coherence

Students will work to establish an accurate order for their how to writing.

Students will explore various forms of poetry

Writing Organizations

Students will plan and organize their how to in order to better develop a more coherent how to story

Depth of Development

Bring pieces of writing to published form

Voice

Clear concise directions

Poetic language

Conventions of Written Language

Spelling

Punctuation

Time order/Sequence language

Rich/Poetic language

Language of Instruction
cause/ effect
homophones
inferences
predictions conclusions
story map/ graph/ chart
summarize
Core Vocabulary
able
across
afraid
bat
bigger / biggest
bottom
finish
hardly / same
straight
trouble
wrong
world
Teacher Selected Vocabulary
Vocabulary is generated by the teacher from selected reading materials.
As to include:
able
above
across
afraid
bat / bigger
biggest
bottom
finish
hardly / straight
wrong
world
same
trouble
Leveled reading high frequency words: (22)
again
almost
brought
caught
great
tomorrow
took
Word Wall Words
above
any
believe
chair
dare
dream
great / hour
key
learn
next
phone
school went
Glue words (written on black and white) are in bold.
Words with rimes are written on bright colored paper. / Products students will develop
  • Graphic organizers to compare fiction and nonfiction text (Venn Diagrams) both done as a class, small group and individually.
  • “Mixed up Day” ~ i.e.: What would happen if it stopped raining…or… What would happen if all the trees were destroyed?
  • Visual products of what it means to be equitable/ fair such as:
  • Design a poster that illustrates how 2 students can do something equitably/ fairly.
  • Ex: Sharing a candy bar, taking turns, following rules in a game, not cheating etc.

Word Work Lessons
Week 1: WS23, WSA14, LS20
Week 2: LS21, LS22, SP15
Week 3: SP16, HF8, WM7
Week 4: WS24, WS25, WSA15
Week 5: LS23, SP17, HF9
Week 6: WS26, WS27, WS28,WSA16
Relationships and/or Connections that should emerge
  • What is fair/ not fair in their life?
  • Equal/ unequal parts of objects
  • Balance that exists within systems such as:
  • weather
  • animals
  • family
  • society/ community/ neighborhood
  • sharing~ What is fair?

2nd Grade Unit: 6 / Balance/Equity / Suggested Time Frame: / 6 Weeks
TAKS Objective: / 1,3,4 / TEKS: / 2.9A, 2.9C, 2.9D, 2.9F, 2.9H, 2.9I, 2.11D,2.11E, 2.11H
Unit Overview
A connection and balance exists between all living things. Understanding that when that balance is disrupted at any given point a ripple effect is caused with all around being affected either negatively or positively. Students also need to become aware of the differing formats that exist within literature and determine their value and usefulness at any given point.
Text Resources
  • Magic School Bus…Solar Systems
  • Alexander, Who Used to be Rich Last Sunday
  • Plant and Animal Partners (Benchmark)
  • The Magic School Bus…Insect Invaders
  • In the Small, Small Pond (Fleming)
  • Ants (Benchmark)
  • Magic School Bus…Out of this World
  • Grow Flower Grow (Bruce)
  • Our Big Home (Glaser)
  • The Amazon (Benchmark)
  • The Magic School Bus Plays Ball (Force and Motion)
  • Sweet Dream Pie (Wood)
  • Environmentally Friendly World (Benchmark)
  • Endangered Animals (McNutty)
  • Animal Homes (Hewitt)
  • Wonderful Worms (Glaser)
  • Incredible, Edible, Plants (Benchmark)
  • The Magic School Bus…On the Ocean Floor
  • Owl Babies (Waddell)
  • The Great Big Giant Turnip (Benchmark
Enrichment Workstations
  • Writing station
  • Listening station
/ Technology & Electronic Resources

  • (Visually demonstrates the relationship between various living things and the balance that must exist.)

  • student activities, teacher lesson plans

  • teacher recourses and station ideas, reproducible, students activities
Other(i.e., Speakers, Field Trips) / Reading Skills/Processes
□2.5A
□2.5B
□2.5C
□2.6A
□2.6B
□2.6D
□2.6E
□2.7A
□2.7B
□2.7C
□2.8A
□2.8C
□2.9A
□2.9B
□2.9C
□2.9D / □2.9E
□2.9F
□2.9G
□2.9I
□2.10A
□2.10B
□2.10D
□2.11A
□2.11C
□2.11F
□2.11J
□2.12C
□2.12H
Writing Skills/Processes
□2.14A
□2.14B
□2.14C
□2.14D
□2.15A
□2.15B
□2.15C
□2.16B
□2.16C / □2.17D
□2.18A
□2.18B
□2.18C
□2.18D
□2.19A
□2.19B
□2.19E
WRITING MINILESSONS:
Week 1 / Revising Endings
Calkins book 4, Session 10 pp. 75-82
Revising While Writing
Calkins book 4, Session 11 pp. 83-90
Week 2 / Partnering For Revision
Calkins book 4, Session 12 pp. 91-98
Revising One’s Genre
Calkins book 4, Session 13 pp. 99-106
Learning Revision from Authors
Calkins book 4, Session 14 pp. 107-114
Week 3 / Introducing How-To Book
Calkins book 6, session 1 pp. 1-10
Checking for Clarity
Calkins book 6, session 2
pp. 11-20
Revising Words and Pictures
Calkins book 6, session 3 pp.21-28
/ Week 4 / Seeing with Poet’s eyes
Calkins book 7, session 1 pp. 1-10
Putting Powerful Thoughts in Tiny Packages Calkins book 7, pp. 31-38
Finding Ingredients for a Poem Calkins book 7, session 5, pp. 39-46
Week 5 / Hearing Voices of Poetry
Calkins book 7, session 7, pp. 55-62
Week 6 / Revising and Editing Poetry
Calkins book 7, session 15, pp. 125-130
Presenting Poems to the World: An Author’s Celebration Calkins book 7, session 16, pp.131-133
/ Method(s) of Assessment
Observation
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
EChecklists/ Rubrics
Constructed Response
  1. R2R
  2. TEKSCheck
  3. Open-ended
  4. Essay
  5. Research Paper
  6. Log / Journal
  7. Story / Play / Poem
  8. Model / Map / Video
  9. Oral / Visual / Multimedia Presentation
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test

Second Grade ELA 6th Six Weeks Summary

2007-2008

In this brief summary, dates will fluctuate according to your students, calendar, and special events.

Balance/Equity

April 10th – May 29th

  • All living things are connected
  • Recognize characteristics of different genres by examining format and story element
  • Retell
  • Self-monitor
  • Making inferences
  • Using prior knowledge
  • Retell events
  • Various forms of story mapping
  • Summaries
  • Distinguish features of genres
  • Compare different forms of communication
  • Identify importance of settings to the stories meaning

8/27/2007DRAFT 3