Unit 1 Plan: Grade 2- ELA

Second Graders are Readers and Writers

1A: Building a Community of Readers and Writers (5 weeks)
1B: Fairytale Evolution (4 weeks)

Standards/Goals:
RL.1.1, RL.2.11 Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key
details in a text
RL.2.21 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or
moral.
RL.2.3, RL.2.61 Describe how characters in a story respond to major events and challenges. Acknowledge differences in the
points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.51 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending
concludes the action.
RL.2.71 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its
characters, setting, or plot.
RL.2.91 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from
different cultures.
RI.2.21 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.51 Know and use various text features to locate key facts or information in a text efficiently.
RI.2.61 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI.2.71 Explain how specific images contribute to and clarify a text.
W.2.11 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 to connect opinion and reasons, and provide a concluding statement or section.
W.2.31 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Learning Goals:
-students will cite evidence from the text to discuss key details in stories and retell the central message in their own words
-students will use graphic organizers to identify characters, character traits, and character challenge and response
-students will turn and talk to gather evidence for retell (who, what, when, where, why)
-students will use a vin diagram to compare and contrast evidence from two stories
- students will use connecting words and phrases to understand vocabulary that is essential for comprehension
Supporting Standards:
RF.2.31 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.41 Read with sufficient accuracy and fluency to support comprehension.
L.2.1, L.2.21 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
SL.2.11 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in
small and larger groups.

Understandings: Essential Questions:

Good readers know how to use their own words What message is the author trying to send in this
to retell a story and show that they understand text?
what they have read. What are some character challenges that can help
Vocabulary and key details help us to determine us understand key details in this text?
the central message in a story What connections can we make to our own lives,
Good readers pay attention to details so that they other content, and the world around us based on
can learn more about a character. our reading ?
Understanding how characters respond to events
and challenges helps us to better understand the
story.
Good readers can compare and contrast two
related stories to better understand what they are
reading
 Students will be able to
Describe how characters from the story respond to major challenges and events
Identify key details in order to determine the central message of the story
Use headings and images to understand how they contribute to the main topic of the text
Determine how words and phrases supply meaning in a story
Ask and answer questions to understand key details and vocabulary in a text

Assessment evidence:
Observation of students learning and behaviors/anecdotal records
Graphic Organizers and follow up reading response to show student thinking and demonstrate
understanding of the text
Exit Tickets
Unit Assessment

Learning Plan (9 weeks)

*(Flex. Days October 18th and November 1st -2nd for remediation and enrichment)
Learning Activities:
-Identify details to determine the main topic
-Use headings and images to understand that they contribute to the main topic
-Explore ways that authors use text structure to highlight key details
-Identify the main topic to draw connections to our community
-Writing and identifying character traits in reading response journals
-Use a graphic organizer to describe how characters respond to challenges and events
-Turn and talk to discuss how words and phrases supply meaning in a story
-Complete a beginning, middle, end graphic organizer to recount details to determine the central message
-Add words and meaning to reading response notebooks to understand vocabulary
-Partner fluent reading practice using punctuation, showing expression, and the point of view of characters

Turn and Talk

Responses to reading
Journal writing prompts
Practice during small group, guided, and independent reading

Texts for Read Alouds and Focus Lessons:

Communities by Neil Morris
Alvin Ho: Allergic to Girls, School, and Other Scary Things by Lenore Look
Donovans Word Jar by Mona Lisa DeGross
Cinderella by James Marshall
Prince Cinders by Babette Cole
The Persian Cinderella by Shirley Climo

Standards taken from Baltimore City Schools aligned Common Core State Standards curriculum map