Revised: 10/8/2016

SYRACUSE CITY SCHOOL DISTRICT Grade 02 Unit 01 Unit Template Character September 30-November 1, 2013 Reading Standards: RL.2.1, RL.2.2, RL.2.3 Speaking and Listening Standards: SL.2.4,

Unit Description: Characters In this unit, second graders will be studying characters. Students will discover how to ask and answer questions, and relate to the character that they are reading about. Students will also study how problems are solved in a story, determine the message or moral, author’s purpose, make predictions, and write using text based evidence to support their claim. For this unit, the post-assessment may be given over two days. Teachers will read the assessment text Ruby the Copycat and questions to the students. The questions are embedded into the text. Students will need to use text-based evidence to support their answers.

ELA-Grade02-Unit01 Character Study

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CCLS Addressed in this Unit RL.2.1

Coded Standard (Concepts are underlined, Skills are capitalized) ASK and ANSWER such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.

Concept Elaboration (Pre-requisite concepts/skills, what this standard looks like in the learning progression)

Assessment Questions (How this standard is assessed in the end of unit assessment)

Able to ask and answer questions that begin with…      

Who? Who a character is What? Structure of the story-problem W ant? Solution Where? The setting When? The setting How/Why? Retelling strategies

Able to use background knowledge and details from the text to make and support inferences.

What do you know about Ruby so far? Use at least two details from the story to support your answer. In what ways does Ruby copy Angela? Use at least two details from the story to support your answer.

Able to form a complete oral/written response by restating the question to demonstrate understanding of key text details. Make and revise predictions based on key information from the text and background knowledge. Use knowledge of fiction structures (story elements) and background knowledge to pose questions and make and revise predictions. Engage actively in interactive read alouds through noticing and remembering story events and asking and answering questions about key details in the text to demonstrate understanding. RL.2.2

Recount stories including fables and folktales from diverse cultures, and DETERMINE their central messages, lesson or moral.

ELA-Grade02-Unit01 Character Study

Theme  Understand & distinguish the difference between central ideas & key details  Understand and use knowledge of the structure and characteristics of a fable or folktale in determining a moral, lesson or message  Explain the message, moral or lesson using relevant details from the text (e.g. using inferences about characters actions and words to support the moral, lesson or message)  Begin to develop a bank of morals, lessons and messages to draw upon

What lesson did Ruby learn after playing follow the leader? Remember to use details from the story to support your answer.

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CCLS Addressed in this Unit

Coded Standard (Concepts are underlined, Skills are capitalized)

Concept Elaboration (Pre-requisite concepts/skills, what this standard looks like in the learning progression)  

RL.2.3

DESCRIBE how characters in a story respond to major events and challenges.

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 Spiraled Reading Standards: RL.2.10, RL.2.11

Identify and apply quality characteristics of an effective retelling, including paraphrasing Retell stories, including fables & folktales, using relevant key details from the text and appropriate sequencing vocabulary terms. Understand the vocabulary of story structure (e.g. plot, conflict, resolution, action, setting) Describe how characters respond to the events and challenges using key details from the story Infer characters’ feelings, track where a character’s feelings change & explain why Use story structure to predict how the character will handle or solve the problem Use relevant text-based details to infer character attributes Develop a bank of character traits Describe a character's trait(s) and explain how those traits explain their choices & reactions (e.g., Andy Shane is the kind of person who is shy, so that's why he didn't stand up for himself.) Understand cause & effect relationships

Assessment Questions (How this standard is assessed in the end of unit assessment)

How does Angela feel about Ruby copying her? Why does Angela feel this way? Use at least two details from the story to support your answer.

Embedded Writing Standards: W.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.  Introduce a topic using facts and definitions  Use details to describe actions, thoughts and feelings from the text to support your writing  Describe/retell events in a story  Summarize the end of the story to show the message or lesson Embedded Speaking and Listening Standards SL.2.1 Participate in collaborative conversations with diverse partners about second grade topics and texts with peers and adults in small and larger groups.  Follow agreed-upon rules for discussions  Build on others’ talk in conversations by linking their comments to the remarks of others  Ask for clarification and further explanation as needed about the topics and texts under discussion SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification

ELA-Grade02-Unit01 Character Study

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Recommended Texts Picture books: Novels: (Choose 2-3 picture books to launch the unit during Weeks 1-2)  Marvin Redpost: Kidnapped at Birth by Louis Sachar (Lexile 290; Level  The Principals New Clothes by Stephanie Calmenson (Lexile 520;Level L) K)  Keep the Light Burning Abbie by Peter and Connie Roop (Lexile 260;  Jamaica’s Find by Juanita Havill (Lexile 480; Level L) Level K)  Two Mrs. Gibsons by Toyomi Iqus (Lexile 530; Level L)  Cam Jansen and the Ghostly Mystery by David Alder (series) (Lexile  Chester’s Way by Kevin Henkes (Lexile 570; Level K) 380; Level L)  Imogene’s Antlers by David Small (Lexile 640; Level P)  My Rotten, Red-Headed, Older Brother by Patricia Palacco (Lexile Wordless Books 480; Level M)  Hug by Jez Alborough  Lillys Purple Plastic Purse by Kevin Henskens (Lexile 540; Level M)  A Circle of Friends by Giora Carmi  Tuesday by David Wiesner (Lexile 550; Level M)  The Snowman by Raymond Briggs Treasures Books  Fantastic Mr. Fox by Ronald Dahl (Lexile 600; Level P)  David’s New Friends-Unit 1, Week 1  The Raft by Jim LaMarche (Lexile 540; Level O)  Mr. Putter and Tabby Pour the Tea-Unit 1, Week 2  George and Martha by James Marshall (series) (Lexile 500; Level L)  My Name Is Yoon – Unit1, Week 5  A Special Trade- Treasures Read-aloud Anthology Book  A Thousand Pails of Water- Treasures Read-aloud Anthology book Big Ideas Readers stop to ask and answer questions about what a character says and does to help them get to know the character.  Readers think about the characters and major events in the story to help determine the author’s message or lesson. Vocabulary Domain-Specific Lesson, message or moral Traits Inference Summarize Character words: to be determined from text selection (Read Beck Chapter on How to Select Tier 2 words) 

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ELA-Grade02-Unit01 Character Study

Essential Questions How does thinking about story events and characters help us to determine the lesson or message of the story?

Anchor Charts    

Know/Wonder charts for each book “Getting to Know Characters” and before, during and after chart Big Ideas and Essential Questions Sequencing/Flow Chart

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Assessment Links Unit 1 Assessment Assessment Text Unit Assessment (Modified Unit Assessment for Beginner ELL) Ruby the Copycat by Peggy Rathman

Rubric Link Grade 2 Unit 1 Reading Assessment Rubric

Outcomes  Readers pause after reading a chunk of text and tell back what they know about the characters.  Readers get to know characters by thinking about what they say and do, making pictures in their mind, and prediction(s) about the characters by using evidence from the text. Teaching Points 1.1, 1.2, 1.3, 1.4

Outcomes  Readers retell stories by noticing reactions to story events and situations  Readers relate their own experiences to the story  Readers use the pictures and the words in a story to understand how the characters feel.

Outcomes  Readers find the lesson or message by questioning the author’s purpose.

Outcomes  Readers are learning to think deeply to have a better understanding of the character(s) in the story and the author’s message or lesson.

Teaching Points 1.5, 1.6, 1.7, 1.8

Teaching Points 1.9, 1.10

Teaching Points 1.11, 1.12, 1.13

CCLS RL.2.1

CCLS RL.2.2, RL.2.3

CCLS RL.2.2,RL.2.3

CCLS RL.2.1, RL2.3

Outcome Assessments #1

Outcome Assessments #2 For this assessment, have students work in small groups to complete the task. Conversation criteria checklist- teachers can use this to monitor students completing outcome assessment. Class Conversation Checklist

Outcome Assessments #3 Conversation criteria checklistteachers can use this to monitor students completing outcome assessment.

Outcome Assessments#4 The questions are generic; please feel free to make them specific to your text that you are reading. Question #5 is a vocabulary multiple choice question. You will need to complete this question on the assessment before giving it to students.

ELA-Grade02-Unit01 Character Study

Class Conversation Checklist

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Standard & Outcome RL 2.1 Readers ask and answer questions (who, what, where, when, why and how) to get to know the character (s)

Teaching Points (Skills or strategies to meet outcome) Checks for Understanding *=repeated lesson with different text On-Going/Daily  Writing Response Notebooks  Do it now/ticket out the door 1.1* Readers pause after reading a chunk of text and tell back what they know so far about the characters. 1.2 Readers get to know characters by thinking: What is the character saying or doing? What does this tell me about the character as a person?

1.3 Readers build understanding by making pictures in their minds

1.4 Readers make predictions about character (s ) by using what they already know, and ELA-Grade02-Unit01 Character Study

Flow chart to answer the 5 W’s Traits T-chart

Supports and Scaffolds

Intervention  Scaffolds and examples of new strategies  Using charts and pictures to introduce Questioning (p. 64 Comprehension Connections) 

Stop and jot written response…What do you know about___? Think, Ink, Pair, Share

Visualizing Stems…… I can feel taste, touch, smell….I can imagine….  Professional Resource: Drawing in sketch books (Comprehension Connections p. 94)  Professional Resource: Mystery Box (p. 94 Comprehension Connections) Writers Notebook Response (Students use writing journals to predict ending of story)

Having Question stems already prepared for students

Extension  Use wordless books and have students come up with questions from the books 

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Instructional Resources & Tools

STRATEGIES 7 KEYS TO COMPREHENSION Handout Thinking Stems (p. 42 Comprehension Connection) Sensory Exercises: Questioning the Q Food (p.67 Comprehension connection) Question think and tally sheets (Comprehension Shouldn’t Be SilentQuestioning chapter p. 118) Character lesson Inferencing thinking stems: Maybe…, This could mean…, My guess is…

Students create alternate endings/solutions to a story

Inferences

Compose a story that is a sequel to a story read in class (such as Imogene’s Antlers)

Brain Pop

Have the students do a self- assessment and goal setting (p.131 Comprehension shouldn’t Be Silent.

BRAIN POP – MAKE INFERENCES

Flow Charts 

http://beyondpenguins. ehe.osu.edu/issue/energ y-and-the-polarenvironment/questionin g-techniques-researchbased-strategies-forteachers

Use wordless books Page 6

Standard & Outcome

RL 2.2/2.3 Readers think about story events and how the character deals with situations to determine the author’s message or lesson.

Teaching Points (Skills or strategies to meet outcome) *=repeated lesson with different text the evidence from the text. (e.g. Based on what you know about the character, what do you think will happen next? Why do you think that?)

Checks for Understanding

Supports and Scaffolds

Read a book just up to point of final significant event. Have students get out journals and write an entry telling how their ending was the same or different from the one in the book. Also have them write what made them predict the ending they wrote. Intervention

Instructional Resources & Tools

LESSON IDEAS My Rotten, Red-Headed, Older Brother Too Many Tamales

Kevin Henkes 1.5 Readers retell a story by describing the characters, setting, problem and solution.

Graphic organizers- Retell chart. Using the information from the organizer and writing in their writing response journals.

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1.6 Readers notice how characters react to story events and situations. 1.7 Readers relate their own experiences to the story. (e.g. Does this story make you think about anything in your own life? How does that help you understand the story)? ELA-Grade02-Unit01 Character Study

Turn and talk With a partner- how does _____react in the story?

Think, Pair, Share Inside, Outside Circles (Kagan Strategy)

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Anchor chartsDetermining importance thinking stems (Comprehension Connections p.77) Highlighter tape or post it notes Working with a partner (peer conference) Write & illustrate language experience stories to access prior knowledge & increase understanding of schema Examples Click here

Use pictures first: Begin with a single picture (for example a wizard) make inferences about the picture  Using a wordless book such as A Circle of Friends by Giora Carmi to help children determine what is

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Comprehension Connection (p.78) Purses Launching activity Highlighter tape or post it notes The 7 Keys to Comprehension (p.119)

Lesson Ideas

STRATEGIES Schema T-Chart (p33 Comp. Connections) Schema Thinking Stems: That reminds me…, I can relate to…, I’m remembering…, etc. The Ugly Pumpkin Beginning, Middle, End Chart 7 KEYS TO COMPREHENSION Handout Page 7

Standard & Outcome

Teaching Points (Skills or strategies to meet outcome) *=repeated lesson with different text 1.8 The author does not always tell us how a character feels but readers have an idea from studying the pictures and the words. 1.9 Readers look for the author’s lesson or message by asking… What did the character learn about life?

1.10 Readers can also find a message by asking… What is the author trying to teach me about life? (** Consider using two different texts for 1.10 and 1.11)

ELA-Grade02-Unit01 Character Study

Checks for Understanding

Use talking chips (Kagan Strategy) in small groups of 4 to answer the questions about events in the story(studying the pictures and words in the story)

Think, Pair, Ink, Share

Writers Response Notebook – What is the author trying to tell me about life?

Supports and Scaffolds

important by just looking at the pictures  Read wordless books to help children make inferences. For example:  Pancakes for Breakfast by Tomie De Paola, Chalk by Bill Thompson, Hug by Jez Alborough  Students order and retell a story by sequencing sentence strips or story cards in a pocket chart EXTENSIONS  Being able to pull out the non-examples (what is not important)  Figuring out importance

Instructional Resources & Tools

Comprehension Strategies

Have students create words for wordless pictures books. For example: Tuesday by David Wiesner, The Snowman by Raymond Briggs Inference Challenge (show don't tell) For Example: Create a character who is very smart without actually saying he or she is smart. Write about a very cold afternoon without saying that it is cold. Etc.

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Standard & Outcome RL 2.3/2.1 Readers explain/pay attention to characters’ thoughts, feeling and actions at different points in the story.

RL 2.2/2.1Readers tell what a story is really about by explaining a lesson or message SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Teaching Points (Skills or strategies to meet outcome) *=repeated lesson with different text 1.11 Readers think deeply about a character by paying close attention to: - When a character changes? - Why a character changes? (What was____ like at the beginning of the story? At the middle of the story? At the end?) 1.12 Readers explain a character’s behavior by using examples from the story. 1.13 Readers look for the author’s lesson or message by asking… “What did the character learn about life?” Using details and relevant facts to support their answer.

ELA-Grade02-Unit01 Character Study

Checks for Understanding

Supports and Scaffolds

Decide what advice one character might give another  Beginning, middle, end graphic organizer  Inference/Evidence Sheet  One Sentence Summary

Instructional Resources & Tools

LESSON PLAN IDEAS Lesson 1 Lesson 2 EXTENSION Inference Riddles

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Turn and Talk Writers Response notebook

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Turn and talk with a small group of 4 Inside/Outside Circles (Kagan Strategy) Final response in Writers Notebook

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STRATEGIES As I see it – Thinking Stems – Create online Inference/Evidence Chart – (p52 Comp. Connections)

INTERVENTION: Use sticky notes to mark and retell recurring or big ideas

Lesson idea

Students compose stories in which they create a character who has a problem that gets solved by the end of the story (the ending having a lesson that the character learned) Author’s Chair – share writing

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Standard & Outcome W 2.2 Writing Response Lesson

Teaching Points (Skills or strategies to meet outcome) *=repeated lesson with different text 1. Writers look for details in the text to support their writing by rereading texts and adding information from the text to support their writing. 2. Writers get ready to write by listing solutions to the problems they found in stories 3. Writers retell a story by describing the characters (using descriptive words) 4. Writers retell details of a story in order

ELA-Grade02-Unit01 Character Study

Checks for Understanding

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Graphic organizers Writers response notebooks Sentence strips White boards Student generated rubrics Story Map Sequencing Chart

Supports and Scaffolds

Intervention:  Sentence stems  Modeled mini- writing lessons (writers workshop)  Conferencing with teacher  Guided Writing

Instructional Resources & Tools

Book-The Six Traits of Writing Treasures Manuals Wikki Sticks Highlighter tape highlighters Storyboards Conferencing with a peer Conferencing with a teacher

Extensions Peer conferencing Chart Sequencing words Authors chair

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